LEADER 06268nam 2200685 450 001 9910464930803321 005 20200520144314.0 010 $a1-118-83606-5 010 $a1-118-83626-X 035 $a(CKB)3710000000093454 035 $a(EBL)1650837 035 $a(SSID)ssj0001132107 035 $a(MiAaPQ)EBC1650837 035 $a(DLC) 2014010017 035 $a(Au-PeEL)EBL1650837 035 $a(CaPaEBR)ebr10849246 035 $a(OCoLC)900214800 035 $a(EXLCZ)993710000000093454 100 $a20140326h20142014 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEngaging students as partners in learning and teaching $ea guide for faculty /$fAlison Cook-Sather, Catherine Bovill, and Peter Felten ; cover design by Michael Cook 205 $aFirst edition. 210 1$aSan Francisco, California :$cJossey-Bass,$d2014. 210 4$dİ2014 215 $a1 online resource (303 p.) 225 0 $aThe Jossey-Bass Higher and Adult Education Series 300 $aDescription based upon print version of record. 311 $a1-118-43458-7 320 $aIncludes bibliographical references and index. 327 $aEngaging Students as Partners in Learning and Teaching; Contents; Preface; Alison's Story; Cathy's Story; Peter's Story; Our Intended Audience and Approach; Structure of the Book; A Note on Terminology; Acknowledgments; About the Authors; 1 What Are Student-Faculty Partnerships?: Our Guiding Principles and Definition; Guiding Principles for Student-Faculty Partnerships; Respect; Reciprocity; Responsibility; So What Exactly Do We Mean by Partnership?; How Radical Is the Notion of Student-Faculty Partnership?; One Vision of the Possible; Conclusion 327 $a2 Preliminary Questions about Student-Faculty PartnershipsConclusion; 3 Partnerships with Students: Examples from Individual Faculty; 1. Designing a Course or Elements of a Course; Case Study 1: Student-Faculty Course Design; Review of Designing a Course or Elements of a Course with Students; 2. Partnerships Responding to the Student Experience during a Course; Case Study 2: Midcourse Feedback as a Part of Sustained Dialogue and Collaboration with Students; Review of Responding to the Student Experience during a Course; 3. Assessing Student Work 327 $aCase Study 3: Using Computer Software to Support Students to Peer Review Each Other's Work in Large Undergraduate ClassesReview of Assessing Student Work; Conclusion; 4 Program-Level Approaches to Student-Faculty Partnerships; 1. Programs Supporting Course Design and Redesign; Case Study 1: Course-Design Teams at Elon University; 2. Programs Supporting Explorations of Classroom Practice While a Course Is Being Taught; Case Study 2: The Students as Learners and Teachers (SaLT) Program at Bryn Mawr College; 3. Programs Supporting Research on Learning and Teaching 327 $aCase Study 3: The "Students as Change Agents" Program at the University of ExeterBenefits and Drawbacks of Moving from Individual to Programmatic Approaches; Moving Further from Pedagogical Solitude toward Teaching as Community Property; Securing Institutional and Financial Support; Shifting Institutional Culture; Potential Loss of Freedom and Spontaneity; Potential for Ossification; Potential for Imposition; Recommendations for Those in Faculty Development Roles; Serve as Intermediaries; Build on Existing Commitments among Faculty 327 $aPromote and Practice Cocreative Approaches in Academic Development ForumsAct as a Bridge between Different Parts of the University and Influence Policy; Conclusion; 5 Outcomes of Student-Faculty Partnerships: Support from Research Literature and Outcomes for Faculty and Students; Partnership as a Means to Reach Our Goals in Higher Education; A Note About Research Methodology; What Are the Outcomes of Partnership?; Outcome 1: Engagement-Enhancing Motivation and Learning; Engagement Outcomes for Students; Engagement Outcomes for Faculty 327 $aOutcome 2: Awareness-Developing Metacognitive Awareness and a Stronger Sense of Identity 330 $a"The book is designed to offer both a theoretical grounding and practical guidelines and advice--from faculty, students, and coordinators/directors of teaching and learning centers--on how to develop student-faculty partnerships focused on affirming and improving teaching and learning in higher education. This is a why-to and a how-to book, and it provides those interested in trying out their own version of student-faculty partnerships with theory and evidence that supports such efforts, various models of how to