A Sociocultural Learning Framework for Inclusive Pedagogy in Engineering

Autor/inn/en	Farrell, Stephanie; Godwin, Allison; Riley, Donna M.
Titel	A Sociocultural Learning Framework for Inclusive Pedagogy in Engineering
Quelle	In: Chemical Engineering Education, 55 (2021) 4, S.192-204 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Farrell, Stephanie) ORCID (Godwin, Allison) ORCID (Riley, Donna M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-2479
Schlagwörter	Inclusion; Equal Education; Social Environment; Classroom Environment; Educational Strategies; Student Diversity; Engineering Education; Chemical Engineering; Identification (Psychology); Access to Education; Context Effect; Cultural Context; Barriers; Student Participation; Interaction; STEM Education; Higher Education; Sense of Community; Security (Psychology) + Suchen Sie Ihr Suchwort? Inklusion; Soziales Umfeld; Klassenklima; Unterrichtsklima; Lehrstrategie; Ingenieurausbildung; Chemisches Prüfverfahren; Education; Access; Bildung; Zugang; Bildungszugang; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interaktion; STEM; Hochschulbildung; Hochschulsystem; Hochschulwesen; Security; Psychology; Sicherheit
Abstract	This paper describes a sociocultural learning framework for classroom inclusion based on research in three interconnected areas: learner identity, classroom context, and engineering culture. This paper is intended to serve as a resource for "CEE" authors to incorporate research-based inclusive pedagogy into the design and implementation of their chemical engineering education efforts. (As Provided).
Anmerkungen	Chemical Engineering Education, Chemical Engineering Division of ASEE. 675 Wolf Ledges Parkway Suite 2459, Akron, OH 44309. Tel: 352-682-2622; e-mail: cee@che.ufl.edu; Web site: https://journals.flvc.org/cee/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01