Publisher's Synopsis
The purpose of this volume is to illustrate the wide scope ofpossibilities in interpreting and promoting research-teachingsynergies. At the same time it is a goal to look more explicitly atwhat insitutions can do to promote two distinct forms ofresearch-based teaching.
The first perspective construes research-based teaching asstudent-focused, inquiry-based learning. According to thisperspective, students are not simply taught the discipline-basedcontent knowledge that has been generated through research, nor arethey simply taught the processes of knowledge construction withinthe discipline or subject; instead, they themselves becomegenerators of this knowledge.
The second perspective shifts the lens to those who are doingthe teaching and construes research-based teaching as teaching thatis characterized by discipline-specific inquiry into the process ofteaching itself.
This is the 107th volume of New Directions for Teaching andLearning, a quarterly journal published by Jossey-Bass.
