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 6.2 - 1997Click here to download

This issue contains articles on:

Graduate Standards
Ivan Moore (University of Ulster) summarises the findings of the HEQC draft report on Graduate Standards.

Peer Assessment in Music
Tim Ewers and Michael Searby (Kingston University) discover that requiring students to assess each other's work helps them to get actively involved in the learning process.

An Exercise in Student Self-Assessment
Ken Hahlo (Bolton Institute of Higher Education) finds that everyone can benefit when students are required to assess their own work.

Peer Observation of Teaching
Paul Orsmond (Staffordshire University) reports that observing and being observed by one's colleagues can make everyone happy, not just the teaching quality assessors.

Suspense and Surprise in Large Lectures
More on the Art of Inspiring Students
Helen Pennington (Massey University, New Zealand) shows how she helps her students to experience the process of scientific discovery.

The Costs of Crowded Classrooms
Dilupa Perera and James Hartley (Keele University) assess the effects of learning in a crowded situation. Yes, it does make a difference.

Professional Scholars and Scholarly Professionals
Michael Gregory (University College Suffolk) gives practical advice to prospective candidates for the Doctorate of Education.

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