Learner-Centered Approaches to Teaching in an Age of Transformational Change
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Learner-Centered Approaches to Teaching in an Age of Transformational Change

Billi L. Bromer (Brenau University, USA) and Caroline M. Crawford (University of Houston-Clear Lake, USA)
Pages: 300
DOI: 10.4018/978-1-6684-4240-1
ISBN13: 9781668442401|ISBN10: 166844240X|EISBN13: 9781668442418|ISBN13 Softcover: 9781668442449
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Description & Coverage
Description:

The pandemic has vividly demonstrated multiple challenges in teaching and learning that have highlighted not only the need for alternate teaching formats and strategies but also the need for an enhanced understanding of the diverse needs of learners. This book focuses upon the personal as well as instructional challenges invoked by the multiple outcomes of the pandemic extending well beyond health. The pandemic has made explicit the need for a more sensitive understanding of the consequences of stress and heightened awareness of trauma-informed and restorative educational practices. The social limitations imposed by isolation throughout the health crisis have intensified the importance of addressing the social and emotional, as well as academic, needs of students of all ages. Teaching the “whole child” is a key underlying approach to facilitate maximum learning following this tumultuous time that is still not over.

This publication examines the extensive transformational changes that have occurred and provides strategies to understand and address them. It is undeniable that education has been impacted by the events of the last two years. Educators require the evolving understandings of what teaching and learning means now, following two years of an unexpected upheaval to all manifestations of education.

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Editor Biographies

Dr. Billi L. Bromer, is an Associate Professor in the College of Education at Brenau University in Gainesville, Georgia. She teaches a range of undergraduate and graduate courses in Brenau’s online educator preparation program. She is an active member of the national Association of Teacher Educators (ATE) and currently serves as the Co-Chair of the Early Childhood Teacher Educator Special Interest Group within ATE. She has presented numerous papers at state, national and international educational conferences on a variety of topics related to educator preparation. She is especially interested in the importance of the social elements of online learning for students of all ages.

Caroline M. Crawford, Ed.D, is a Professor of Instructional Design and Technology at the University of Houston-Clear Lake in Houston, Texas, United States of America. She earned her doctoral degree from the University of Houston in Houston, Texas, United States of America, in 1998, with specialization areas in Instructional Technology and Curriculum Theory, and began her tenure at the University of Houston-Clear Lake (UHCL) the same year. At this point in Dr. Crawford's professional career, her main areas of interest focus upon communities of learning and the appropriate and successful integration of technologies into the learning environment; the learning environment may be envisioned as face-to-face, blended and online (virtual or text-driven) environments, as well as microlearning and micro-assist deliverables. Dr. Crawford may be contacted through her e-mail address, crawford@uhcl.edu.

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