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Promoting Inclusive Classroom Dynamics in Higher Education: A Research-Based Pedagogical Guide for Faculty - Couverture souple
Synopsis
This powerful, practical resource helps faculty create an inclusive dynamic in their classrooms, so that all students are set up to succeed. This book provides practical solutions to help faculty create an inclusive learning environment in which all students can thrive. .
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
À propos de l?auteur
Kathryn C. Oleson is dean of the faculty at Reed College. Before becoming dean in July 2020, she was professor of psychology and inaugural director of the Center for Teaching and Learning (2014-2016) at Reed. Prior to coming to Reed in 1995, she was a National Institute of Mental Health postdoctoral fellow at The Ohio State University after finishing her PhD in social psychology at Princeton University. With Robert Arkin and Patrick Carroll, she coedited the Handbook of the Uncertain Self (Psychology Press, 2009). She is a teacher-scholar who conducts collaborative research with undergraduates. Much of her research has examined students' reactions in challenging academic contexts, concentrating on self-doubt, achievement goals, academic procrastination, and behavioral strategies. Currently, her research primarily explores ways to create inclusive classroom dynamics in higher education, with a particular focus on productive discomfort.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
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Promoting Inclusive Classroom Dynamics in Higher Education: A Research-Based Pedagogical Guide for Faculty
Edité par
Routledge, 2020
ISBN 10 : 1620368994
ISBN 13 : 9781620368992
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Promoting Inclusive Classroom Dynamics in Higher Education : A Research-Based Pedagogical Guide for Faculty
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Stylus Publishing, LLC, 2020
ISBN 10 : 1620368994
ISBN 13 : 9781620368992
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Promoting Inclusive Classroom Dynamics in Higher Education : A Research-Based Pedagogical Guide for Faculty
Edité par
Stylus Publishing, LLC, 2020
ISBN 10 : 1620368994
ISBN 13 : 9781620368992
Ancien ou d'occasion
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Vendeur : Better World Books, Mishawaka, IN, Etats-Unis
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Promoting Inclusive Classroom Dynamics in Higher Education: A Research-Based Pedagogical Guide for Faculty
Edité par
Stylus Publishing, 2020
ISBN 10 : 1620368994
ISBN 13 : 9781620368992
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Promoting Inclusive Classroom Dynamics in Higher Education
Edité par
Taylor and Francis Inc, US, 2020
ISBN 10 : 1620368994
ISBN 13 : 9781620368992
Neuf
Paperback
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Vendeur : Rarewaves.com USA, London, LONDO, Royaume-Uni
Évaluation du vendeur 5 sur 5 étoiles
Paperback. Etat : New. 1st. 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. N° de réf. du vendeur LU-9781620368992
Quantité disponible : 1 disponible(s)
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Promoting Inclusive Classroom
Edité par
Stylus Publishing, 2020
ISBN 10 : 1620368994
ISBN 13 : 9781620368992
Ancien ou d'occasion
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Vendeur : SecondSale, Montgomery, IL, Etats-Unis
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Etat : Very Good. Item in very good condition! Textbooks may not include supplemental items i.e. CDs, access codes etc. N° de réf. du vendeur 00082767697
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Promoting Inclusive Classroom
Edité par
Stylus Publishing, 2020
ISBN 10 : 1620368994
ISBN 13 : 9781620368992
Ancien ou d'occasion
Couverture souple
Vendeur : SecondSale, Montgomery, IL, Etats-Unis
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Etat : Good. Item in good condition. Textbooks may not include supplemental items i.e. CDs, access codes etc. N° de réf. du vendeur 00083244115
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Promoting Inclusive Classroom Dynamics in Higher Education
impression à la demandeVendeur : BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Allemagne
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Taschenbuch. Etat : Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -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. 224 pp. Englisch. N° de réf. du vendeur 9781620368992
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Promoting Inclusive Classroom Dynamics in Higher Education: A Research-based Pedagogical Guide for Faculty
impression à la demandeVendeur : Revaluation Books, Exeter, Royaume-Uni
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Paperback. Etat : Brand New. 240 pages. 8.75x6.00x0.75 inches. In Stock. This item is printed on demand. N° de réf. du vendeur __1620368994
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Promoting Inclusive Classroom Dynamics in Higher Education
Edité par
Taylor and Francis Inc, US, 2020
ISBN 10 : 1620368994
ISBN 13 : 9781620368992
Neuf
Paperback
Edition originale
Vendeur : Rarewaves.com UK, London, Royaume-Uni
Évaluation du vendeur 5 sur 5 étoiles
Paperback. Etat : New. 1st. 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. N° de réf. du vendeur LU-9781620368992
Quantité disponible : 1 disponible(s)