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The volume is written for young researchers who are teaching at undergraduate level and are interested in further developing their teaching skills and publishing record. The authors of the book have compiled a volume that is rich in experience and presents innovative methods to modern teaching in political science. The book follows a practice-oriented approach in teaching and assists the reader with inspiration and concrete examples when designing courses that are often theory loaded.
Pushing past the typical genre and elements approach, this text explains how to integrate children’s literature into and across the curriculum in effective, purposeful ways. The materials and practical strategies focus on issues that impact children’s lives, building from students‘ personal experiences and cultural knowledge to using language to question the everyday world, analyze popular culture and media, understand how power relationships are socially constructed, and consider actions to take that promote social justice.
Psychopathology at School provides a timely response to concerns about the rising numbers of children whose behaviour is recognised and understood as a medicalised condition, rather than simply as poor behaviour caused by other factors. It is the first scholarly analysis of psychopathology which draws on the philosophers Foucault, Deleuze, Guattari and Arendt to examine the processes whereby children’s behaviour is pathologised. The heightened attention to mental disorders is contrasted with education practices in the early and mid-to-late twentieth century, and the emergence of a new conceptualization of childhood is explored. Taking education as a central component to the contemporary experience of growing up, the book charts the ways in which mental disorders have become commonplace in childhood and youth, from birth through to college and university, but also offers examples of where professionals have refused to pathologise children’s behaviour. The book examines the extent of the influence of psychopathology on the lives of children and young people, as well as the practices that infiltrate education and the possibilities for alternative educational responses that negate the diagnosis of mental disorder. Psychopathology at School is a must read for anyone concerned about the growing influence of psychopathology in education and will be of particular interest to educated readers and to scholars, students and professionals in education, psychiatry, psychology, child studies, youth studies, nursing, social work and sociology.
Student academic writing is at the heart of teaching and learning in higher education. Students are assessed largely by what they write, and need to learn both general academic conventions as well as disciplinary writing requirements in order to be successful in higher education. Teaching Academic Writing is a 'toolkit' designed to help higher education lecturers and tutors teach writing to their students. Containing a range of diverse teaching strategies, the book offers both practical activities to help students develop their writing abilities and guidelines to help lecturers and tutors think in more depth about the assessment tasks they set and the feedback they give to students. The authors explore a wide variety of text types, from essays and reflective diaries to research projects and laboratory reports. The book draws on recent research in the fields of academic literacy, second language learning, and linguistics. It is grounded in recent developments such as the increasing diversity of the student body, the use of the Internet, electronic tuition, and issues related to distance learning in an era of increasing globalisation. Written by experienced teachers of writing, language, and linguistics, Teaching Academic Writing will be of interest to anyone involved in teaching academic writing in higher education.
The editors and contributors to this collection explore what it means to adopt an “academic literacies” approach in policy and pedagogy. Transformative practice is illustrated through case studies and critical commentaries from teacher-researchers working in a range of higher education contexts—from undergraduate to postgraduate levels, across disciplines, and spanning geopolitical regions including Australia, Brazil, Canada, Cataluña, Finland, France, Ireland, Portugal, South Africa, the United Kingdom, and the United States.
The writers realized that this book still imperfect in arrangement and the content, then the writers hope the criticism from the readers can help the writers in perfecting the next book. Last but not the least hopefully, this book can help the readers to gain more knowledge about academic writing and scope for professional purposes
The focus of this book is the use of genre-based approaches to teaching academic writing. Genre-based courses enable second language learners to integrate their linguistic, organisational and contextual knowledge in a variety of different tasks. The book reviews pedagogical approaches to genre through English for Specific Purposes and Systemic Functional Linguistics to present a synthesis of the current research being undertaken in the field. From this theoretical base, Ian Bruce proposes a new model of genre-based approaches to academic writing, and analyses the ways in which this can be implemented in pedagogy and curriculum design. Academic Writing and Genre is a cutting-edge monograph which will be essential reading for researchers in applied linguistics.
Student writing has long been viewed as a problem in higher education in the UK. Moreover, the sector has consistently performed poorly in the National Student Survey with regard to assessment and feedback. Academics Engaging with Student Writing tackles these major issues from a new and unique angle, exploring the real-life experiences of academic teachers from different institutions as they set, support, read, respond to and assess assignments undertaken by undergraduate students. Incorporating evidence from post-1992 universities, Oxbridge, members of the Russell Group and others, this book examines working practices around student writing within the context of an increasingly market-oriented mass higher education system. Presenting a wealth of relevant examples from disciplines as diverse as History and Sports Science, Tuck makes extensive use of interviews, observations, texts and audio recordings in order to explore the perspectives of academic teachers who work with student writers and their texts. This book will be of interest to researchers, academics and postgraduate students in the fields of academic literacies, higher education, language and literacy, language in higher education, English for academic purposes and assessment. Furthermore, academic teachers with experience of this crucial aspect of academic labour will welcome Tuck’s pioneering work as an indispensable tool for making sense of their own engagement with student writers.
The book inquires into critical thinking through a cultural approach. Based on an ethnographic study, it compares Chinese postgraduate students’ conceptualisations and applications of critical thinking in three different settings in China and the UK. From an insider’s perspective, it analyses the intricate interplay of multiple cultural and individual factors that conditions students’ critical thinking development as they learn to write an academic thesis and to manage postgraduate learning. The book offers insights into the nature of problems that Chinese students encounter with critical thinking and envisions possibilities for the ideas for critical thinking to have a transformative power in an intercultural space. The book will primarily be of interest to academics and educators who work on critical thinking and academic writing, especially those who work with Chinese students. Scholars interested in intercultural issues in higher education may also find it relevant.