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The Pedagogy of Lifelong Learning: Understanding Effective by Michael Osborne, Muir Houston, Nuala Toman

By Michael Osborne, Muir Houston, Nuala Toman

Presenting a photograph of latest foreign learn into the pedagogy of lifelong studying and educating, this ebook makes a speciality of a variety of concerns relating to lifelong studying, together with greater schooling, community-based studying and literacy practices in carrying on with schooling. It highlights the truth that the wide-ranging conclusions they draw have very important implications for this quickly altering box.

The booklet reports the rising concerns from learning instructing and studying in numerous post-school contexts - a topic which has grown in learn value world wide lately - with the fear either to widen participation and increase pupil attainment. studying empirically, methodologically and theoretically modern examine in educating and studying in diversified contexts, it specializes in 3 major parts: studying careers and identities; pedagogy and studying cultures and studying past institutions.

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Extra resources for The Pedagogy of Lifelong Learning: Understanding Effective Teaching and Learning in Diverse Contexts

Sample text

So I give myself permission in front of them to not know things and to incorporate them as knowers – and they give themselves permission to be learners too without feeling as though they’re being diminished – so hopefully that happens. But of course it’s more complex than that. Here, Sarah’s view of what it means to be a teacher has undergone a radical change. She has moved from a conception of pedagogy as the transmission of knowledge to a more complex understanding of pedagogy as the co-production of knowledge through social practice – ‘we practise being knowers and not knowers’.

Institution B is slightly below but its figures are based on the same period as the HESA statistics. Care should be taken when interpreting these figures – HESA warns that differences between institutions in recording the data may mean that the figures do not fully reflect the number of students with disclosed disabilities. However, the figures do allow for trends to be noted in terms of the number of students with particular impairments and how these differ between the institutions. 4). As can be seen, the highest number of dyslexic students are to be found in institution D, followed by institution A, and the lowest number are in institution B.

The level of academic support offered to students in independent schools tends to be greater than that in state schools and this could impact on expectations of the level of support when entering higher education. This factor was emphasised by one of the students in the longitudinal part of the study in institution D, who describes his school experience as: I had an extra English class from [when I was] quite young . . the classes were very small, never more than 20 . . it was a very small [specialist dyslexia] school [and] you also had a tutor.

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