Tímarit um menntarannsóknir - 01.01.2014, Qupperneq 83

Hvaða eiginleika og færni þurfa góðir háskólakennarar að hafa?
Kristján Kristjánsson (2006). 'Emotional in-
telligence' in the classroom?: An Aristo-
telian critique. Educational Theory, 56(1),
39-56.
Lundberg, C. A., og Schreiner A. A. (2004).
Quality and frequency of faculty-student
interaction as predictors of leaming: An
analysis by student race/ethnicity. Journal
ofCollege Student Development, 45(5), 549-
565.
Mayer, J. D., Salovey, R, og Camso, D. R.
(2000). Competing models of emotional
intelligence. í R. J. Steinberg (ritstjóri),
Handbook of human intelligence (2. útg.)
(bls. 396-420). New York: Cambridge Uni-
versity Press.
Mayeroff, M. (1971). On caring. New York:
hfarper and Row.
Mok, Y. F. (2005). Teacher concerns and
teacher life stages. Research in Education,
73, 53-72.
Moss, P. A. (2005). Understanding the other/
understanding ourselves: Toward a con-
stmctive dialogue about 'principles' in
educational research. Educational Theory,
55(3), 263-283.
Noddings, N. (1984). Caring: Afeminine app-
roach to ethics and moral education. Berke-
ley: University of California Press.
Noddings, N. (1986). Fidelity in teaching,
teacher education, and research for teach-
ing. Harvard Educational Review, 56(4),
496-510.
Noddings, N. (1988). An ethic of caring
and its implications for instmctional arr-
angements. American ]ournal of Education,
96(2), 215-230.
Nye, B., Konstantopoulos, S., og Hedges, L.
V. (2004). How large are teacher effects?
Educational Evaluation and Policy Analysis,
26(3), 237-257.
Ólafsdóttir, A. (2014). Academics' conceptions
of „good university teaching" and perceived
institutional and external ejfects on its itnple-
mentation. Doktorsritgerð við Menntavís-
indasvið Háskóla íslands.
Patrick, ]., og Smart, R. M. (1998). An empir-
ical evaluation of teacher effectiveness:
The emergence of three critical factors. As-
sessment & Evaluation in Higher Education,
23(2), 165-178.
Polk, J. A. (2006). Traits of effective teachers.
Arts Education Policy Review, 107(4), 23-29.
Ramsden, P. (2008). The future ofhigher educa-
tion teaching and the student experience.
London: Department of Business, Inn-
ovation and Skills. Sótt af: http: / /www.
bis.gov.uk/assets/BISCore/corporate/
docs / H /he-debate-ramsden.pdf
Rodgers, C. R., og Raider-Roth, M. B. (2006).
Presence in teaching. Teachers and Teach-
ing, 12(3), 265-287.
Schuck, S., Gordon S., og Buchanan J. (2008).
What are we missing here? Problematis-
ing wisdoms on teaching quality and pro-
fessionalism in higher education. Teaching
in Higher Education, 13(5), 537-547.
Sizer, T. R., og Sizer N. F. (1999). The students
are watching: Schools and the moral contract.
Boston: Beacon Press.
Smeyers, P. (2005). Idle research, futile
theory, and the risk for education: Rem-
inders of irony and commitment. Educa-
tional Theory, 55(2), 165-183.
Stronge, J. H. (2002). Qualities ofeffective teac-
hers. Alexandria, VA: Association for Su-
pervision and Curriculum Development.
Tarc, A. M. (2006). In a dimension of
height: Ethics in the education of others.
Educational Theory, 56(3), 287-304.
Teven, J. J. (2001). Relationships among
teacher characteristics and perceived
caring. Communication Education, 50(2),
159-169.
Trigwell, K., Martin, E., Benjamin, ]., og Pros-
ser, M. (2000). Scholarship of teaching: A
model. Higher Education Research & Deve-
lopment, 19(2), 155-168.
81