000 04395nam a22005415i 4500
999 _c101802
_d101802
001 978-3-030-13012-1
003 DE-He213
005 20210114143024.0
007 cr nn 008mamaa
008 190320s2019 gw | s |||| 0|eng d
020 _a9783030130121
024 7 _a10.1007/978-3-030-13012-1
_2doi
040 _cМУБИС
050 4 _aLB2300-2799.3
072 7 _aJNM
_2bicssc
072 7 _aEDU015000
_2bisacsh
072 7 _aJNM
_2thema
082 0 4 _a378
_223
100 1 _aHarrison, Laura M.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aTeaching Struggling Students
_h[electronic resource] :
_bLessons Learned from Both Sides of the Classroom /
_cby Laura M. Harrison.
250 _a1st ed. 2019.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Palgrave Pivot,
_c2019.
300 _aIX, 121 p. 2 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _a1. 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 _aHigher education.
650 0 _aTeaching.
650 0 _aLearning.
650 0 _aInstruction.
650 0 _aStudy Skills.
650 1 4 _aHigher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O36000
650 2 4 _aTeaching and Teacher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O31000
650 2 4 _aLearning & Instruction.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O22000
650 2 4 _aStudy and Learning Skills.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O53010
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030130114
776 0 8 _iPrinted edition:
_z9783030130138
776 0 8 _iPrinted edition:
_z9783030130145
856 4 0 _uhttps://doi.org/10.1007/978-3-030-13012-1
942 _2ddc
_cEBOOK