01032nam a2200265 i 450099100344943970753620020509122400.0930609s1982 uk ||| | ||| 0521210437b11163884-39ule_instPARLA182244ExLDip.to Scienze dell'AntichitàitaKenney, Edward John171244Latin literature /edited by E. J. Kenney ; advisory editor W. V. ClausenCambridge ; London :Cambridge University Press,c1982XVIII, 973 p. ;24 cmThe Cambridge History of Classical Literatureken ;2.Letteratura latinaStoriaClausen, Wendell Vernon.b1116388402-04-1428-06-02991003449439707536LE007 870 KEN 01.0112015000106261le007LE007 2014 CC-E0.00-l- 01010.i1130766328-06-02Latin literature819246UNISALENTOle00701-01-93ma -enguk 0104251nam 22007215 450 991041001000332120250610110031.09783030449391303044939410.1007/978-3-030-44939-1(CKB)4100000011279286(MiAaPQ)EBC6215543(DE-He213)978-3-030-44939-1(Perlego)3481522(MiAaPQ)EBC29089230(EXLCZ)99410000001127928620200601d2020 u| 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierTeaching and Learning for Social Justice and Equity in Higher Education Foundations /edited by Laura Parson, C. Casey Ozaki1st ed. 2020.Cham :Springer International Publishing :Imprint: Palgrave Macmillan,2020.1 online resource (343 pages)9783030449384 3030449386 Includes bibliographical references and index.1. Introduction -- 2. Learning Theory through a Social Justice Lens -- 3. Beyond Behaviorism: Engaging Students in the Age of Neoliberalism -- 4. Persistent Myths about the Psychology of Education: Implications for Social Justice and Equity -- 5. A Framework for Social Justice Education: Combining Content, Process, and Holistic Development -- 6. Postcolonial Approach to Curriculum Design -- 7. Creating Inclusive College Classrooms: Granting Epistemic Credibility to Learners -- 8. Engagement with Diversity Experiences: A Self-Regulated Learning Perspective -- 9. Critical Teacher Responsibility in Tumultuous Times: Engaging in a Community of Practice -- 10. A New Narrative About Emotions and Their Connection to Learning -- 11. Critical Culturally Relevant Synergism in Higher Education: Equitable Educational Experiences through Neuroscientific Curricula -- 12. Understanding the Failure to Help Marginalized Students Succeed in Higher Education: A Social Theory Perspective of the Science of Teaching and Learning -- 13. Association Awareness: Pedagogically Reframing Difficult Dialogues -- 14. Adult Learning and Critical Contemplative Pedagogy in Higher Education -- 15. Establishing Equitable Graduate Mentoring in Higher Education -- 16. Decolonizing Knowledge and Fostering Critical Allyship -- 16. Conclusion.This book is the first of three edited volumes designed to reconceptualize teaching and learning in higher education through a critical lens, with this inaugural publication focusing on the fundamentals behind the experience. Chapter authors explore recent research on the cognitive science behind teaching and learning, dispel myths on the process, and provide updates to the application of traditional learning theories within the modern, diverse university. Through reviews of fundamental theories of teaching and learning, together with specific classroom practices, this volume applies social justice principles that have been traditionally seen as belonging to K-12 or adult education to higher education.Educational sociologyTeachersTraining ofEducation, HigherEducationEducational psychologySociology of EducationTeaching and Teacher EducationHigher EducationEducationEducational PsychologyEducational sociology.TeachersTraining of.Education, Higher.Education.Educational psychology.Sociology of Education.Teaching and Teacher Education.Higher Education.Education.Educational Psychology.370.115306.43Parson Laura(Laura Jayne),1983-Ozaki C. Casey(Carolyn Casey),MiAaPQMiAaPQMiAaPQ6680BOOK9910410010003321Teaching and Learning for Social Justice and Equity in Higher Education1919249UNINA