With an expansive and powerful argument, Teaching Change combines elegant and gripping explanations of recent and wide-ranging research from biology, economics, education, and neuroscience with hundreds of practical suggestions for individual teachers.
In more than a century of American Thoroughbred racing, only thirteen horses have won the Triple Crown (Kentucky Derby, Preakness Stakes, Belmont Stakes, all won in the same season). Veteran turf writer and racing historian Edward L. Bowen takes us through the rich history of one of the most formidable and exciting challenges in all of sport.
"This work is the first book that describes how teachers can responsibly use generative AI in their classrooms"--
Award-winning racing writer Edward L. Bowen captures dominating victories, great duels, astounding rallies, and more in At the Wire, a compilation of nearly thirty races plus Breeders' Cup highlights that have earned a solid place in America's Turf history. The updated edition includes new chapters on Cigar and the 1995 Breeders' Cup Classic, Zenyatta and the 2009 Breeders' Cup Classic, and American Pharoah and the 2015 Belmont Stakes.
There is a perception that a variety of forces, both social and technological, are accelerating the rate at which change is needed and occurring in higher education. There is also recognition that the primary means through which institutions change is via the creativity, innovation, pedagogy, and scholarship of their faculty. Addressing the challenges offered by these change issues, faculty development programs provide an institutionalized mechanism through which change may become manifest systemically. Situated within the context of institutional change, this study sought to better understand the underlying psychological processes that facilitate the adoption of innovations and new pedagogical practices by faculty within higher education. Through an interdisciplinary approach, self-efficacy research and Roger's diffusion theory were used to inform a line of inquiry that ultimately offers guidance for the evolution of future faculty development practices as well as directions for future areas of research. Faculty developers, administrators and faculty in higher education, educational psychologists, change managers, and diffusion theorists will find practical value in this book.