Andragogy And Pedagogy Theories Of Learning In Joint Professional Military Education

Science.gov (United States)

2015-09-27

needs of joint military leaders. This research examines each theory and its fundamental design in an attempt to determine if pedagogy alone can meet... Abraham H. Maslow , known largely for his studies in motivation and personality, saw the goal of learning to be self-actualization, or a person’s...AU/ACSC/MCMAHON, S/AY16 AIR COMMAND AND STAFF COLLEGE AIR UNIVERSITY ANDRAGOGY AND PEDAGOGY THEORIES OF LEARNING IN JOINT PROFESSIONAL

Using Active-Learning Pedagogy to Develop Essay-Writing Skills in Introductory Political Theory Tutorials

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Murphy, Michael P. A.

2017-01-01

Building on prior research into active learning pedagogy in political science, I discuss the development of a new active learning strategy called the "thesis-building carousel," designed for use in political theory tutorials. This use of active learning pedagogy in a graduate student-led political theory tutorial represents the overlap…

Learning Pedagogy in Physics

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Harlow, Danielle B.; Swanson, Lauren H.; Dwyer, Hilary A.; Bianchini, Julie A.

2010-10-01

We report on an adapted version of the Physics and Everyday Thinking (PET) curriculum. A unique aspect of PET is its inclusion of special activities that focus on Learning about Learning (LAL) in which undergraduates analyze videos of children talking about science and explicitly consider the nature of science. To create a course that intentionally linked science content, children's ideas, and strategies for science instruction, we augmented the existing LAL activities with discussions about teaching, and added activities focused on LAL from companion curricula such as Physical Science and Everyday Thinking (PSET) and Learning Physical Science (LEPS). To compensate for the additional time on LAL, we reduced the content activities to only those that directly supported LAL activities. We found that students made significant gains on the CLASS and expressed beliefs about teaching consistent with the PET pedagogy.

Pedagogy framework design in social networked-based learning: Focus on children with learning difficulties

Directory of Open Access Journals (Sweden)

Samira Sadat Sajadi

2014-09-01

Full Text Available This paper presents an investigation on the theory of constructivism applicable for learners with learning difficulties, specifically learners with Attention Deficit Hyperactivity Disorder (ADHD. The primary objective of this paper is to determine whether a constructivist technology enhanced learning pedagogy could be used to help ADHD learners cope with their educational needs within a social-media learning environment. Preliminary work is stated here, in which we are seeking evidence to determine the viability of a constructivist approach for learners with ADHD. The novelty of this research lies in the proposals to support ADHD learners to overcome their weaknesses with appropriate pedagogically sound interventions. As a result, a framework has been designed to illuminate areas in which constructivist pedagogies require to address the limitations of ADHD learners. An analytical framework addressing the suitability of a constructivist learning for ADHD is developed from a combination of literature and expert advice from those involved in the education of learners with ADHD. This analytical framework is married to a new model of pedagogy, which the authors have derived from literature analysis. Future work will expand this model to develop a constructivist social network-based learning and eventually test it in specialist schools with ADHD learners.

Learning Technology through Three Generations of Technology Enhanced Distance Education Pedagogy

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Anderson, Terry; Dron, Jon

2012-01-01

This paper updates earlier work in which we defined three generations of distance education pedagogy. We then describe emerging technologies that are most conducive to instructional designs that evolve with each generation. Finally we discuss matching the pedagogies with learning outcomes. (Contains 3 figures.)

Developing a pedagogy for nursing teaching-learning.

Science.gov (United States)

Horsfall, Jan; Cleary, Michelle; Hunt, Glenn E

2012-11-01

Each nurse educator's pedagogy underpins their understanding of and approach to teaching and learning, regardless of whether this has been reflected upon or articulated. In this paper, we overview factors and issues that should be considered when developing a teaching philosophy of nursing education and set out broad differences between traditional and contemporary pedagogic models and various ways of knowing. As values underpin any teaching framework these are considered in relation to pedagogies, epistemologies and their relevance to nursing practice. Key teacher roles and strategies that are congruent with a contemporary pedagogy for teaching nursing in the classroom or the clinical setting are also outlined. A premise for writing this paper was that clarifying one's own understandings of education and knowledge and the implicit values held within those terms and processes will contribute to greater self-awareness and more effective teaching of nursing. Education approaches underpinned by a sound teaching philosophy and framework can facilitate an educationally sound and positive experience for learners. Copyright © 2011 Elsevier Ltd. All rights reserved.

An online learning space facilitating supervision pedagogies in ...

African Journals Online (AJOL)

Quality research supervision leading to timely completion and student satisfaction involves explicit pedagogy and effective communication. This article describes the development within an action research cycle of an online learning space designed to achieve these goals. The research 'spirals' involved interventions in the ...

Towards a Pedagogy for Clinical Education: Beyond Individual Learning Differences

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Kinchin, Ian M.; Baysan, Aylin; Cabot, Lyndon Bruce

2008-01-01

The development of teaching in higher education towards a more learner-orientated model has been supported by the literature on individual learning differences and on learning styles in particular. This has contributed to the evolution of university pedagogy away from a medieval transmission model than runs counter to contemporary understanding of…

Questioning power structures and competitiveness in pedagogy insights from North American Indian and Philippine pedagogies

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Bramwell, Roberta; Foreman, Kathleen

1993-11-01

This paper begins with case studies of innovative approaches to the education of Aboriginal Canadian Peoples and Philippine Aboriginal Peoples. These illustrate that, in such situations, where more traditional approaches have little success, the power to design, implement and evaluate educational programs can beneficially be shared between teacher and learner. Learners co-operate with each other in deciding what they need to learn. They examine their own needs and issues and assess their learning in terms of their cultural, economic and community value systems. Leadership is shared with the teacher/facilitators and word, image, number, gesture and sound are all employed to acquire knowledge and to demonstrate what that knowledge means to the group. In this particular enterprise, popular theatre has a major role to play in democratizing the provision of education and in encouraging educational development in circumstances where other approaches have been ineffectual. In the latter part of the paper, a model of education implied by the case studies is constructed and examined to provide alternatives to the traditional views of epistemology, of ethics and of pedagogy based on a notion of democracy as a daily struggle.

Another way to learn about teaching: What dogs can tell us about the evolution of pedagogy.

Science.gov (United States)

Johnston, Angie M; McAuliffe, Katherine; Santos, Laurie R

2015-01-01

Kline argues that it is crucial to isolate the respective roles of teaching and learning in order to understand how pedagogy has evolved. We argue that doing so requires testing species that learn from pedagogy but that rarely teach themselves. Here, we review how one previously neglected species - domesticated dogs (Canis familiaris) - may allow researchers to do just that.

E-Learning Pedagogy in the Primary School Classroom: The McDonaldization of Education

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Etherington, Matthew

2008-01-01

This paper begins as an initial rejoinder to the ideas expressed by Ross (2000) in The Promise and Perils of E-Learning: A critical look at the new technology. In his article, Ross supports the traditional practices of pedagogy at the primary school level--face-to-face pedagogy--and then critiques what he describes as a "fetishisation"…

Blending Simulation-Based Learning and Interpretative Pedagogy for Undergraduate Leadership Competency Development.

Science.gov (United States)

McPherson, Charmaine; MacDonald, Cathy

2017-01-01

Effective leadership is an essential component guiding nursing activity and influencing health systems, health workers, and patient outcomes. Despite this evidence, undergraduate nursing programs may not be adequately preparing graduates to effectively engage in leadership practice. This article describes an educational innovation designed to support prelicensure leadership competency development. The authors blended simulation-based learning (SBL) with an interpretative pedagogical frame in a senior nursing leadership course at a primarily undergraduate university. The innovation involves a break from traditional nursing educational pedagogy by bringing SBL into the leadership classroom. Using interpretative pedagogy to purposefully create different relationships in the learning space supported deeper personal and professional transformation for the students. Nurse educators must purposefully design leadership curricula using active educational strategies that adequately prepare nurses for complex health systems. Integrating SBL within an interpretative pedagogy for leadership development moves students from merely knowing theory to informed and effective action. [J Nurs Educ. 2017;56(1):49-54.]. Copyright 2017, SLACK Incorporated.

