New Directions for
Teaching and Learning
Catherine M. Wehlburg
EDITOR-IN-CHIEF
Number 148 • Winter 2016
Jossey-Bass
San Francisco
Enhancing Teaching and Learning Through Collaborative Structures
Jeffrey L. Bernstein, Brooke A. Flinders (eds.)
New Directions for Teaching and Learning, no. 148
Editor‐in‐Chief: Catherine M. Wehlburg,
NEW DIRECTIONS FOR TEACHING AND LEARNING, (Print ISSN: 0271‐0633; Online ISSN: 1536‐0768), is published quarterly by Wiley Subscription Services, Inc., a Wiley Company, 111 River St., Hoboken, NJ 07030‐5774 USA.
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Since 1980, New Directions for Teaching and Learning (NDTL) has brought a unique blend of theory, research, and practice to leaders in postsecondary education. NDTL sourcebooks strive not only for solid substance but also for timeliness, compactness, and accessibility.
The series has four goals: to inform readers about current and future directions in teaching and learning in postsecondary education, to illuminate the context that shapes these new directions, to illustrate these new directions through examples from real settings and to propose ways in which these new directions can be incorporated into still other settings.
This publication reflects the view that teaching deserves respect as a high form of scholarship. We believe that significant scholarship is conducted not only by researchers who report results of empirical investigations but also by practitioners who share disciplinary reflections about teaching. Contributors to NDTL approach questions of teaching and learning as seriously as they approach substantive questions in their own disciplines, and they deal not only with pedagogical issues but also with the intellectual and social context in which these issues arise. Authors deal on the one hand with theory and research and on the other with practice, and they translate from research and theory to practice and back again.
In this volume, Jeffrey L. Bernstein and Brooke A. Flinders discuss ways to consider the collaborative structures within education that allow for shared contributions to teaching and learning. The authors contend that teachers are at their most effective when they work within a community. They discuss the need for practitioners to view teaching and learning as truly communal work, regardless of the type of setting. When educators work within a collaborative structure toward improving teaching and learning, they can enhance the experiences for all students. This volume explores multiple perspectives on collaborative structures in teaching and learning.
Catherine Wehlburg
Editor‐in‐Chief