Student Motivation, Cognition, and Learning: Essays in Honor of Wilbert J. McKeachie

By Paul R. Pintrich; Donald R. Brown et al. | Go to book overview

11
Strategic Learning/Strategic Teaching: Flip Sides
of a Coin

Claire E. Weinstein University of Texas at Austin

The research and development work of Wilbert J. McKeachie has had a profound impact on conceptualizations, research, and practices in the field of higher education. In the 1950s, Bill was already publishing articles and chapters with titles like: "How Do Students Learn?," "Motivating Students' Interest," "The Interactions Between Student Anxiety and Teaching Approach in Learning Mathematics," "Student Centered Instruction Versus Instructor Centered Instruction," and "Relieving Anxiety in Classroom Examinations." In a number of papers and publications over the past 40 years, Bill has made it clear that he regards himself as a student of college teaching and learning. He has conducted extensive studies dealing with how students view instructional events, the impact of different types of instruction, the interaction of student characteristics and individual differences with instructional events, the characteristics of different types of instruction, and the roles of affective variables in education. Bill has also worked to develop alternate dependent measures of educational outcomes as well as measures of students' cognition, metacognition, motivation, and affect. Bill's contributions in these areas have had a tremendous impact on my own and my students' research and development efforts.

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