Creating effective teaching and learning spaces :: shaping futures and envisioning unity in diversity and transformation /
The transformation of teaching methods and curricula to address a changing socioeconomic world and redress social and economic injustice is central to the success of higher education systems. While the chapters in this volume focus on southern Africa, "Creating Effective Teaching and Learning S...
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| Format: | Elektronisch E-Book |
| Sprache: | English |
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Wilmington, Delaware :
Vernon Press,
2021.
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| Online-Zugang: | Volltext |
| Zusammenfassung: | The transformation of teaching methods and curricula to address a changing socioeconomic world and redress social and economic injustice is central to the success of higher education systems. While the chapters in this volume focus on southern Africa, "Creating Effective Teaching and Learning Spaces" provides important and useful case studies, ideas, and recommendations for educators and policymakers around the globe. The history of colonization and apartheid, and the efforts at de-colonization, in southern Africa, makes the knowledge currently being produced there especially important and useful to educators everywhere. I recommend this innovative and useful volume to educators and policymakers who are endeavoring to achieve equity and inclusion and improve the quality of education available to all students.The strong points of "Creating Effective Teaching and Learning Spaces" include• • its multifaceted, intersectional approach that includes sex/gender as well as race/culture and socioeconomic status• • attention to the need to decolonize both knowledge and the educational system itself and to consider how to incorporate indigenous knowledges and pedagogies in HE• • concern with analyzing both equity of access and equity of outcomes and how HE institutions reproduce and can reduce social inequities• • discussion of a variety of pedagogical strategies such as bilingual instruction, code-switching, peer assessment, ICT, blended learning, curriculum as process• • discussion of the need for HE institutions to attend to students' economic and social environments because these affect their academic success• • discussion of the need for HE institutions to attend to students' social and life skills as well as academic skills and knowledge• • discussion of institutional practices and policies such as education funding (of individual students and HE institutions), teacher professional development, policies and support systems regarding gender-based violence, the curriculum development process. |
| Beschreibung: | 1 online resource |
| ISBN: | 1648892841 9781648892844 |
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| 505 | 0 | 0 | |t List of figures and tables -- |t Editors -- |t Acknowledgments -- |t Dedication -- |t Introduction -- |t Foreword / |r Vuyokazi Nomlomo -- |t Contributors -- |t Preface -- |t Summary of chapters -- |g Theme 1: How institutions of higher education utilise teaching and learning spaces to promote multilingualism as a central element of the curriculum -- |g Chapter 1 |t Language needs of grade R practitioners in linguistically diverse South African classrooms / |r Nomakhaya Mashiyi -- |g Chapter 2 |t Bilingual instructional strategy in English first additional language in the further education and training writing classrooms / |r Nomalungelo Ngubane, Berrington Ntombela -- |g Theme 2: The funding models used to make higher education accessible to students from diverse backgrounds, as well as how funding promotes sustainable teaching and learning environments for students -- |g Chapter 3 |t Mapping higher education funding for teaching and learning in Ghana / |r Fredua Kwasi-Agyeman, Patricio Langa, Patrick Swanzy -- |g Theme 3: The ways in which higher education institutions create effective learning environments and provide support systems for non-traditional students -- |g Chapter 4 |t Understanding safe and inclusive learning spaces at a South African university / |r Nosisana Mkonto -- |g Chapter 5 |t Key considerations for effective learning in rural multi grade classrooms / |r Mothofela Richard Msimanga -- |g Chapter 6 |t Inequalities and marginalisation during COVID-19 lockdown: psycho-social effects on underprivileged university students / |r Zilungile Lungi Sosibo -- |g Chapter 7 |t Mapping a model for peer assessment: narratives of academics in a South African teacher education institution / |r Vusi Msiza, Nosipho Mbatha, Thabile Zondi -- |g Chapter 8 |t First-year students' expectations of university experiences: views of students from diverse schooling contexts / |r Subethra Pather, Emmanuel