Children’s participation rights in early childhood education and care: the case of early literacy learning and pedagogy

OpenAIRE

Dunphy, Elizabeth

2012-01-01

This position article argues that educators’ knowledge of young children’s perspectives on aspects of early learning, including literacy learning, and subsequent interpretations of the ways that these perspectives can inform and shape pedagogy are key to promoting children’s participation rights in early childhood education and care. Drawing on ideas such as guided participation and Bruner’s notion of a pedagogy of mutuality, it is argued that pedagogy, as it is now understood, implies that c...

Provocative Pedagogies in e-Learning: Making the Invisible Visible

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Sinclair, Anne

2009-01-01

The purpose of this case study was to explore the experiences of participants (practicing teachers) involved in an online course entitled: "Reflective Practice for Teachers." Using a provocative pedagogy in the course, the teachers were challenged to confront beliefs and assumptions about teaching and learning and become active participants in the…

Improvement of learning domains of nursing students with the use of authentic assessment pedagogy in clinical practice.

Science.gov (United States)

Chong, Edmund Jun Meng; Lim, Jessica Shih Wei; Liu, Yuchan; Lau, Yvonne Yen Lin; Wu, Vivien Xi

2016-09-01

With evolving healthcare demands, nursing educators need to constantly review their teaching methodologies in order to enhance learners' knowledge and competency of skills in the clinical settings. Learning is an active process in which meaning is accomplished on the basis of experience and that authentic assessment pedagogy will enable nursing students to play an active part in their learning. The study was conducted with an aim to examine nursing students' learning domains through the introduction of the authentic assessment pedagogy during their clinical practice. A quasi-experimental study (n = 54) was conducted over a period of 10 weeks at a local tertiary hospital. The experimental group was exposed to the authentic assessment pedagogy and were taught to use the assessment rubrics as an instrument to help enhance their learning. Students were assessed and scored according to the assessment rubrics, which were categorized into four domains; cognitive, psychomotor, affective and critical thinking abilities. The findings indicated that an overall score for the four domains between the experimental and control groups were significant, with p value of pedagogy in the clinical setting. Copyright © 2016 Elsevier Ltd. All rights reserved.

A Theatre Laboratory Approach to Pedagogy and Creativity: Odin Teatret and Group Learning

DEFF Research Database (Denmark)

Chemi, Tatiana

This book considers the pedagogy of the theatre laboratory, focusing on seminal theatre group Odin Teatret. It provides a detailed discussion of the historical background to theatre laboratories, including their conception, before moving on to specific examples of how the work at Odin Teatret cro...... to establish inquiry-based learning laboratories, in order to re-think higher education. It will be an invaluable resource for students and academics working on performance, creativity studies and pedagogy...

Countering the Pedagogy of Extremism: Reflective Narratives and Critiques of Problem-Based Learning

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Woo, Chris W. H.; Laxman, Kumar

2013-01-01

This paper is a critique against "purist" pedagogies found in the literature of student-centred learning. The article reproves extremism in education and questions the absolutism and teleological truths expounded in exclusive problem-based learning. The paper articulates the framework of a unifying pedagogical practice through Eve…

Impacts of the Problem-Based Learning Pedagogy on English Learners' Reading Comprehension, Strategy Use, and Active Learning Attitudes

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Lin, Lu-Fang

2017-01-01

This study investigated whether an English reading course integrated with the problem-based learning approach could foster foreign language learners' reading comprehension ability, strategy use, and their active learning attitudes. The pedagogy was featured with the small group scaffolding. Two intact English classes in a Taiwanese university were…

Signature Pedagogy/Powerful Pedagogy: The Oxford Tutorial System in the Humanities

Science.gov (United States)

Horn, Julia

2013-01-01

Lee Shulman's concept of signature pedagogies in the professions has captured the imagination of many researchers and educators. In higher education, the concept has been extended to teaching in particular disciplines, and it is here argued that the concept of signature pedagogy can be usefully extended to an influential teaching system in the…

Three Generations of Distance Education Pedagogy

Directory of Open Access Journals (Sweden)

Terry Anderson

2011-03-01

Full Text Available This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used, this analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning design. The three generations of cognitive-behaviourist, social constructivist, and connectivist pedagogy are examined, using the familiar community of inquiry model (Garrison, Anderson, & Archer, 2000 with its focus on social, cognitive, and teaching presences. Although this typology of pedagogies could also be usefully applied to campus-based education, the need for and practice of openness and explicitness in distance education content and process makes the work especially relevant to distance education designers, teachers, and developers. The article concludes that high-quality distance education exploits all three generations as determined by the learning content, context, and learning expectations.

Exploring Faculty Members' Motivation and Persistence in Academic Service-Learning Pedagogy

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Darby, Alexa; Newman, Gabrielle

2014-01-01

This qualitative study provides a theoretical framework for understanding faculty members' motivation to persist in utilizing academic service-learning pedagogy. Twenty-four faculty members from a private liberal arts university in the southeastern United States were interviewed about the benefits and challenges of teaching academic…

Policy, Pedagogy, and Priorities: Exploring Stakeholder Perspectives on Active Learning in the Maldives

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Di Biase, Rhonda

2015-01-01

Challenges of implementing active-learning reform have been reported across a range of countries and include the need for greater attention to contextual factors and practical realities in the reform process. This study investigates how teachers enact active-learning pedagogy within the Maldives. Using design-based research, it explores--through…

Do technologies have politics? The new paradigm and pedagogy in networked learning

OpenAIRE

Jones, Chris

2001-01-01

This paper explores the relationships between the technologies deployed in networked and e-Learning and the pedagogies and politics associated with them. Networked learning and the related move to e-Learning are coincident with the globalisation, commodification and massification of Higher Education. It examines the hard and soft forms of technological determinism (TD) found in the current advocacy of technological futures for Higher Education. Hard TD claims that new technologies bring about...

Physics Instruction Utilizing Culture-Based Pedagogy

Directory of Open Access Journals (Sweden)

Nerrie E. Malaluan

2015-11-01

Full Text Available This research assessed topics in physics where culture-based pedagogy may be utilized and the applicability of Batangueño culture to these topics. It also determined the visual presentations which canbe prepared by teachers to incorporate Batangueñoculture in physics instruction. The end purpose of the study was to develop a teaching guide using culture-based pedagogy to reinforce the student’s learning, and help them achieve high academic performance. Descriptive method was adopted with questionnaire as tool in gathering data. Interviews and focus group discussions were also conducted. Thirty physics teachers in public secondary schools of the Division of Batangas City served as respondents. Purposive sampling was applied in determining the respondents. Frequency, percentage, ranking and weighted mean were statistical tools applied. Findings revealed that the culture-based pedagogy that could be utilized in teaching physics was on topics: Constant and Uniformly Acceleration; Work, Power and Energy; Laws of Motion; Projectile Motion; Heat and Light. Batangueño culture was found applicable in teaching physics. The visual presentations which could be used were pictures, powerpoint and video clips. Moreover, the proposed teaching guide utilizing culture-based pedagogy may be used by teachersto heighten students’ interest and motivation and to attain active participation and high achievement. It may be a reference of employing Batangueño culture in teaching the topics. It was recommended that the output be presented to the school heads and supervisors for their comments and suggestions for enrichment of content and application of culture-based pedagogy not only in science but in other learning areas.

Improving Learner Outcomes in Lifelong Education: Formal Pedagogies in Non-Formal Learning Contexts?

