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Author = Crosbie, Veronica;
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Displaying Results 1 - 3 of 3 on page 1 of 1
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Editorial
(2018)
Crosbie, Veronica; Maillot, Agnès
Editorial
(2018)
Crosbie, Veronica; Maillot, Agnès
http://doras.dcu.ie/23395/
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From policy to pedagogy: widening the discourse and practice of the learning society in the European Union
(2006)
Crosbie, Veronica
From policy to pedagogy: widening the discourse and practice of the learning society in the European Union
(2006)
Crosbie, Veronica
Abstract:
This paper explores the policy turn of the learning society, and how the academic world is responding to new social and political demands. It highlights some of the criticisms levelled at the learning society, as well as the voices of support. The paper also showcases the European Language Portfolio and the Transferable Skills project as two examples of good practice. Cet article examine le tournant de la politique de la socie´te´ du savoir ainsi que la re´ponse du monde intellectuel face aux nouvelles exigences sociales et politiques. Il met en lumie`re certaines des critiques souleve´es par la socie´te´ du savoir ainsi que par les voix favorables. L’article s’appuie sur deux exemples pratiques, a` savoir le Portfolio Europe´en des Langues et le Project des Compe´tences Transmissibles.
http://doras.dcu.ie/14957/
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Teaching controversial issues in the humanities and social sciences: using structured academic controversy to develop multi-perspectivity in the learner
(2016)
Bruen, Jennifer; Crosbie, Veronica; Kelly, Niamh; Loftus, Maria; Maillot, Agnès; Pechen...
Teaching controversial issues in the humanities and social sciences: using structured academic controversy to develop multi-perspectivity in the learner
(2016)
Bruen, Jennifer; Crosbie, Veronica; Kelly, Niamh; Loftus, Maria; Maillot, Agnès; Pechenart, Juliette
Abstract:
Purpose: This study had two main objectives: The first was to explore the extent to which a group of University lecturers feel that they are prepared to deal with controversial issues in their classrooms. The second was to elicit their views on a didactic approach known as Structured Academic Controversy (SAC). SAC is a constructivist teaching strategy intended to aid the learner in developing their views on controversial issues and in understanding alternative views with the ultimate aim of locating a compromise position. Method: A qualitative intervention was designed to introduce six university academics from diverse specialisms to SAC by way of reflective engagement with it in the role of learners. Findings: The participants in this study deal with controversial issues frequently and several feel ill-prepared to do so. They identified several challenges associated with the use of SAC. These relate primarily to class size and curricular overload. However, despite the challenges, ...
http://doras.dcu.ie/21422/
Displaying Results 1 - 3 of 3 on page 1 of 1
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