This volume addresses the important problem of understanding good university teaching, and focuses on the thinking, beliefs, and knowledge, which accompany teachers' actions. It is the first book to address this area and it promises to become a landmark volume in the field - helping us to understand a complex area of human activity and improve both teaching and learning. It is for education researchers, staff/faculty developers and educational developers.
This book identifies strategies that are consistently associated with good teaching and presents them within a theoretical framework that explains how they promote students' active and meaningful learning. The book promotes teachers' pedagogical knowledge and their perception of teaching as scholarly, intellectual work, and provides extensive practical advice.
A New York Times Best Seller "Essential reading for all adults who work with black and brown young people...Filled with exceptional intellectual sophistication and necessary wisdom for the future of education."—Imani Perry, National Book Award Winner author of South To America An award-winning educator offers a much-needed antidote to traditional top-down pedagogy and promises to radically reframe the landscape of urban education for the better Drawing on his own experience of feeling undervalued and invisible in classrooms as a young man of color, Dr. Christopher Emdin has merged his experiences with more than a decade of teaching and researching in urban America. He takes to task the perception of urban youth of color as unteachable, and he challenges educators to embrace and respect each student’s culture and to reimagine the classroom as a site where roles are reversed and students become the experts in their own learning. Putting forth his theory of Reality Pedagogy, Emdin provides practical tools to unleash the brilliance and eagerness of youth and educators alike—both of whom have been typecast and stymied by outdated modes of thinking about urban education. With this fresh and engaging new pedagogical vision, Emdin demonstrates the importance of creating a family structure and building communities within the classroom, using culturally relevant strategies like hip-hop music and call-and-response, and connecting the experiences of urban youth to indigenous populations globally. Merging real stories with theory, research, and practice, Emdin demonstrates how by implementing the “Seven Cs” of reality pedagogy in their own classrooms, urban youth of color benefit from truly transformative education.
Recent worldwide education policy has reinvented teachers as agents of change and professional developers of the school curriculum. Academic literature has analyzed changes in how teacher professionalism is conceived in policy and in practice but Teacher Agency provides a fresh perspective on this issue, drawing upon an ecological theory of agency. Using this model for understanding agency, Mark Priestley, Gert Biesta and Sarah Robinson explore empirical findings from the 'Teacher Agency and Curriculum Change' project, funded by the UK-based Economic and Social Research Council (ESRC). Drawing together this research with the authors' international experiences and perspectives, Teacher Agency addresses theoretical and practical issues of international significance. The authors illustrate how teacher agency should be understood not only in terms of individual capacity of teachers, but also in respect of the cultures and structures of schooling.
This ground-breaking book is the first to address the learning andteaching issues associated with psychology in Higher Education inthe UK and Europe Presents effective, evidence-based practice and advice for bothexperienced and new lecturers Covers challenging areas of psychology teaching, such asresearch methods and statistics, supervision of research projectsand management of online learning Relevant for European Universities aligning with the BolognaDeclaration
This book highlights important discussions occurring within the styles field that have direct relevance for the development of effective twenty-first century learning environments. Styles research in this context is used as an umbrella term to encompass cognitive styles, learning styles, and approaches to learning, as well as student and teacher beliefs and conceptions of learning and teaching. Styles have the capacity to influence instruction in the ways that an educator chooses to design and deliver the curriculum. However, the potential of styles to inform teaching and learning, and vice-versa remains under-explored. Furthermore, the frequent misuse and misinterpretation of styles has led to over simplistic assumptions and practices including the labelling of learners as one style or another and the focus on matching mode of instruction to style of learner. A fundamental challenge, therefore, remains the dissemination of clear guidance on the effective ways of using styles research in practice; this is the core aim of the Education, Learning, Styles, Individual differences Network, whose members have contributed chapters to this book. The volume provides a major contribution to the knowledge base on enhancing the application of styles research to practice within both educational and workplace settings and is of considerable value to those involved in the design and delivery of effective learning environments within higher education. Relationships between styles variables and other individual learning differences are considered across a range of subject domains (medicine, science, teacher education) and cultural contexts. The key themes discussed include the potential of constructivist environments to effect change in learning behaviours; the notion of deep approaches to learning; relationships between approaches to learning and self-regulated learning; the varied learning and teaching responses of students/teachers to specific constructivist interventions including the identification of specific patterns of responses that are characteristic of highlighted groups; relationships between conceptions and approaches to learning and teaching This book was originally published as a special issue of Research Papers in Education.
Research into how teaching affects the quality of student learning at university is a rapidly changing field. University teachers are increasingly required to develop their own strategies for effective teaching, often with limited guidance from their institutions. Teaching for Understanding at University not only outlines a wide range of recent developments in the area, but shows how approaches can be brought together to help university teachers think more imaginatively about ways of encouraging students' learning. Written in a way designed to be interesting and accessible to university teachers across disciplines, the volume concentrates on how students reach a personal understanding of the subject they are studying. Covering academic understanding, approaches to teaching, assessment methods and evaluation of teaching, the book provides a comprehensive introduction to the latest ideas on teaching and learning. Avoiding unnecessary jargon and 'business speak', this is the ideal book for the newly qualified lecturer, as well as the more experienced academic who is keen to consider their teaching methods from a fresh perspective. Noel Entwistle is Professor Emeritus of Education at the University of Edinburgh. He was previously the editor of the British Journal of Educational Psychology and Higher Education, and has an international reputation for his work in the field of student learning in higher education.
There has been an explosion of interest in teaching excellence in higher education. Once labelled the ‘poor relation’ of the research/teaching divide, teaching is now firmly on the policy agenda; pressure on institutions to improve the quality of teaching has never been greater and significant funding seeks to promote teaching excellence in higher education institutions. This book constitutes the first serious scrutiny of how and why it should be achieved. International perspectives from educational researchers, award winning teachers, practitioners and educational developers consider key topics, including: policy initiatives research-led teaching teaching excellence and scholarship the significance of academic disciplines research into teaching excellence rewarding through promotion inclusive learning and ICT. Teaching Excellence in Higher Education provides a guide for all those supporting, promoting and trying to achieve teaching excellence in higher education and sets the scene for teaching excellence as a field for serious investigation and critical enquiry.
This book is based on educational research conducted by researchers from the Department of Learning and Philosophy and the Confucius Institute for Innovation and Learning at Aalborg University. Empirically, it reports on different approaches to teaching and learning of culture, including a student-centered task-based problem-based learning (PBL) approach, a digital technology-supported approach and more. It also reports on how, when teaching and learning culture, teachers’ professional identity and the informal teaching and learning environment impact the teaching and learning of culture in different educational settings from primary school to university. A central theme in the book is the power of context. The studies illustrate in multiple ways, and from different angles, that “culture is not taught in a vacuum or learned in isolation”, but may be influenced by many factors both inside and outside the classroom; at the same time, culture also influences the context of the learning. The context may be “invisible” and hide itself as tacit knowledge or embedded values, or it may be very visible and present itself as a fixed curriculum or an established tradition. No matter what forms and shapes the context takes, the studies in this book strongly indicate that it is essential to be aware of the power of context in teaching and learning culture in order to understand it and negotiate it. This book suggests that teachers should not try to limit or avoid contextual influences, but instead, should explore how the context may be integrated into and used constructively in the teaching and learning of culture. This allowance of context in the classroom will allow for teachers, students, subjects and contexts to enter into a dialogue and negotiation of meaning that will enrich each other and achieve the established goal – acquisition of cultural awareness and intercultural understanding.
