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This book uses research and personal stories from university
lecturers to explore pedagogical strategies that illuminate how
students' minds can be 'switched on' in order to unlock their
extraordinary potential. It presents diverse ways to create
inspiring learning environments, in chapters written by
internationally respected experts in the broad field of the social
sciences. Each author illustrates how - through their unique
teaching philosophies and practices - they seek to enhance
students' experiences and promote their critical thinking, learning
and development. The respective chapters provide conceptual
arguments, personal insights and practical examples from a broad
range of classrooms, demonstrating various ways in which students'
sociological imagination can be brought to life. As such, the book
is both practical and theoretical, and is primarily aimed at
educators working in both higher and further education institutions
who wish to develop their understanding of classroom pedagogy as
well as gain practical ideas for teaching and learning in the
social sciences.
This book presents research on emotion work and the emotional
labour of teaching and learning based in England's further
education sector, where an increasing emphasis on marketised
systems means accountability and audit cultures have become
embedded within everyday teaching practice. Uniquely, this book
explores micro-level issues of the managerial policies relating to
classroom lesson observations as well as the profoundly emotional,
philosophical aspects of these situations, which research asserts
cause stress and anxiety for many staff. Drawing on theoretical
psychosocial concepts exploring the interplay of hidden or
'underground' micro and macro elements of teaching and learning
contexts, the book illuminates how the presence of an observer
fundamentally alters the dynamics of a classroom. The author argues
that it is not necessarily the performativity that creates the
stress and anxiety in an observation but the individual's
perception of this performativity and how it relates to a wider
consideration of their emotional labour in the classroom. For this
reason, the book puts forward a case for ending the formal, graded
method of lesson observations in favour of a developmental,
holistic approach that is sensitive to the emotional nuances of the
individuals involved as well as the social and historical contexts
of the institutions in which they are situated. The diverse use of
lesson observations as a tool for staff development and quality
assurance policies make this a valuable resource for educational
researchers, policy-makers, teachers and managers from many
different sectors and backgrounds.
This book uses research and personal stories from university
lecturers to explore pedagogical strategies that illuminate how
students' minds can be 'switched on' in order to unlock their
extraordinary potential. It presents diverse ways to create
inspiring learning environments, in chapters written by
internationally respected experts in the broad field of the social
sciences. Each author illustrates how - through their unique
teaching philosophies and practices - they seek to enhance
students' experiences and promote their critical thinking, learning
and development. The respective chapters provide conceptual
arguments, personal insights and practical examples from a broad
range of classrooms, demonstrating various ways in which students'
sociological imagination can be brought to life. As such, the book
is both practical and theoretical, and is primarily aimed at
educators working in both higher and further education institutions
who wish to develop their understanding of classroom pedagogy as
well as gain practical ideas for teaching and learning in the
social sciences.
This book presents research on emotion work and the emotional
labour of teaching and learning based in England's further
education sector, where an increasing emphasis on marketised
systems means accountability and audit cultures have become
embedded within everyday teaching practice. Uniquely, this book
explores micro-level issues of the managerial policies relating to
classroom lesson observations as well as the profoundly emotional,
philosophical aspects of these situations, which research asserts
cause stress and anxiety for many staff. Drawing on theoretical
psychosocial concepts exploring the interplay of hidden or
'underground' micro and macro elements of teaching and learning
contexts, the book illuminates how the presence of an observer
fundamentally alters the dynamics of a classroom. The author argues
that it is not necessarily the performativity that creates the
stress and anxiety in an observation but the individual's
perception of this performativity and how it relates to a wider
consideration of their emotional labour in the classroom. For this
reason, the book puts forward a case for ending the formal, graded
method of lesson observations in favour of a developmental,
holistic approach that is sensitive to the emotional nuances of the
individuals involved as well as the social and historical contexts
of the institutions in which they are situated. The diverse use of
lesson observations as a tool for staff development and quality
assurance policies make this a valuable resource for educational
researchers, policy-makers, teachers and managers from many
different sectors and backgrounds.
Mental Health among Higher Education Faculty, Administrators, and
Graduate Studentsaddresses how many academics who experience mental
distress or mental illness are afraid to speak out because of
cultural stigma and fears of career repercussions. Many academics'
reluctance to publicly disclose their struggles complicates
attempts to understand their experiences through research or
popular media, or to develop targeted mental health resources and
institutional policies. This volume builds on the existing studies
in this greatly under-researched area of mental health among
faculty, administrators, and graduate students in higher education.
The chapters' research findings will help institutions communicate
about mental health in culturally-competent and person-centered
ways; create work environments conducive to mental well-being; and
support their academic employees who have mental health challenges.
This book argues that discussions of health and wellness, equity,
workload expectations and productivity, and campus diversity must
also cover chronic illness and disability, which include mental
health and mental illness.
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