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Zepke, Nick; Leach, Linda

2006-01-01

This article explores how far research findings about successful pedagogies in formal post-school education might be used in non-formal learning contexts--settings where learning may not lead to formal qualifications. It does this by examining a learner outcomes model adapted from a synthesis of research into retention. The article first…

Reexamining Theories of Adult Learning and Adult Development through the Lenses of Public Pedagogy

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Sandlin, Jennifer A.; Wright, Robin Redmon; Clark, Carolyn

2013-01-01

The authors examine the modernist underpinnings of traditional adult learning and development theories and evaluate elements of those theories through more contemporary lenses. Drawing on recent literature focused on "public pedagogy," the authors argue that much learning takes place outside of formal educational institutions. They look beyond…

Three Generations of Distance Education Pedagogy

Science.gov (United States)

Anderson, Terry; Dron, Jon

2011-01-01

This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used, this analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning design. The three generations of cognitive-behaviourist, social constructivist,…

A new generative complexity science of learning for a complex pedagogy

NARCIS (Netherlands)

Jörg, T.

2007-01-01

Proposal for the SIG Chaos and Complexity Theories at AERA 2007 Title: A New Generative Complexity Science of Learning for a Complex Pedagogy Ton Jörg IVLOS Institute of Education University of Utrecht The Netherlands A.G.D.Jorg@ivlos.uu.nl Introduction My paper focuses on the link between thinking

Experiential environmental learning: A case study of innovative pedagogy in Baja Sur, Mexico

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Schneller, Andrew Jon

This mixed methods case study describes an innovative two-semester middle school environmental learning course that departs from traditional Mexican expository pedagogy through the incorporation of experiential and service learning. This research takes place in a small middle school in Pescadero, Baja California Sur, Mexico. The research approach utilized in the study adds to the handful of studies in this cross-disciplinary field by employing quantitative methodologies to measure course outcomes on student environmental knowledge, perceptions, and actions, while simultaneously qualitatively describing the behavioral, educational, environmental, and social experiences of students. This research employs Dewey's theories of experience---as well as those of more contemporary authenticity theorists---in order to identify the philosophies that advocate incorporating experiential pedagogy within the curriculum. Implications for Mexican educational policy, practical pedagogical applications, and theory are discussed.

Narrative pedagogy in midwifery education.

Science.gov (United States)

Gilkison, Andrea

2013-09-01

Narrative pedagogy is an approach to midwifery education which can promote strategies for teaching and learning which effectively prepare graduates for the complex nature of midwifery practice. Knowledge and skills are fundamental to midwifery practice, but knowing about how to use them is the art of practice. Teaching and learning midwifery skills and competencies is straight forward in comparison to teaching and learning about the art of midwifery, yet both are essential for safe practice. Narrative pedagogy may be one way that enhances undergraduate midwifery students' learning about the art of practice.

Does Social Work Have a Signature Pedagogy?

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Earls Larrison, Tara; Korr, Wynne S.

2013-01-01

This article contributes to discourse on signature pedagogy by reconceptualizing how our pedagogies are understood and defined for social work education. We critique the view that field education is social work's signature pedagogy and consider what pedagogies are distinct about the teaching and learning of social work. Using Shulman's…

Embodying Learning: Post-Cartesian Pedagogy and the Academic Study of Religion

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Lelwica, Michelle Mary

2009-01-01

This paper explores the concept and practice of "embodied pedagogy" as an alternative to the Cartesian approach to knowledge that is tacitly embedded in traditional modes of teaching and learning about religion. My analysis highlights a class I co-teach that combines the study of Aikido (a Japanese martial art) with seminar-style discussions of…

Teachers' Reports of Learning and Application to Pedagogy Based on Engagement in Collaborative Peer Video Analysis

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Christ, Tanya; Arya, Poonam; Chiu, Ming Ming

2014-01-01

Given international use of video-based reflective discussions in teacher education, and the limited knowledge about whether teachers apply learning from these discussions, we explored teachers' learning of new ideas about pedagogy and their self-reported application of this learning. Nine inservice and 48 preservice teachers participated in…

Learning with Sound Recordings: A History of Suzuki's Mediated Pedagogy

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Thibeault, Matthew D.

2018-01-01

This article presents a history of mediated pedagogy in the Suzuki Method, the first widespread approach to learning an instrument in which sound recordings were central. Media are conceptualized as socially constituted: philosophical ideas, pedagogic practices, and cultural values that together form a contingent and changing technological…

Natural pedagogy as evolutionary adaptation.

Science.gov (United States)

Csibra, Gergely; Gergely, György

2011-04-12

We propose that the cognitive mechanisms that enable the transmission of cultural knowledge by communication between individuals constitute a system of 'natural pedagogy' in humans, and represent an evolutionary adaptation along the hominin lineage. We discuss three kinds of arguments that support this hypothesis. First, natural pedagogy is likely to be human-specific: while social learning and communication are both widespread in non-human animals, we know of no example of social learning by communication in any other species apart from humans. Second, natural pedagogy is universal: despite the huge variability in child-rearing practices, all human cultures rely on communication to transmit to novices a variety of different types of cultural knowledge, including information about artefact kinds, conventional behaviours, arbitrary referential symbols, cognitively opaque skills and know-how embedded in means-end actions. Third, the data available on early hominin technological culture are more compatible with the assumption that natural pedagogy was an independently selected adaptive cognitive system than considering it as a by-product of some other human-specific adaptation, such as language. By providing a qualitatively new type of social learning mechanism, natural pedagogy is not only the product but also one of the sources of the rich cultural heritage of our species.

Use of Team-Based Learning Pedagogy for Internal Medicine Ambulatory Resident Teaching.

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Balwan, Sandy; Fornari, Alice; DiMarzio, Paola; Verbsky, Jennifer; Pekmezaris, Renee; Stein, Joanna; Chaudhry, Saima

2015-12-01

Team-based learning (TBL) is used in undergraduate medical education to facilitate higher-order content learning, promote learner engagement and collaboration, and foster positive learner attitudes. There is a paucity of data on the use of TBL in graduate medical education. Our aim was to assess resident engagement, learning, and faculty/resident satisfaction with TBL in internal medicine residency ambulatory education. Survey and nominal group technique methodologies were used to assess learner engagement and faculty/resident satisfaction. We assessed medical learning using individual (IRAT) and group (GRAT) readiness assurance tests. Residents (N = 111) involved in TBL sessions reported contributing to group discussions and actively discussing the subject material with other residents. Faculty echoed similar responses, and residents and faculty reported a preference for future teaching sessions to be offered using the TBL pedagogy. The average GRAT score was significantly higher than the average IRAT score by 22%. Feedback from our nominal group technique rank ordered the following TBL strengths by both residents and faculty: (1) interactive format, (2) content of sessions, and (3) competitive nature of sessions. We successfully implemented TBL pedagogy in the internal medicine ambulatory residency curriculum, with learning focused on the care of patients in the ambulatory setting. TBL resulted in active resident engagement, facilitated group learning, and increased satisfaction by residents and faculty. To our knowledge this is the first study that implemented a TBL program in an internal medicine residency curriculum.

It's Not Just the Pedagogy: Challenges in Scaling Mobile Learning Applications into Institution-Wide Learning Technologies

Science.gov (United States)

Bird, Peter; Stubbs, Mark

2015-01-01

Whilst m-learning pedagogy has received considerable attention (e.g. Sharples et. al. 2007, Kukulska-Hulme, 2012), the process of adopting this potentially disruptive innovation within universities has been neglected. Based on a PhD thesis (Bird, 2014), this paper presents some of the findings from a longitudinal study which examined the adoption…

Problem-Based Learning Pedagogy Fosters Students' Critical Thinking about Writing

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Kumar, Rita; Refaei, Brenda

2017-01-01

Convinced of the power of PBL to promote students' critical thinking as demonstrated by its application across disciplines, we designed a series of problems for students in a second-year writing course. We collected samples of their writing before and after implementation of the problems. We were concerned about whether PBL pedagogy would…

A Proposed Framework between Internal, External and Pedagogy Dimensions in Adoption of Interactive Multimedia e-Learning

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Lahwal, Fathia; Al-Ajlan, Ajlan S.; Amain, Mohamad

2016-01-01

This study focuses on interactive multimedia e-learning aims to improve our understanding about the dynamics of e-learning. The objective is to critical evaluate and better understand the interrelationships in the proposed framework between internal, external and the pedagogy dimensions in adoption of interactive multimedia and e-learning. It…

Signature Pedagogies in Support of Teachers' Professional Learning

Science.gov (United States)

Parker, Melissa; Patton, Kevin; O'Sullivan, Mary

2016-01-01

Signature pedagogies [Shulman, L. 2005. "Signature pedagogies in the professions." "Daedalus" 134 (3): 52--59.] are a focus of teacher educators seeking to improve teaching and teacher education. The purpose of this paper is to present a preliminary common language of signature pedagogies for teacher professional development…

Enabling narrative pedagogy: inviting, waiting, and letting be.

