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dc.contributor.authorGrootenboer, Peteren_US
dc.date.accessioned2017-04-24T13:01:53Z
dc.date.available2017-04-24T13:01:53Z
dc.date.issued2010en_US
dc.date.modified2012-09-14T01:07:22Z
dc.identifier.issn07294360en_US
dc.identifier.doi10.1080/07294361003682586en_US
dc.identifier.urihttp://hdl.handle.net/10072/35411
dc.description.abstractThere seems to be an increasing requirement for university courses and programs to develop students' affective qualities (beliefs, values, dispositions and attitudes). This study explored the ways academics determined what the desirable qualities were for their particular disciplines and the pedagogical strategies and approaches they used to develop them. The participants were able to articulate certain beliefs, values and attitudes that were central to their discipline, although they appeared to be assumed and somewhat tacit in nature. The teaching and assessing of affective qualities was seen as problematic by the participants in the study owing to inadequate policy structures of the University, but the data revealed some practical teaching approaches. It was clear from this initial study that there is still a great deal of research and scholarship required in this area.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent311678 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom723en_US
dc.relation.ispartofpageto737en_US
dc.relation.ispartofissue6en_US
dc.relation.ispartofjournalHigher Education Research and Developmenten_US
dc.relation.ispartofvolume29en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchHigher Educationen_US
dc.subject.fieldofresearchcode130103en_US
dc.titleAffective development in university educationen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2010 Taylor & Francis. This is the author-manuscript version of the paper. Reproduced in accordance with the copyright policy of the publisher.Please refer to the journal link for access to the definitive, published version.en_US
gro.date.issued2010
gro.hasfulltextFull Text


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