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Reflective Teaching in Higher Education (Reflective Teaching) by Ashwin, Dr Paul
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- Buy It NowReflective Teaching in Higher Education (Reflective Teaching) by Ashwin, Dr Paul
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Located in: New Braunfels, Texas, United States
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eBay item number:256885576406
Item specifics
- Condition
- EAN
- 9781350084667
- ISBN
- 9781350084667
- UPC
- 9781350084667
- MPN
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About this product
Product Identifiers
Publisher
Bloomsbury Academic & Professional
ISBN-10
1350084662
ISBN-13
9781350084667
eBay Product ID (ePID)
17038739035
Product Key Features
Number of Pages
472 Pages
Language
English
Publication Name
Reflective Teaching in Higher Education
Subject
Higher, Teaching Methods & Materials / General
Publication Year
2020
Type
Textbook
Subject Area
Education
Series
Reflective Teaching Ser.
Format
Trade Paperback
Dimensions
Item Height
1 in
Item Weight
32.1 Oz
Item Length
9.7 in
Item Width
7.5 in
Additional Product Features
Edition Number
2
Intended Audience
College Audience
Dewey Edition
23
Reviews
An excellent resource for academic developers whose role it is to shape the kinds of academics who are able to respond to the legitimate learning needs of their diverse student body, to meet the challenges and demands of their disciplines and prepare students for a complex and unknowable future., "The definitive go-to handbook for supporting academic professional development, leading me to adopt it as the core recommended course reading in my professional development leadership role. The book's strengths include bringing together perspectives of a range of relevant experts, and a good blend of theory and practice, including recognisable empirical examples and activities to carry out alone or with others. The reflective focus of the book as well as its emphasis on the collaborative nature of the teaching endeavour are key strengths. This new edition further benefits from incorporation of key contemporary imperatives such as the decolonising agenda." -- Tamsin Hinton-Smith, Senior Lecturer in Higher Education and Deputy Director of the Centre for Teaching and Learning Research, University of Sussex, UK "Pleased to find a textbook that addresses issues of the - often neglected - topics of communication and relationships in lecturing work, in addition to planning and designing the curriculum, and evaluating practice. Valuable for both new and experienced lecturers in higher education." -- Jeannie Daniels, Senior Lecturer, University of West Scotland, UK "If I were to describe this book in a sentence, I would say that it gives people outstanding advice on how to teach well, within highly complex organisations known as universities ... This collection is a real tour de force." -- Times Higher Education (of the first edition), "A popular and influential text. An impressive and newly constituted international team. A really up to date resource. Again, this book stands out from many others in this field. Although the book is rooted in very practical concerns, it takes its readership as a serious intellectual audience, and allows access to a field that recognises the complexity of what lecturers face." -- Jenni Case, Professor, Virginia Polytechnic Institute and State University, USA "An excellent resource for academic developers whose role it is to shape the kinds of academics who are able to respond to the legitimate learning needs of their diverse student body, to meet the challenges and demands of their disciplines and prepare students for a complex and unknowable future." -- Lynn Quinn, Associate Professor, Rhodes University, South Africa "A significant collaborative achievement with Paul Ashwin again marshalling an all-star international cast in a well-executed update to their seminal text on Reflective Teaching: a cutting-edge resource for teachers and researchers" -- Professor David Carless, Faculty of Education, University of Hong Kong, Hong Kong "The definitive go-to handbook for supporting academic professional development, leading me to adopt it as the core recommended course reading in my professional development leadership role. The book's strengths include bringing together perspectives of a range of relevant experts, and a good blend of theory and practice, including recognisable empirical examples and activities to carry out alone or with others. The reflective focus of the book as well as its emphasis on the collaborative nature of the teaching endeavour are key strengths. This new edition further benefits from incorporation of key contemporary imperatives such as the decolonising agenda." -- Tamsin Hinton-Smith, Senior Lecturer in Higher Education and Deputy Director of the Centre for Teaching and Learning Research, University of Sussex, UK "If I were to describe this book in a sentence, I would say