IEG-7200 v1

Bloomberg, L. D. (2022). Designing and Delivering Effective Online Instruction, How to Engage the Adult Learner. Adult Learning. https://doi.org/10.1177/10451595211069079

The article provides a holistic approach that addresses and integrates the key dynamic to ensure the design, development, and delivery of optimal online learning experiences. The book is appropriate for blended or fully online teaching models and is applicable across disciplines and institutional types.

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Cunningham, C., & Wandei, E. (2019). Critical reflections on postgraduate andragogy from the points of view of a Kenyan student and an Australian academic. Reflective Practice, 20(3), 305–324. https://doi.org/10.1080/14623943.2019.1598350

This article provides a critical reflection on andragogy in the international context involving the experience of a Kenyan teacher who traveled to Australia to undertake advanced coursework in leadership and inclusive education studies. The article also reflects upon an Australian academic as she tries to be more culturally responsive in her andragogy when teaching, supervising and mentoring postgraduate international students.

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Knowles, M. S., Holton, E. F., &; Swanson, R. A. (2005). The Adult Learner (6th ed.). Elsevier.

This book examines the core principles of adult learning and the roots of andragogy, advances in adult learning, and practice in adult learning, and the importance of learning theory. Read chapters 4, 6, and 7.

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Mosley, M., & Zoch, M. (2012). Tools that come from within: Learning to teach in a cross-cultural adult literacy practicum. Teaching and Teacher Education, 28(1), 66–77. https://doi.org/10.1016/j.tate.2011.09.003

This article is about preservice teachers who taught in a cross-cultural adult English practicum while also taking a course in community literacy. The preservice teachers constructed pedagogy in ways that drew on students’ knowledge, interests, ways of learning, and political interests. The article is important because it discusses the application of andragogy in a cross-cultural context.

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Templeton, R. (2021). Factors likely to sustain a mature-age student to completion of their doctorate. Australian Journal of Adult Learning, 61(1), 45–62.

The article analyses empirical and peer-reviewed journal and book research with additional secondary data collected from contemporary sources to inform the literature on the aspirations, motives, and outcomes of mature-age doctoral students.

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Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice: Vol. Third edition. Teachers College Press.

This book is important because it combines insights from multicultural education theory with real-life classroom stories to demonstrate that all students will perform better on multiple measures of achievement when teaching is filtered through students' own cultural experiences. Read chapters 2 - 5.

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Ladson‐Billings, G. (1995). But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy. Theory Into Practice, 34(3), 159–165. https://doi.org/10.1080/00405849509543675

This article describes what culturally relevant pedagogy is, and how it is central to the success of African American students and other students who have not been well-served by the American public education system. It discusses the linkage between school and culture, and the theoretical grounding of culturally relevant teaching by successful teachers of African American teachers.

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Mbugua, T. (2010). Fostering Culturally Relevant/Responsive Pedagogy and Global Awareness through the Integration of International Service-learning in Courses. Journal of Pedagogy / Pedagogický Casopis, 1(2), 87–98. https://doi.org/10.2478/v10159-010-0011-8

The article utilizes the ideas of scholars on multicultural education, global education, culturally relevant pedagogy, and service-learning in framing the discussion of the development of a graduate course, which was implemented with an integrated international service-learning component.

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Stephanie Chitpin, & Olfa Karoui. (2021). Culturally Responsive Pedagogy: A Canadian Perspective. Journal of Higher Education Policy and Leadership Studies, 2(1), 45–62. https://doi.org/10.52547/johepal.2.1.45

This article is a study of six school principals in rural Canada and describes ways in which educational leaders work towards incorporating culturally responsive pedagogy into their practices so as to increase representativeness within their schools.

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Te Ava, A., & Page, A. (2020). Culturally responsive pedagogy for sustainable quality education in the Cook Islands setting. Waikato Journal of Education, 25(1), 31–41.https://doi.org/10.15663/wje.v25i0.714

The paper explores how the tivaevae as a culturally responsive pedagogy model creates opportunities for sustainable education and curriculum in the Pacific region and, in turn, contributes to inclusive and quality education.

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Scherff, L., & Spector, K. (Eds.). (2010). Culturally relevant pedagogy: Clashes and confrontations. R&L Education.

This book provides a reflection on the experiences of the authors with culturally relevant pedagogy as students, teachers, and researchers and how these experiences were often at odds with their backgrounds and/or expectations. Each author describes the complexity and difficulty in attempting to address students' cultures, create learning experiences with relevance to their lives and experiences, and enact pedagogies that promote academic achievement while honoring students. Read chapters 3, 4, 5, and 7.

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