Subjectivity may hinder the application of Kline’s teaching framework in comparative contexts

Lewis Dean; Rachel Kendal

doi:10.1017/S0140525X14000478

Subjectivity may hinder the application of Kline’s teaching framework in comparative contexts

Lewis Dean, Rachel Kendal

School of Psychology and Neuroscience

Research output: Contribution to journal › Comment/debate › peer-review

2 Downloads (Pure)

Abstract

We welcome Kline’s attempt to develop an overarching framework to allow much needed collaboration between fields in the study of teaching. While we see much utility in this enterprise, we are concerned that there is too much focus on the behaviour of the teacher, without examining results or costs, and the categories within the framework are not sufficiently distinct.

Original language	English
Number of pages	2
Journal	Behavioral and Brain Sciences
Volume	38
Issue number	1
DOIs	https://doi.org/10.1017/S0140525X14000478
Publication status	Published - Jan 2015

Keywords

Teaching
Comparative cognition

Access to Document

10.1017/S0140525X14000478

Dean_2015_BBS_Potential_AM
Copyright © Cambridge University Press 2015. This work is made available online in accordance with the publisher’s policies. This is the author created, accepted version manuscript following peer review and may differ slightly from the final published version. The final published version of this work is available at http://dx.doi.org/10.1017/S0140525X14000478
Accepted author manuscript, 388 KB

Cite this

@article{68b87455973e45cf95e260c5872f287d,

title = "Subjectivity may hinder the application of Kline{\textquoteright}s teaching framework in comparative contexts",

abstract = "We welcome Kline{\textquoteright}s attempt to develop an overarching framework to allow much needed collaboration between fields in the study of teaching. While we see much utility in this enterprise, we are concerned that there is too much focus on the behaviour of the teacher, without examining results or costs, and the categories within the framework are not sufficiently distinct.",

keywords = "Teaching, Comparative cognition",

author = "Lewis Dean and Rachel Kendal",

year = "2015",

month = jan,

doi = "10.1017/S0140525X14000478",

language = "English",

volume = "38",

journal = "Behavioral and Brain Sciences",

issn = "0140-525X",

publisher = "Cambridge University Press",

number = "1",

}

TY - JOUR

T1 - Subjectivity may hinder the application of Kline’s teaching framework in comparative contexts

AU - Dean, Lewis

AU - Kendal, Rachel

PY - 2015/1

Y1 - 2015/1

N2 - We welcome Kline’s attempt to develop an overarching framework to allow much needed collaboration between fields in the study of teaching. While we see much utility in this enterprise, we are concerned that there is too much focus on the behaviour of the teacher, without examining results or costs, and the categories within the framework are not sufficiently distinct.

AB - We welcome Kline’s attempt to develop an overarching framework to allow much needed collaboration between fields in the study of teaching. While we see much utility in this enterprise, we are concerned that there is too much focus on the behaviour of the teacher, without examining results or costs, and the categories within the framework are not sufficiently distinct.

KW - Teaching

KW - Comparative cognition

U2 - 10.1017/S0140525X14000478

DO - 10.1017/S0140525X14000478

M3 - Comment/debate

SN - 0140-525X

VL - 38

JO - Behavioral and Brain Sciences

JF - Behavioral and Brain Sciences

IS - 1

ER -

Subjectivity may hinder the application of Kline’s teaching framework in comparative contexts

Abstract

Keywords

Access to Document

Fingerprint

Cite this