Affect and Ipsative Approaches as a Counter to Pedagogic Frailty: The Guardian of Traditional Models of Student Success

Autor/in	Rattray, Julie
Titel	Affect and Ipsative Approaches as a Counter to Pedagogic Frailty: The Guardian of Traditional Models of Student Success
Quelle	In: Higher Education Research and Development, 37 (2018) 7, S.1489-1500 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rattray, Julie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2018.1494141
Schlagwörter	Academic Achievement; Teaching Methods; Neoliberalism; Higher Education; Risk; College Faculty; College Students; Resilience (Psychology); Coping; High Stakes Tests; Positive Attitudes; Affective Behavior; Educational Change; Futures (of Society); Outcomes of Education; Learning Processes + Suchen Sie Ihr Suchwort? Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Neo-liberalism; Neoliberalismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Risiko; Fakultät; Collegestudent; Bewältigung; Affective disturbance; Active behaviour; Affektive Störung; Bildungsreform; Future; Society; Zukunft; Lernleistung; Schulerfolg; Learning process; Lernprozess
Abstract	In this article, I consider how the neoliberal discourses surrounding higher education have resulted in an increasingly risk-averse culture of learning and teaching. Students are frequently reluctant to engage with troublesome or challenging knowledge and academics are less likely to push learners into contested spaces or deviate from accepted pedagogical practices for fear of upsetting them. The consequence of this situation is that we potentially have a generation of graduates who lack the resilience to cope in the graduate market. Drawing on the notion of pedagogic frailty, consideration is given to how models of success, that are associated with high stakes, single-point assessment, might limit the development of positive affect in learners. I argue instead for a reconsideration of notions of success building on the principles of ipsative assessment as a means of supporting the development of affective attributes, such as resilience, optimism and hope, in an effort to ensure graduates are equipped for an uncertain future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01