Innovations in Higher Education Teaching and Learning最新文献_第8页

Chapter 11 Toward a Transformative Transition: A Critical Pedagogical Approach to Social-Psychological Interventions in First-year Seminar 第11章迈向转型:一年级研讨会社会心理干预的关键教学方法

Innovations in Higher Education Teaching and Learning Pub Date : 2019-02-04 DOI: 10.1108/S2055-364120190000016015

G. Tillis

{"title":"Chapter 11 Toward a Transformative Transition: A Critical Pedagogical Approach to Social-Psychological Interventions in First-year Seminar","authors":"G. Tillis","doi":"10.1108/S2055-364120190000016015","DOIUrl":"https://doi.org/10.1108/S2055-364120190000016015","url":null,"abstract":"Abstract \u0000In 2014–2015, a group of first-time freshman students participated in the Education as the Practice of Freedom Project. The project pedagogy and curriculum were inspired by Critical Pedagogy, Critical Race Theory of Education, and Anti-Colonial Schooling; they incorporated a series of social-psychological reflective assignments and activities (stereo-type threat, growth mindset, and relevance interventions) developed to transform the way students perceive, experience, and transition to higher education. This research seeks to explore as up to what extent the aforementioned pedagogical frameworks amends social-psychological academic stressors that affect how the students of the Historically Black Colleges and Universities perceive, experience, and transition to higher education, with a particular focus on what this pedagogical framework in first year seminar looks like in practice. A transformative research design was employed for this research project that triangulates qualitative and quantitative data (auto-ethnographic case-study), with in-depth interviews of faculty, focus groups with students, and a document analysis of syllabi, lesson plans, assignments, a formative experiment, and institutional data analysis. This research is praxis driven with an intent to influence educators, administrators, stakeholders, and anyone who is about that life.","PeriodicalId":262577,"journal":{"name":"Innovations in Higher Education Teaching and Learning","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133324814","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: 1

Chapter 12 Considerations for Using Critical Pedagogy as the Vehicle to Promote Social Justice in Higher Education 第十二章运用批判教学法促进高等教育社会公正的思考

Innovations in Higher Education Teaching and Learning Pub Date : 2019-02-04 DOI: 10.1108/S2055-364120190000016016

Steven Tolman

{"title":"Chapter 12 Considerations for Using Critical Pedagogy as the Vehicle to Promote Social Justice in Higher Education","authors":"Steven Tolman","doi":"10.1108/S2055-364120190000016016","DOIUrl":"https://doi.org/10.1108/S2055-364120190000016016","url":null,"abstract":"In pursuit of democracy, John Dewey argued that public education should be the driving force. As educators strive to address issues of social justice and create inclusive academic environments, they must address the inequalities that are perpetuated in our educational system. Higher education (HE) plays a pivotal role, as it has the potential to shape those who will go on to become future educators, lawmakers, and politicians. Recognizing the importance of HE, we have the responsibility to address inclusivity in and out of the classroom. This chapter examines how critical pedagogy can be used as a tool to promote social justice in HE. In doing so, it will challenge educators to begin to address socially constructed ideas that are agents of oppression. Utilizing critical pedagogy, faculty and students can learn together and critically challenge these educational and social injustices. This will have a rippling impact on our educational system and society as a whole. Successfully implementing this pedagogical approach can lead to diverse and inclusive classrooms that foster learning for all students.","PeriodicalId":262577,"journal":{"name":"Innovations in Higher Education Teaching and Learning","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127140457","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: 2

Chapter 4 The Minimal Link of a Thing in Common: A Framework for Academic Outreach in Widening Participation in Australia 第四章共同事物的最小联系:澳大利亚扩大参与的学术外展框架

Innovations in Higher Education Teaching and Learning Pub Date : 2019-02-04 DOI: 10.1108/S2055-364120190000016008

M. Hardie, K. McKay

{"title":"Chapter 4 The Minimal Link of a Thing in Common: A Framework for Academic Outreach in Widening Participation in Australia","authors":"M. Hardie, K. McKay","doi":"10.1108/S2055-364120190000016008","DOIUrl":"https://doi.org/10.1108/S2055-364120190000016008","url":null,"abstract":"Abstract \u0000In 2012, the Department of English at the University of Sydney, Australia, established The LINK Project, a faculty-driven outreach program that builds sustainable partnerships with low socioeconomic status (SES) secondary schools across the state of New South Wales. Focused on discipline-centered engagement, LINK positions pedagogic work as a vital site for the advancement of a social inclusion agenda. However, the operative logic of such programs present a distinct set of pedagogical challenges if they are to negotiate the established scholarly frameworks that resist principles of inclusion and threaten to displace and exclude the cultural knowledges, skills, and capitals of students of low SES backgrounds. \u0000 \u0000This chapter postulates a framework for productive disciplinary engagement that generates new spaces for “relational equity” (Boaler, 2008) between post-secondary institutions and outreach high schools and within diverse tertiary classrooms. It draws on three LINK learning modules designed to foster new ways of forming attachments and enhancing achievement in outreach contexts. In doing so, it describes an approach that seeks to open higher education institutions to multiple knowledges and ways of knowing (Gale & Mills, 2013) in the pursuit of what Jacques Ranciere (1987, p. 2) calls “the minimal link of a thing in common.”","PeriodicalId":262577,"journal":{"name":"Innovations in Higher Education Teaching and Learning","volume":"2016 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127518493","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: 1

