Misconceptions and misapplications of student-centered approaches
- Authors: McKenna, Sioux , Quinn, Lynn
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/453507 , vital:75259 , ISBN 9780429259371 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429259371-8/misconceptions-misapplications-student-centered-approaches-sioux-mckenna-lynn-quinn
- Description: A 1967 cartoon strip by Bud Blake shows a young boy, Tiger, telling his friend that he has taught his dog, Stripe, to whistle. “I don’t hear him whistling,” says the friend. Tiger explains “I said I taught him. I didn’t say he learned it.” Understanding education in terms of what it is that teachers do at the expense of a focus on how students learn has long been criticized. In 1916, Dewey was calling for more democratic approaches to education which took the student’s context into account. In 1968, Freire called for a major shift away from the “banking model” of education to one that recognized the student’s role in co-constructing knowledge. Despite the long history of such calls, transmission modes of teaching endure. It is thus unsurprising that calls for student-centered learning (SCL) are widespread.
- Full Text:
- Date Issued: 2020
- Authors: McKenna, Sioux , Quinn, Lynn
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/453507 , vital:75259 , ISBN 9780429259371 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429259371-8/misconceptions-misapplications-student-centered-approaches-sioux-mckenna-lynn-quinn
- Description: A 1967 cartoon strip by Bud Blake shows a young boy, Tiger, telling his friend that he has taught his dog, Stripe, to whistle. “I don’t hear him whistling,” says the friend. Tiger explains “I said I taught him. I didn’t say he learned it.” Understanding education in terms of what it is that teachers do at the expense of a focus on how students learn has long been criticized. In 1916, Dewey was calling for more democratic approaches to education which took the student’s context into account. In 1968, Freire called for a major shift away from the “banking model” of education to one that recognized the student’s role in co-constructing knowledge. Despite the long history of such calls, transmission modes of teaching endure. It is thus unsurprising that calls for student-centered learning (SCL) are widespread.
- Full Text:
- Date Issued: 2020
Mapping the field of Higher Education Research using PhD examination reports
- McKenna, Sioux, Quinn, Lynn, Vorster, Jo-Anne E
- Authors: McKenna, Sioux , Quinn, Lynn , Vorster, Jo-Anne E
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66669 , vital:28979 , ISSN 1469-8366 , https://doi.org/10.1080/07294360.2018.1428178
- Description: Pre-print , The PhD is the highest formal qualification and signifies a scholar’s rite of passage as a legitimate contributor of new knowledge in a field. Examiner reports make claims about what is legitimate in a thesis and what is not and thus articulate the organising principles through which participation in a field is measured. The authors analysed 39 examiners’ reports on 13 PhDs produced over a five-year period by scholars from the Higher Education Research doctoral studies programme at Rhodes University in South Africa. Drawing on aspects of Karl Maton’s Legitimation Code Theory (LCT), this study uses the dimensions of LCT:Specialisation and LCT:Semantics to explore what kinds of knowledge, skills and procedures and what kinds of knowers are validated in the field of Higher Education Research through the examination process. The study found that despite concerns in the literature about the a-theoretical nature of the Higher Education Studies field, examiners valued high-level theoretical and meta-theoretical engagement as well as methodological rigour. In addition, examiners prized the ability to demonstrate a strong ideological position, to use a clear doctoral voice, and to recognise the axiological drive of the field. The analysis showed that examiners were interested in strong contextualisation of the problem-spaces in higher education in South Africa but also commented positively on candidates’ ability to move from troubling an issue within its context to being able to abstract findings so as to contribute to the field as a whole.
- Full Text:
- Date Issued: 2018
- Authors: McKenna, Sioux , Quinn, Lynn , Vorster, Jo-Anne E
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66669 , vital:28979 , ISSN 1469-8366 , https://doi.org/10.1080/07294360.2018.1428178
- Description: Pre-print , The PhD is the highest formal qualification and signifies a scholar’s rite of passage as a legitimate contributor of new knowledge in a field. Examiner reports make claims about what is legitimate in a thesis and what is not and thus articulate the organising principles through which participation in a field is measured. The authors analysed 39 examiners’ reports on 13 PhDs produced over a five-year period by scholars from the Higher Education Research doctoral studies programme at Rhodes University in South Africa. Drawing on aspects of Karl Maton’s Legitimation Code Theory (LCT), this study uses the dimensions of LCT:Specialisation and LCT:Semantics to explore what kinds of knowledge, skills and procedures and what kinds of knowers are validated in the field of Higher Education Research through the examination process. The study found that despite concerns in the literature about the a-theoretical nature of the Higher Education Studies field, examiners valued high-level theoretical and meta-theoretical engagement as well as methodological rigour. In addition, examiners prized the ability to demonstrate a strong ideological position, to use a clear doctoral voice, and to recognise the axiological drive of the field. The analysis showed that examiners were interested in strong contextualisation of the problem-spaces in higher education in South Africa but also commented positively on candidates’ ability to move from troubling an issue within its context to being able to abstract findings so as to contribute to the field as a whole.
- Full Text:
- Date Issued: 2018
Lost in translation: Transformation in the first round of institutional audits
- Authors: McKenna, Sioux , Quinn, Lynn
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187384 , vital:44627 , xlink:href="https://hdl.handle.net/10520/EJC132752"
- Description: The South African higher education institutional audit process was introduced alongside similar endeavors internationally. However, despite many similarities, each country foregrounds different concerns within their higher education quality processes. In their seminal article, Harvey and Green suggest five possible notions of quality, one of which is quality as transformation, and in South Africa the message has been clearly stated: notions of quality are intricately related to transformation. Local research has however suggested that the notion of 'transformation' as quality takes on particular nuances within the country’s context. In the two institutional case studies presented here, the 'quality as transformation' discourse appears to have been largely lost in translation. In one university transformation was not called upon to construct notions of quality; quality was primarily constructed by a discourse of excellence. In the other institution, the transformation aspects of quality seem to have been interpreted in a particularly reductionist way as relating solely to racial demographics. In both cases, this article argues that the 'quality as transformation' discourse prevalent in the audit documentation in the South African context was lost somewhere between the intentions embodied in national documents and the processes embarked upon by institutions.
- Full Text:
- Date Issued: 2012
- Authors: McKenna, Sioux , Quinn, Lynn
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187384 , vital:44627 , xlink:href="https://hdl.handle.net/10520/EJC132752"
- Description: The South African higher education institutional audit process was introduced alongside similar endeavors internationally. However, despite many similarities, each country foregrounds different concerns within their higher education quality processes. In their seminal article, Harvey and Green suggest five possible notions of quality, one of which is quality as transformation, and in South Africa the message has been clearly stated: notions of quality are intricately related to transformation. Local research has however suggested that the notion of 'transformation' as quality takes on particular nuances within the country’s context. In the two institutional case studies presented here, the 'quality as transformation' discourse appears to have been largely lost in translation. In one university transformation was not called upon to construct notions of quality; quality was primarily constructed by a discourse of excellence. In the other institution, the transformation aspects of quality seem to have been interpreted in a particularly reductionist way as relating solely to racial demographics. In both cases, this article argues that the 'quality as transformation' discourse prevalent in the audit documentation in the South African context was lost somewhere between the intentions embodied in national documents and the processes embarked upon by institutions.
- Full Text:
- Date Issued: 2012
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