Suchergebnisse

What is white privilege? -- Why is teaching about white privilege to white students so -- Difficult? -- The class setting, pedagogical goals and theoretical frames -- Applying the dialogic approach -- Assessment, findings and evaluation -- Conclusion.

Intro -- Foreword -- Preface -- Contents -- 1 Utility, Principle, Virtue -- 2 Particularism -- 3 Perception and Representation -- 4 Imagination and Metaphor -- 5 Aesthetic Illumination -- 6 Art and Truth -- 7 Literary Expression -- 8 Aristotle and Jane Austen -- 9 Directions -- Notes -- Glossary -- Bibliography -- Name Index -- Subject Index.

Intro -- Title Page -- Copyright -- Contents -- Series Editor's Preface -- Chapter 1: Sociolinguistics and Language Teaching -- Chapter 2: Multilingualism -- Chapter 3: Which English? Whose English? -- Chapter 4: Language and Gender -- Chapter 5: Identity in Language Learning and Teaching -- Chapter 6: Language Planning -- Chapter 7: Reflecting on Sociolinguistics and Language Teaching -- References.

Despite controversial discussions regarding its validity (e. g. Marsh 1984), student evaluations of university courses are established as an instrument for quality assurance. Apart from the frequently discussed and researched question of validity, there are more and at least as urgent questions concerning the effectiveness of evaluation processes: What does quality in the context of teaching mean and how could it be operationalized? Do different disciplines in university contexts have a common understanding of 'quality'? The Faculty of Psychology and Educational Sciences (Ludwig Maximilian University of Munich) has been researching in this field for years. Aiming at a coherent concept including an effective overall process, the project encompasses several sub-studies. Subsequent to presenting the theory and empirically based instrument, challenges regarding the application to various faculties as well as possibilities in respect of its effectiveness are introduced.

Intro -- Contents -- 1 Introduction -- References -- Making the Personal Political: The Stories of Capitalism -- 2 'Teaching Naked' in Late Capitalism: Instructors' Personal Narratives and Classroom Self-disclosure as Pedagogical Tools -- Author's Reflexive Statement -- On the Use of Instructor's Personal Narratives in the Classroom -- Research Questions -- Telling Personal Stories -- Data and Discussion -- Discretion in Disclosure? -- References -- 3 Untold Stories: Bringing Class into the Classroom -- Authors' Reflexive Statements -- Introduction -- Why It's Important for Educators to Share Their Class Stories -- The Perils and Pitfalls of Sharing Educators' Class Stories -- Knowing Your Purpose, Being Explicit, and Strengthening the Container -- Preparing Your Stories -- Anticipating Difficult Reactions -- Scaffolding and Timing Stories -- Inviting Self-disclosure -- Conclusion -- References -- 4 'Self-made' Success on the Private Dole: An Illustration of the Reproduction of Capitals -- Authors' Reflexive Statements -- Authenticity in Teaching -- Bob and Harold Presentation -- Conclusion -- References -- 5 Financial Stumbles, Consumer Bankruptcy, and the Sociological Imagination -- Author's Reflexive Statement -- Introduction -- Financial Stumbles -- Financial Stumble #1: Student Loan Debt -- Financial Stumble #2: Predatory Auto Lending -- Financial Stumble #3: When Your Debts Are Bundled and Sold -- Financial Stumble #4: The Credit Report -- Bankruptcy -- A (Very) Brief Primer on Consumer Bankruptcy -- Their Stories -- References -- Making Marxist Theory Real -- 6 Capitalism 101: Teaching First-Year Students How to View the Social World Through the Lens of Marxist Theory -- Author's Reflexive Statement -- Introduction -- Alienation -- Reproduction -- Conclusion -- References -- 7 Teaching Global Inequality Through the World of Commodities

The Introduction to Sociology course is usually the first contact that students have with the discipline of sociology. This course can determine whether students take other sociology courses or learn to use sociology in their lives as adults and citizens.First Contact identifies important issues facing instructors in introducing students to the sociological imagination. Drawing on the literature of teaching and learning in sociology and higher education more broadly, First Contact providesan overview of the scholarship of teaching and learning, best practices, and other essential information t

Acknowledgements -- Contributor information -- Introduction -- Teaching organizational & business ethics -- Socially responsible business schools : collective stakeholder voices demand urgent actions / Janette Martell -- Ethics in practice : moral education for the leaders of tomorrow / Sabine H. Hoffmann and Mickal Wangue -- Engaging multidisciplinary university students in "triple bottom line" reporting : using global reporting initiative metrics inside the classroom? / Elizabeth Gingerich -- Thirteen ways of looking at a boardroom : poetry as ethical intervention in business and government / Janet Wondra -- An enlightened education : to reform the current paradigm / Helene Cristini -- Organizational and business ethics application and cases -- Halliburton : cementing wells and relationships / Marilyn J. Matelski -- Assisted reproductive technology : ethical challenges for business and medicine / Deborah Flynn -- The ethical and policy outcomes of the Sarbanes Oxley act for global leaders and investors : is it smooth sailing or rough waters ahead for safe harbor disclosures? / Nicole C. Ibbotson, Diane J. Fulton, Thomas W. Garsombke, Nicole C. Garsombke, Diane J. Prince -- Using fashion PR to teach social responsibility across disciplines and cultures : fashion, social responsibility and public relations : change agents / Wilma King and Giancarlo Polenghin -- Bribes versus gifts / Achinto Roy -- A moral development model for the ethical management of technology : implications for management and research / Refik Culpan and Melvin Blumberg.

Teaching Politics and International Relations takes a state of the discipline approach to the topic of teaching and learning in Politics and IR by bringing together a range of contributions that promote a greater understanding of the most cutting-edge approaches, techniques, and methodologies for tutors. It discusses the broader themes and challenges in teaching and learning but firmly places and highlights the peculiarities of these themes in the specific context of Political Science and IR. As a guide to teaching and learning in Politics, it provides more than just academic analysis