Chapter 15 Improving Inclusive Learning through Technology Mediated Co-inquiry 第十五章透过科技媒介的共同探究改善全纳学习

Innovations in Higher Education Teaching and Learning Pub Date : 2019-02-04 DOI: 10.1108/S2055-364120190000016019

T. Welikala

{"title":"Chapter 15 Improving Inclusive Learning through Technology Mediated Co-inquiry","authors":"T. Welikala","doi":"10.1108/S2055-364120190000016019","DOIUrl":"https://doi.org/10.1108/S2055-364120190000016019","url":null,"abstract":"Abstract \u0000This chapter introduces an alternative way of creating inclusive pedagogies by engaging diverse students across geographical borders in participatory research using Voice over Internet Protocol (specifically, Skype) technology. It begins with a discussion on diversity and inclusion within the wider global context and the UK higher education (HE) context, highlighting how institutions engage (or disengage) with multiple aspects of diversity encountered within the sector. It examines how the participatory approach to conducting co-inquiry resulted in opening up inclusive learning spaces, drawing on a funded research project in which the researcher and students acted as co-inquirers. It argues that the pseudo-physical presence created by synchronic communication enhanced student engagement in meaningful cross-border conversations. It examines how the journey of co-inquiry offered holistic, inclusive learning experiences that embed emotional, cognitive and social learning for all students involved by transforming students’ views about their own sociopolitical identities and perceptions about the other. The chapter concludes highlighting how technology-mediated co-inquiring can innovatively democratise student participation and develop their authentic voice. It also examines the challenges of improving inclusive learning through co-inquiry and sends key messages to practitioners, researchers and policy makers who involve in addressing issues of diversity in HE.","PeriodicalId":262577,"journal":{"name":"Innovations in Higher Education Teaching and Learning","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127129958","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

Chapter 10 The Role of Educational Technology in Promoting the Inclusion of Rural Clinical Schools for Ophthalmology Teaching Using Virtual Patients 第十章教育技术在促进农村临床学校眼科虚拟患者教学包容性中的作用

Innovations in Higher Education Teaching and Learning Pub Date : 2019-02-04 DOI: 10.1108/S2055-364120190000016014

Tony Succar, PhD, MScMed(OphthSc), J. Grigg

{"title":"Chapter 10 The Role of Educational Technology in Promoting the Inclusion of Rural Clinical Schools for Ophthalmology Teaching Using Virtual Patients","authors":"Tony Succar, PhD, MScMed(OphthSc), J. Grigg","doi":"10.1108/S2055-364120190000016014","DOIUrl":"https://doi.org/10.1108/S2055-364120190000016014","url":null,"abstract":"Abstract \u0000A major challenge in teaching medicine in a rural setting is that long geographical distances separate students, instructors, and educational resources. Clinical schools within the University of Sydney Medical Program are geographically dispersed and face similar challenges. As a result, a virtual ophthalmology clinic (VOC) was developed (Succar et al., 2013) and it is being delivered online to enable equitable access and consistency in the foundations of ophthalmology education for rural-based students. The program allows students to sharpen their clinical reasoning skills by formulating a diagnosis and treatment plan on virtual patients with simulated conditions. To evaluate the educational effectiveness of VOC, a randomized controlled trial was conducted with the University of Sydney medical students (n = 188). The pre- and post-test and student satisfaction questionnaire were administered. Twelve months later, a follow-up test was conducted to determine the long-term retention rate of graduates. On the basis of a statistically significant improvement in academic performance and highly positive student feedback, it became clear that the online delivery of VOC can serve as a model for higher education institutions creating an all-inclusive learning environment experienced by rural students and staff regardless of location and distance, while making a positive impact on learning.","PeriodicalId":262577,"journal":{"name":"Innovations in Higher Education Teaching and Learning","volume":"12 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114020369","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: 4

Chapter 2 Valuing Knowledge(s) and Cultivating Confidence: Contributions of Student–Faculty Pedagogical Partnerships to Epistemic Justice 第二章重视知识与培养自信:师生教学伙伴关系对认知正义的贡献

Innovations in Higher Education Teaching and Learning Pub Date : 2019-02-04 DOI: 10.1108/S2055-364120190000016004

A. Bie, E. Marquis, A. Cook‐Sather, Leslie Luqueño

引用次数: 18

Chapter 13 Online: A New ‘Geography’ of Learning that Supports Female Access to Higher Education 第13章在线:支持女性接受高等教育的新学习“地理

Innovations in Higher Education Teaching and Learning Pub Date : 2019-02-04 DOI: 10.1108/S2055-364120190000016017

