Inclusive Teaching: Presence in the Classroom: New Directions for Teaching and Learning, Number 140

ISBN-13: 9781119036470 / Angielski / Miękka / 2014 / 96 str.

Opis

In this volume, the authors focus on the importance of inclusive teaching and the role faculty can play in helping students achieve, though not necessarily in the same way. To teach with a focus on inclusion means to believe that every person has the ability to learn. It means that most 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. 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 to focus on inclusion - strategies for teaching that help learners connect what they know with the information presented - environments that maximize learners' academic and social growth. The premise of inclusive teaching works to demonstrate that all people can and do learn. Educators and administrators can incorporate the techniques of inclusive learning and help learners retain more information.

This is the 140th volume of the quarterly Jossey-Bass higher education series New Directions for Teaching and Learning. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

Spis treści

1. No Longer Invisible 1
Cornell Thomas

A discussion about generalizations regarding groups of people provides a pathway in this chapter leading to the realization that we are all unique individuals with the ability to grow and learn. This realization redirects how educators attempt to bring meaning to the content they are attempting to teach.

2. Presence in the Classroom 11
Don Hufford

The recognition of the individual identities of students and the importance of presence as a way to maximize learning is the focus of this chapter.

3. Identity, Status, and Culture: Examining Barriers of Success for Students from Low Socioeconomic Backgrounds 23
Anthony Walker

The author of this chapter believes that we can improve the quality of teaching and learning when we examine personal biases, critique the filters of knowledge and information that guide your learning and values, and institute criticality into our practice.

4. Addressing Racial Awareness and Color–Blindness in Higher Education 31
Kimberly Diggles

This chapter offers recommendations for transforming traditional programs into programs with a focus on antiracism using a Critical Race Theory platform.

5. The Value of Connectedness in Inclusive Teaching 45
Ivan Figueroa

This chapter discusses the importance of relationship development as a way to enhance teaching and learning, especially in more diverse learning communities.

6. A Journey with a Refugee Family: Raising Culturally Relevant Teaching Awareness 51
Freyca Calderon Berumen, Cecilia Silva

This chapter explores ways to promote linguistic and cultural awareness among preservice teachers as they prepare to work with a more diverse student population.

7. Difference Does Not Mean Less Than: Our Pathway for Educating an Entire Nation of Learners 69
Cornell Thomas

Taking notions of culture based on sets of group generalization and transgressing our thinking of culture based on individual, personal identities as a way to improve teaching and learning are discussed in this chapter.

8. Curriculum Retention and Programming for Inclusive Teaching 77
Anthony Walker

In this chapter, the author talks about the importance of developing learning environments that are prepared tomeet the demands of amore diverse and interconnected society. This work brings support to the call for more inclusive teaching and learning environments.

INDEX 85

O autorze

Volume Editor:
Cornell Thomas is a professor of educational leadership at Texas Christian University.

Series Editor–in–Chief:
Catherine M. Wehlburg is the assistant provost for Institutional Effectiveness at Texas Christian University.