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Teaching Excellence in American Higher Education: A History of Dissonance Between Theory and Practice

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dc.contributor.advisor Smith, Lesley
dc.contributor.advisor Reybold, L. Earle Bernard, Robert A.
dc.creator Bernard, Robert A. 2015-08 2015-09-25T14:17:08Z 2016-08-15T01:22:43Z 2015-09-25
dc.description This work was embargoed by the author and will not be publicly available until August 2016. en_US
dc.description.abstract This dissertation examines how conceptions of teaching in American higher education are formed and evolve over time. Utilizing genealogical and time sampling methodology as well as historical text analysis within the context of critical theory, this work traces how conceptions of university teaching originated in 12th century Europe, evolved at the beginning of the early modern period, and then later transferred to and can be identified in American higher education. The research findings indicate that many core elements of higher education in the 20th century have their origins in the 12th century. The dissonance between the different aspects of teaching identified in the research has implications for how contemporary conceptions of teaching are understood and encouraged, as well as how these conceptions are applied today.
dc.language.iso en_US en_US
dc.rights Copyright Robert A. Bernard en_US
dc.subject Centers for Teaching Excellence en_US
dc.subject Higher Education en_US
dc.subject Teaching Excellence en_US
dc.subject Universities and Colleges--Europe--History en_US
dc.subject Universities and Colleges--History en_US
dc.subject Universities and Colleges--United States--History en_US
dc.title Teaching Excellence in American Higher Education: A History of Dissonance Between Theory and Practice en_US
dc.type Dissertation en PhD in Education en_US Doctoral en Education en George Mason University en

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