Pedagogy in Higher Education

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Gordon Wells, Anne Edwards
Cambridge University Press, Nov 18, 2013 - Education - 261 pages
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What can Cultural Historical Activity Theory (CHAT) contribute to the solution of the problems facing higher education today? This edited volume brings together the work of an international group of scholars and researchers to address this important question. Drawing on contemporary interpretations of CHAT, the contributors take on a wide range of issues, ranging from pedagogy to administration and from teacher preparation to university outreach. An introduction presents the key principles of CHAT. Subsequent chapters address such issues as effective ways of teaching large undergraduate classes, providing support for struggling writers or for students with disabilities, opening up opportunities for students from historically underserved communities, preparing students for the professions, and building bridges between higher education and the wider community. Readers with an interest in higher education will encounter ideas in these chapters that will prompt them to rethink their role in preparing today's students for tomorrow's challenges.
  

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Contents

The Changing Face of Higher Education
1
Goal Formation and Identity Formation in Higher Education
18
Using a Cultural Historical Approach to Understand
44
CHAT in a Large
60
CHAT and Student Writing
73
A CHAT Perspective
89
Supporting Access to Science and Engineering through
123
Using CHAT to Understand Systems to Support Disabled
140
Navigating the Practices of an Investment Bank
155
Identity Change in the Context of Higher
169
Developing Skills for Collaborative Relational Research
181
The Challenge
198
What Does Transformation of Participation Mean in
215
Learning from the Fifth Dirnension
228
Index
245
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About the author (2013)

Gordon Wells is Professor of Education Emeritus at the University of California, Santa Cruz. As an educator, his particular interest is in fostering dialogic inquiry as an approach to learning and teaching at all levels, based on the work of Vygotsky and other sociocultural theorists.

Anne Edwards is Professor of Education at the University of Oxford, where she co-convenes the Oxford Centre for Sociocultural and Activity Theory Research. She has written extensively on cultural historical approaches to learning in the workplace and in formal education settings.

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