{"title":"在大型讲座中重新构想评估:由托马斯·杰斐逊和玛丽亚·蒙台梭利启发的另一种方法","authors":"Angeline S. Lillard, Jessica Taggart","doi":"10.1080/87567555.2022.2140097","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Reimagining Assessment in a Large Lecture: An Alternative Approach Inspired by Thomas Jefferson and Maria Montessori\",\"authors\":\"Angeline S. Lillard, Jessica Taggart\",\"doi\":\"10.1080/87567555.2022.2140097\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":53429,\"journal\":{\"name\":\"College Teaching\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-11-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"College Teaching\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/87567555.2022.2140097\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"College Teaching","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/87567555.2022.2140097","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
期刊介绍:
College Teaching provides an interdisciplinary academic forum on issues in teaching and learning at the undergraduate or graduate level. The journal publishes three kinds of articles. Regular, full-length articles of up to 5,000 words reporting scholarship on teaching methods, educational technologies, classroom management, assessment and evaluation, and other instructional practices that have significance beyond a single discipline. Full-length articles also describe innovative courses and curricula, faulty development programs, and contemporary developments. Quick Fix articles, up to 500 words, present techniques for addressing common classroom problems. Commentaries, up to 1,200 words, provide thoughtful reflections on teaching.