Enhancing Learning in the Social Sciences最新文献_第2页

‘A Picture Is Worth 10,000 Words’: A Module to Test the ‘Visualization Hypothesis’ in Quantitative Methods Teaching “一图胜万言”:定量方法教学中“可视化假设”的测试模块

Enhancing Learning in the Social Sciences Pub Date : 2014-07-01 DOI: 10.11120/elss.2014.00029

P. Signoretta, J. Chamberlain, J. Hillier

引用次数: 5

Teaching Quantitative Methods 定量方法教学

Enhancing Learning in the Social Sciences Pub Date : 2014-07-01 DOI: 10.11120/elss.2014.00038

J. Macinnes

引用次数: 10

Researcher-led Training: the PhD Experience Conference 2013 – Supporting the Student in Higher Education 以研究人员为主导的培训:2013年博士体验会议-支持高等教育中的学生

Enhancing Learning in the Social Sciences Pub Date : 2014-06-11 DOI: 10.11120/ELSS.2014.00026

R. Costello, Nadine Waehning, Kayla Reed, Nigel Shaw

引用次数: 3

The Swansea Student Engagement Project: Students and Staff as Partners in Programme Review and Enhancement 斯旺西学生参与项目:学生和工作人员作为项目审查和改进的合作伙伴

Enhancing Learning in the Social Sciences Pub Date : 2014-06-11 DOI: 10.11120/ELSS.2014.00027

Stephen Case, Pamela Ugwudike, K. Haines, Kirsty Harris, Jennifer Owen

引用次数: 0

Unveiling Political Theory: Engaging Students through Strauss' Hermeneutical Pedagogy 揭秘政治理论:透过施特劳斯的解释学教学法吸引学生

Enhancing Learning in the Social Sciences Pub Date : 2014-06-11 DOI: 10.11120/ELSS.2014.00025

C. Albert

引用次数: 0

The Places and Spaces of Human Rights Education 人权教育的场所和空间

Enhancing Learning in the Social Sciences Pub Date : 2014-04-01 DOI: 10.11120/elss.2014.00021

D. O’Byrne

引用次数: 6

Feminist pedagogy in action: reflections from the front line of feminist activism - the feminist classroom 行动中的女权主义教育学:来自女权主义行动前线的反思——女权主义课堂

Enhancing Learning in the Social Sciences Pub Date : 2014-04-01 DOI: 10.11120/elss.2014.00022

Jenny Louise-Lawrence

引用次数: 10

Inclusion, Democracy and the Pedagogised other in Art and Design Higher Education 艺术与设计高等教育中的包容、民主与他人教育

Enhancing Learning in the Social Sciences Pub Date : 2014-04-01 DOI: 10.11120/elss.2014.00020

S. Broadhead

{"title":"Inclusion, Democracy and the Pedagogised other in Art and Design Higher Education","authors":"S. Broadhead","doi":"10.11120/elss.2014.00020","DOIUrl":"https://doi.org/10.11120/elss.2014.00020","url":null,"abstract":"Abstract This article draws on Bernstein's model of democratic education to explore the experiences of post-Access students who enter higher education within the subject area of art and design. It considers areas of difficulty in relation to enhancement, inclusion and participation among non-traditional students who perceive themselves as being in the minority on an art and design degree alongside ‘traditional students’ who have come through school/college rather than Access. It argues that post-Access students are constructed as the ‘pedagogised other’ through the signature pedagogies of art and design and the horizontal discourses of the studio. It can also be seen that their presence upsets the mythological solidarities based on age and creativity. The discussion focuses on an understanding of democracy with a stress on the importance of political action by marginalised ‘others’ in order to construct new educational orders that consider their needs. The narratives of post-Access students suggest that they do not always feel included on their course and they also do not have the confidence to call for change or participate in political action.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121938785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Continuity and Change in Undergraduate Assessment in Sociology in the UK: A Response to Harrison and Mears 英国社会学本科评估的延续与变化:对哈里森和米尔斯的回应

Enhancing Learning in the Social Sciences Pub Date : 2014-04-01 DOI: 10.11120/elss.2014.00024

J. Burnett

引用次数: 1

Teaching as Enigma: A Role for Digression 作为谜的教学:离题的角色

Enhancing Learning in the Social Sciences Pub Date : 2014-04-01 DOI: 10.11120/elss.2014.00023

A. Rosie

{"title":"Teaching as Enigma: A Role for Digression","authors":"A. Rosie","doi":"10.11120/elss.2014.00023","DOIUrl":"https://doi.org/10.11120/elss.2014.00023","url":null,"abstract":"ELiSS now publishes papers online when they are ready for publication and then organises them into a specific volume and issue number with accompanying editorial at a later point. This ensures accepted papers are published as soon as possible and also poses a novel issue for an editor, for she or he can hardly introduce papers already available and probably downloaded as if they are new to readers. Indeed, some of the papers in 6.1 have been available for some time, and rightly so. So what purpose can an editorial serve in this situation? Searching for links after the event where there is no overall theme is likely to prove unsuccessful. Perhaps the ‘editor as author’ might search for narratives within the field of higher education for a particular journal issue? In this editorial I consider validation and online course management requirements as texts forming a narrative to embed teaching and learning practices. We are pleased to publish six papers in this issue and particularly to introduce a commentary on a previous paper. Here Professor Judith Burnett, Pro Vice-Chancellor at Greenwich University, discusses the paper by Eric Harrison and Rob Mears on assessment in undergraduate sociology published last year in ELiSS 5.3 (Harrison & Mears 2013). The issue of assessment is an important one for all who work in higher education and social scientists have worked to develop lively assessments for students and to contribute to research and practice in assessment generally. Harrison and Mears showed that undergraduate students did not necessarily view assessment in positive terms and so their paper questioned how much progress has been made since the fund for development of teaching and learning (FDTL) study in 2001. Burnett takes this question forward and provides a lens through which many academics in the social sciences can continue to contribute reports on their pedagogic practice, research reports to ELiSS and other journals devoted to promoting learning and teaching in the social sciences.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"18 26","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131806275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0