Innovations in Education and Teaching International (IETI)

Innovations in Education and Teaching International is the journal of the Staff and Educational Development Association. To this end, contributions to the journal should reflect SEDA’s aim to promote innovation and good practice in higher education through staff and educational development and subject-related practices.

IETI has a high impact factor and a long history. It concentrates on papers and reviews on research and professional practice informed teaching and learning, and educational development issues, including innovative teaching and learning strategies and developments in technology-aided education. With contributions from around the world, IETI aims to stay at the cutting edge in the field.

Contributions are welcomed on any aspect of promoting and supporting educational change in higher and other post-school education, with an emphasis on research, experience, scholarship and evaluation, rather than mere description of practice.
Educational development, also described as academic, faculty, staff or instructional development in some contexts, is taken to mean the activities engaged in by staff in specialist units, academic staff within departments, academic leaders and managers, those involved with quality enhancement initiatives, and others with an interest in educational change, to bring about improvements in, and a better understanding of, policy and practices of learning, teaching, assessment and curriculum development.

As an international publication, contributors should both contextualise and consider the transferability of the practices and theories being examined.

Innovations in Education & Teaching International is essential reading for all practitioners and decision makers who want to stay informed about the developments in education, teaching and learning.

Peer Review Policy:
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.

This journal can be found on the Taylor and Francis website.

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New Academic Issue 2.3 - 1993Click here to download

This issue contains articles on:
Appraisal Procedures: a recipe for mediocrity?
Ian Hutchings (Oxford Brookes University) looks at how both appraisal and promotion procedures are encouraging teachers to become moderately competent all-rounders.

Improving the Quality of Students' Writing
In answer to Graham Gibbs' article in The New Academic 1.2 Graham Badley (Anglia Polytechnic University) argues that what students in HE actually need is both more essay writing and more practical support to help them make their writing and their essays more effective.

Assessment of Students' Oral Communication Skills by Staff and Peer Groups
Ian E Hughes and Bryan Large (University of Leeds) describes how students are taught and assessed on communication and presentations skills as an integral part of their Bsc (Hons) Pharmacology degree.

Proctorials: a student view
Petronella Ericson and Naomi Cohen (University of Leeds) give the students' view of a new teaching method which encourages students to work things out for themselves, to question received wisdom and to seek enlightenment through discussion and debate.

The Role of Women Staff Developers in Developing Teaching Skills through Teaching Observations
"What's so special about women staff developers?" Hazel Fullerton (University of Plymouth) asked a group of new lecturers on her course.

Coping with Student Induction in the Nineties
Lee Crystal (Luton College of Higher Education) examines the new approach to student induction introduced at Luton College to cope with the increasing change in the student population.

Twenty Tips for Running Staff Development Workshops
From Peter McCrorie (Queen Mary and Westfield College, University of London).

To Centralise or Not to Centralise?
Dennis James (Leeds Metropolitan University) asks the question in light of the many changes that are currently taking place in Higher Education.

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