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 6.3 - 1997Click here to download

This issue contains articles on:

The Art of Inspiring Independent Learning 1
Carole and David Baume (The Open University) give practical suggestions on how teachers can help students to become independent learners.

Stimulating Learners
Sue Jackson (university of East London) describes ways of meeting the needs of students from disadvantaged backgrounds even in large classes.

Honours Classifications
The Need for Transparency
Harvey Woolf (University of Wolverhampton) and David Turner (Oxford Brookes University) investigate whether a student with a given set of results mightbe awarded an Upper Second degree in one institution and a Lower Second in another.

Towards an Accredited Future
Life After Dearing
Kate Exley (University of Nottingham) examines the Dearing Report's recommendation that teaching in HE be professionalised.

'Spaß' is German for 'Fun'
More on Inspiring Independent Learning
Steven Lawrie (University of Aberdeen) describes a successful experiment in German language teaching which motivated and inspired his students.

Hazel Fullerton (University of Plymouth) claims that managing academics is like herding cats - and a good thing too!

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