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Teaching is crucial for supporting students' chances of success in
higher education, yet often makes limited use of theory to foster
contextualized, systemic understandings of access and success.
Theorized yet practical ways of empowering university educators are
needed to develop their practices and turn access into success for
their students. This book harnesses Legitimation Code Theory 'LCT'
to inspire university educators to understand, reimagine and create
socially just teaching and learning practices. Chapters bring this
powerful theory to bear on real-world examples of curriculum
design, inclusive practices, cumulative learning, assessment
practices, and reflection. Each chapter guides the reader through
these cutting-edge ideas, illustrates how they can make real
differences in practice, and sets out ways of thinking that
educators integrate those ideas into practice. The outcomes will
help students access the powerful knowledge and ways of knowing
they need for success in higher education.
Teaching is crucial for supporting students' chances of success in
higher education, yet often makes limited use of theory to foster
contextualized, systemic understandings of access and success.
Theorized yet practical ways of empowering university educators are
needed to develop their practices and turn access into success for
their students. This book harnesses Legitimation Code Theory 'LCT'
to inspire university educators to understand, reimagine and create
socially just teaching and learning practices. Chapters bring this
powerful theory to bear on real-world examples of curriculum
design, inclusive practices, cumulative learning, assessment
practices, and reflection. Each chapter guides the reader through
these cutting-edge ideas, illustrates how they can make real
differences in practice, and sets out ways of thinking that
educators integrate those ideas into practice. The outcomes will
help students access the powerful knowledge and ways of knowing
they need for success in higher education.
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