What is distinctive about the ways specific disciplines are traditionally taught, and what kinds of learning do they promote? Do they inspire the habits of the discipline itself, or do they inadvertently contradict or ignore those disciplines? By analyzing assumptions about often unexamined teaching practices, their history, and relevance in contemporary learning contexts, this book offers teachers a fresh way to both think about their impact on students and explore more effective ways to engage students in authentic habits and practices. This companion volume to Exploring Signature Pedagogies covers disciplines not addressed in the earlier volume and further expands the scope of inquiry by interrogating the teaching methods in interdisciplinary fields and a number of professions, critically returning to Lee S. Shulman’s origins of the concept of signature pedagogies. This volume also differs from the first by including authors from across the United States, as well as Ireland and Australia. The first section examines the signature pedagogies in the humanities and fine arts fields of philosophy, foreign language instruction, communication, art and design, and arts entrepreneurship. The second section describes signature pedagogies in the social and natural sciences: political science, economics, and chemistry. Section three highlights the interdisciplinary fields of Ignatian pedagogy, women’s studies, and disability studies; and the book concludes with four chapters on professional pedagogies – nursing, occupational therapy, social work, and teacher education – that illustrate how these pedagogies change as the social context changes, as their knowledge base expands, or as online delivery of instruction increases.
This book represents a major advance in the Scholarship of Teaching and Learning (SoTL) by moving beyond individual case studies, best practices, and the work of individual scholars, to focus on the unique content and characteristic ...
This is a compelling collection for anyone interested in practitioner reflection, intentional design, and advancing the field of SoTL and the quality of teaching and learning.
This volume provides an exploration of the manifold ways pedagogy is enacted in cultural studies practice.
This volume builds on recent Scholarship of Teaching and Learning (SoTL) research to showcase a wide range of International Relations (IR) teaching and learning frameworks.
In particular, we would like to thank Mariah Landers at the Alameda County Office of Education in Hayward, CA; Bruce Hamren at the Athenian School in Danville, CA; Andrea Sachdeva at the Boston ArtScience Prize in Boston, MA; ...
Pennington, B. (2016). Rework Math Problems Daily. Rochester Institute of Technology/ASC Online (30 November). Available at: http://www.rit.edu/studentaffairs/asc/online/blog/2016/11/rework-math-problemsdaily. Perkins, D. (2009).
This accessible text encourages readers to understand and confidently engage with distinctive early years pedagogy.
Athens: University of Georgia Press. Goodfellow, M. and Goodfellow, P. (2010). A Guidebook to Contemporary Architecture in Toronto. Vancouver: Douglas & McIntyre. Graham, W. (2016). Dream Cities: Seven Urban Ideas that Shape the World.
This unique collection asks each of the authors to address this question: What do we as educators need to learn (or unlearn) and experience so we can create teaching and learning communities across disciplines and learning levels based on ...
INTRODUCTION Computer science is a complex, highly technical, and rapidly changing field. In addition, it is a new subject: we have had relatively few years to study the ways in which students learn and how to help them most effectively ...