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Learning and teaching in higher educationpolicy discourses and the illusion of best practice /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Learning and teaching in higher educationby Sarah Horrod.
Reminder of title:	policy discourses and the illusion of best practice /
Author:	Horrod, Sarah.
Published:	Cham :Springer International Publishing :2023.
Description:	1 online resource (xvii, 236 p.) :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Higher education and stateGreat Britain.
Online resource:	https://doi.org/10.1007/978-3-031-28038-2
ISBN:	9783031280382$q(electronic bk.)

Learning and teaching in higher educationpolicy discourses and the illusion of best practice /
Horrod, Sarah.

Learning and teaching in higher educationpolicy discourses and the illusion of best practice /[electronic resource] :by Sarah Horrod. - Cham :Springer International Publishing :2023. - 1 online resource (xvii, 236 p.) :ill., digital ;24 cm.

Chapter 1: Learning & teaching in higher education and why it matters -- Chapter 2: Guiding approaches and study design -- Chapter 3: WHO the key people are -- Chapter 4: WHAT to learn and teach -- Chapter 5: HOW to learn and teach -- Chapter 6: How POLICY should be implemented - And why in that way -- Chapter 7: Conclusions: Why policy on learning & teaching matters.

"A timely and compelling contribution bridging "teaching and learning" and "policy" in higher education, this book offers a well-designed, original study with insightful findings. It successfully connects the various reforms and policies in the UK to the day-to-day work of university teachers. Drawing on a clear and systematic analytical framework, the book enriches the ongoing debates on higher education reforms and shows possible ways to conduct further research on the nexus policy-teaching." --Professor Tatiana Fumasoli, Institute of Education, University College London, UK This book explores the discourses in learning and teaching policy in UK higher education, traces how these ideas are recontextualised at institutional level and reveals the differences between policy discourses and lecturers' and students' experiences. The author argues that policy ideas around learning and teaching are not simply value-free 'best practice' but reflect the socio-political context of higher education. The study uses an innovative conceptual framework of critical discourse studies (CDS) and Bernstein's sociology of pedagogy to provide critical lenses to uncover the underlying messages of policy. The book will interest a wide academic audience including anyone involved in higher education globally. Sarah Horrod is Assistant Professor in TESOL at the University of Nottingham, UK. She has extensive experience in TESOL, applied linguistics and academic literacies in UK higher education. Her research interests include higher education policy, practices and identities using a critical discourse studies' approach.

ISBN: 9783031280382$q(electronic bk.)

Standard No.: 10.1007/978-3-031-28038-2doiSubjects--Topical Terms:

249587
Higher education and state
--Great Britain.

LC Class. No.: LC178.G7

Dewey Class. No.: 379.41

Learning and teaching in higher educationpolicy discourses and the illusion of best practice /
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520 $a "A timely and compelling contribution bridging "teaching and learning" and "policy" in higher education, this book offers a well-designed, original study with insightful findings. It successfully connects the various reforms and policies in the UK to the day-to-day work of university teachers. Drawing on a clear and systematic analytical framework, the book enriches the ongoing debates on higher education reforms and shows possible ways to conduct further research on the nexus policy-teaching." --Professor Tatiana Fumasoli, Institute of Education, University College London, UK This book explores the discourses in learning and teaching policy in UK higher education, traces how these ideas are recontextualised at institutional level and reveals the differences between policy discourses and lecturers' and students' experiences. The author argues that policy ideas around learning and teaching are not simply value-free 'best practice' but reflect the socio-political context of higher education. The study uses an innovative conceptual framework of critical discourse studies (CDS) and Bernstein's sociology of pedagogy to provide critical lenses to uncover the underlying messages of policy. The book will interest a wide academic audience including anyone involved in higher education globally. Sarah Horrod is Assistant Professor in TESOL at the University of Nottingham, UK. She has extensive experience in TESOL, applied linguistics and academic literacies in UK higher education. Her research interests include higher education policy, practices and identities using a critical discourse studies' approach.
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