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Ironside, Pamela M

2014-01-01

This article describes how teachers enable Narrative Pedagogy in their courses by explicating the Concernful Practice Inviting: Waiting and Letting Be. Narrative Pedagogy, a research-based, phenomenological approach to teaching and learning, extends conventional pedagogies and offers nursing faculty an alternative way of transforming their schools and courses. Using hermeneutic phenomenology, interview data collected over a 10-year period were analyzed by coding practical examples of teachers' efforts to enact Narrative Pedagogy. When Narrative Pedagogy is enacted, teachers and students focus on thinking and learning together about nursing phenomena and seek new understandings about how they may provide care in the myriad situations they encounter. Although the Concernful Practices co-occur, explicating inviting experiences can assist new teachers, and those seeking to extend their pedagogical literacy, by providing new understandings of how Narrative Pedagogy can be enacted.

Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about Biology

Science.gov (United States)

Connell, Georgianne L.; Donovan, Deborah A.; Chambers, Timothy G.

2016-01-01

Student-centered strategies are being incorporated into undergraduate classrooms in response to a call for reform. We tested whether teaching in an extensively student-centered manner (many active-learning pedagogies, consistent formative assessment, cooperative groups; the Extensive section) was more effective than teaching in a moderately student-centered manner (fewer active-learning pedagogies, less formative assessment, without groups; the Moderate section) in a large-enrollment course. One instructor taught both sections of Biology 101 during the same quarter, covering the same material. Students in the Extensive section had significantly higher mean scores on course exams. They also scored significantly higher on a content postassessment when accounting for preassessment score and student demographics. Item response theory analysis supported these results. Students in the Extensive section had greater changes in postinstruction abilities compared with students in the Moderate section. Finally, students in the Extensive section exhibited a statistically greater expert shift in their views about biology and learning biology. We suggest our results are explained by the greater number of active-learning pedagogies experienced by students in cooperative groups, the consistent use of formative assessment, and the frequent use of explicit metacognition in the Extensive section. PMID:26865643

New pedagogies for teaching thinking: the lived experiences of students and teachers enacting narrative pedagogy.

Science.gov (United States)

Ironside, Pamela M

2003-11-01

The need to prepare students for a rapidly changing health care system sustains teachers' interest in developing students' thinking abilities at all levels of nursing education. Although significant effort has been directed toward developing efficient and effective strategies to teach thinking, this study explores the underlying assumptions embedded in any approach to teaching and learning and how these assumptions influence students' thinking. This study, using Heideggerian hermeneutics, explored how teachers and students experience enacting a new pedagogy, Narrative Pedagogy, and this article explains how enacting this pedagogy offers new possibilities for teaching and learning thinking. Two themes emerged from this analysis and are discussed: Thinking as Questioning: Preserving Perspectival Openness and Practicing Thinking: Preserving Fallibility and Uncertainty.

Enacting a limit case of autonomous service-learning : insights from an ethnographic inquiry into a contemporary application of the pedagogy

OpenAIRE

Semler, Mirko

2017-01-01

Service-learning (SL) is a socially embedded and experience-based pedagogy that develops the link between theory and practice through community engagement. It fosters learning outcomes for students and benefits for community members. This thesis builds on recent applications of the pedagogy and advances our understanding of SL by studying a limit case of student autonomy in the absence of faculty intervention. Student-community and peer-to-peer relationships are particularly influential on st...

Integrating critical pedagogy, feminist pedagogy, and standpoint theory;connecting classroom learning with democratic citizenship

OpenAIRE

Ganote, Cynthia

2012-01-01

In this paper, I argue that processes stemming from feminist pedagogy and feminist standpoint theory can be used to enact two central goals of critical pedagogy in the classroom, those of creating a co-intentional educational space and of pursuing conscientização. Further, this integration of critical and feminist pedagogies and standpoint theory allows educators to model multicultural democracy and hone the tools of democratic citizenry with students in an emergent process that connects poli...

Video pedagogy

OpenAIRE

Länsitie, Janne; Stevenson, Blair; Männistö, Riku; Karjalainen, Tommi; Karjalainen, Asko

2016-01-01

The short film is an introduction to the concept of video pedagogy. The five categories of video pedagogy further elaborate how videos can be used as a part of instruction and learning process. Most pedagogical videos represent more than one category. A video itself doesn’t necessarily define the category – the ways in which the video is used as a part of pedagogical script are more defining factors. What five categories did you find? Did you agree with the categories, or are more...

Teachers, Arts Practice and Pedagogy

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Franks, Anton; Thomson, Pat; Hall, Chris; Jones, Ken

2014-01-01

What are possible overlaps between arts practice and school pedagogy? How is teacher subjectivity and pedagogy affected when teachers engage with arts practice, in particular, theatre practices? We draw on research conducted into the Learning Performance Network (LPN), a project that involved school teachers working with the Royal Shakespeare…

Gamified Pedagogy: From Gaming Theory to Creating a Self-Motivated Learning Environment in Studio Art

Science.gov (United States)

Han, Hsiao-Cheng

2015-01-01

This research is an empirical study using gamified pedagogy in a 3-D animation course in a Visual Communication Design Department. By conducting this research, I hope to increase student interest in learning 3-D animation and to decrease student fears of learning professional 3-D software. Through this research, I have developed a theory of…

Cultural Speak: Culturally Relevant Pedagogy and Experiential Learning in a Public Speaking Classroom

Science.gov (United States)

Colvin, Janet; Tobler, Nancy

2013-01-01

This study describes the efficacy of modifications made to a higher education Latina/o public speaking course to enhance student growth and understanding. The changes included the addition of a service-learning component and the incorporation of culturally relevant pedagogy. Selected research, particularly related to college students, on…

Developing a Pedagogy for Teaching Self-Study Research:Lessons Learned Across the Atlantic

NARCIS (Netherlands)

Samaras, A.; Lunenberg, M.L.

2011-01-01

This article reports on a collective self-study from our multiple and unique experiences of teaching self-study research in the Netherlands and the United States. Through the methodology of dialog, we merged what we learned from our individual studies which resulted in six guidelines for a pedagogy

Developing a pedagogy for teaching self-study research: Lessons learned across the Atlantic

NARCIS (Netherlands)

Lunenberg, Mieke; Samaras, Anastasia P.

2011-01-01

This article reports on a collective self-study from our multiple and unique experiences of teaching self-study research in the Netherlands and the United States. Through the methodology of dialog, we merged what we learned from our individual studies which resulted in six guidelines for a pedagogy

Pedagogy and second language learning: Lessons learned from Intensive French

Directory of Open Access Journals (Sweden)

Joan Netten

2005-12-01

Full Text Available Abstract Through research and classroom observation undertaken while conceptualizing and implementing the Intensive French program in Canada, many new insights were gained into the development of communication skills in a classroom situation. Five lessons learned about the development of spontaneous oral communication are presented in this article: the ineffectiveness of core French in primary school; the minimum number of intensive hours necessary to develop spontaneous oral communication; the need to develop implicit competence rather than explicit knowledge; the distinction between accuracy as knowledge and accuracy as skill; and the importance of teaching strategies focusing on language use. These lessons have implications for our understanding of how oral competence in an L2 develops and for the improvement of communicative language pedagogy.