E. Esambe, Nosisana Mkonto -- |g Chapter 9 |t Utilising opportunities and creating sustainable learning spaces through teacher professional development: case of western Cape Province / |r Lynne Johns, Zilungile Lungi Sosibo -- |g Theme 4: Quality of university physical and online infrastructure utilised to provide conducive teaching and learning spaces for students |g Chapter 10 |t More than delivery: designing blended learning with and for academic staff / |r Daniela Gachago, Izak van Zyl, Faiq Waghid -- |g Chapter 11 |t The possibility of including herders in Lesotho's education provision through the use of information and communication technologies / |r Selloane Piikoe, Sekitla Daniel Makhasane -- |g Theme 5: The intersection of race, class and gender and how these factors affect teaching and learning spaces for students from diverse backgrounds -- |g Chapter 12 |t 'We don't deal with paper work; we do counselling': gender-based violence support services at a South African University / |r Sadhana Manik -- |g Theme 6: How higher education institutions promote decolonisation of the university curriculum -- |g Chapter 13 |t Curriculum and academic development in an era of transformation in South Africa / |r Emmanuel Ekale Esambe, Siyabulela Sabata, Thembinkosi Mtonjeni -- |g Chapter 14 |t Re-thinking South African higher education calls for epistemic freedom: beyond the abyssal line and towards the Field of Knowledge / |r Mlamuli Nkosingphile Hlatshwayo -- |g Chapter 15 |t Towards enablers of decolonisation of the curriculum in universities in South Africa / |r Ntokozo Lwandle, Addisalem Tebikew Yallew -- |g Chapter 16 |t Teachers' views on knowledge progression in the development of the curriculum and assessment policy statement for life sciences / |r Florah Moleko Teane -- |t Index |
| 520 | |a The transformation of teaching methods and curricula to address a changing socioeconomic world and redress social and economic injustice is central to the success of higher education systems. While the chapters in this volume focus on southern Africa, "Creating Effective Teaching and Learning Spaces" provides important and useful case studies, ideas, and recommendations for educators and policymakers around the globe. The history of colonization and apartheid, and the efforts at de-colonization, in southern Africa, makes the knowledge currently being produced there especially important and useful to educators everywhere. I recommend this innovative and useful volume to educators and policymakers who are endeavoring to achieve equity and inclusion and improve the quality of education available to all students.The strong points of "Creating Effective Teaching and Learning Spaces" include• • its multifaceted, intersectional approach that includes sex/gender as well as race/culture and socioeconomic status• • attention to the need to decolonize both knowledge and the educational system itself and to consider how to incorporate indigenous knowledges and pedagogies in HE• • concern with analyzing both equity of access and equity of outcomes and how HE institutions reproduce and can reduce social inequities• • discussion of a variety of pedagogical strategies such as bilingual instruction, code-switching, peer assessment, ICT, blended learning, curriculum as process• • discussion of the need for HE institutions to attend to students' economic and social environments because these affect their academic success• • discussion of the need for HE institutions to attend to students' social and life skills as well as academic skills and knowledge• • discussion of institutional practices and policies such as education funding (of individual students and HE institutions), teacher professional development, policies and support systems regarding gender-based violence, the curriculum development process. | ||
| 650 | 0 | |a Education, Higher |z South Africa. | |
| 650 | 0 | |a Multicultural education |z South Africa. | |
| 650 | 6 | |a Enseignement supérieur |z Afrique du Sud. | |
| 650 | 6 | |a Éducation interculturelle |z Afrique du Sud. | |
| 650 | 7 | |a Education, Higher |2 fast | |
| 650 | 7 | |a Multicultural education |2 fast | |
| 651 | 7 | |a South Africa |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJcWtkkqd3cMmFw9GBdYT3 | |
| 700 | 1 | |a Sosibo, Zilungile Lungi, |e editor. | |
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| author_additional | Vuyokazi Nomlomo -- Nomakhaya Mashiyi -- Nomalungelo Ngubane, Berrington Ntombela -- Fredua Kwasi-Agyeman, Patricio Langa, Patrick Swanzy -- Nosisana Mkonto -- Mothofela Richard Msimanga -- Zilungile Lungi Sosibo -- Vusi Msiza, Nosipho Mbatha, Thabile Zondi -- Subethra Pather, Emmanuel E. Esambe, Nosisana Mkonto -- Lynne Johns, Zilungile Lungi Sosibo -- Daniela Gachago, Izak van Zyl, Faiq Waghid -- Selloane Piikoe, Sekitla Daniel Makhasane -- Sadhana Manik -- Emmanuel Ekale Esambe, Siyabulela Sabata, Thembinkosi Mtonjeni -- Mlamuli Nkosingphile Hlatshwayo -- Ntokozo Lwandle, Addisalem Tebikew Yallew -- Florah Moleko Teane -- |
