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Published in:
Paradigms and Foundational Philosophies Read chapter Read first chapter

2018 | OriginalPaper | Chapter

Educational Methodologies: Implications for Faculty Teaching, Research, and Service

Author : Kavous Ardalan

Published in: Case Method and Pluralist Economics

Publisher: Springer International Publishing

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Abstract

This chapter discusses the implications of the first three chapters with respect to faculty teaching, research, and service. For this purpose, this chapter brings major aspects of the first three chapters to the forefront, and elaborates on their connections and implications for the way educational methodologies are applied.

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previous chapter Educational Methodologies: Implications for Student-Teacher Relations
next chapter Educational Methodologies: Implications for Institutional Mission and Administration
Footnotes
1
For this literature see Ardalan (2003a, 2003b, 2006, 2008, 2013, 2015), Barnes et al. (1994), Barrow and White (1993), Barrow and Woods (1989), Blake et al. (2002), Brosio (1998), Burrell and Morgan (1979), Cahn (1996, 2009), Carr (2003), Chambliss (1996), Christensen and Garvin (1991), Cromer (1997), Curren (2003, 2007), Dooley and Skinner (1977), Ellis et al. (1991), Erskine et al. (2003), Freedman (1996), Gragg (1954), Gutek (2000a, 2000b, 2003), Hancock (1999), Hare and Portelli (2001), Hickman and Alexander (1998), Kimball and Orrill (1995), Larochelle et al. (1998), Marples (1999), Mauffette-Leenders et al. (2007), McLaren (1998), Morgan (1983, 1985), Noddings (2016), Orrill (1999), Ozmon (2011), Philosophy of Education Society (2003), Popkewitz and Fendler (1999), Power (1995), Reynolds (1978), Rocha (2014), Rorty (1998), Sadovnik et al. (2000), Schrag (1995), Siegel (2012), Talisse and Hester (2002), and Winch and Gingell (1999). This chapter is based on Ardalan (2006), Erskine et al. (2003), and Mauffette-Leenders et al. (2007).
 
2
The difference between “educational method” and “educational methodology” should be kept in mind. The former refers to a tool, whereas the latter signifies an approach, an orientation, and a way of thinking about how to generate and apply respective educational methods.
 
3
See Ardalan (2003b), Morgan (1983, chapters 3–6), and Morgan (1985).
 
4
See Ardalan (2003b), Morgan (1983, chapters 9–11), and Morgan (1985).
 
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Metadata
Title
Educational Methodologies: Implications for Faculty Teaching, Research, and Service
Author
Kavous Ardalan
Copyright Year
2018
Book
Case Method and Pluralist Economics

Print ISBN: 978-3-319-72070-8

Electronic ISBN: 978-3-319-72071-5

Copyright Year: 2018

DOI
https://doi.org/10.1007/978-3-319-72071-5_8