Language:
English
繁體中文
Help
Login
Back
Switch To:
Labeled
|
MARC Mode
|
ISBD
Teaching Struggling Students = Lesso...
~
Harrison, Laura M.
Teaching Struggling Students = Lessons Learned from Both Sides of the Classroom /
Record Type:
Language materials, printed : Monograph/item
Title/Author:
Teaching Struggling Students/ by Laura M. Harrison.
Reminder of title:
Lessons Learned from Both Sides of the Classroom /
Author:
Harrison, Laura M.
Description:
IX, 121 p. 2 illus.online resource. :
Contained By:
Springer Nature eBook
Subject:
Higher education. -
Online resource:
https://doi.org/10.1007/978-3-030-13012-1
ISBN:
9783030130121
Teaching Struggling Students = Lessons Learned from Both Sides of the Classroom /
Harrison, Laura M.
Teaching Struggling Students
Lessons Learned from Both Sides of the Classroom /[electronic resource] :by Laura M. Harrison. - 1st ed. 2019. - IX, 121 p. 2 illus.online resource.
1. Introduction -- 2. Privilege as a Blindspot 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.
ISBN: 9783030130121
Standard No.: 10.1007/978-3-030-13012-1doiSubjects--Topical Terms:
1148448
Higher education.
LC Class. No.: LB2300-2799.3
Dewey Class. No.: 378
Teaching Struggling Students = Lessons Learned from Both Sides of the Classroom /
LDR
:03634nam a22003975i 4500
001
1012630
003
DE-He213
005
20200702144657.0
007
cr nn 008mamaa
008
210106s2019 gw | s |||| 0|eng d
020
$a
9783030130121
$9
978-3-030-13012-1
024
7
$a
10.1007/978-3-030-13012-1
$2
doi
035
$a
978-3-030-13012-1
050
4
$a
LB2300-2799.3
072
7
$a
JNM
$2
bicssc
072
7
$a
EDU015000
$2
bisacsh
072
7
$a
JNM
$2
thema
082
0 4
$a
378
$2
23
100
1
$a
Harrison, Laura M.
$e
author.
$4
aut
$4
http://id.loc.gov/vocabulary/relators/aut
$3
1306888
245
1 0
$a
Teaching Struggling Students
$h
[electronic resource] :
$b
Lessons Learned from Both Sides of the Classroom /
$c
by Laura M. Harrison.
250
$a
1st ed. 2019.
264
1
$a
Cham :
$b
Springer International Publishing :
$b
Imprint: Palgrave Pivot,
$c
2019.
300
$a
IX, 121 p. 2 illus.
$b
online resource.
336
$a
text
$b
txt
$2
rdacontent
337
$a
computer
$b
c
$2
rdamedia
338
$a
online resource
$b
cr
$2
rdacarrier
347
$a
text file
$b
PDF
$2
rda
505
0
$a
1. Introduction -- 2. Privilege as a Blindspot to Understanding Struggle -- 3. What Struggle Feels Like -- 4. Success through Connection -- 5. Floundering Online -- 6. Making College Better.-.
520
$a
“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.
650
0
$a
Higher education.
$3
1148448
650
0
$a
Teaching.
$3
555255
650
0
$a
Learning.
$3
555256
650
0
$a
Instruction.
$3
1253701
650
0
$a
Study Skills.
$3
1279041
650
1 4
$a
Higher Education.
$3
679030
650
2 4
$a
Teaching and Teacher Education.
$3
783596
650
2 4
$a
Learning & Instruction.
$3
670152
650
2 4
$a
Study and Learning Skills.
$3
1139951
710
2
$a
SpringerLink (Online service)
$3
593884
773
0
$t
Springer Nature eBook
776
0 8
$i
Printed edition:
$z
9783030130114
776
0 8
$i
Printed edition:
$z
9783030130138
776
0 8
$i
Printed edition:
$z
9783030130145
856
4 0
$u
https://doi.org/10.1007/978-3-030-13012-1
912
$a
ZDB-2-EDA
912
$a
ZDB-2-SXED
950
$a
Education (SpringerNature-41171)
950
$a
Education (R0) (SpringerNature-43721)
based on 0 review(s)
Multimedia
Reviews
Add a review
and share your thoughts with other readers
Export
pickup library
Processing
...
Change password
Login