There Is More to Digital Learning than Counting on Your Fingers: Transforming Learning and Teaching with Digital Pedagogy

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Smirnova, Lyudmila; Lazarevic , Bojan; Malloy, Veronica

2018-01-01

This paper explores how pedagogy is being influenced by fast developing digital technologies. Results are presented from exploratory research conducted in 2016. The findings are addressed in terms of the transformation of learning and education, including the move from the measured to the engaged classroom. Emerging technology creates a natural…

Transformative, transgressive social learning: rethinking higher education pedagogy in times of systemic global dysfunction

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Lotz-Sisitka, Heila; Wals, A.E.J.; Kronlid, David; McGarry, Dylan

2015-01-01

The nature of the sustainability challenges currently at hand is such that dominant pedagogies and forms of learning that characterize higher education need to be reconsidered to enable students and staff to deal with accelerating change, increasing complexity, contested knowledge claims and

Self-willed learning: experiments in wild pedagogy

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Jickling, Bob

2015-03-01

This paper is comprised of written text and photographs of wild experiences that relive a series of ontological experiments. The text represents reflections on these experiences. The photographs, artistic expressions of the same experiences, have been made with a homemade pinhole camera—without a lens and viewfinder—thus demanding special sensual presence during creation. The form of this experimental work is reminiscent of a lyric philosophy that seeks to engage the participant—reader of text and viewer of images—with these experiments. Component pairings are arranged for viewing with text on the left and photographs on the right. Together these parings invite participants to explore patterned resonances in the world. Implicit throughout are considerations of relationships between wildness, wild learning, and a form of wild pedagogy.

Natural pedagogy as evolutionary adaptation

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Csibra, Gergely; Gergely, György

2011-01-01

We propose that the cognitive mechanisms that enable the transmission of cultural knowledge by communication between individuals constitute a system of ‘natural pedagogy’ in humans, and represent an evolutionary adaptation along the hominin lineage. We discuss three kinds of arguments that support this hypothesis. First, natural pedagogy is likely to be human-specific: while social learning and communication are both widespread in non-human animals, we know of no example of social learning by communication in any other species apart from humans. Second, natural pedagogy is universal: despite the huge variability in child-rearing practices, all human cultures rely on communication to transmit to novices a variety of different types of cultural knowledge, including information about artefact kinds, conventional behaviours, arbitrary referential symbols, cognitively opaque skills and know-how embedded in means-end actions. Third, the data available on early hominin technological culture are more compatible with the assumption that natural pedagogy was an independently selected adaptive cognitive system than considering it as a by-product of some other human-specific adaptation, such as language. By providing a qualitatively new type of social learning mechanism, natural pedagogy is not only the product but also one of the sources of the rich cultural heritage of our species. PMID:21357237

Using video cases to encourage participants’ engagement with research and theory: Emergent pedagogies from an online course on digital technologies for mathematical learning

OpenAIRE

Crisan, C.; Geraniou, E.

2017-01-01

In this paper we present the model behind our on-line master level module Digital Technologies for Mathematical Learning, which focuses on the teaching and learning supported by digital technologies. In our evaluation of the delivery of this module over two years, we reflect here on the emergence of two pedagogies: the online pedagogy of the tutors, ensuring that online teaching and learning is effective and the participants’ developing RiTPACK (Research Informed Technological Pedagogical Con...

Flipped-Class Pedagogy Enhances Student Metacognition and Collaborative-Learning Strategies in Higher Education But Effect Does Not Persist

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van Vliet, E. A.; Winnips, J. C.; Brouwer, N.

2015-01-01

In flipped-class pedagogy, students prepare themselves at home before lectures, often by watching short video clips of the course contents. The aim of this study was to investigate the effects of flipped classes on motivation and learning strategies in higher education using a controlled, pre- and posttest approach. The same students were followed in a traditional course and in a course in which flipped classes were substituted for part of the traditional lectures. On the basis of the validated Motivated Strategies for Learning Questionnaire (MSLQ), we found that flipped-class pedagogy enhanced the MSLQ components critical thinking, task value, and peer learning. However, the effects of flipped classes were not long-lasting. We therefore propose repeated use of flipped classes in a curriculum to make effects on metacognition and collaborative-learning strategies sustainable. PMID:26113628

Erotic pedagogies.

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Carrillo Rowe, Aimee

2012-01-01

This article considers the role of Audre Lorde's notion of the erotic as transformative pedagogical practices that can empower teachers and students to passionate learning and community formation. I argue that the erotic has been contained within the private sphere under neoliberalism through its articulation to heterosexuality, Whiteness, and U.S. exceptionalism. Neoliberalism contains the transformative potential of queer, feminist, and antiracist movements through circumscribing the transformative power of the erotic. When the erotic appears within the realm of the public sphere, it is articulated through the pornographic-as against the seemingly progressive agenda of neoliberalism-in order to contain its transformative effects. I then consider what it may look like, as well as what pitfalls we may face, if we engage in erotic pedagogy. I argue that the healing of the mind/body split goes beyond an intellectual exercise. Therein lies transformative power to heal both the political and the spiritual body.

In Defense of Critical Democratic Pedagogy

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Tracey Isaacs

2018-04-01

Full Text Available A powerful positivist and neoliberal ideology in education masquerades more or less unharmed as the meritocratic myth promised under the cloak of democracy. Yet some students and teachers are beginning to interrogate the success-only orientations of neoliberalism in the face of crumbling school systems where many students fail. These students and teachers are not oblivious to the stark realities that characterize their daily existence, as they live under a dark cloud of mass unemployment and inequality where many struggle to “succeed”. Additionally, trained consciousness reveals the pockmarked version of democracy that admits only a few and is attendant with an authoritarian, disciplinary practice that breeds resistance towards education rather than the envisioned freedom it is purported to usher in. These inconsistent positions as an experience of education, by especially marginal students, is intensifying within a neoliberal discourse and invites the intense consideration of the place of critical democratic pedagogy as a more appropriate approach toward democratic teaching and learning practices. Within this context, I explore the theoretical and practical dimensions of critical pedagogy to provide an expanded view of teaching and learning in post-democratic South African education.

Combining Feminist Pedagogy and Transactional Distance to Create Gender-Sensitive Technology-Enhanced Learning

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Herman, Clem; Kirkup, Gill

2017-01-01

In this paper, we argue for a new synthesis of two pedagogic theories: feminist pedagogy and transactional distance, which explain why and how distance education has been such a positive system for women in a national distance learning university. We illustrate this with examples of positive action initiatives for women. The concept of…

Survey of outcomes in a faculty development program on simulation pedagogy.

Science.gov (United States)

Roh, Young Sook; Kim, Mi Kang; Tangkawanich, Thitiarpha

2016-06-01

Although many nursing programs use simulation as a teaching-learning modality, there are few systematic approaches to help nursing educators learn this pedagogy. This study evaluates the effects of a simulation pedagogy nursing faculty development program on participants' learning perceptions using a retrospective pre-course and post-course design. Sixteen Thai participants completed a two-day nursing faculty development program on simulation pedagogy. Thirteen questionnaires were used in the final analysis. The participants' self-perceived learning about simulation teaching showed significant post-course improvement. On a five-point Likert scale, the composite mean attitude, subjective norm, and perceived behavioral control scores, as well as intention to use a simulator, showed a significant post-course increase. A faculty development program on simulation pedagogy induced favorable learning and attitudes. Further studies must test how faculty performance affects the cognitive, emotional, and social dimensions of learning in a simulation-based learning domain. © 2015 Wiley Publishing Asia Pty Ltd.