that it gives people outstanding advice on how to teach well, within highly complex organisations known as universities ... This collection is a real tour de force." -- Times Higher Education (of the first edition) "Pleased to find a textbook that addresses issues of the - often neglected - topics of communication and relationships in lecturing work, in addition to planning and designing the curriculum, and evaluating practice. Valuable for both new and experienced lecturers in higher education." -- Jeannie Daniels, Senior Lecturer, University of West Scotland, UK, I have found the previous edition of this book very helpful, with a good balance between the practical and theoretical components and some excellent critical evaluation of key concepts. The 2nd edition contains new content that adds both depth and breadth to the existing material. In particular, the discussions on diversity, decolonizing, digital learning and teaching excellence are all highly relevant in the current context., "The definitive go-to handbook for supporting academic professional development, leading me to adopt it as the core recommended course reading in my professional development leadership role. The book's strengths include bringing together perspectives of a range of relevant experts, and a good blend of theory and practice, including recognisable empirical examples and activities to carry out alone or with others. The reflective focus of the book as well as its emphasis on the collaborative nature of the teaching endeavour are key strengths. This new edition further benefits from incorporation of key contemporary imperatives such as the decolonising agenda." -- Tamsin Hinton-Smith, Senior Lecturer in Higher Education and Deputy Director of the Centre for Teaching and Learning Research, University of Sussex, UK "Pleased to find a textbook that addresses issues of the - often neglected - topics of communication and relationships in lecturing work, in addition to planning and designing the curriculum, and evaluating practice. Valuable for both new and experienced lecturers in higher education." -- Jeannie Daniels, Senior Lecturer, University of West Scotland, UK "If I were to describe this book in a sentence, I would say that it gives people outstanding advice on how to teach well, within highly complex organisations known as universities ... This collection is a real tour de force." -- Times Higher Education (first edition), A popular and influential text. An impressive and newly constituted international team. A really up to date resource. Again, this book stands out from many others in this field. Although the book is rooted in very practical concerns, it takes its readership as a serious intellectual audience, and allows access to a field that recognises the complexity of what lecturers face., "The definitive go-to handbook for supporting academic professional development, leading me to adopt it as the core recommended course reading in my professional development leadership role. The book's strengths include bringing together perspectives of a range of relevant experts, and a good blend of theory and practice, including recognisable empirical examples and activities to carry out alone or with others. The reflective focus of the book as well as its emphasis on the collaborative nature of the teaching endeavour are key strengths. This new edition further benefits from incorporation of key contemporary imperatives such as the decolonising agenda." -- Tamsin Hinton-Smith, Senior Lecturer in Higher Education and Deputy Director of the Centre for Teaching and Learning Research, University of Sussex, UK "Pleased to find a textbook that addresses issues of the - often neglected - topics of communication and relationships in lecturing work, in addition to planning and designing the curriculum, and evaluating practice. Valuable for both new and experienced lecturers in higher education." -- Jeannie Daniels, Senior Lecturer, University of West Scotland, UK "If I were to describe this book in a sentence, I would say that it gives people outstanding advice on how to teach well, within highly complex organisations known as universities ... This collection is a real tour de force." -- Times Higher Education (of the first edition) "A significant collaborative achievement with Paul Ashwin again marshalling an all-star international cast in a well-executed update to their seminal text on Reflective Teaching: a cutting-edge resource for teachers and researchers" -- Professor David Carless, Faculty of Education, University of Hong Kong, Hong Kong, If I were to describe this book in a sentence, I would say that it gives people outstanding advice on how to teach well, within highly complex organisations known as universities ... This collection is a real tour de force., A significant collaborative achievement with Paul Ashwin again marshalling an all-star international cast in a well-executed update to their seminal text on Reflective Teaching: a cutting-edge resource for teachers and