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| contents | List of figures and tables -- Editors -- Acknowledgments -- Dedication -- Introduction -- Foreword / Contributors -- Preface -- Summary of chapters -- Language needs of grade R practitioners in linguistically diverse South African classrooms / Bilingual instructional strategy in English first additional language in the further education and training writing classrooms / Mapping higher education funding for teaching and learning in Ghana / Understanding safe and inclusive learning spaces at a South African university / Key considerations for effective learning in rural multi grade classrooms / Inequalities and marginalisation during COVID-19 lockdown: psycho-social effects on underprivileged university students / Mapping a model for peer assessment: narratives of academics in a South African teacher education institution / First-year students' expectations of university experiences: views of students from diverse schooling contexts / Utilising opportunities and creating sustainable learning spaces through teacher professional development: case of western Cape Province / More than delivery: designing blended learning with and for academic staff / The possibility of including herders in Lesotho's education provision through the use of information and communication technologies / 'We don't deal with paper work; we do counselling': gender-based violence support services at a South African University / Curriculum and academic development in an era of transformation in South Africa / Re-thinking South African higher education calls for epistemic freedom: beyond the abyssal line and towards the Field of Knowledge / Towards enablers of decolonisation of the curriculum in universities in South Africa / Teachers' views on knowledge progression in the development of the curriculum and assessment policy statement for life sciences / Index |
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| discipline | Pädagogik |
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| spelling | Creating effective teaching and learning spaces : shaping futures and envisioning unity in diversity and transformation / edited by Zilungile Lungi Sosibo, Eunice Ndeto Ivala. Wilmington, Delaware : Vernon Press, 2021. 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier List of figures and tables -- Editors -- Acknowledgments -- Dedication -- Introduction -- Foreword / Vuyokazi Nomlomo -- Contributors -- Preface -- Summary of chapters -- Theme 1: How institutions of higher education utilise teaching and learning spaces to promote multilingualism as a central element of the curriculum -- Chapter 1 Language needs of grade R practitioners in linguistically diverse South African classrooms / Nomakhaya Mashiyi -- Chapter 2 Bilingual instructional strategy in English first additional language in the further education and training writing classrooms / Nomalungelo Ngubane, Berrington Ntombela -- Theme 2: The funding models used to make higher education accessible to students from diverse backgrounds, as well as how funding promotes sustainable teaching and learning environments for students -- Chapter 3 Mapping higher education funding for teaching and learning in Ghana / Fredua Kwasi-Agyeman, Patricio Langa, Patrick Swanzy -- Theme 3: The ways in which higher education institutions create effective learning environments and provide support systems for non-traditional students -- Chapter 4 Understanding safe and inclusive learning spaces at a South African university / Nosisana Mkonto -- Chapter 5 Key considerations for effective learning in rural multi grade classrooms / Mothofela Richard Msimanga -- Chapter 6 Inequalities and marginalisation during COVID-19 lockdown: psycho-social effects on underprivileged university students / Zilungile Lungi Sosibo -- Chapter 7 Mapping a model for peer assessment: narratives of academics in a South African teacher education institution / Vusi Msiza, Nosipho Mbatha, Thabile Zondi -- Chapter 8 First-year students' expectations of university experiences: views of students from diverse schooling contexts / Subethra Pather, Emmanuel E. Esambe, Nosisana Mkonto -- Chapter 9 Utilising opportunities and creating sustainable learning spaces through teacher professional development: case of western Cape Province / Lynne Johns, Zilungile Lungi Sosibo -- Theme 4: Quality of university physical and online infrastructure utilised to provide conducive teaching and learning spaces for students Chapter 10 More than delivery: designing blended learning with and for academic