How professors think (Record no. 94163)
| 000 -LEADER | |
|---|---|
| fixed length control field | 02181nam a2200385 a 4500 |
| 082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 378.1/2 |
| 100 1# - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Lamont, Mich�ele, |
| 245 10 - TITLE STATEMENT | |
| Title | How professors think |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | Cambridge, Mass. : |
| Name of publisher | Harvard University Press, |
| Year of publication | 2009. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 330 p. |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Opening the black box of peer review -- How panels work -- On disciplinary cultures -- Pragmatic fairness : customary rules of deliberation -- Recognizing various kinds of excellence -- Considering interdisciplinarity and diversity -- Implications in the United States and abroad. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Judging quality isn't robotically rational; it's emotional, cognitive, and social, too. Yet most academics' self-respect is rooted in their ability to analyze complexity and recognize quality, in order to come to the fairest decisions about that elusive god, "excellence." In How Professors Think, Lamont aims to illuminate the confidential process of evaluation and to push the gatekeepers to both better understand and perform their role. --from publisher description. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | College teachers |
| Topical Term | Peer review. |
| Topical Term | Teacher effectiveness. |
| Topical Term | Portfolios in education. |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | http://site.ebrary.com/lib/rucke/Doc?id=10399446 |
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