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Educational Psychology Reader

The Art and Science of How People Learn - Revised Edition

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Edited By Greg S. Goodman

The revised edition of Educational Psychology Reader: The Art and Science of How People Learn presents an exciting amalgam of educational psychology’s research-based reflections framed in twenty-first century critical educational psychology. As a discipline, educational psychology is reinventing itself from its early and almost exclusive identification with psychometrics and taxonomy-styled classifications to a dynamic and multicultural collage of conversations concerning language acquisition, socially mediated learning, diverse learning modalities, motivation, the affective domain, brain-based learning, the role of ecology in increasing achievement, and many other complementary dimensions of how people learn. Many polymaths of the discipline are included in this volume, providing daunting evidence of the range and intellectual rigor of educational psychology at this historical juncture. Featuring a collection of renowned international authors, this text will appeal to scholars across the globe. The Educational Psychology Reader is an ideal choice as either the primary or supplemental text for both undergraduate and graduate level educational psychology courses.
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39. Inquiry-based Learning with International Students: An Exploration in Pedagogic Values

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CHAPTER THIRTY-NINE

Inquiry-based Learning with International Students

An Exploration in Pedagogic Values

Tim Corcoran & Jason Sparks



INTRODUCTION

Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other (Freire 1970, 53).

In countries such as the United Kingdom, Australia and the United States, higher education (HE) has witnessed significant increases in the participation of international students and developed into what Marginson (2006, 16) describes as a ‘global market in higher education.’ Altbach, Reisberg and Rumbley (2009, viii) state that there is presently more than 2.7 million international students worldwide and they predict that by 2020, that number will increase to 7 million. Across the globe reasons for such significant increases in international student participation, particularly in postgraduate education, can be understood in the context of a range of debates and discussions on issues of globalisation and HE policy (Knight 2004; Altbach and Knight 2007; Marginson 2006; Rizvi and Lingard 2010; Robertson, Bonal and Dale 2002). This international dimension places significant focus on developing an approach to student learning that might account for difference across multiple planes including culture, language, educational traditions and experiences, facility with ICT and information resources and learning styles. Within these considerations we set about redeveloping a yearlong academic support programme which would promote student learning by attending to individual student needs and...

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