Zobrazeno 1 - 6
of 6
pro vyhledávání: '"JOHN BRUCE FRANCIS"'
Autor:
John Bruce Francis
Publikováno v:
Research in Higher Education. 4:23-40
Instructors whose teaching was evaluated by students were given the opportunity to rate how applicable the evaluation items were to their classes. This study examined the kinds of items which instructors felt to be applicable or inapplicable, the rel
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c5b7fb749dddc107ce939239e570dc1e
https://doi.org/10.1007/bf00991459
https://doi.org/10.1007/bf00991459
Autor:
John Bruce Francis
Publikováno v:
Higher Education. 4:97-103
A response to Fraley and Vargas' paper which acknowledges the strength of their challenge, but argues that the model of instructional organization they propose overemphasizes the knowledge transmission function of higher education institutions, ignor
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f3350bb720264b4e04a93bf4c67e5d69
https://doi.org/10.1007/bf01569106
https://doi.org/10.1007/bf01569106
Autor:
John Bruce Francis, Walter C. Hobbs
Publikováno v:
The Journal of Higher Education. 44:51-60
(1973). On the Scholarly Activity of Higher Educationists. The Journal of Higher Education: Vol. 44, No. 1, pp. 51-60.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::74c700de2070c04287b74e7f93856b0e
https://doi.org/10.1080/00221546.1973.11776843
https://doi.org/10.1080/00221546.1973.11776843
Publikováno v:
Research in Higher Education. 1:347-366
As part of a large-scale university survey, a random sample of faculty (75% of whom had had firsthand experience with serious student revolt) were asked for their reaction to a series of questions dealing with student protest — with the reasons for
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::76764bfb97d59fa7d4b7aabbd8cb8d18
https://doi.org/10.1007/bf00991669
https://doi.org/10.1007/bf00991669
Autor:
FREDERIC B. MAYO, JR., JOHN BRUCE FRANCIS, JOHN S. BURD, WILSON A. JUDD, EUNICE S. MATTHEW, WILLIAM F. PINAR, PAUL ERICKSON, CHARLES JOHN STARK, WALTER H. CLARK, JR., IRVIN DAVID GLICK, HOWARD D. BRUNER, JOHN EDDY, DAVID L. PAGNI, GLORIA J. ABBINGTON, MICHAEL L. GREENBAUM, PHILLIP C. FREY, ROBERT G. OWENS, ROYCE W. VAN NORMAN, M. BRUCE HASLAM, EUGENE HITTLEMAN, SALLY GEIS, ROBERT H. GRAHAM, OGDEN L. GLASOW, A. L. FANTA, JOSEPH FASHING
Publikováno v:
Educational Studies. 4:198-200
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3c4a9dbc2cf63b74862ec98f4c0799a5
https://doi.org/10.1207/s15326993es0404_6
https://doi.org/10.1207/s15326993es0404_6
Autor:
John Bruce Francis
Publikováno v:
The Journal of Higher Education. 46:719
This paper analyzes the stages through which attitudes about faculty development pass in a given institution, and suggests that coordination of programs with the prevailing institutional climate will increase their relevance and potential impact. Wor
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::426ec44d07f252ec9efaa3bdecc12420
https://doi.org/10.2307/1979064
https://doi.org/10.2307/1979064