Описание: Conducting Research in Online and Blended Learning Environments examines various perspectives, issues, and methods for conducting research in online and blended learning environments.
Описание: This book analyses accountability and quality policies relating to learning standards and examines their implications for assessment in higher education. Whilst primarily focusing on the Australian setting, this analysis is located within a broader frame of reference that includes the United Kingdom (UK), the United States of America (US), and the Organisation for Economic Cooperation and Development (OECD). Across these settings, comparative measures of learning have been seen as a policy ‘solution’ to the problem of ‘proving quality’ in a globalised and increasingly competitive higher education market. Comparative measures of learning depend on the specification of learning standards. Learning standards attempt to articulate the capabilities expected of graduates, and students’ achievement of these is determined through the practices of assessment carried out within institutions. Quality policy, learning standards and assessment practices all intersect within the broader umbrella of accountability, with relevance to governments, higher education providers, employers, parents, and students. The findings reported in this book highlight a number of policy influences, including the rising demands for national and international comparative data on learning standards to compare quality and inform student choice in a globally competitive market.
Описание: This book analyses accountability and quality policies relating to learning standards and examines their implications for assessment in higher education.
Описание: This book explores the role and importance of mentoring as a form of collaborative learning in higher education. Offering clarity and precision as well as robust qualitative data, this book will be of interest and value to scholars of mentoring in higher education as well as those engaged in mentoring themselves.
Описание: This book explores the role and importance of mentoring as a form of collaborative learning in higher education. Offering clarity and precision as well as robust qualitative data, this book will be of interest and value to scholars of mentoring in higher education as well as those engaged in mentoring themselves.
Название: Sustainable Pedagogical Research in Higher Education ISBN: 0367436086 ISBN-13(EAN): 9780367436087 Издательство: Taylor&Francis Рейтинг: Цена: 5664.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Considering both the theoretical and practical possibilities of the sustainability of higher education research in a world in which research budgets are often hard to secure, this book shares results from international research to demonstrate the innovation occurring to secure sustainable research funding.
Описание: Chapter 1. Editors' Introduction.- SECTION I. Institutional Possibilities.- Chapter 2. Resources of Hope: Truth and Reason; Jon Nixon.- Chapter 3. Pedagogies of Hopefulness and Thoughtfulness: The Social-Political Role of Higher Education in Contemporary Societies; Ari-Elmeri Hyvцnen.- Chapter 4. A Public University's Balancing Act: Institutional Possibilities, Pedagogical Advancement, Individual Benefit, and State Economic Development; Rebecca Watts, Gabriel Swarts, Leslie Rush and Cynthia Brook.- Chapter 5. Hygge, Hope and Higher Education: A Case Study of Denmark; Marianne A. Larsen.- SECTION II. Pedagogical Possibilities.- Chapter 6. Is caring pedagogy really so progressive? Exploring the conceptual and practical impediments to operationalizing care in higher education; Caroline Walker-Gleaves.- Chapter 7. The pursuit of compassionate hope - repurposing the University through the Sustainable Development Goals agenda; Paul Warwick, Alun Morgan and Wendy Miller.- Chapter 8. Folds, Fractals and Bricolages for Hope: Some Conceptual and Pedagogical Tactics for a Creative Higher Education; Craig Hammond.- Chapter 9. The Enchantment of Social Theory: Engaging Equity Imaginaries in the Neoliberal Academy; Linda Muzzin.- Chapter 10. Cultivating Confucius' Ren in Hong Kong Higher Education; Cindy S.B. Ngai and Rita Gill Singh.- SECTION III. Inter / Intra-Personal possibilities.- Chapter 11. A whole life change: An including and empowering higher education for non-traditional students; Angela Scollan.- Chapter 12. Is Higher Education inherently good, educative practices intrinsically good and universities instrumentally good? What should we hope for?; Paul Gibbs.- Chapter 13. Centering humanism within the milieu of sustained student protest for social justice in higher education within South Africa; Labby Ramathran.- Chapter 14. Working in the neoliberal university: Other-regarding virtues and hope; Andrew Peterson
Автор: Colina Mason; Felicity Rawlings-Sanaei Название: Academic Migration, Discipline Knowledge and Pedagogical Practice ISBN: 9811013381 ISBN-13(EAN): 9789811013386 Издательство: Springer Рейтинг: Цена: 15372.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book examines the impact of academic migration on learning and teaching in the Asia-Pacific Region. It explores the relationship between academic migrants and the migration of ideas and its impact on shaping of the disciplines.
