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Learning to Read Critically in Teaching and Learning
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Learning to Read Critically in Teaching and Learning

First Edition
Edited by:


September 2003 | 232 pages | SAGE Publications Ltd
`Learning to Read Critically in Teaching and Learning offers a contribution to the debates on curriculum and pedagogy. The title itself is especially noteworthy since it indicates quite clearly that the reader is being encouraged both to learn and to develop their critical faculties on the topic of teaching and learning. This is a clever multi-layering of meaning that reflects the aims of the book extremely well' - School Leadership & Management

This book combines a teaching text with exemplary reports of research and a literature review by international scholars. Part One offers ideas on: how to become a critical reader and self-critical writer of literature; how to apply these insights in planning a written assignment, dissertation or thesis.

The student is provided with a framework for the critical analysis of any text and shown how to incorporate it in a literature review.

Part Two presents accounts of leading-edge research from well-known contributors, offering insights into key issues in the field of teaching and learning. These accounts reflect diverse theoretical approaches, national contexts, topics, research designs, methods of data collection and analysis, and styles of reporting. The student is invited to practice literature review skills by applying the critical analysis questions to any research report.

Part Three is a critical literature review of a substantive issue in teaching and learning. It shows how a high-quality literature review may be constructed and addresses key issues in the field.

This book is essential for students on research-based masters and doctorate courses in teaching and learning; and for students undertaking research training in the humanities and social sciences.

This series, edited by Mike Wallace, supports research-based teaching on masters and taught doctorate courses in the humanities and social sciences fields of enquiry. Each book is a 'three in one' text designed to assist advanced course tutors and dissertation supervisors with key research-based teaching tasks and aims to:

• develop students' critical understanding of research literature

• increase students' appreciation of what can be achieved in small-scale investigations similar to those which they undertake for their dissertation

• present students with major findings, generalisations and concepts connected to their particular field.

 
PART ONE: BECOMING A CRITICAL CONSUMER OF THE LITERATURE
Mike Wallace and Louise Poulson
Critical Reading for Self-Critical Writing
Louise Poulson and Mike Wallace
Designing and Writing about Research
Developing a Critical Frame of Mind

 
 
PART TWO: MEETING THE CHALLENGE OF REPORTING RESEARCH
Hilda Borko with Kathryn Davinroy, Carribeth Bliem and Kathryn Cumbo
Changing Instructional and Assessment Practices through Professional Development
Martin Hughes and Pamela Greenhough
Learning from Homework
A Case Study

 
Gary Fenstermacher and Virginia Richardson
An Inquiry into the Moral Dimensions of Teaching
Harry Torrance and John Pryor
Investigating Formative Classroom Assessment
Diane Reay and Madeleine Arnot
Participation and Control in Learning
A Pedagogic Democratic Right?

 
Louise Poulson and Elias Avramidis
Primary School Teachers' Theoretical Beliefs about Literacy
An Exploratory Study

 
 
PART THREE: MEETING THE CHALLENGE OF REPORTING A REVIEW OF THE LITERATURE
Elias Avramidis and Brahm Norwich
Promoting Inclusive Education
A Review of Literature on Teachers' Attitudes towards Integration and Inclusion

 

I think this text had lots of activities that lecturers could use with students in seminars.

Miss Alyson Lewis
Department of Educational Studies, Bath Spa University
September 29, 2015

This was described as being suitable for students undertaking research training in the humanities and social sciences. However, I found it very oriented towards postgraduate students and towards those studying teaching and learning. It is not suitable for my 3rd year Undergraduates, but it would be more suitable for those from the teaching/learning disciplines.

Mrs Udeni Salmon
Salford Business School, Salford University
June 11, 2014

This title was written in a very approachable manner and assumes nothing on the part of the student other than their enthusiasm to learn. I found that the notion of encouraging the development of the skill of critical reading is one of the most challenging aspects of my role and this book has allowed me to provide students with an invaluable introduction to the subject, skilfully supporting their endeavour to develop an interrogatory reading style and to encapsulate the essential argument for liking or rejecting particular texts. Assignments have consequentially improved in both content and structure.

Mr Andrew Thorne
Bristol Centre For Care, Health & Educ, City of Bristol College
May 10, 2014

The content of this inclusive read is of benefit to both those embarking on Masters / Doctorate programmes and more experienced scholars. The authors offer a fresh approach that is meaningful, practical and transferable. Readers are offered the opportunity to reflect on their own perspectives and understanding of critical appraisal and how this translates into their academic practice.

Mrs Sally Goldspink
Allied Health & Medicine, Anglia Ruskin University
July 19, 2012

A useful and comprehensive guide for students embarking on dissertations. The first 2 chapters provide an excellent break down of the steps required to develop critical reading and writing skills.

Dr Tara Hollins
Faculty of Health and Welfare ITE, College of St Mark and St John
November 8, 2011

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