Award-winning teachers offer practical tips for addressing inequities in the college classroom and for making all students feel welcome and included. In a book written by and for college teachers, Kelly Hogan and Viji Sathy provide tips and advice on how to make all students feel welcome and included. They begin with a framework describing why explicit attention to structure enhances inclusiveness in both course design and interactions with and between students. Inclusive Teaching then provides practical ways to include more voices in a series of contexts: when giving instructions for group work and class activities, holding office hours, communicating with students, and more. The authors finish with an opportunity for the reader to reflect on what evidence to include in a teaching dossier that demonstrates inclusive practices. The work of two highly regarded specialists who have delivered over a hundred workshops on inclusive pedagogy and who contribute frequently to public conversations on the topic, Inclusive Teaching distills state-of-the-art guidance on addressing privilege and implicit bias in the college classroom. It seeks to provide a framework for individuals and communities to ask, Who is being left behind and what can teachers do to add more structure?
Offers an in-depth analysis of learning technologies in the context of the U.S. education system.
Highlights research, trends, and issues related to learning technologies in (a) K-12 schools, (b) higher education, and (c) educational administration in the U.S.
Contributes to increasing the knowledge base of educators, educational leaders, researchers, and policymakers.
Presents the voices and views of first-generation graduate students.
Fills a gap in the study of Post-secondary students.
Analyzes the agency-structure dyad in the construction of educational experiences.
For scholars and practitioners interested in understanding how to support children’s participation in education. Draws from research conducted over more than twenty years. Details adult facilitation of constructing children's agency and narratives of personal experience.
Offers a transnational view into new approaches and implementations of progressive education. Addresses teachers’ training and schooling systems policies. Introduces theoretical aspects of “alternative” educational approaches (Philosophy for Children, etc.).