Автор: Lynn McAlpine; Cheryl Amundsen Название: Identity-Trajectories of Early Career Researchers ISBN: 1349952869 ISBN-13(EAN): 9781349952861 Издательство: Springer Рейтинг: Цена: 12577.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: The authors draw on the conceptual lens of `identity-trajectory`, which emerged from their research program, to examine the decision-making processes underpinning the careers of PhD graduates, whether contingent researchers and teachers, assistant professors within the academy or professionals elsewhere.
Описание: This powerful, practical resource helps faculty create an inclusive dynamic in their classrooms, so that all students are set up to succeed. Grounded in research and theory (including educational psychology, scholarship of teaching and learning, intergroup dialogue, and social justice theory), this book provides practical solutions to help faculty create an inclusive learning environment in which all students can thrive.
Each chapter focuses on palpable ideas and adaptive strategies to use right away when teaching. The first chapter consider professors’ intersecting personal and social identities and their expectations for themselves and their students. Chapter 2 considers students’ backgrounds, including class, race, disability, and gender, and focuses on what students bring to the classroom, exploring their basic psychological needs of autonomy, competence, and belonging; their approaches to learning; and their self-doubts and uncertainties. Chapter 3 draws on universally-designed learning in combination with educational design rooted in social justice and multiculturalism to describe ways to design spaces in which students flourish academically. Two chapters focus on classroom dynamics. Chapter 4 primarily focuses on preparation for having difficult conversations in the classroom, considering how instructors can create a shared understanding between themselves and their students. Chapter 5 focuses on in-the-moment strategies to both create and manage discomfort about sensitive and controversial topics while supporting students of various social identities (such as gender, race, disability). In the closing chapter, the author integrates all the elements in the preceding chapters, and also presents more general college-wide programs to help faculty develop and improve their teaching.
Автор: Burke Penny Jane Название: Changing Pedagogical Spaces in Higher Education ISBN: 1138917222 ISBN-13(EAN): 9781138917224 Издательство: Taylor&Francis Рейтинг: Цена: 5664.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
Higher education is in a current state of flux and uncertainty, with profound changes being shaped largely by the imperatives of global neoliberalism. Changing Pedagogical Spaces in Higher Education forms a unique addition to the literature and includes significant practical pointers in developing pedagogical strategies, interventions and practices that seek to address the complexities of identity formations, difference, inequality and misrecognition.
Drawing on research studies based across California, England, Italy, Portugal and Spain, this book analyses complex pedagogical re/formations across competing discourses of gender, diversity, equity, global neoliberalism and transformation, and aims:
to critique and reconceptualise widening participation practices in higher education
to consider the complex intersections between difference, equity, global neoliberalism and transformation
to analyse the intersections of identity formations, social inequalities and pedagogical practices
to contribute to broader widening participation policy agendas
to develop an analysis of gendered experiences, intersected by race and class, of higher education practices and relations.
Changing Pedagogical Spaces in Higher Education will speak to those concerned with how theory relates to everyday practices and development of teaching in higher education and those who are interested in theorising about pedagogies, identities and inequalities in higher education. Engaging readers in a dialogue of the relationship between theory and practice, this thought-provoking and challenging text will be of particular interest to researchers, academic developers and policy-makers in the field of higher education studies.
Автор: Lynn McAlpine; Cheryl Amundsen Название: Identity-Trajectories of Early Career Researchers ISBN: 1349957860 ISBN-13(EAN): 9781349957866 Издательство: Springer Рейтинг: Цена: 12577.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
The book asks how we can make sense of career paths for PhD graduates, something that has rarely been systematically studied. It offers a coherent synthesis of the empirically-based insights that arose from the experiences of 48 early career researchers, who were participants in a 10-year qualitative longitudinal research program. The book has the power to inform other researchers’ conceptual and methodological approaches to the study of post-PhD career trajectories.
The authors draw on the conceptual lens of ‘identity-trajectory’, which emerged from their research program, to examine the decision-making processes underpinning the careers of PhD graduates, whether contingent researchers and teachers, assistant professors within the academy or professionals elsewhere. The book highlights the role of personal agency in negotiating academic and non-academic work and careers within broader personal lives. It will be compelling reading for researchers and
students working in the areas of Education and Sociology, particularly those with an interest in examining career development and decision-making.
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