researchers, "If I were to describe this book in a sentence, I would say that it gives people outstanding advice on how to teach well, within highly complex organisations known as universities ... This collection is a real tour de force." -- Times Higher Education (of the first edition) "A popular and influential text. An impressive and newly constituted international team. A really up to date resource. Again, this book stands out from many others in this field. Although the book is rooted in very practical concerns, it takes its readership as a serious intellectual audience, and allows access to a field that recognises the complexity of what lecturers face." -- Jenni Case, Professor, Virginia Polytechnic Institute and State University, USA "An excellent resource for academic developers whose role it is to shape the kinds of academics who are able to respond to the legitimate learning needs of their diverse student body, to meet the challenges and demands of their disciplines and prepare students for a complex and unknowable future." -- Lynn Quinn, Associate Professor, Rhodes University, South Africa "A significant collaborative achievement with Paul Ashwin again marshalling an all-star international cast in a well-executed update to their seminal text on Reflective Teaching: a cutting-edge resource for teachers and researchers" -- Professor David Carless, Faculty of Education, University of Hong Kong, Hong Kong "The definitive go-to handbook for supporting academic professional development, leading me to adopt it as the core recommended course reading in my professional development leadership role. The book's strengths include bringing together perspectives of a range of relevant experts, and a good blend of theory and practice, including recognisable empirical examples and activities to carry out alone or with others. The reflective focus of the book as well as its emphasis on the collaborative nature of the teaching endeavour are key strengths. This new edition further benefits from incorporation of key contemporary imperatives such as the decolonising agenda." -- Tamsin Hinton-Smith, Senior Lecturer in Higher Education and Deputy Director of the Centre for Teaching and Learning Research, University of Sussex, UK "Pleased to find a textbook that addresses issues of the - often neglected - topics of communication and relationships in lecturing work, in addition to planning and designing the curriculum, and evaluating practice. Valuable for both new and experienced lecturers in higher education." -- Jeannie Daniels, Senior Lecturer, University of West Scotland, UK "I have found the previous edition of this book very helpful, with a good balance between the practical and theoretical components and some excellent critical evaluation of key concepts. The 2nd edition contains new content that adds both depth and breadth to the existing material. In particular, the discussions on diversity, decolonizing, digital learning and teaching excellence are all highly relevant in the current context." -- Rachel Stone, Sheffield Hallam University, UK, "Pleased to find a textbook that addresses issues of the - often neglected - topics of communication and relationships in lecturing work, in addition to planning and designing the curriculum, and evaluating practice. Valuable for both new and experienced lecturers in higher education." -- Jeannie Daniels, Senior Lecturer, University of West Scotland, UK, The definitive go-to handbook for supporting academic professional development, leading me to adopt it as the core recommended course reading in my professional development leadership role. The book's strengths include bringing together perspectives of a range of relevant experts, and a good blend of theory and practice, including recognisable empirical examples and activities to carry out alone or with others. The reflective focus of the book as well as its emphasis on the collaborative nature of the teaching endeavour are key strengths. This new edition further benefits from incorporation of key contemporary imperatives such as the decolonising agenda., Pleased to find a textbook that addresses issues of the - often neglected - topics of communication and relationships in lecturing work, in addition to planning and designing the curriculum, and evaluating practice. Valuable for both new and experienced lecturers in higher education., "If I were to describe this book in a sentence, I would say that it gives people outstanding advice on how to teach well, within highly complex organisations known as universities ... This collection is a real tour de force." -- Times Higher Education (of the first edition) "A popular and influential text. An impressive and newly constituted international team. A really up to date resource. Again, this book stands out from many others in this field. Although the book is rooted in very practical concerns, it takes its readership as a serious intellectual audience, and allows access to a field that recognises the complexity of