<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Cross, Patricia K</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">In Search of Zippers</style></title><secondary-title><style face="normal" font="default" size="100%">American Association for Higher Education (AAHE) Bulletin</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">1988</style></year><pub-dates><date><style  face="normal" font="default" size="100%">06/1988</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&amp;_&amp;ERICExtSearch_SearchValue_0=ED299895&amp;ERICExtSearch_SearchType_0=no&amp;accno=ED299895</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">40</style></volume><abstract><style face="normal" font="default" size="100%">Eight basic gaps in the college teaching and learning process are described, and teachers are encouraged to use classroom research as a &quot;zipper&quot; to help close them. The gaps include those between: (1) teaching and learning, to be remedied by clear definition of teaching goals and continuous feedback on learning outcomes; (2) teaching and testing, to be narrowed with a device that teaches and tests simultaneously; (3) the process of teaching and its content, which can be improved through better understanding of instructional methods appropriate to different subject matters; (4) curriculum and instruction, to be narrowed by classroom investigations, particularly collaborative, to assess whether aggregated teaching goals add up to a curriculum and how much of it students are gaining; (5) assessment and the improvement of learning, for which teachers can gather relevant information about what is happening in their own classrooms; (6) educational research and practice, which teachers can narrow by the credibility of their own research efforts; (7) research and teaching by the same individual, for which classroom research is a logical remedy; and (8) intrinsic and extrinsic rewards in the academic profession, which classroom research can change by giving visibility, and mobility, to those who show talent for teaching.</style></abstract><issue><style face="normal" font="default" size="100%">10</style></issue><work-type><style face="normal" font="default" size="100%">Opinion Papers</style></work-type><section><style face="normal" font="default" size="100%">3</style></section></record></records></xml>