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Subjectivity may hinder the application of Kline’s teaching framework in comparative contexts

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dc.contributor.authorDean, Lewis
dc.contributor.authorKendal, Rachel
dc.date.accessioned2015-07-09T15:40:01Z
dc.date.available2015-07-09T15:40:01Z
dc.date.issued2015-01
dc.identifier181063197
dc.identifier68b87455-973e-45cf-95e2-60c5872f287d
dc.identifier84930836046
dc.identifier000370070900038
dc.identifier.citationDean , L & Kendal , R 2015 , ' Subjectivity may hinder the application of Kline’s teaching framework in comparative contexts ' , Behavioral and Brain Sciences , vol. 38 , no. 1 . https://doi.org/10.1017/S0140525X14000478en
dc.identifier.issn0140-525X
dc.identifier.urihttps://hdl.handle.net/10023/6952
dc.description.abstractWe welcome Kline’s attempt to develop an overarching framework to allow much needed collaboration between fields in the study of teaching. While we see much utility in this enterprise, we are concerned that there is too much focus on the behaviour of the teacher, without examining results or costs, and the categories within the framework are not sufficiently distinct.
dc.format.extent2
dc.format.extent397584
dc.language.isoeng
dc.relation.ispartofBehavioral and Brain Sciencesen
dc.subjectTeachingen
dc.subjectComparative cognitionen
dc.subjectBF Psychologyen
dc.subject.lccBFen
dc.titleSubjectivity may hinder the application of Kline’s teaching framework in comparative contextsen
dc.typeJournal itemen
dc.contributor.institutionUniversity of St Andrews. School of Psychology and Neuroscienceen
dc.identifier.doihttps://doi.org/10.1017/S0140525X14000478
dc.description.statusPeer revieweden


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