A Task-Cycling Pedagogy Using Stimulated Refelction and Audio-Conferencing in Foreign Language Learning

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Mike Levy

2004-05-01

Full Text Available The aim of this paper is to describe a task-cycling pedagogy for language learning using a technique we have called Stimulated Reflection. This pedagogical approach has been developed in the light of the new technology options available, especially those that facilitate audiovisual forms of interaction among language learners and teachers. In this instance, the pedagogy is implemented in the context of introducing students to audio-conferencing (A-C tools as a support for their ongoing independent learning. The approach is designed to develop a balance for learners between attention to fluency and meaning on one hand, and form and accuracy on the other. The particular focus here is on the learning of Italian as a foreign language, although the ideas and principles are presented with a view to the teaching and learning of any language. The article is in three parts. The first considers appropriate theoretical frameworks for the use of technology-mediated tools in language learning, with a particular emphasis on the focus-on-form literature and task design (Doughty, 2003; Doughty & Williams, 1998; Skehan, 1998. The second part sets out the approach we have taken in the Italian project and discusses specifically the idea of task cycling (Willis, 1996 and Stimulated Reflection. The third part presents extracts of stimulated reflection episodes that serve to illustrate the new pedagogic approach.

Flexible Pedagogies: New Pedagogical Ideas. Flexible Pedagogies: Preparing for the Future Series

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Ryan, Alex; Tilbury, Daniella

2014-01-01

This publication is part of our five-strand research project "Flexible Pedagogies: preparing for the future". It identifies six "new pedagogical ideas" offering new pathways for learning. These include: (1) actively involving students in learning development and processes of "co-creation" thereby challenging existing…

Children's Participation Rights in Early Childhood Education and Care: The Case of Early Literacy Learning and Pedagogy

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Dunphy, Elizabeth

2012-01-01

This position article argues that educators' knowledge of young children's perspectives on aspects of early learning, including literacy learning, and subsequent interpretations of the ways that these perspectives can inform and shape pedagogy are key to promoting children's participation rights in early childhood education and care. Drawing on…

Sexualities, Visual Arts and Power: Visual Pedagogies of the Feminine

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Luciana Gruppelli Luciana

2002-01-01

Full Text Available This work is about the relations between sexualities, visual arts and power, taking in consideration the theorizations of Michel Foucault, mainly in respect to conceits like power and dissertation. Analyses like the feminine sexuality is put in dissertation through the images produced by occidental art, starting by a very particular masculine eye. In affirming that these images produce a pedagogy of the feminine, I pretend to contribute to the amplification of the analysis that take place in the teaching field of visual arts (and consequently, for the teaching formation on the area that in the last years, through more recent methodological and theoretical tendencies, has been distinguishing the role of the images in education without, however, giving the proper attention to conceits like gender, sexuality and power.

Reflective Pedagogy: Making Meaning in Experiential Based Online Courses

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Kathy L. Guthrie

2010-07-01

Full Text Available The use of reflective pedagogies has long been considered critical to facilitating meaningful learning through experientially based curricula; however, the use of such methods has not been extensively explored as implemented in virtual environments. The study reviewed utilizes a combination of survey research and individual interviews to examine student perceptions of the meaningful learning which occurred as a result of their participation in two Web-based courses that utilized reflective pedagogies. One course focuses on topics related to service-learning and the second on placement-based internships. Both were instructed using online coursework based in reflective pedagogies to compliment on-site placements within local communities.

Are International Students’ Preferred Pedagogy Influenced by Their Educational Culture?

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Junko Winch

2015-04-01

Full Text Available The increasing number of international students is studying at British universities. This study investigates multicultural students’ preferences on teaching and learning which was conducted at a university in the South of England during 2009/2010 academic year. In the literature review, the framework used in this study is explained. The study sample was 34 students who were studying Japanese as a non-credit module. Quantitative and qualitative data was collected using questionnaires. The results showed that some students’ preferred pedagogy appeared to be altered and influenced by British educational culture regardless of students’ previous educational culture. In addition, the sample participants’ preferred pedagogy are identified into given categories based on the framework of the study. Those who are in the teaching profession are encouraged to take into consideration of the educational cultures and teaching and learning practices from non-Anglophone countries. Keywords: culture, globalisation, higher education, Japanese language teaching, multicultural, power distance index (PDI, uncertainty avoidance index (UAI

Dialogic pedagogy

DEFF Research Database (Denmark)

–student communication, the dialogic approach is more egalitarian and focuses on the discourse exchange between the parties. Authors explore connections between dialogic pedagogy and sociocultural learning theory, and argue that dialogic interaction between teacher and learners is vital if instruction is to lead...

Erotic Education: Elaborating a Feminist and Faith-Based Pedagogy for Experiential Learning in Religious Studies

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Carbine, Rosemary P.

2010-01-01

This essay explores intersections among Jesuit, Quaker, and feminist theologies and pedagogies of social justice education in order to propose and elaborate an innovative theoretical and theological framework for experiential learning in religious studies that prioritizes relationality, called erotic education. This essay then applies the…

Student Technology Use for Powerful Learning

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Heidenrich, Carol

2013-01-01

Technology has evolved as a valuable information and communication tool. In our knowledge and information society, students with information and communication technology (ICT) competence will be prepared for success. Teacher pedagogy and student learning have to change to fully integrate technology into the curriculum. Students may not have…

Rethinking the Relationship between Pedagogy, Technology and Learning in Health and Physical Education

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Casey, Ashley; Goodyear, Victoria A.; Armour, Kathleen M.

2017-01-01

This paper seeks to address two key questions: (1) how could a pedagogically driven approach to the use of DigiTech in health and physical education (HPE) benefit young people's learning and (2) what steps are required to develop new DigiTech pedagogies? The paper is a response to the largely pessimistic views presented in this journal by Gard,…

TilE PARADOX OF PEDAGOGY TRANSPOSITION: Learning From ...

African Journals Online (AJOL)

A belief that a pedagogy developed and proven in one context may generalize or exist comfortably in other ... the new context. Further, paradox can be observed in the facilitation process ... the use of theory and pedagogy that have ... perspectives of educational change. While ..... communication and education systems -.

Pedagogies of Partnership: What Works. A Report on the Findings of the Higher Education Academy Funded Project Examining How Partnership-Based Pedagogies Impact on Student Learning at the University of Lincoln

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Crawford, Karin; Horsley, Reece; Hagyard, Andy; Derricott, Dan

2015-01-01

"Pedagogies of partnership: What works?" seeks to identify whether the student learning experience is enhanced or in any way made different through the implementation of teaching and learning that is explicitly intended to foster partnership. The value of student-staff partnerships and student engagement is recognised nationally and in…

Cross-Cultural Management Learning through Innovative Pedagogy: An Exploratory Study of Globally Distributed Student Teams

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Bartel-Radic, Anne; Moos, J. Chris; Long, Suzanna K.

2015-01-01

This article presents an innovative pedagogy based on student participation in globally distributed project teams. The study questions the link between student learning of intercultural competence and the global teaming experience. Data was collected from 115 students participating in 22 virtual intercultural teams. Results revealed that students…

Bridging Faith, Languages and Learning in London: A Faith Teacher Reflects upon Pedagogy in Religious Instruction Classes

Science.gov (United States)

Lytra, Vally; Gregory, Eve; Ilankuberan, Arani

2016-01-01

In this article, we examine a faith teacher's reflections on faith literacy teaching and learning and how they shaped his pedagogy in the context of Hindu/Saiva religious instruction classes for students of Sri Lankan Tamil heritage. The data are part of a larger multi-site three-year team ethnography of children's faith literacy learning in…

Cloud Pedagogy: Utilizing Web-Based Technologies for the Promotion of Social Constructivist Learning in Science Teacher Preparation Courses

Science.gov (United States)

Barak, Miri

2017-10-01

The new guidelines for science education emphasize the need to introduce computers and digital technologies as a means of enabling visualization and data collection and analysis. This requires science teachers to bring advanced technologies into the classroom and use them wisely. Hence, the goal of this study was twofold: to examine the application of web-based technologies in science teacher preparation courses and to examine pre-service teachers' perceptions of "cloud pedagogy"—an instructional framework that applies technologies for the promotion of social constructivist learning. The study included university teachers ( N = 48) and pre-service science teachers ( N = 73). Data were collected from an online survey, written reflections, and interviews. The findings indicated that university teachers use technologies mainly for information management and the distribution of learning materials and less for applying social constructivist pedagogy. University teachers expect their students (i.e., pre-service science teachers) to use digital tools in their future classroom to a greater extent than they themselves do. The findings also indicated that the "cloud pedagogy" was perceived as an appropriate instructional framework for contemporary science education. The application of the cloud pedagogy fosters four attributes: the ability to adapt to frequent changes and uncertain situations, the ability to collaborate and communicate in decentralized environments, the ability to generate data and manage it, and the ability to explore new venous.

Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers' Vision of Ambitious Pedagogy

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van Es, Elizabeth A.; Cashen, Mary; Barnhart, Tara; Auger, Anamarie

2017-01-01

Video is used extensively in teacher preparation, raising questions about what and how preservice teachers learn through video observation and analysis. We investigate the development of candidates' noticing of ambitious mathematics pedagogy in the context of a video-based course designed to cultivate ways of seeing and interpreting classroom…

Exploring outcomes and evaluation in narrative pedagogy: An integrative review.

Science.gov (United States)

Brady, Destiny R; Asselin, Marilyn E

2016-10-01

To identify narrative pedagogy learning outcomes and evaluation methods used for pre-licensure nursing students. Recommend areas for expanding narrative pedagogy research. An integrative review using a modified version of Cooper's 1998 framework, as described by Whittemore and Knafl (2005). A computer-assisted search of the literature from 1995 to 2015 was performed using the search terms narrative pedagogy and nursing. Databases included the Cumulative Index to Nursing and Allied Health Literature, Academic Search Premier, Educational Resources Information Center, Educational Research Complete, Medline, PsychArticles, PsychINFO, and the Teacher Reference Center. Ancestry searches led to the inclusion of additional articles. Twenty-six texts met the criteria for full review and were evaluated for methodological rigor and relevance to the review aims. Nine articles achieved an acceptable quality score and were used for thematic analysis. Learning outcomes associated with narrative pedagogy were grouped into five themes: thinking, empowerment, interconnectedness, learning as a process of making meaning, and ethical/moral judgment. Multiple methods of evaluation are necessary to evaluate these learning outcomes. Narrative pedagogy may be a beneficial philosophical approach to teaching. However, at this time, there is insufficient evidence to recommend its universal adoption. It is too broad in its approach to reliably measure its effectiveness. Future research should examine the effectiveness of specific teaching strategies to promote desired learning outcomes. Copyright © 2016 Elsevier Ltd. All rights reserved.

Sociocultural Theory and its Role in the Development of Language Pedagogy

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Abdul Hameed Panhwar

2016-12-01

Full Text Available This paper reviews the literature on Vygotskian theory of Socio-cultural learning and constructivist approach to teaching and learning and attempts to relate the socio-cultural theory to constructivism. The purpose of the paper is to investigate the ways socio-cultural theory helps to develop language pedagogies. Critical analysis of the literature on the socio-cultural theory suggests that the theory has potential for forming new context-oriented language teaching-learning pedagogies which can help teachers in maximising the effectiveness of their teaching and their student’s learning. The review further suggests that the language pedagogies and activities developed from the sociocultural theory of Vygotsky may not only improve students’ language skills, but it also has potential to develop students’ cognition. Since theory promotes more and more communication of students with each other through scaffolding, that is, the Zone of Proximal development (ZPD in Vygotsky’s language. Thus, the theory directly points towards the promotion of student-centred learning by establishing learner autonomy. Keywords: socio-cultural theory, language, constructivism, pedagogies, students

Dynamical Systems Theory: Application to Pedagogy

Science.gov (United States)

Abraham, Jane L.

Theories of learning affect how cognition is viewed, and this subsequently leads to the style of pedagogical practice that is used in education. Traditionally, educators have relied on a variety of theories on which to base pedagogy. Behavioral learning theories influenced the teaching/learning process for over 50 years. In the 1960s, the information processing approach brought the mind back into the learning process. The current emphasis on constructivism integrates the views of Piaget, Vygotsky, and cognitive psychology. Additionally, recent scientific advances have allowed researchers to shift attention to biological processes in cognition. The problem is that these theories do not provide an integrated approach to understanding principles responsible for differences among students in cognitive development and learning ability. Dynamical systems theory offers a unifying theoretical framework to explain the wider context in which learning takes place and the processes involved in individual learning. This paper describes how principles of Dynamic Systems Theory can be applied to cognitive processes of students, the classroom community, motivation to learn, and the teaching/learning dynamic giving educational psychologists a framework for research and pedagogy.

Empowerment Pedagogy

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Loizou, Eleni; Charalambous, Nasia

2017-01-01

This study aims to unfold the framework of empowerment pedagogy by describing an approach of listening to the children, supporting their rights, and enhancing participation through the lens of a learning community. The authors draw from the literature that acknowledges children as active agents and supports them in participating in their daily…

Transformative Learning for a Sustainable Future: An Exploration of Pedagogies for Change at an Alternative College

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Joanna Blake

2013-12-01

Full Text Available Educators and policy makers have long recognised the central role that education can play in creating a more sustainable and equitable world. Yet some question whether current processes across mainstream higher education prepare learners sufficiently to graduate with the capabilities or motivation to shape and create a future that is life-sustaining. This paper presents findings from a qualitative research project carried out by Plymouth University in association with Schumacher College, Devon, UK. Schumacher College is an alternative, civil society college, owned by the Dartington Hall Trust that claims to provide transformative learning opportunities within a broad context of sustainability. The study explored the nature and application of transformative learning as a pedagogical approach to advance change towards sustainability. If learners claimed transformational learning experiences, the research asked whether, and to what extent, this transformation could be attributed to the pedagogies employed at the College. The paper begins by setting out the broad background to the relationship between marginal and mainstream educational settings, and definitions and theoretical underpinnings of transformative learning, and then leads into the research design and findings. The potential for transformative pedagogies to be applied to and employed within the wider higher education (HE sector is then discussed, and the overall findings and conclusions are presented.

In defence of pedagogy: a critique of the notion of andragogy.

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Darbyshire, P

1993-10-01

Malcolm Knowles' theory of andragogy has gained increasing acceptance among nurse educators. Andragogy is espoused as a progressive educational theory, adopted as a theoretical underpinning for curricula and is even considered to be synonymous with a variety of teaching techniques and strategies such as 'problem-based' and 'self-directed' learning. This paper offers a critique of the notion of andragogy which maintains that the distinction created between andragogy and pedagogy is spurious and based upon assumptions which are untenable. It is argued that andragogy has been uncritically accepted within nursing education in much the same way that the nursing process and models of nursing were in their day. Finally, it is claimed that true pedagogy has far more radical, powerful and transformative possibilities for nursing education.

Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about Biology.

