Virtual Reality in Curriculum and Pedagogy explores the instructional, ethical, practical, and technical issues related to the integration of immersive virtual reality (VR) in school classrooms. The book’s original pedagogical framework is informed by qualitative and quantitative data collected from the first-ever study to embed immersive VR in secondary school science, ICT, and drama classrooms. Students and scholars of technology-enhancing learning, curriculum design, and teacher education alike will find key pedagogical insights into leveraging the unique properties of VR for authentic, metacognitive, and creative learning.
Governments have introduced policies to widen the participation of disadvantaged students in higher education. Widening participation policies are also introduced to ensure that higher education contributes to social and economic outcomes. This book includes important insights from 23 leading scholars across 11 countries on a wide range of topics that focus on government policies, institutional structures and the social and economic impacts of widening participation. While widening participation policies and outcomes in developed countries are more widely documented, the policies, achievements, and challenges in other countries such as Brazil, China, Indonesia, South Africa and Palestine are not so widely disseminated. Therefore, the ‘untold stories’ of policies and outcomes of widening participation are a key part of this book. The chapters are organised according to three overarching themes, which include national and transnational studies of the history of widening participation and current policies; inclusive learning and academic outcomes; and socioeconomic structures, concepts and theories. Engages prominent academics, earlier career researchers, and research students Provides a wide range of topics related to widening participation Explores social and economic impact of widening student participation Presents untold stories of widening participation in developing countries experiencing growth in youth population
Governments have introduced policies to widen the participation of disadvantaged students in higher education. Widening participation policies are also introduced to ensure that higher education contributes to social and economic outcomes. This book includes important insights from 23 leading scholars across 11 countries on a wide range of topics that focus on government policies, institutional structures and the social and economic impacts of widening participation. While widening participation policies and outcomes in developed countries are more widely documented, the policies, achievements, and challenges in other countries such as Brazil, China, Indonesia, South Africa and Palestine are not so widely disseminated. Therefore, the ‘untold stories’ of policies and outcomes of widening participation are a key part of this book. The chapters are organised according to three overarching themes, which include national and transnational studies of the history of widening participation and current policies; inclusive learning and academic outcomes; and socioeconomic structures, concepts and theories. Engages prominent academics, earlier career researchers, and research students Provides a wide range of topics related to widening participation Explores social and economic impact of widening student participation Presents untold stories of widening participation in developing countries experiencing growth in youth population
Virtual Reality in Curriculum and Pedagogy explores the instructional, ethical, practical, and technical issues related to the integration of immersive virtual reality (VR) in school classrooms. The book’s original pedagogical framework is informed by qualitative and quantitative data collected from the first-ever study to embed immersive VR in secondary school science, ICT, and drama classrooms. Students and scholars of technology-enhancing learning, curriculum design, and teacher education alike will find key pedagogical insights into leveraging the unique properties of VR for authentic, metacognitive, and creative learning.
*Shortlisted for the 2022 Lord Aberdare Literary Prize* This book is the first, full-length scholarly examination of British women’s involvement in equestrianism from the eighteenth through the twentieth centuries, as well as the corresponding transformations of gender, class, sport, and national identity in Britain and its Empire. It argues that women’s participation in horse sports transcended limitations of class and gender in Britain and highlights the democratic ethos that allowed anyone skilled enough to ride and hunt – from chimney-sweep to courtesan. Furthermore, women’s involvement in equestrianism reshaped ideals of race and reinforced imperial ideology at the zenith of the British Empire. Here, British women abandoned the sidesaddle – which they had been riding in for almost half a millennium – to ride astride like men, thus gaining complete equality on horseback. Yet female equestrians did not seek further emancipation in the form of political rights. This paradox – of achieving equality through sport but not through politics – shows how liberating sport was for women into the twentieth century. It brings into question what “emancipation” meant in practice to women in Britain from the eighteenth through twentieth centuries. This is fascinating reading for scholars of sports history, women's history, British history, and imperial history, as well as those interested in the broader social, gendered, and political histories of the nineteenth and twentieth centuries, and for all equestrian enthusiasts.
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