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Building Knowledge in Higher Education
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Table of Contents

List of Figures and Tables; Notes on Contributors; Chapter 1. 'Nothing So Practical as Good Theory': Legitimation Code Theory in Higher Education; Part I: Student Learning Across the Disciplinary Map Chapter 2. Demystifying Reflective Writing in Teacher Education with Semantic Gravity Chapter 3. Making Waves in Teacher Education: Scaffolding Students' Disciplinary Understandings by 'Doing' Analysis Chapter 4. New Assessment Forms in Higher Education: A Study of Student Generated Digital Media Products in The Health Sciences Chapter 5. Misalignments in Assessments: Using Semantics to Reveal Weaknesses Chapter 6. Supporting the Academic Success of Students Through Making Knowledge-Building Visible Chapter 7. (Un)Critical Reflection: Uncovering Disciplinary Values in Social Work and Business Reflective Writing Assignments Chapter 8. Learning How to Theorize in Doctoral Writing: A Tool for Teaching and Learning; Part II: Professional Learning in Higher Education Chapter 9. Changing Curriculum and Teaching Practice: A Practical Theory for Academic Staff Development Chapter 10. A Semantics Analysis of First Year Physics Teaching: Developing Students' Use of Representations in Problem-Solving Chapter 11. From Principle to Practice: Enabling Theory-Practice Bridging in Engineering Education Chapter 12. Building the Knowledge Base of Blended Learning: Implications for Educational Technology and Academic Development Chapter 13. Legitimate Participation in Program Renewal: The Role of Academic Development Units Chapter 14. Decolonizing the Science Curriculum: When Good Intentions are Not Enough Chapter 15. The Role of Assessment in Preparing Academic Developers for Professional Practice Chapter 16. Academic Development: Autonomy Pathways Towards Gaining Legitimacy

About the Author

Christine Winberg is a leading scholar in work-integrated learning, in which she holds a South African Research Chair. Sioux McKenna is a renowned scholar in higher education studies. Kirstin Wilmot is an emerging scholar in the field of doctoral education. All three are associate members of the LCT Centre for Knowledge-Building.

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