Myths in Education, Learning and Teaching [electronic resource] : Policies, Practices and Principles /
Harmes, Marcus K.editor.
Huijser, Henk.editor.
Danaher, Patrick Alan.editor.
This collection brings together international scholars to interrogate a range of educational practices, procedures and policies, around the organizing principle that 'myths' often require critical scrutiny. Engaging with key themes in contemporary global education, the contributors challenge and address educational myths and their consequences.
Cover; Contents; Tables and Figures; Foreword; Preface; Acknowledgements; Notes on Contributors; Abbreviations; 1 Demythologizing Teaching and Learning in Education: Towards a Research Agenda; Introduction; The mythic in education; Current teaching and learning myths: The literature; Underlying perspectives on teaching and learning myths: Online learning and problem-based learning; Implications for a provisional research agenda; Myths about learning and teaching; Myths about educational principles and practices: Case studies from the Middle East; Myths about digital and online education
ConclusionPart I: Myths about Learning and Teaching; 2 Learning Power: Taking Learning-Centredness Seriously in a Blended Learning Environment; Introduction; The context; Learning styles; Differential pedagogy; Learning Power; The 4MAT system: Designing to develop the learners' voice of expertise; Case study: Certificate IV in Training and Assessment; Conclusion; Acknowledgement; 3 Intrinsic and Extrinsic Motivation: Mythic Aspects in the Tertiary Sector; Introduction; Motivation: Questions and definitions; Intrinsic motivation; Intrinsic motivation is neither simple nor one-dimensional
Variables affecting intrinsic motivationExtrinsic motivation; It is a myth to assume that all educators clearly understand motivation; It is a myth to assume that students are always motivated, realistic or in control of their studies; Once myths are understood, action can be taken to counteract them; It is a myth to assume that face-to-face and computer-mediated education require the same motivational strategies; Conclusion; 4 Does Increased Teaching Equate to Increased Learning?; Introduction; The evolution in teaching and learning; Studies challenging long-standing assumptions
Control versus empowermentConclusion; 5 Self-Identified and Observed Teaching Styles: A Case Study of Senior Physical Education Teachers in Queensland Schools; Introduction; Background; Research design; Research questions guiding this study; Research methods: Choice of paradigm; Subjectivity and objectivity; Data-collection tools; Part A: Nature of the questionnaire; Research method: Part A; Part A: Teachers' self-reported use of teaching styles; Part B: Participants; Part B: Observations; Part B: Systematic observation instrument; Part B: Observations; Discussion: The myths; Conclusion
Part II: Myths about Educational Principles and Practices: Case Studies from the Middle East6 'We Don't Need No Education?': Moving Towards the Integration of Tertiary Education and Entrepreneurship; Introduction; A historical context for entrepreneurship in higher education; Recent trends in entrepreneurship education; It's not what we teach but how we teach it; Entrepreneurship education at Bahrain Polytechnic; Concluding remarks; 7 The Establishment of Bahrain Polytechnic: Assumptions Questioned, Myths Exposed and Challenges Faced; Introduction
Background to the Polytechnic's establishment
Includes index.
This collection brings together international scholars to interrogate a range of educational practices, procedures and policies, around the organizing principle that 'myths' often require critical scrutiny. Engaging with key themes in contemporary global education, the contributors challenge and address educational myths and their consequences.
Education and state.
Educational psychology.
Language and languages.
Education Policy.
Teaching and Teacher Education.
Sociology of Education.
Sociology of Education.
Educational Psychology.
Language Education.