争议教学法:模式、测量与教学应用

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
S. Allen
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引用次数: 1

摘要

争议是管理课堂上一种潜在的强大教学工具,使学生能够探索问题的不同观点,并发展他们在批判性思维和沟通等领域的技能。在不可避免地存在多种对立观点的工作场所,争论隐含在学习、领导和管理角色中。先前的研究表明,建设性的争议解决技能对管理专业的学生很重要。这项由多部分组成的研究提出了争议教学方法的模型和衡量标准,并使用验证性因素分析以及与相关结果和衡量标准的相关性来探索其可靠性和有效性的证据。这三项研究以美国多所大学的管理和领导力学生为样本,为该模型和衡量标准的有效性提供了初步证据。多元视角和回避被发现是教师观察到的教授有争议话题的方法的潜在维度。本研究所采用的争议教学方法模型和措施有可能支持管理教育工作者的教学发展,以及对争议教学的进一步研究。这项研究也对教师如何处理课堂上的争议具有实际意义,并可能有助于有效的教学。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Controversy Teaching Approaches: Model, Measure, and Teaching Applications
Controversies are a potentially powerful teaching tool in the management classroom enabling students to explore different perspectives on an issue and to develop their skills in areas such as critical thinking and communication. Controversy is implicit to learning and to leadership and management roles in workplaces where multiple opposing views inevitably exist. Prior research asserts that constructive controversy resolution skills are important to management students. This multipart study presents a model and measure of controversy teaching approaches and explores evidence of their reliability and validity using confirmatory factor analysis and correlations with relevant outcomes and measures. The three studies, with samples of management and leadership students across several U.S. institutions, provide initial evidence of the validity of the model and measure. Multiple perspectives and avoidance were found to be underlying dimensions of instructors’ observed approaches to teaching controversial topics. The controversy teaching approaches model and measure used in this study have potential to support instructional development for management educators, as well as further research on controversy teaching. This study also has practical implications for how instructors approach controversies in the classroom and may aid effective teaching and learning.
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来源期刊
Journal of Management Education
Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.10
自引率
14.30%
发文量
23
期刊介绍: The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.
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