Teaching ‘new generation’ students: Pedagogical signposts to show the way

Glyn J Thomas

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Teaching ‘new generation’ students: Pedagogical signposts to show the way

Conference paper

Open access

Peer reviewed

Teaching ‘new generation’ students: Pedagogical signposts to show the way

Glyn J Thomas

Proceedings of the 36th Higher Education Research and Development Society of Australasia Incorporated Conference, pp.455-469

Higher Education Research and Development Society of Australasia (HERDSA) Incorporated Conference, 36th (Auckland, New Zealand, 01-Jul-2013–04-Jul-2013)

Higher Education Research and Development Society of Australasia (HERDSA)

2013

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Abstract

Curriculum and Pedagogy

Specialist Studies in Education

low SES

inclusive pedagogies

effective teaching practices

Using the metaphor of a bushwalk through relatively unexplored terrain, this paper reports on an investigation of the best way to negotiate the challenges and opportunities of teaching an increasingly diverse student cohort. The research participants were enrolled in a Bachelor of Arts, at an Australian Group of Eight university. Of particular interest to this investigation were increased numbers of new generation students, a descriptor that includes students from low socio-economic backgrounds and students whose parents did not attend university. A theoretical framework distilled from the literature was used to interpret the data collected through an online survey and focus groups. The constant comparison method was used to generate themes that could act as signposts to the best path forward through this evolving landscape. The pedagogical signposts confirmed in this study included: effective approaches to teaching, supportive learning communities, good communication, and teacher professionalism

Details

Title: Teaching ‘new generation’ students: Pedagogical signposts to show the way
Authors: Glyn J Thomas (Author) - University of Queensland
Contributors: S Frielick (Editor)
N Buissink-Smith (Editor)
P Wyse (Editor)
J Billot (Editor)
J Hallas (Editor)
E Whitehead (Editor)
Publication details: Proceedings of the 36th Higher Education Research and Development Society of Australasia Incorporated Conference, pp.455-469
Conference details: Higher Education Research and Development Society of Australasia (HERDSA) Incorporated Conference, 36th (Auckland, New Zealand, 01-Jul-2013–04-Jul-2013)
Publisher: Higher Education Research and Development Society of Australasia (HERDSA)
Date published: 2013
ISBN: 0908557930
Copyright note: Copyright © 2013 Glyn Thomas. The authors assign to HERDSA and educational non-profit institutions a non-exclusive license to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The authors also grant a non-exclusive license to HERDSA to publish this document in full on the World Wide Web (prime site and mirrors) and within the portable electronic format HERDSA 2013 conference proceedings. Any other usage is prohibited without the express permission of the authors.
Organisation Unit: School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
Language: English
Record Identifier: 99448711302621
Output Type: Conference paper

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