MARC Record from Library of Congress

LEADER: 01881cam a2200325 a 4500
001 2008031423
003 DLC
005 20090901070120.0
008 080723s2009 mau b 001 0 eng
010 $a 2008031423
015 $aGBA906407$2bnb
016 7 $a014883780$2Uk
020 $a9780674032668 (cloth : alk. paper)
020 $a0674032667 (cloth : alk. paper)
035 $a(OCoLC)ocn237048345
040 $aDLC$cDLC$dBTCTA$dUKM$dYDXCP$dC#P$dBWX$dSGB$dCDX$dMOF$dIHI$dOCLCQ$dDLC
050 00 $aLB2333$b.L36 2009
082 00 $a378.1/2$222
100 1 $aLamont, Michèle,$d1957-
245 10 $aHow professors think :$binside the curious world of academic judgment /$cMichèle Lamont.
260 $aCambridge, Mass. :$bHarvard University Press,$c2009.
300 $a330 p. ;$c22 cm.
504 $aIncludes bibliographical references (p. 289-315) and index.
505 0 $aOpening 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 $aJudging 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 $aCollege teachers$xRating of.
650 0 $aPeer review.
650 0 $aTeacher effectiveness.
650 0 $aPortfolios in education.
856 41 $3Table of contents only$uhttp://www.loc.gov/catdir/toc/ecip0824/2008031423.html