Christine Hockings
Biographic Data
| ID | 6154956 |
|---|---|
| NAME | Christine Hockings |
| GIVEN NAMES | Christine |
| FAMILY NAME | Hockings |
| SIGNATURE | HOCKINGS C |
| AFFILIATIONS | University of Wolverhampton |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2011 |
| H-INDEX | 1 |
Hearing voices, creating spaces
In this paper I explore the concepts of voice and space as critical to the issues of widening participation, inclusive learning and teaching and academic engagement. Drawing on research conducted between 2006 and 2008 within two universities in England, and developmental work carried out with some of the teacher participants subsequently, I explore the ways in which teachers can create safe and inclusive spaces in which all voices may be heard an…
Reaching the students that student‐centred learning cannot reach
Student‐centred learning has the potential to engage a more academically diverse student body than the more conventional teacher‐centred approaches. In spite of the evidence in favour of student‐centred learning, a recent study showed that it was ineffective for around 30% of undergraduates in a large and diverse group studying business operations management. The possible reasons for this are explored in two ways. First, the literature relating t…
Switched off? A study of disengagement among computing students at two universities
We explore the conditions under which students engage with, or disengage from, learning at university within the context of increased student diversity. We discuss the concept and use of academic engagement and disengagement but focus on the dynamics of disengagement in two comparable first year computing modules at a pre‐ and a post‐1992 university. The findings from this study suggest that there are many periods in which the learning and teachi…
Reaching the students that student‐centred learning cannot reach
Student‐centred learning has the potential to engage a more academically diverse student body than the more conventional teacher‐centred approaches. In spite of the evidence in favour of student‐centred learning, a recent study showed that it was ineffective for around 30% of undergraduates in a large and diverse group studying business operations management. The possible reasons for this are explored in two ways. First, the literature relating t…
Switched off? A study of disengagement among computing students at two universities
We explore the conditions under which students engage with, or disengage from, learning at university within the context of increased student diversity. We discuss the concept and use of academic engagement and disengagement but focus on the dynamics of disengagement in two comparable first year computing modules at a pre‐ and a post‐1992 university. The findings from this study suggest that there are many periods in which the learning and teachi…
Switched off? A study of disengagement among computing students at two universities
We explore the conditions under which students engage with, or disengage from, learning at university within the context of increased student diversity. We discuss the concept and use of academic engagement and disengagement but focus on the dynamics of disengagement in two comparable first year computing modules at a pre‐ and a post‐1992 university. The findings from this study suggest that there are many periods in which the learning and teachi…
Reaching the students that student‐centred learning cannot reach
Student‐centred learning has the potential to engage a more academically diverse student body than the more conventional teacher‐centred approaches. In spite of the evidence in favour of student‐centred learning, a recent study showed that it was ineffective for around 30% of undergraduates in a large and diverse group studying business operations management. The possible reasons for this are explored in two ways. First, the literature relating t…
Hearing voices, creating spaces
In this paper I explore the concepts of voice and space as critical to the issues of widening participation, inclusive learning and teaching and academic engagement. Drawing on research conducted between 2006 and 2008 within two universities in England, and developmental work carried out with some of the teacher participants subsequently, I explore the ways in which teachers can create safe and inclusive spaces in which all voices may be heard an…
Evaluation of Teaching Practices (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Sociology (3 works) · Computer Science (2 works) · Higher Education Practises and Engagement (2 works) · Student engagement (2 works) · Art (1 work) · Context (archaeology (1 work)