staff / Daniela Gachago, Izak van Zyl, Faiq Waghid -- Chapter 11 The possibility of including herders in Lesotho's education provision through the use of information and communication technologies / Selloane Piikoe, Sekitla Daniel Makhasane -- Theme 5: The intersection of race, class and gender and how these factors affect teaching and learning spaces for students from diverse backgrounds -- Chapter 12 'We don't deal with paper work; we do counselling': gender-based violence support services at a South African University / Sadhana Manik -- Theme 6: How higher education institutions promote decolonisation of the university curriculum -- Chapter 13 Curriculum and academic development in an era of transformation in South Africa / Emmanuel Ekale Esambe, Siyabulela Sabata, Thembinkosi Mtonjeni -- Chapter 14 Re-thinking South African higher education calls for epistemic freedom: beyond the abyssal line and towards the Field of Knowledge / Mlamuli Nkosingphile Hlatshwayo -- Chapter 15 Towards enablers of decolonisation of the curriculum in universities in South Africa / Ntokozo Lwandle, Addisalem Tebikew Yallew -- Chapter 16 Teachers' views on knowledge progression in the development of the curriculum and assessment policy statement for life sciences / Florah Moleko Teane -- Index The transformation of teaching methods and curricula to address a changing socioeconomic world and redress social and economic injustice is central to the success of higher education systems. While the chapters in this volume focus on southern Africa, "Creating Effective Teaching and Learning Spaces" provides important and useful case studies, ideas, and recommendations for educators and policymakers around the globe. The history of colonization and apartheid, and the efforts at de-colonization, in southern Africa, makes the knowledge currently being produced there especially important and useful to educators everywhere. I recommend this innovative and useful volume to educators and policymakers who are endeavoring to achieve equity and inclusion and improve the quality of education available to all students.The strong points of "Creating Effective Teaching and Learning Spaces" include• • its multifaceted, intersectional approach that includes sex/gender as well as race/culture and socioeconomic status• • attention to the need to decolonize both knowledge and the educational system itself and to consider how to incorporate indigenous knowledges and pedagogies in HE• • concern with analyzing both equity of access and equity of outcomes and how HE institutions reproduce and can reduce social inequities• • discussion of a variety of pedagogical strategies such as bilingual instruction, code-switching, peer assessment, ICT, blended learning, curriculum as process• • discussion of the need for HE institutions to attend to students' economic and social environments because these affect their academic success• • discussion of the need for HE institutions to attend to students' social and life skills as well as academic skills and knowledge• • discussion of institutional practices and policies such as education funding (of individual students and HE institutions), teacher professional development, policies and support systems regarding gender-based violence, the curriculum development process. Education, Higher South Africa. Multicultural education South Africa. Enseignement supérieur Afrique du Sud. Éducation interculturelle Afrique du Sud. Education, Higher fast Multicultural education fast South Africa fast https://id.oclc.org/worldcat/entity/E39PBJcWtkkqd3cMmFw9GBdYT3 Sosibo, Zilungile Lungi, editor. Ivala, Eunice N., editor. FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2947098 Volltext |
| spellingShingle | Creating effective teaching and learning spaces : shaping futures and envisioning unity in diversity and transformation / List of figures and tables -- Editors -- Acknowledgments -- Dedication -- Introduction -- Foreword / Contributors -- Preface -- Summary of chapters -- Language needs of grade R practitioners in linguistically diverse South African classrooms / Bilingual instructional strategy in English first additional language in the further education and training writing classrooms / Mapping higher education funding for teaching and learning in Ghana / Understanding safe and inclusive learning spaces at a South African university / Key considerations for effective learning in rural multi grade classrooms / Inequalities and marginalisation during COVID-19 lockdown: psycho-social effects on underprivileged university students / Mapping a model for peer assessment: narratives of academics in a South African teacher education institution / First-year students' expectations of university experiences: views of students from diverse schooling contexts / Utilising