Teaching struggling students : lessons learned from both sides of the classroom
Mentés helye:
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| Testületi szerző: | |
| Különgyűjtemény: | e-book |
| Formátum: | könyv |
| Nyelv: | angol |
| Megjelenés: |
Cham : Springer International Publishing : Imprint: Palgrave Pivot,
2019
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| Kiadás: | 1st ed. 2019. |
| Tárgyszavak: | |
| Online elérés: | https://doi.org/10.1007/978-3-030-13012-1 |
| Címkék: |
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| id |
opac-EUL01-000998801 |
|---|---|
| collection |
e-book |
| institution |
L_135 EUL01 |
| spelling |
Harrison, Laura M. szerző EUL10001062446 Y Teaching struggling students lessons learned from both sides of the classroom by Laura M. Harrison 1st ed. 2019. Cham Springer International Publishing Imprint: Palgrave Pivot 2019 IX, 121 p. 2 ill. ; online forrás szöveg txt rdacontent számítógépes c rdamedia távoli hozzáférés cr rdacarrier szövegfájl PDF rda 1. Introduction -- 2. Privilege as a Blind spot to Understanding Struggle -- 3. What Struggle Feels Like -- 4. Success through Connection -- 5. Floundering Online -- 6. Making College Better.-. “Within this book, Harrison gives us a unique gift. By looking from the inside outward, and placing herself in a student-researcher-faculty member liminal space, she offers an empathic, self-aware, and smart autoethnographic telling of what it is like to struggle inside the college classroom. I highly recommend this work to anyone in a position to support today's college students.” —Amanda O. Latz, Associate Professor, Ball State University, USA “As a college classroom teacher for more than two decades, I found Harrison’s exploration of the complex pedagogical space between professor and student immensely illuminating. Her auto-ethnographic journey both elucidates important barriers to student learning (e.g., expert blind spots; the limits of grit) and provides practical strategies for more empathically teaching struggling students. Reminiscent of Parker Palmer, Harrison also challenges us to reflexively engage our students and to eschew the siren call of instructional training and efficiency-limited technology to employ a deeply human, self-reflective and relational form of pedagogy.” —Tracy Davis, Professor of Higher Education and Student Affairs, Western Illinois University, USA This book tackles the phenomenon of limited learning on campuses by approaching it from the point of view of the author, an educator who writes about the experience of being, simultaneously, a college student and a college professor. The author lays out her experience as a student struggling in an introductory linguistics class, framing her struggles as sites ripe for autoethnographic interrogation. Throughout the book, the author melds her personal narratives with the extant research on college student learning, college readiness, and the interconnectedness of affect, intellect, and socio-cultural contexts. This book poses a challenge to the current binary metanarrative that circles the college student learning conundrum, which highlights either the faculty or student perspective, and unfolds this unnecessary binary into a rich, nuanced, and polyvocal set of perspectives. Nyomtatott kiadás: ISBN 9783030130114 Nyomtatott kiadás: ISBN 9783030130138 Nyomtatott kiadás: ISBN 9783030130145 Az e-könyvek a teljes ELTE IP-tartományon belül online elérhetők. könyv e-book pedagógia EUL10000757624 Y felsőoktatás EUL10000758718 Y autoetnográfia EUL10001062449 Y tanuló EUL10000757842 Y tanulás pszichológia EUL10000128434 Y tanítás felsőoktatás Egyesült Államok EUL10001059413 Y Education, Higher EUL10000081340 Y Higher education EUL10000081340 N Teaching EUL10000052256 Y Learning EUL10000036514 Y Study skills EUL10000357174 Y elektronikus könyv SpringerLink (Online service) közreadó testület Online változat https://doi.org/10.1007/978-3-030-13012-1 EUL01 |
| language |
English |
| format |
Book |
| author |
Harrison, Laura M., szerző |
| spellingShingle |
Harrison, Laura M., szerző Teaching struggling students : lessons learned from both sides of the classroom pedagógia felsőoktatás autoetnográfia tanuló tanulás -- pszichológia tanítás -- felsőoktatás -- Egyesült Államok Education, Higher Higher education Teaching Learning Study skills elektronikus könyv |
| author_facet |
Harrison, Laura M., szerző SpringerLink (Online service), közreadó testület |
