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ERIC Number: EJ764287
Record Type: Journal
Publication Date: 2007-Jun
Pages: 14
Abstractor: Author
Reference Count: 17
ISBN: N/A
ISSN: ISSN-0729-4360
A Conversation about Pedagogical Responses to Increased Diversity in University Classrooms
Buckridge, Margaret; Guest, Ross
Higher Education Research and Development, v26 n2 p133-146 Jun 2007
This paper presents a dialogue between an academic economist and an educational developer. It asks whether it is possible to teach in a way that works well for all students. The economist contends that teaching entails making a choice as to which students should benefit most--the more academically capable or the lower-achieving students. He sees this as a question of social choice. The educational developer suggests that teaching can be organized such that all students can benefit optimally. The dialogue seeks to resolve this difference. It draws on the work of John Biggs, using his diagrammatic representation of the relation between student orientation, teaching method and level of engagement. Biggs debriefs the dialogue. He rejects the focus on particular students and argues rather that teaching should incorporate optimal degrees of freedom in learning activities and assessment, thus enabling levels of engagement for all students to be maximized. (Contains 1 figure and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia