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This open access Handbook offers a unique and unprecedented global
comparative account of student representation in higher education.
It provides a systematic and structured range of specially
commissioned chapters reflecting on the history, contemporary
practices and current debates on student representation in higher
education. The chapters analyse the organisational characteristics
and political activities of representative student associations
within multilevel governance of higher education and map
opportunities for student representatives to influence higher
education institutions and higher education policies. The Handbook
re-examines and further develops the existing theoretical concepts
and analytical lenses in existing research on systems of student
representation and organisational models of student representative
associations. It depicts empirical insights from 30 countries from
all world regions, from 6 regional student federations and the
Global Student Forum. The volume is unique in bringing together
established scholars with a highly diverse group of current and
former student leaders, specially trained and empowered to conduct
research for this Handbook. This is a major contribution to the
study of higher education, and politics and governance of higher
education specifically. The ebook editions of this book are
available open access under a CC BY-NC-ND 4.0 licence on
bloomsburycollections.com.
The movement away from teacher-centered toward student-centered
learning and teaching (SCLT) in higher education has intensified in
recent decades. Yet in spite of its widespread use in literature
and policy documents, SCLT remains somewhat poorly defined,
under-researched and often misinterpreted. Against this backdrop,
The Routledge International Handbook of Student-Centered Learning
and Teaching in Higher Education offers an original, comprehensive
and up-to-date overview of the fundamentals of SCLT and its
discussion and applications in policy and practice. Bringing
together 71 scholars from around the world, the volume offers a
most comprehensive and up-to-date overview of the fundamentals of
SCLT and its applications in policy and practice; provides beacons
of good practice that display how instructional expertise manifests
itself in the quality of classroom learning and teaching and in the
institutional environment; and critically discusses challenges, new
directions and developments in pedagogy, course and study program
design, classroom practice, assessment and institutional policy. An
essential resource, this book uniquely offers researchers,
educators and students in higher education new insights into the
roots, latest thinking, practices and evidence surrounding SCLT in
higher education.
The movement away from teacher-centered toward student-centered
learning and teaching (SCLT) in higher education has intensified in
recent decades. Yet in spite of its widespread use in literature
and policy documents, SCLT remains somewhat poorly defined,
under-researched and often misinterpreted. Against this backdrop,
The Routledge International Handbook of Student-Centered Learning
and Teaching in Higher Education offers an original, comprehensive
and up-to-date overview of the fundamentals of SCLT and its
discussion and applications in policy and practice. Bringing
together 71 scholars from around the world, the volume offers a
most comprehensive and up-to-date overview of the fundamentals of
SCLT and its applications in policy and practice; provides beacons
of good practice that display how instructional expertise manifests
itself in the quality of classroom learning and teaching and in the
institutional environment; and critically discusses challenges, new
directions and developments in pedagogy, course and study program
design, classroom practice, assessment and institutional policy. An
essential resource, this book uniquely offers researchers,
educators and students in higher education new insights into the
roots, latest thinking, practices and evidence surrounding SCLT in
higher education.
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