Inclusive Teaching E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B TL Single Issue Teaching and Learning
• Sprache: Englisch

Seitenzahl: 185

Veröffentlichungsjahr: 2014

Beschreibung

In this volume, the authors focus on the importance of inclusiveteaching and the role faculty can play in helping students achieve,though not necessarily in the same way. To teach with a focus oninclusion means to believe that every person has the ability tolearn. It means that most individuals want to learn, to improvetheir ability to better understand the world in which they live,and to be able to navigate their pathways of life. This volume includes the following topics: * best practices for teaching students with social,economic, gender, or ethnic differences * adjustments to the teaching and learning process tofocus on inclusion * strategies for teaching that help learners connect whatthey know with the information presented * environments that maximize learners' academic andsocial growth. The premise of inclusive teaching works to demonstrate that allpeople can and do learn. Educators and administrators canincorporate the techniques of inclusive learning and help learnersretain more information. This is the 140th volume of the quarterly Jossey-Bass highereducation series New Directions for Teaching and Learning. Itoffers a comprehensive range of ideas and techniques for improvingcollege teaching based on the experience of seasoned instructorsand the latest findings of educational and psychologicalresearchers.

Leseprobe

New Directions for Teaching and Learning

Catherine M. Wehlburg EDITOR-IN-CHIEF

Inclusive Teaching: Presence in the Classroom

Cornell Thomas EDITOR

Number 140 • Winter 2014

Jossey-Bass

San Francisco

INCLUSIVE TEACHING: PRESENCE IN THE CLASSROOM Cornell Thomas (ed.) New Directions for Teaching and Learning, no. 140 Catherine M. Wehlburg, Editor‐in‐Chief

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NEW DIRECTIONS FOR TEACHING AND LEARNING (ISSN 0271-0633, electronic ISSN 1536-0768) is part of The Jossey-Bass Higher and Adult Education Series and is published quarterly by Wiley Subscription Services, Inc., A Wiley Company, at Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594. POSTMASTER: Send address changes to New Directions for Teaching and Learning, Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594.

New Directions for Teaching and Learning is indexed in CIJE: Current Index to Journals in Education (ERIC), Contents Pages in Education (T&F), Educational Research Abstracts Online (T&F), ERIC Database (Education Resources Information Center), Higher Education Abstracts (Claremont Graduate University), and SCOPUS (Elsevier).

INDIVIDUAL SUBSCRIPTION RATE (in USD): $89 per year US/Can/Mex, $113 rest of world; institutional subscription rate: $335 US, $375 Can/Mex, $409 rest of world. Single copy rate: $29. Electronic only–all regions: $89 individual, $335 institutional; Print & Electronic–US: $98 individual, $402 institutional; Print & Electronic–Can/Mex: $98 individual, $442 institutional; Print & Electronic–rest of world: $122 individual, $476 institutional.

Cover design: Wiley Cover Images: © Lava 4 images | Shutterstock

EDITORIAL CORRESPONDENCE should be sent to the editor-in-chief, Catherine M. Wehlburg, [email protected].

www.josseybass.com

Contents

1: No Longer Invisible

Introduction

Dreaming?

Filters

Inquiry Learning

Our Work Starts with the Heart

References

2:

Presence

in the Classroom

The Meaning of

Presence

Pedagogy of Presence

The We of Mutual Presence: An Intentional, Inclusive Community

Classroom Realities: A Concluding Unscientific Postscript

A Final Postconclusion Thought

References

3: Identity, Status, and Culture: Examining Barriers of Success for Students from Low Socioeconomic Backgrounds

Introduction

The Problem

The Solution

Criticality

Identity Development

Example of Practice

Conclusion

References

4: Addressing Racial Awareness and Color-Blindness in Higher Education

Racial Awareness and Color-Blindness

Critical Race Theory Paradigm of Cultural Competency Training

References

5: The Value of Connectedness in Inclusive Teaching

References

6: A Journey with a Refugee Family: Raising Culturally Relevant Teaching Awareness

Introduction

Culturally Relevant Teaching

Refugees in Texas

Refugee Family Project

Methodology

Findings

Conclusion and Recommendations

References

Appendix

7: Difference Does Not Mean

Less Than

: Our Pathway for Educating an Entire Nation of Learners

Next Step: Connecting

References

8: Curriculum Retention and Programming for Inclusive Teaching

Introduction

Curricula

Programming

Example of Practice

Conclusion

References

Advert

Index

End User License Agreement

Guide

Cover

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From the Series Editor

About This Publication

Since 1980, New Directions for Teaching and Learning (NDTL) has brought a unique blend of theory, research, and practice to leaders in postsecondary education. NDTL sourcebooks strive not only for solid substance but also for timeliness, compactness, and accessibility.

The series has four goals: to inform readers about current and future directions in teaching and learning in postsecondary education, to illuminate the context that shapes these new directions, to illustrate these new directions through examples from real settings, and to propose ways in which these new directions can be incorporated into still other settings.

This publication reflects the view that teaching deserves respect as a high form of scholarship. We believe that significant scholarship is conducted not only by researchers who report results of empirical investigations but also by practitioners who share disciplinary reflections about teaching. Contributors to NDTL approach questions of teaching and learning as seriously as they approach substantive questions in their own disciplines, and they deal not only with pedagogical issues but also with the intellectual and social context in which these issues arise. Authors deal on the one hand with theory and research and on the other with practice, and they translate from research and theory to practice and back again.

About This Volume

This volume focuses on the importance of inclusive teaching and the role faculty can play in helping students achieve by adjusting their approach to teaching by believing that each student has the ability to learn, though not necessarily in the same way. The authors in this volume embrace the ideals of inclusive teaching and believe that most, if not all, learners become actively engaged in their own learning in settings where inclusive teaching take place. Faculty today are faced with a much more diverse student body each year. While some colleges and universities address this trend by adjusting entry requirements, others do not have this option and this challenge must be met in the classroom by caring faculty who trust that all students can and will learn and that all students bring different aspects of their lives to the learning environment. To teach with a focus on inclusivity means that most, if not all, individuals want to learn, to improve their ability to better understand the world in which they live, and to be able to navigate their pathways of life.

Catherine M. Wehlburg Editor‐in‐Chief

1

In a real teaching and learning community of learners, the belief exists that all can and will learn, that the teacher has the ability to connect new information with the knowledge base of each student, and that students will become empowered to make their own connections. This premise is built on a foundation that sees each student as a unique human being with the ability to grow. They are not cloaked by some set of generalized characteristics. They are not invisible.