Variation in academics' accounts of tutorials.

Educational Research

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Variation in academics' accounts of tutorials. / Ashwin, Paul.
In: Studies in Higher Education, Vol. 31, No. 6, 2006, p. 651-665.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Ashwin, P 2006, 'Variation in academics' accounts of tutorials.', Studies in Higher Education, vol. 31, no. 6, pp. 651-665. https://doi.org/10.1080/03075070601004234

APA

Ashwin, P. (2006). Variation in academics' accounts of tutorials. Studies in Higher Education, 31(6), 651-665. https://doi.org/10.1080/03075070601004234

Vancouver

Ashwin P. Variation in academics' accounts of tutorials. Studies in Higher Education. 2006;31(6):651-665. doi: 10.1080/03075070601004234

Author

Ashwin, Paul. / Variation in academics' accounts of tutorials. In: Studies in Higher Education. 2006 ; Vol. 31, No. 6. pp. 651-665.

Bibtex

@article{55af395fe8404a44a039664be22ae812,

title = "Variation in academics' accounts of tutorials.",

abstract = "There is a growing literature that has examined academics‟ approaches to, and accounts of, teaching. One aspect that has not been examined is academics‟ perceptions of particular teaching methods. In this study, academics‟ accounts of tutorials at the University of Oxford were used as an „ideal type‟ in order to examine whether there is variation in the ways that academics experience a single teaching method. An analysis of interviews with 20 academics constituted four qualitatively different ways in which academics described the purpose of tutorials. This paper examines whether there appeared to be systematic subject-based differences in the ways academics‟ described tutorials, as well as examining relations between academics‟ accounts of tutorials and their approaches to teaching. In doing so, the study offers insight into the different ways in which academics account for a particular teaching and learning task, which has important implications for the approach that is taken to supporting university teaching more generally",

keywords = "The final, definitive version of this article has been published in the Journal, Studies in Higher Education, 31 (6), 2006, {\textcopyright} Informa Plc",

author = "Paul Ashwin",

year = "2006",

doi = "10.1080/03075070601004234",

language = "English",

volume = "31",

pages = "651--665",

journal = "Studies in Higher Education",

issn = "0307-5079",

publisher = "Routledge",

number = "6",

}

RIS

TY - JOUR

T1 - Variation in academics' accounts of tutorials.

AU - Ashwin, Paul

PY - 2006

Y1 - 2006

N2 - There is a growing literature that has examined academics‟ approaches to, and accounts of, teaching. One aspect that has not been examined is academics‟ perceptions of particular teaching methods. In this study, academics‟ accounts of tutorials at the University of Oxford were used as an „ideal type‟ in order to examine whether there is variation in the ways that academics experience a single teaching method. An analysis of interviews with 20 academics constituted four qualitatively different ways in which academics described the purpose of tutorials. This paper examines whether there appeared to be systematic subject-based differences in the ways academics‟ described tutorials, as well as examining relations between academics‟ accounts of tutorials and their approaches to teaching. In doing so, the study offers insight into the different ways in which academics account for a particular teaching and learning task, which has important implications for the approach that is taken to supporting university teaching more generally

AB - There is a growing literature that has examined academics‟ approaches to, and accounts of, teaching. One aspect that has not been examined is academics‟ perceptions of particular teaching methods. In this study, academics‟ accounts of tutorials at the University of Oxford were used as an „ideal type‟ in order to examine whether there is variation in the ways that academics experience a single teaching method. An analysis of interviews with 20 academics constituted four qualitatively different ways in which academics described the purpose of tutorials. This paper examines whether there appeared to be systematic subject-based differences in the ways academics‟ described tutorials, as well as examining relations between academics‟ accounts of tutorials and their approaches to teaching. In doing so, the study offers insight into the different ways in which academics account for a particular teaching and learning task, which has important implications for the approach that is taken to supporting university teaching more generally

KW - The final

KW - definitive version of this article has been published in the Journal

KW - Studies in Higher Education

KW - 31 (6)

KW - 2006

U2 - 10.1080/03075070601004234

DO - 10.1080/03075070601004234

M3 - Journal article

VL - 31

SP - 651

EP - 665

JO - Studies in Higher Education

JF - Studies in Higher Education

SN - 0307-5079

IS - 6

ER -

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