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What the Best College Teachers Do


reviewed by Carmen McCrink — 2005

coverTitle: What the Best College Teachers Do
Author(s): Ken Bain
Publisher: Harvard University Press, Cambridge
ISBN: 0674013255, Pages: 207, Year: 2004
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What the Best College Teachers Do is a sine qua non resource for the academy as a whole—from the novice instructor, to the proverbial sage on the stage, to the echelons of administrators who ponder over what constitutes the essence of “effective” teaching. In this work, Ken Bain presents a composite of the best post-secondary teachers in the United States and focuses primarily on their thought processes, vis-à-vis teaching methodology. Bain writes, “…I have tried to capture the collective scholarship of some of the best teachers…” (p. 4). This statement undoubtedly underscores the author’s personal philosophy as he invites the reader to consider teaching as a form of scholarship as suggested in Boyer’s (1990) Scholarship Reconsidered. Two issues, which have served as fodder for discourse in the not too distant past, permeate this work: 1) the interdependent relationship between teaching and learning, therefore, formulating a teaching/learning equation applicable to all disciplines and, in so doing, reaffirming “effective” teaching as a willingness to continue learning... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 107 Number 2, 2005, p. 281-284
http://www.tcrecord.org ID Number: 11373, Date Accessed: 10/20/2017 4:49:13 AM

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About the Author
  • Carmen McCrink
    Barry University School of Education
    E-mail Author
    CARMEN L. McCRINK is Chair and Assistant Professor of the Educational Leadership/Higher Education Administration Department at Barry University. She earned her Ph.D. in Higher Education Administration, with History as an outside field, from the University of Miami. Dr. McCrink's recent publications include the following: Brown, J.O., McCrink, C.L., & Maybee, R. (2004). Beyond college credits: How experiential learning portfolios foster adult students' personal and professional competencies and development. Journal of Continuing Higher Education (in press). Wolman, C., McCrink, C., Figueroa, S., & Harris-Looby, J. (2004). The accommodation of university students with disabilities inventory (AUSDI): Assessing American and Mexican faculty attitudes toward students with didabilities. Journal of Hispanic Higher Education (in press). Rodriguez, D., McCrink, C., Pelaez, G., Paneque, O. & Stallions, M. (2004). Leadership and learning n a bilingual society. BilingLatAm 2004, First International Symposium about Bilingualism and Bilingual Education in Latin America, (pp. 301-308). Buenos Aires, Argentina: English Speaking Scholastic Association of the River Plate (ESSARP). Current Projects: McCrink, C. & Rice, E. (2004, September). Identifying the leadership practices of Latin American Sisters: A look at educational administrators and their respective sociological context for future directives. Paper to be presented at the 18th Annual Women in Educational Leadership Conference, Lincoln, NE. Rodriguez, D., & McCrink, C. (2004-2005). Presently conducting study, Identifying common themes in the teaching practices of Latina teachers as graduates of a TESOL education program: Reflecting on experiences and measuring self-efficacy for future directives. McCrink, C. L. (2002). Hispanic women: Building a room for self-efficacy. Journal of Hispanic Higher Education, 1(3), 238-250.
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