go about creating and supporting such partnerships, and advice from a wide-range of experts, on the one hand, and faculty and students who have tried this approach, on the other hand. That balance--of theory, step-by-step guidelines, expert advice, and practitioner experience - will provide those interested with a wide range of perspectives and possibilities on how to build student-faculty partnerships and various levels of guidance. The book will include helpful responses to a range of questions that we have been asked by academic staff from different institutions, disciplines, and levels of experience. These responses will attempt to help faculty overcome some of the perceived barriers to student-faculty partnerships and suggest a range of possible levels of partnership that might be appropriate in different circumstances"--$cProvided by publisher. 606 $aCollege teaching 606 $aTeacher-student relationships 606 $aLearning, Psychology of 608 $aElectronic books. 615 0$aCollege teaching. 615 0$aTeacher-student relationships. 615 0$aLearning, Psychology of. 676 $a378.1/25 686 $aEDU015000$2bisacsh 700 $aCook-Sather$b Alison$f1964-$0849709 702 $aBovill$b Catherine 702 $aFelten$b Peter 702 $aCook$b Michael 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910464930803321 996 $aEngaging students as partners in learning and teaching$92083701 997 $aUNINA LEADER 03470nam 2200661 450 001 9910788564503321 005 20230803033543.0 024 7 $a10.1163/9789004219038 035 $a(CKB)3280000000039098 035 $a(EBL)4003971 035 $a(SSID)ssj0001215966 035 $a(PQKBManifestationID)11722695 035 $a(PQKBTitleCode)TC0001215966 035 $a(PQKBWorkID)11190616 035 $a(PQKB)10065014 035 $a(MiAaPQ)EBC4003971 035 $a(nllekb)BRILL9789004219038 035 $a(Au-PeEL)EBL4003971 035 $a(CaPaEBR)ebr11096587 035 $a(CaONFJC)MIL831848 035 $a(OCoLC)871223325 035 $a(EXLCZ)993280000000039098 100 $a20151114h20132013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aSynchrony and diachrony of Okinawan Kakari Musubi in comparative perspective with premodern Japanese /$fRumiko Shinzato and Leon A. Serafim 210 1$aLeiden, Netherlands :$cGlobal Oriental,$d2013. 210 4$dİ2013 215 $a1 online resource (348 p.) 225 1 $aLanguages of Asia Series ;$vVolume 11 300 $aDescription based upon print version of record. 311 $a90-04-21902-1 311 $a90-04-21903-X 320 $aIncludes bibliographical references and index. 327 $aPreliminary material -- Introduction -- Question-Forming Kakari Musubi -- Assertion-Forming Kakari Musubi -- Different Developments of Kakari Musubi in Japanese and Okinawan -- KM in Theoretical Perspective -- Conclusion and Prospects -- References -- Index. 330 $aRumiko Shinzato and Leon A. Serafim bring a new dimension to kakari musubi (a type of focus construction, henceforth KM) research, incorporating Japanese and Western linguistic theories, and synthesizing Okinawan and Japanese scholarship. Specifically, they analyze still-extant Okinawan KM in comparative perspective with its now extinct Japanese counterpart, while also offering reconstructed Proto-Japonic forms. Major hypotheses on the origins and demise of KM with insight from Okinawan are also evaluated. In addition, viewing KM as consisting of kakari particle + nominalized musubi predicate, they compare KM with its structural analogs, such as (1) Modern Japanese no-da , (2) its corollary in Japanese Western Periphery dialects, and (3) English it-clefts. Finally, the authors apply iconicity-based analyses and grammaticalization theory, interpreting correspondences between deictic-origin particles, which are shared, their epistemically unique musubi forms, and their respective functions. 410 0$aLanguages of Asia series ;$vVolume 11. 606 $aRyukyuan language$xGrammar 606 $aRyukyuan language$xGrammar, Comparative$xJapanese 606 $aJapanese language$xDialects$zJapan$zOkinawa-ken 606 $aJapanese language$xHistory 615 0$aRyukyuan language$xGrammar. 615 0$aRyukyuan language$xGrammar, Comparative$xJapanese. 615 0$aJapanese language$xDialects 615 0$aJapanese language$xHistory. 676 $a495.6 700 $aShinzato$b Rumiko$01464334 702 $aSerafim$b Leon Angelo 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910788564503321 996 $aSynchrony and diachrony of Okinawan Kakari Musubi in comparative perspective with premodern Japanese$93673938 997 $aUNINA