Catherine Montgomery – författare

This book focuses on reconceptualising the teaching of STEM education through dialogue and transformative learning, presenting examples of research from Mexico and the UK.

It centres on research which introduces critical pedagogies in the teaching of STEM, where in the past there has been an over-emphasis on content and a technicist perspective on science. The research in this book considers critical and dialogic approaches to teacher education for STEM subjects and emphasises the crucial role that teachers play in improving life chances for marginalised young people and their communities. STEM education is not just a way of improving a country’s GDP, but if taught through dialogic and transformative pedagogies it can enable teachers to empower students to improve their own lives.

The collaboration between these two countries is timely and comes as Mexico is developing and emerging as a key global economic nation. The work presented here engages in theoretical and empirical work that has application beyond the two countries. This book was originally published as a special issue of the Journal of Education for Teaching.

This book focuses on reconceptualising the teaching of STEM education through dialogue and transformative learning, presenting examples of research from Mexico and the UK.

It centres on research which introduces critical pedagogies in the teaching of STEM, where in the past there has been an over-emphasis on content and a technicist perspective on science. The research in this book considers critical and dialogic approaches to teacher education for STEM subjects and emphasises the crucial role that teachers play in improving life chances for marginalised young people and their communities. STEM education is not just a way of improving a country’s GDP, but if taught through dialogic and transformative pedagogies it can enable teachers to empower students to improve their own lives.

The collaboration between these two countries is timely and comes as Mexico is developing and emerging as a key global economic nation. The work presented here engages in theoretical and empirical work that has application beyond the two countries. This book was originally published as a special issue of the Journal of Education for Teaching.

"an invaluable guide for practitioners, quality assurors, university managers and students themselves who wish to better understand the importance of assessment for learning, and it will further scholarship in the field significantly."

-Professor Sally Brown

Assessment for Learning in Higher Education is a practical guide to Assessment for Learning (AfL); a term that has become internationally accepted in Higher Education and features in the learning and teaching strategies of many universities. It is also mandated by official bodies such as QAA in the UK. Many staff in Higher Education are uncertain about how to implement AfL, especially in times of increasingly constrained resources and this vital new guide provides solutions that make best use of assessment as a tool for learning.

This book provides an important and accessible blend of practical examples of AfL in a variety of subject areas. The authors present practical, often small-scale and eminently ‘do-able’ ideas that will make its introduction achievable. It provides practical case examples both for new lecturers and more experienced staff who may be interested in embedding AfL principles and practice into their university teaching. AfL approaches go beyond minor adaptations to teaching practice, and signify a shift in the foundations of thinking about assessment. With this in mind there is guidance on the development of effective learning environments and communities through the use of:

It provides helpful, realistic guidance backed up by relevant theory and is written in an accessible, jargon-free style, grounded in practical experience and brought to life via a wide range of illustrative examples and case studies.

Assessment for Learning in Higher Education fills a vital gap in assessment literature and as AfL is increasingly on the Higher Education agenda, with the promotion of assessment as a tool for learning, this book will become an essential handbook to guide all academic practitioners.

"an invaluable guide for practitioners, quality assurors, university managers and students themselves who wish to better understand the importance of assessment for learning, and it will further scholarship in the field significantly."

-Professor Sally Brown

Assessment for Learning in Higher Education is a practical guide to Assessment for Learning (AfL); a term that has become internationally accepted in Higher Education and features in the learning and teaching strategies of many universities. It is also mandated by official bodies such as QAA in the UK. Many staff in Higher Education are uncertain about how to implement AfL, especially in times of increasingly constrained resources and this vital new guide provides solutions that make best use of assessment as a tool for learning.

This book provides an important and accessible blend of practical examples of AfL in a variety of subject areas. The authors present practical, often small-scale and eminently ‘do-able’ ideas that will make its introduction achievable. It provides practical case examples both for new lecturers and more experienced staff who may be interested in embedding AfL principles and practice into their university teaching. AfL approaches go beyond minor adaptations to teaching practice, and signify a shift in the foundations of thinking about assessment. With this in mind there is guidance on the development of effective learning environments and communities through the use of:

It provides helpful, realistic guidance backed up by relevant theory and is written in an accessible, jargon-free style, grounded in practical experience and brought to life via a wide range of illustrative examples and case studies.

Assessment for Learning in Higher Education fills a vital gap in assessment literature and as AfL is increasingly on the Higher Education agenda, with the promotion of assessment as a tool for learning, this book will become an essential handbook to guide all academic practitioners.

Transnational higher education (TNHE), where students study on a ‘foreign’ degree programme whilst remaining in their home country, has seen exponential development over the last decade. In addition to the increase in students engaged in TNHE across the globe, the involvement of university teachers in TNHE has also risen in response to the demand for this form of international education. Although research into transnational education has doubled since 2006, there is a paucity of research focusing on transnational teacher education, especially outside of North America. The global nature and scope of the expansion of TNHE remains underexplored, and the ways in which different countries are realising TNHE provision is little understood. This book explores the experiences and perceptions of teachers in transnational higher education, interrogating the ways in which university teachers negotiate cultural, linguistic, and disciplinary contexts in order to provide transformative learning experiences for their students. This book was originally published as a special issue of the Journal of Education for Teaching.

Transnational higher education (TNHE), where students study on a ‘foreign’ degree programme whilst remaining in their home country, has seen exponential development over the last decade. In addition to the increase in students engaged in TNHE across the globe, the involvement of university teachers in TNHE has also risen in response to the demand for this form of international education. Although research into transnational education has doubled since 2006, there is a paucity of research focusing on transnational teacher education, especially outside of North America. The global nature and scope of the expansion of TNHE remains underexplored, and the ways in which different countries are realising TNHE provision is little understood. This book explores the experiences and perceptions of teachers in transnational higher education, interrogating the ways in which university teachers negotiate cultural, linguistic, and disciplinary contexts in order to provide transformative learning experiences for their students. This book was originally published as a special issue of the Journal of Education for Teaching.