College learning and teaching: Struggling with/in the tensions

Child, Mark; Williams, David D.

doi:10.1080/03075079612331381437

Cited by 6 publications

(5 citation statements)

References 3 publications

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“…Bourdieu (1991) claims that, together with the family and the community, school frameworks impose constraints on the deeds of individuals and shape their desires. As has been found among pupils who refuse to accept accounts of the world that the school transmits, excessive constraints lead to resistance (Child & Williams, 1996;Sheets, 1996). Similar reactions have been observed among adult learners who see institutional learning ideologies as conflicting with their own habitus (O'Sullivan, 1991;Robbins, 1993;Valadez, 2000).…”

Section: The Nature Of Teaching As a Vocationmentioning

confidence: 99%

Same or different? A comparative study of habitus—ultra-orthodox and secular students of teaching

Kalekin‐Fishman¹,

Margalit²

2003

Intercultural Education

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Although the state ideology assumes that by virtue of their affiliation with the "same" religion, Jewish citizens of Israel are a culturally homogeneous population, the school system makes room for institutions with different orientations to the faith. To assess whether teachers in schools that differ in their approach to religion are likely to educate children toward a unified Israeli-Jewish culture, we investigated aspects of the habitus, the configuration of dispositions into which student teachers had been socialized. The inquiry is based on research literature related to choosing teaching as a vocation and to the significance of habitus in education. A closed questionnaire on motives for choosing to teach disclosed that secular students cited intrinsic motives (creativity, individual interest), and ultra-orthodox students placed more emphasis on extrinsic motives (gaining a livelihood, community esteem). Findings from semi-structured interviews highlight conspicuous differences between the groups in their conceptions of habits, their processing of attitudes, their values, and their orientation to the functions of teaching. We conclude that an intensive program of intercultural education is needed to overcome the structural and curricular divisions institutionalized in the Israeli school system.

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Section: The Nature Of Teaching As a Vocationmentioning

confidence: 99%

Same or different? A comparative study of habitus—ultra-orthodox and secular students of teaching

Kalekin‐Fishman¹,

Margalit²

2003

Intercultural Education

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“…1, 2003 students to diverse sources. At times, this process made salient differences between students' and instructors' orientations to learning -the former, characterized variously in the literature as mercenary, consumerist, literal, or practical, and the latter, depicted as passionate, learning-oriented, holistic, or analytical (Cruse, 1987;Child & Williams, 1996;Franz et al, 1996;Liowetal. 1993).…”

Section: The Canadian Journal Of Higher Educationmentioning

confidence: 99%

“…For example, if a student is thought of primarily as a "consumer" and an instructor as a "provider of a product," in a consumer-driven market, course readings would be revised simply to match students' tastes. As Child and Williams (1996) argue, such a model discourages critical thinking.…”

Section: The Canadian Journal Of Higher Educationmentioning

confidence: 99%

“…The instructors did not take these recommendations at face value but, rather, refrained them in ways consistent with their pedagogical aims. The new instructional strategies that the instructors formulated are discussed with reference to studies on reading and learning processes (e.g., Alexander et al, 1994;Baxter Magolda, 1992;Bean, 1996;Schnotz et al, 1993) and on instructors' and students' differing conceptions of learning (e.g., Child & Williams, 1996;Franz et al, 1996;Liowetal., 1993). Year: 1998Year: -1999 In 1998-1999, a sample of six instructors from a large urban university where reading kits are frequently used, agreed to participate in this study.…”

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confidence: 99%

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Selecting and Using Course Readings: A Study of Instructors' and Students' Practices

Bischoping¹

2003

CJHE

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University students' practices of reading required course materials have rarely been studied systematically outside the laboratory and are given short shrift in course evaluation questionnaires. This study exam- ines, first, the reasons why a sample of instructors at a large university create selections of course readings and the factors, both pedagogical and otherwise, that influence their selections. Second, students' patterns of reading in these instructors' courses are studied to determine how they vary with the quantity of assigned readings, time of year, and the provision of systematic student feedback to instructors. Third, the most prevalent themes in student feedback about readings are explored, in tan- dem with instructors' proposals about how to revise their reading selec- tions or teaching strategies.

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“…Students often engage in learning in response to external pressures (good grades, awards, jobs, etc. ), All of these may be valid motivators; however, teachers should add to those motivators and encourage students to get personally and passionately involved in learning for the sake of knowledge and intellectual development (Child & Williams, 1996).…”

mentioning

confidence: 99%

14: Improving Teaching and Learning: Students' Perspectives

Chen

Lawler

Venso

2003

To Improve the Academy

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Despite much debate among educators over methods to improve the climate and effectiveness of teaching and learning, very limited effort has been directed toward seeking input from students. In this study, a survey of students' opinions regarding college teaching and learning was given in six courses with 163 students completing the survey. This chapter analyzed the survey results and proposed specific strategies that professors can use to make teaching engaging as well as informative, and thus, to enhance student learning.

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College learning and teaching: Struggling with/in the tensions

Cited by 6 publications

References 3 publications

Same or different? A comparative study of habitus—ultra-orthodox and secular students of teaching

Same or different? A comparative study of habitus—ultra-orthodox and secular students of teaching

Selecting and Using Course Readings: A Study of Instructors' and Students' Practices

14: Improving Teaching and Learning: Students' Perspectives

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