what lecturers face." -- Jenni Case, Professor, Virginia Polytechnic Institute and State University, USA "An excellent resource for academic developers whose role it is to shape the kinds of academics who are able to respond to the legitimate learning needs of their diverse student body, to meet the challenges and demands of their disciplines and prepare students for a complex and unknowable future." -- Lynn Quinn, Associate Professor, Rhodes University, South Africa "A significant collaborative achievement with Paul Ashwin again marshalling an all-star international cast in a well-executed update to their seminal text on Reflective Teaching: a cutting-edge resource for teachers and researchers" -- Professor David Carless, Faculty of Education, University of Hong Kong, Hong Kong "The definitive go-to handbook for supporting academic professional development, leading me to adopt it as the core recommended course reading in my professional development leadership role. The book's strengths include bringing together perspectives of a range of relevant experts, and a good blend of theory and practice, including recognisable empirical examples and activities to carry out alone or with others. The reflective focus of the book as well as its emphasis on the collaborative nature of the teaching endeavour are key strengths. This new edition further benefits from incorporation of key contemporary imperatives such as the decolonising agenda." -- Tamsin Hinton-Smith, Senior Lecturer in Higher Education and Deputy Director of the Centre for Teaching and Learning Research, University of Sussex, UK "Pleased to find a textbook that addresses issues of the - often neglected - topics of communication and relationships in lecturing work, in addition to planning and designing the curriculum, and evaluating practice. Valuable for both new and experienced lecturers in higher education." -- Jeannie Daniels, Senior Lecturer, University of West Scotland, UK
Illustrated
Yes
Dewey Decimal
378.125
Table Of Content
Preface How to Use this Book Introduction Part I: Becoming Reflective 1. Identity. Who are we, and who are our students? 2. Learning. How do students develop their understanding? 3. Reflection. How can we develop the quality of our teaching? 4. Principles. What are the foundations of effective teaching and learning? Part II: Creating Conditions for Learning 5. Contexts. How do they shape us and how do we shape them? 6. Relationships. How are we getting on together? 7. Engagement. How does our engagement with teaching influence student learning? 8. Spaces. How are we creating environments for learning? Part III: Teaching for Learning 9. Curriculum. What is to be taught and learned? 10. Planning. How are we implementing curricula? 11. Teaching. How can we develop strategies focused on student understanding? 12. Communication. How can we support learning through dialogue? 13. Assessment. How does it make a contribution to learning? Part IV: Reflecting on Consequences 14. Quality. How are we monitoring and enhancing the quality of teaching and learning? 15. Inclusion. How are we enabling opportunities? Part V: Deepening Understanding 16. Expertise. How do we develop a career-long fascination with teaching? 17. Professionalism. How does reflective teaching contribute to society? Reflective activities List of case studies, figures and research briefings Bibliography Index
Synopsis
Reflective Teaching in Higher Education is the definitive textbook for those wanting to excel at teaching in the sector. Informed by the latest research in this area, the book offers extensive support for those at the start of an academic career and career-long professionalism for those teaching in higher education. Written by an international collaborative author team of experts led by Paul Ashwin, Reflective Teaching in Higher Education offers two levels of support: - practical guidance for day-to-day teaching, covering key issues such as strategies for improving learning, teaching and assessment, curriculum design, relationships, communication, and inclusion - evidence-informed 'principle's to aid understanding of how theories can effectively inform teaching practices, offering ways to develop a deeper understanding of teaching and learning in higher education In addition to new case studies from a wider variety of countries than ever before, this new edition includes discussion of: - What is meant by 'agency' - Gender, ethnicity, disability and university teaching - Digital learning spaces and social media - Teaching career development for academics - Decolonising the curriculum - Assessment and feedback practices - Teaching excellence and 'learning gain' - 2015 UN General Assembly 2030 Agenda for Sustainable Development reflectiveteaching.co.uk provides a treasure trove of additional support. It includes supplementary sector specific material to support for considering questions around society's educational aims, and much more besides.
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