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" Teaching struggling students : "
Laura M. Harrison.
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BL
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| Record Number
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861037
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| Main Entry
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Harrison, Laura M.
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| Title & Author
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Teaching struggling students : : lessons learned from both sides of the classroom /\ Laura M. Harrison.
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| Publication Statement
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Cham, Switzerland :: Palgrave Macmillan,, [2019]
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| Series Statement
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Palgrave pivot
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| Page. NO
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1 online resource
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| ISBN
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3030130126
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: 9783030130121
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9783030130114
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| Notes
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Includes index.
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| Bibliographies/Indexes
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Includes bibliographical references and index.
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| Contents
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Intro; Acknowledgements; Contents; Chapter 1 Introduction; Abstract; Purpose; Audience; Organization; References; Chapter 2 Privilege as a Blind Spot to Understanding Struggle; Abstract; The Intersection of Privilege and Non-Struggle; Slack; Naming Non-Struggle; My Autoethnographic Process; First Day; Why Autoethnography?; Epiphany; The Need for Sensemaking; The Role of Identity in Learning; Identity Safety; At the Intersection of Resource and Struggle; Conclusion; References; Chapter 3 What Struggle Feels Like; Abstract; Fear and Shame; "Catching Feelings"; Empathy; Mindset and Grit
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Mindfulness and Metacognition"We Feel, Therefore We Learn"; Purpose, Reflection, and Deeper Learning; Conclusion; References; Chapter 4 Success Through Connection; Abstract; Having a Friend in the Class; The Classroom as a Non-Community; Connection and Learning; Thinking Together; Experiential Learning; Deep Learning; Unlearning and Transformation; Service Learning and Community Engagement; Conclusion; References; Chapter 5 Floundering Online; Abstract; Screens and Community; Being a Student as a Digital Creature; Creative Disassociation; Technology Fundamentalism; Dehumanization
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Screens and Mental HealthHuman Solutions to Human Challenges; Conclusion; References; Chapter 6 Making College Better; Abstract; Prioritize Struggling Students for Both Ethical and Practical Reasons; Commit to a Clearer Identity Rooted in Teaching; Make Time to Work with Struggling Students; Embrace the Truth That Learning Is What Defines Human Beings; Reclaim the Work of Caring Through the Slow Scholarship Movement; Advocate for Less High Tech and More High Touch; Give More Feedback; Do Less Grading; Redefine Success; Conclusion; References; Index
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| Abstract
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This book tackles the phenomenon of limited learning on campuses by approaching it from the point of view of the author, an educator who writes about the experience of being, simultaneously, a college student and a college professor. The author lays out her experience as a student struggling in an introductory linguistics class, framing her struggles as sites ripe for autoethnographic interrogation. Throughout the book, the author melds her personal narratives with the extant research on college student learning, college readiness, and the interconnectedness of affect, intellect, and socio-cultural contexts. This book poses a challenge to the current binary metanarrative that circles the college student learning conundrum, which highlights either the faculty or student perspective, and unfolds this unnecessary binary into a rich, nuanced, and polyvocal set of perspectives.
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| Subject
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Teaching-- Methodology.
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| Subject
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Teaching.
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Teaching-- Methodology.
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| Subject
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Teaching.
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| Dewey Classification
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371.102
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| LC Classification
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LB1025.3.H37 2019
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