Varied Educational Backgrounds: Learner Aspirations, Active Instruction, and Classroom Expectations

Abstract

This chapter explores the nuanced dynamics between learners' aspirations, instructional methods, and classroom expectations. It delves into the challenges and opportunities presented by diverse educational backgrounds, emphasizing the importance of active, inclusive teaching strategies. The chapter presents a critical analysis of current pedagogical practices and their impact on students, particularly those from underrepresented or neurodivergent groups, and proposes strategies for fostering a more inclusive and responsive learning environment.

Citation

Simos, J. (2024), "Varied Educational Backgrounds: Learner Aspirations, Active Instruction, and Classroom Expectations", de Gennaro, D. and Marino, M. (Ed.) Global Classroom, Emerald Publishing Limited, Leeds, pp. 25-29. https://doi.org/10.1108/978-1-83549-284-020241004