| author_corporate |
SpringerLink (Online service), közreadó testület |
| author_sort |
Harrison, Laura M. |
| title |
Teaching struggling students : lessons learned from both sides of the classroom |
| title_sub |
lessons learned from both sides of the classroom |
| title_short |
Teaching struggling students |
| title_full |
Teaching struggling students lessons learned from both sides of the classroom by Laura M. Harrison |
| title_fullStr |
Teaching struggling students lessons learned from both sides of the classroom by Laura M. Harrison |
| title_full_unstemmed |
Teaching struggling students lessons learned from both sides of the classroom by Laura M. Harrison |
| title_auth |
Teaching struggling students lessons learned from both sides of the classroom |
| title_sort |
teaching struggling students lessons learned from both sides of the classroom |
| publishDate |
2019 |
| publishDateSort |
2019 |
| physical |
IX, 121 p. : 2 ill. ; online forrás |
| edition |
1st ed. 2019. |
| isbn |
978-3-030-13012-1 |
| callnumber-first |
L - Education |
| callnumber-subject |
LB - Theory and Practice of Education |
| callnumber-label |
LB2300-2799 |
| callnumber-raw |
1000721 |
| callnumber-search |
1000721 |
| topic |
pedagógia felsőoktatás autoetnográfia tanuló tanulás -- pszichológia tanítás -- felsőoktatás -- Egyesült Államok Education, Higher Higher education Teaching Learning Study skills elektronikus könyv |
| topic_facet |
pedagógia felsőoktatás autoetnográfia tanuló tanulás -- pszichológia tanítás -- felsőoktatás -- Egyesült Államok Education, Higher Higher education Teaching Learning Study skills elektronikus könyv pedagógia felsőoktatás autoetnográfia tanuló tanulás tanítás Education, Higher Higher education Teaching Learning Study skills pszichológia |
| url |
https://doi.org/10.1007/978-3-030-13012-1 |
| illustrated |
Illustrated |
| dewey-hundreds |
300 - Social sciences |
| dewey-tens |
370 - Education |
| dewey-ones |
378 - Higher education |
| dewey-full |
378 |
| dewey-sort |
3378 |
| dewey-raw |
378 |
| dewey-search |
378 |
| first_indexed |
2023-12-27T20:05:01Z |
| last_indexed |
2023-12-30T20:55:00Z |
| recordtype |
opac |
| publisher |
Cham : Springer International Publishing : Imprint: Palgrave Pivot |
| _version_ |
1786737958214172672 |
| score |
13,365248 |
| generalnotes |
“Within this book, Harrison gives us a unique gift. By looking from the inside outward, and placing herself in a student-researcher-faculty member liminal space, she offers an empathic, self-aware, and smart autoethnographic telling of what it is like to struggle inside the college classroom. I highly recommend this work to anyone in a position to support today's college students.” —Amanda O. Latz, Associate Professor, Ball State University, USA “As a college classroom teacher for more than two decades, I found Harrison’s exploration of the complex pedagogical space between professor and student immensely illuminating. Her auto-ethnographic journey both elucidates important barriers to student learning (e.g., expert blind spots; the limits of grit) and provides practical strategies for more empathically teaching struggling students. Reminiscent of Parker Palmer, Harrison also challenges us to reflexively engage our students and to eschew the siren call of instructional training and efficiency-limited technology to employ a deeply human, self-reflective and relational form of pedagogy.” —Tracy Davis, Professor of Higher Education and Student Affairs, Western Illinois University, USA This book tackles the phenomenon of limited learning on campuses by approaching it from the point of view of the author, an educator who writes about the experience of being, simultaneously, a college student and a college professor. The author lays out her experience as a student struggling in an introductory linguistics class, framing her struggles as sites ripe for autoethnographic interrogation. Throughout the book, the author melds her personal narratives with the extant research on college student learning, college readiness, and the interconnectedness of affect, intellect, and socio-cultural contexts. This book poses a challenge to the current binary metanarrative that circles the college student learning conundrum, which highlights either the faculty or student perspective, and unfolds this unnecessary binary into a rich, nuanced, and polyvocal set of perspectives. |