D. Tzavara, B. Wilczek

{"title":"Chapter 13 Online: A New ‘Geography’ of Learning that Supports Female Access to Higher Education","authors":"D. Tzavara, B. Wilczek","doi":"10.1108/S2055-364120190000016017","DOIUrl":"https://doi.org/10.1108/S2055-364120190000016017","url":null,"abstract":"Abstract \u0000Often culture, socio-economic conditions and their multiple roles and responsibilities towards family, work and social life impede women from achieving academic goals. Online learning is perceived as flexible, ‘comfortable’ and as a mode of learning which can be better balanced with other demands and responsibilities such as work, family and social life. With this study, the aim of this chapter was to focus on the ‘geography’ of online learning, explore whether it supports women’s access to higher education and understand whether women find online learning to be a fulfilling experience. The participants in this study confirmed that online learning makes higher education more accessible to women who might otherwise find it difficult to balance multiple roles and responsibilities with academic aspirations. Female students value the flexibility and convenience of online learning and despite challenges (e.g. handling workload or technology), their learning experience is positive. Interestingly, participants value asynchronous online communication with peers and tutors but learn better in a face-to-face environment. The findings of this chapter have implications for online programme designers, programme managers and directors who should consider the multiple responsibilities of female students and their preference for a more personalized learning environment.","PeriodicalId":262577,"journal":{"name":"Innovations in Higher Education Teaching and Learning","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126382341","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: 1

Chapter 6 Rethinking the Support Programmes for the Marginalised Students in Higher Education through the Lens of Social Justice 第六章从社会正义的角度重新思考高等教育中对边缘学生的支持计划

Innovations in Higher Education Teaching and Learning Pub Date : 2019-02-04 DOI: 10.1108/S2055-364120190000016010

S. Khumalo

{"title":"Chapter 6 Rethinking the Support Programmes for the Marginalised Students in Higher Education through the Lens of Social Justice","authors":"S. Khumalo","doi":"10.1108/S2055-364120190000016010","DOIUrl":"https://doi.org/10.1108/S2055-364120190000016010","url":null,"abstract":"Abstract \u0000Student support in higher education (HE) is a matter that has received, and is still receiving, rigorous attention in the research environment. HE faces challenges related to the throughput rates nationally and internationally and, as a result of that, most African countries have prioritised support in HE institutions, particularly universities. Amongst the groups of students targeted to receive student support are the marginalised students, 1 particularly students with visual impairments (SWVI). Developed countries have tirelessly attempted to ensure that SWVI are supported through aggressive policy positions and technological interventions. This chapter seeks to provide insights on the support programmes for SWVI in HE institutions in Africa. The chapter follows a qualitative approach and uses the social justice theory (Rawls, 1971) as a conceptual lens. Drawing on this theory, it can be argued that the support programmes and services provided to SWVI in Africa limit their participation in HE and constrain effective learning and, ultimately, perpetuate social injustice.","PeriodicalId":262577,"journal":{"name":"Innovations in Higher Education Teaching and Learning","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125372713","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: 2

Chapter 3 Cultural Mediation Pedagogy and Its Ability to Enable Bridge-building between Two Coexisting Groups That Do Not Meet 第三章文化调解教学法及其在两个不相遇的共存群体之间搭建桥梁的能力

Innovations in Higher Education Teaching and Learning Pub Date : 2019-02-04 DOI: 10.1108/S2055-364120190000016007

P. Gagné, M. Popica

{"title":"Chapter 3 Cultural Mediation Pedagogy and Its Ability to Enable Bridge-building between Two Coexisting Groups That Do Not Meet","authors":"P. Gagné, M. Popica","doi":"10.1108/S2055-364120190000016007","DOIUrl":"https://doi.org/10.1108/S2055-364120190000016007","url":null,"abstract":"Abstract \u0000This chapter describes the situation of the two ‘official’ linguistic communities within the province of Quebec, Canada, whose primary language is either English or French and who attend post-secondary pre-university colleges. It examines the point of view of young Anglophones learning French as a Second Language (FSL), for whom French instruction is mandatory. A random probability sample of 974 students was selected in 11 colleges. The authors conducted 22 individual interviews and met with 48 students during four focus group sessions. The interviews and the quantitative data show that students at all levels have low levels of motivation for FSL and negative attitudes towards the Francophone community. How students perceive FSL education has a statistically significant impact on motivation: the more positive their perceptions, the higher their motivation. Moreover, the reported number of Francophone friends and the number of hours students reported speaking in French with these friends, has a significant impact on their perceptions. Based on the importance of this friendship dynamic, the authors propose that Second Language Acquisition should not focus primarily on language code proficiency and communication skills, but rather encourage students from different linguistic groups to meet and develop productive relationships, which is scarce in language instruction settings.","PeriodicalId":262577,"journal":{"name":"Innovations in Higher Education Teaching and Learning","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126816078","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

Chapter 8 An Equity-based Model of Teaching and Learning: Bridging the Academic Literacy Skills Divide in the English Classroom in South Africa 第八章基于公平的教与学模式:弥合南非英语课堂的学术素养技能鸿沟

Innovations in Higher Education Teaching and Learning Pub Date : 2019-02-04 DOI: 10.1108/S2055-364120190000016012

Tracey Millin, M. Millin

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引用次数: 2