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 4.1 - 1995Click here to download

This issue contains articles on:

The Art of Lecturing 1
Trevor Habeshaw discusses the difficulties of coping with ever larger classes and provides tips and insights into the art of making the lecture an effective teaching and learning tool.

Students as Colleagues
Edward Nuhfer (University of Colorado at Denver) presents the case for student management teams and emphasises the responsibility that goes with empowerment.

A Guide to Quality Issues
Jennifer Rowley (Manchester Metropolitan University) provides a useful guide to quality issues in HE by defining concepts and outlining quality assurance mechanisms.

Hunters and Gatherers among the Tribes of Academe
Julienne Hanson (University College, London) pursues Tony Beecher's metaphor of "academic tribes" and finds that anthropological concepts illuminate the division of labour in academia.

Mathematics and the Student
Joanna Smailes (University of Northumbria at Newcastle) discusses her personal experiences of student numeracy and provides some practical advice on helping students improve their skills.

Getting the Right Information
Phil Sheffield (University of Leeds) explains how the British Education Index can provide an invaluable aid in keeping up-to-date with the latest findings in teaching and learning, while protecting us from the painful congestion of information overload.

Credits for Career Planning
Phillipa Ashton and Rosalind Healy (University of Central Lancashire) claim that their university's innovative system of career planning is probably unique: students may obtain credits for what they learn.

How Do I Get Where I Want To Be?
Steve Dalton, Chrissie Gibson and Jan Moore (Manchester Metropolitan University) describe how they were involved in setting up an integrated careers education programme within the BSc (Hons) Environmental Management course at their institution.

The Last Word
Pooh as Pedagogue: John Tyerman Williams shows that Winnie the Pooh can provide example and inspiration to teachers in HE.

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