opportunities and creating sustainable learning spaces through teacher professional development: case of western Cape Province / More than delivery: designing blended learning with and for academic staff / The possibility of including herders in Lesotho's education provision through the use of information and communication technologies / 'We don't deal with paper work; we do counselling': gender-based violence support services at a South African University / Curriculum and academic development in an era of transformation in South Africa / Re-thinking South African higher education calls for epistemic freedom: beyond the abyssal line and towards the Field of Knowledge / Towards enablers of decolonisation of the curriculum in universities in South Africa / Teachers' views on knowledge progression in the development of the curriculum and assessment policy statement for life sciences / Index Education, Higher South Africa. Multicultural education South Africa. Enseignement supérieur Afrique du Sud. Éducation interculturelle Afrique du Sud. Education, Higher fast Multicultural education fast |
| title | Creating effective teaching and learning spaces : shaping futures and envisioning unity in diversity and transformation / |
| title_alt | List of figures and tables -- Editors -- Acknowledgments -- Dedication -- Introduction -- Foreword / Contributors -- Preface -- Summary of chapters -- Language needs of grade R practitioners in linguistically diverse South African classrooms / Bilingual instructional strategy in English first additional language in the further education and training writing classrooms / Mapping higher education funding for teaching and learning in Ghana / Understanding safe and inclusive learning spaces at a South African university / Key considerations for effective learning in rural multi grade classrooms / Inequalities and marginalisation during COVID-19 lockdown: psycho-social effects on underprivileged university students / Mapping a model for peer assessment: narratives of academics in a South African teacher education institution / First-year students' expectations of university experiences: views of students from diverse schooling contexts / Utilising opportunities and creating sustainable learning spaces through teacher professional development: case of western Cape Province / More than delivery: designing blended learning with and for academic staff / The possibility of including herders in Lesotho's education provision through the use of information and communication technologies / 'We don't deal with paper work; we do counselling': gender-based violence support services at a South African University / Curriculum and academic development in an era of transformation in South Africa / Re-thinking South African higher education calls for epistemic freedom: beyond the abyssal line and towards the Field of Knowledge / Towards enablers of decolonisation of the curriculum in universities in South Africa / Teachers' views on knowledge progression in the development of the curriculum and assessment policy statement for life sciences / Index |
| title_auth | Creating effective teaching and learning spaces : shaping futures and envisioning unity in diversity and transformation / |
| title_exact_search | Creating effective teaching and learning spaces : shaping futures and envisioning unity in diversity and transformation / |
| title_full | Creating effective teaching and learning spaces : shaping futures and envisioning unity in diversity and transformation / edited by Zilungile Lungi Sosibo, Eunice Ndeto Ivala. |
| title_fullStr | Creating effective teaching and learning spaces : shaping futures and envisioning unity in diversity and transformation / edited by Zilungile Lungi Sosibo, Eunice Ndeto Ivala. |
| title_full_unstemmed | Creating effective teaching and learning spaces : shaping futures and envisioning unity in diversity and transformation / edited by Zilungile Lungi Sosibo, Eunice Ndeto Ivala. |
| title_short | Creating effective teaching and learning spaces : |
| title_sort | creating effective teaching and learning spaces shaping futures and envisioning unity in diversity and transformation |
| title_sub | shaping futures and envisioning unity in diversity and transformation / |
| topic | Education, Higher South Africa. Multicultural education South Africa. Enseignement supérieur Afrique du Sud. Éducation interculturelle Afrique du Sud. Education, Higher fast Multicultural education fast |
| topic_facet | Education, Higher South Africa. Multicultural education South Africa. Enseignement supérieur Afrique du Sud. Éducation interculturelle Afrique du Sud. Education, Higher Multicultural education South Africa |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2947098 |
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