Innovative Strategies to Support All Qualitative Methods Students’ Empowerment and Success: A Social Constructivist/Transformative Teaching Approach - Hardcover
Synopsis
Over the past decade, interest has developed in social constructivist pedagogies that position students of qualitative research as independent and collaborative meaning makers rather than passive receivers of qualitative information. Grounded by theory originated primarily by Lev Vygotsky (1978) and supported by Jean Piaget (1977), social constructivism asserts knowledge is acquired through social interactions in particular social contexts “in which language plays a significant role” (Edelen et al, 2022, p. 29). In social constructivism teaching/learning strategy groups, students engage together in conversations and exchange ideas about complex topics, supported by an instructor when necessary. There is a lack of research-based strategies in the extant literature that adhere to social constructivist teaching perspectives. Therefore, with this book, we add to the small body of work that offers explicit directions appropriate for instructors to add to their qualitative teaching and learning pedagogical repertoires.
Contributors are: Christy Bebeau, Lynn Butler-Kisber, Michelle Lindquist, Taiwo Ogundapo, Darlshawn Patterson, Kathleen Pithouse-Morgan, Janet Richards, Anastasia Samaris, Jessica Shotts, Patriann Smith and Dianne Wellington.
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About the Author
Janet Richards is a professor at USF, Tampa where she developed writing and qualitative courses. She has published 18 books and over 250 journal articles. She taught in Panama, was an Invited Scholar in Canada and an ILA (USAID) Scholar.
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Innovative Strategies to Support All Qualitative Methods Students Empowerment and Success (Hardcover)
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Hardcover. Condition: new. Hardcover. Over the past decade, interest has developed in social constructivist pedagogies that position students of qualitative research as independent and collaborative meaning makers rather than passive receivers of qualitative information. Grounded by theory originated primarily by Lev Vygotsky (1978) and supported by Jean Piaget (1977), social constructivism asserts knowledge is acquired through social interactions in particular social contexts in which language plays a significant role (Edelen et al, 2022, p. 29). In social constructivism teaching/learning strategy groups, students engage together in conversations and exchange ideas about complex topics, supported by an instructor when necessary. There is a lack of research-based strategies in the extant literature that adhere to social constructivist teaching perspectives. Therefore, with this book, we add to the small body of work that offers explicit directions appropriate for instructors to add to their qualitative teaching and learning pedagogical repertoires.Contributors are: Christy Bebeau, Lynn Butler-Kisber, Michelle Lindquist, Taiwo Ogundapo, Darlshawn Patterson, Kathleen Pithouse-Morgan, Janet Richards, Anastasia Samaris, Jessica Shotts, Patriann Smith and Dianne Wellington. This book presents innovative strategies grounded in social constructivist and transformative teaching approaches to empower qualitative methods students, fostering their success through inclusive, student-centered learning experiences. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Seller Inventory # 9789004750852
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Innovative Strategies to Support All Qualitative Methods Students' Empowerment and Success: A Social Constructivist/Transformative Teaching Approach
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Innovative Strategies to Support All Qualitative Methods Students Empowerment and Success (Hardcover)
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Hardcover. Condition: new. Hardcover. Over the past decade, interest has developed in social constructivist pedagogies that position students of qualitative research as independent and collaborative meaning makers rather than passive receivers of qualitative information. Grounded by theory originated primarily by Lev Vygotsky (1978) and supported by Jean Piaget (1977), social constructivism asserts knowledge is acquired through social interactions in particular social contexts in which language plays a significant role (Edelen et al, 2022, p. 29). In social constructivism teaching/learning strategy groups, students engage together in conversations and exchange ideas about complex topics, supported by an instructor when necessary. There is a lack of research-based strategies in the extant literature that adhere to social constructivist teaching perspectives. Therefore, with this book, we add to the small body of work that offers explicit directions appropriate for instructors to add to their qualitative teaching and learning pedagogical repertoires.Contributors are: Christy Bebeau, Lynn Butler-Kisber, Michelle Lindquist, Taiwo Ogundapo, Darlshawn Patterson, Kathleen Pithouse-Morgan, Janet Richards, Anastasia Samaris, Jessica Shotts, Patriann Smith and Dianne Wellington. This book presents innovative strategies grounded in social constructivist and transformative teaching approaches to empower qualitative methods students, fostering their success through inclusive, student-centered learning experiences. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. Seller Inventory # 9789004750852
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Innovative Strategies to Support All Qualitative Methods Students' Empowerment and Success : A Social Constructivist/Transformative Teaching Approach
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Buch. Condition: Neu. Neuware - Over the past decade, interest has developed in social constructivist pedagogies that position students of qualitative research as independent and collaborative meaning makers rather than passive receivers of qualitative information. Grounded by theory originated primarily by Lev Vygotsky (1978) and supported by Jean Piaget (1977), social constructivism asserts knowledge is acquired through social interactions in particular social contexts 'in which language plays a significant role' (Edelen et al, 2022, p. 29). In social constructivism teaching/learning strategy groups, students engage together in conversations and exchange ideas about complex topics, supported by an instructor when necessary. There is a lack of research-based strategies in the extant literature that adhere to social constructivist teaching perspectives. Therefore, with this book, we add to the small body of work that offers explicit directions appropriate for instructors to add to their qualitative teaching and learning pedagogical repertoires. Contributors are: Christy Bebeau, Lynn Butler-Kisber, Michelle Lindquist, Taiwo Ogundapo, Darlshawn Patterson, Kathleen Pithouse-Morgan, Janet Richards, Anastasia Samaris, Jessica Shotts, Patriann Smith and Dianne Wellington. Seller Inventory # 9789004750852