Rethinking Teaching in the Context of Diversity

By A. Northedge. 2003

279 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/af7c17b595ec704136cd486ab42ae3f68d9d1afb

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Lalage Sanders
2. P. Sander
3. Yasemin Kırkgöz
4. Reneé Smit
5. Sue Bloxham *
6. L. Campbell
7. G. de Mori
8. A. Joyce

In Human Factors and Ergonomics

1. Yasemin Kırkgöz
2. P. Sander
3. Reneé Smit
4. Lalage Sanders
5. L. Campbell
6. Sue Bloxham *
7. U. Wingate

Citations in the corpus

• Understanding academic confidence (2006, background): “Northedge (2003a, 2003b), taking a sociocultural stance, locates knowledge in a ‘discourse community’ (2003a, p.19).”
• Towards a clearer understanding of student disadvantage in higher education: problematising deficit thinking (2012, background): “Vol. 31, No. 3, June 2012, 369–380 body poses particular challenges to higher education – ‘a sector long protected by high walls of selective entry and intellectual aloofness’ (Northedge, 2003, p. 18).”
• Students’ and lecturers’ perceptions of the effectiveness of foreign language instruction in an English-medium university in Turkey (2009, background): “@it is through repeatedly sharing in meaning making with speakers of the specialist discourse that students come to internalise the frames of reference which are taken for granted within the knowledge community.”
• Enabling Participation in Academic Discourse (2003, background): “This paper follows on from its companion publication, Rethinking Teaching in the Context of Diversity (Northedge, 2003).”
• Are Universities Responding to the Needs of Students from Refugee Backgrounds? (2010, background): “In order to succeed, students are forced to quickly learn new academic skills in order to communicate and participate effectively (Northedge, 2003).”
• Generating dialogue in assessment feedback: exploring the use of interactive cover sheets (2010, background): “Northedge (2003) maintains that peripheral membership for new students differs from those joining other communities as they are not allowed the freedom to take a passive role.”