Science.gov (United States)

Connell, Georgianne L; Donovan, Deborah A; Chambers, Timothy G

2016-01-01

Student-centered strategies are being incorporated into undergraduate classrooms in response to a call for reform. We tested whether teaching in an extensively student-centered manner (many active-learning pedagogies, consistent formative assessment, cooperative groups; the Extensive section) was more effective than teaching in a moderately student-centered manner (fewer active-learning pedagogies, less formative assessment, without groups; the Moderate section) in a large-enrollment course. One instructor taught both sections of Biology 101 during the same quarter, covering the same material. Students in the Extensive section had significantly higher mean scores on course exams. They also scored significantly higher on a content postassessment when accounting for preassessment score and student demographics. Item response theory analysis supported these results. Students in the Extensive section had greater changes in postinstruction abilities compared with students in the Moderate section. Finally, students in the Extensive section exhibited a statistically greater expert shift in their views about biology and learning biology. We suggest our results are explained by the greater number of active-learning pedagogies experienced by students in cooperative groups, the consistent use of formative assessment, and the frequent use of explicit metacognition in the Extensive section. © 2016 G. L. Connell, D. A. Donovan, and T. G. Chambers. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

A Study of Language Learning Strategy Use in the Context of EFL Curriculum and Pedagogy Reform in China

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Yu, Yuanfang; Wang, Bing

2009-01-01

Language learning strategy (LLS) use is not only an individual attribute of language users, but also a group behaviour reflecting the learning culture and language pedagogy in a particular social context. This article reports a study on the LLS use of Chinese secondary school students of English as a foreign language (EFL) in Northeast China from…

First Year Distance Transition Pedagogy: Synchronous online classrooms

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Wendy Fasso

2013-04-01

Full Text Available The design and facilitation of distance online courses for first year students must consider both first year, and distance pedagogy. One technology with the promise to meet the needs of first year distance students is the synchronous online classroom. Teacher practice as they transition from face to face to distance environments is influenced by their private theories about technology and pedagogy. Any limitations posed by these private theories may limit in turn the technological, pedagogical and content knowledge of the teachers – TPACK. This paper reports on the case of a regional university as it transitions to online, distance learning in the first year context, with a particular focus on pedagogy in the online classroom. It contributes to the first year pedagogy literature by considering the influences of existing practice of university teachers in the transition to distance learning with a particular focus on synchronous web-based tutorials. It provides recommendations to other institutions in terms of transition strategies, the pedagogical and learning benefits that are enabled and professional development needs of teachers. Normal 0 false false false EN-AU ZH-CN X-NONE

Freinet Pedagogy: Enduring Impact Over an Individual Career

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John Sivell

2017-04-01

Full Text Available This article presents an individual perspective on the impact of Freinet Pedagogy across the career of one English language teacher and teacher educator. With special attention to language instruction, I will highlight a number perennially important Freinet dimensions that gradually came to my attention over the years. My admiration for Freinet Pedagogy first arose in relation to two very hands-on techniques: free writing and classroom printing. Later, my interest took a more theoretical turn, through recognition of illuminating consistencies between Freinet Pedagogy and two other more recent developments: broadly, van Lier’s (2004 influential ecological perspective on language learning may be taken as a backdrop against which to highlight the coherence of Freinet Pedagogy both with the flexibly system-based style of planning now advocated by such authorities as Reason (2008, and with the present-day connectionist psychological approach to opportunities for language teaching and learning that has been metaphorically represented in back-to-the-well terms (Sivell & Sivell, 2012.

Feminist music therapy pedagogy

DEFF Research Database (Denmark)

Hahna, Nicole; Swantes, Melody

2011-01-01

This study surveyed 188 music therapy educators regarding their views and use of feminist pedagogy and feminist music therapy. The purpose of this study was two-fold: (a) to determine how many music therapy educators used feminist pedagogy and (b) to determine if there was a relationship between......) participatory learning, (b) validation of personal experience/development of confidence, (c) political/social activism, and (d) critical thinking/ open-mindedness. The results revealed that 46% (n = 32) of participants identified as feminist music therapists and 67% (n = 46) of participants identified as using...

A Maori Pedagogy: Weaving the Strands Together

Science.gov (United States)

Stucki, Paora

2012-01-01

Literature on Maori pedagogy up until now has been disparate, some dealing with methodological issues, some with learning theory, some with environment and so forth. This article seeks to build one comprehensive picture of Maori pedagogy by weaving the myriad disparate themes in the literature into one unifying model. It is based on an EdD study…

A Signature Pedagogy for Leadership Education: Preparing Principals through Participatory Action Research

Science.gov (United States)

Sappington, Neil; Baker, Paul J.; Gardner, Dianne; Pacha, Joe

2010-01-01

This study proposes participatory action research as a signature pedagogy for principal preparation programs. Signature pedagogies bring professional knowledge and core values together in distinctive teaching and learning arrangements. A rationale and learning results are presented that describe key components of action research intended to help…

Queer Pedagogy and the Limits of Thought: Teaching Sexualities at University

Science.gov (United States)

Allen, Louisa

2015-01-01

What are the limits of queer pedagogy's thought [Britzman, D. (1995). Is there a queer pedagogy or stop reading straight. "Educational Theory," 45(2), 151-165]? This question is considered in relation to how queer pedagogy unfolds in a first-year university course entitled "Learning Sexualities." Examples of how queer pedagogy…

Public Pedagogy and Representations of Higher Education in Popular Film: New Ground for the Scholarship of Teaching and Learning

Science.gov (United States)

Johnstone, Katelyn; Marquis, Elizabeth; Puri, Varun

2018-01-01

Constructions of teaching, learning, and the university within popular culture can exert an important influence on public understandings of higher education, including those held by faculty and students. As such, they constitute a rich site of inquiry for the scholarship of teaching and learning. Drawing on the notion of film as 'public pedagogy,'…

Conceptual physics differences by pedagogy and gender: Questioning the deficit model

Science.gov (United States)

Majors, Twanelle Deann Walker

The differences in physics performance between males and females have been studied extensively (Blue & Heller, 2003; Coletta, 2015; Madsen, McKagan, & Sayre 2013; McCullough, 2002, 2004, 2011; Pollock, Finkelstein, & Kost, 2007; Zohar & Sela, 2003). The purpose of this study was to look at the ways teaching methods and assessment choices have fabricated a gender gap. Deficit ways of thinking have further marginalized women by renegotiating prior acts of power that initiated and perpetuated marginalization. Outside of the deficit model, the blame for the underperformance of females has been attributed to discourses of power as well as less-than-critical ways of evaluating learning and schooling. Students in introductory algebra-based physics courses from 2008-2014 at Tennessee Technological University were self-enrolled in PHYS2010 sections that were taught using either a traditional or constructivist, interactive-engagement Learner-centered Environment for Algebra-based Physics (LEAP) pedagogy. Propensity scoring on all feasible and relevant independent variables was used to adjust for the probability of students choosing either LEAP or traditional sections. The Force Concept Inventory (FCI) and Gender Force Concept Inventory (GFCI) were used as the measures to gauge students' performance on physics concepts. The results showed that there were no differences in the FCI or GFCI performance of males and females. Results also showed that when accounting for pretest performance and the likelihood of choosing a LEAP section, LEAP pedagogy accounted for roughly 30% of performance differences. Not only was this true on the average, it was true for both genders. This meant that the main effect of LEAP pedagogy was even stronger and more generalizable. Gender did not moderate pedagogy, indicating that a pedagogy gap focus was more appropriate for evaluating physics learners.

Lingua-Pedagogy as the Interdisciplinary Research Problem

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A. N. Yakovleva

2012-01-01

Full Text Available  The paper is devoted to lingua-pedagogy – one of the modern branches of pedagogy dealing with personal socialization in the process of foreign language learning. This interdisciplinary field of knowledge is related to linguistics, pedagogic psychology, development psychology and acmeology. Lingua-pedagogy undergoes the formation process; therefore, there still are a number of open questions concerning its place among the other sciences, and the final definitions of the main concepts and terms. The author recommends the systematic approach to developing the theoretical foundation of lingua- pedagogy. The paper outlines the subject and aims of the lingua-pedagogic research, its content and affecting means. The system in question is poly- functional, its main functions being the integral pedagogic effect in foreign language teaching, stimulating self-dependent learning, and arranging the in- tercultural integration. The linguistic faculties at universities can be taken as the key elements of the lingua-pedagogic system – the development centers, nurturing the value-oriented respectful attitude to the native and foreign cul- ture, providing intercultural competence acquisition, and training pedagogic staff capable of fulfilling the poly-cultural development tasks. Identification of the conformities of intercultural socialization makes it possible to organize the system of pedagogic facilitation for students learning foreign languages; and develop the perspective methods and technologies of language competence acquisition and consolidation. 

Enterprise Pedagogy in Music: An Exploration of Multiple Pedagogies

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Garnett, James

2013-01-01

This article investigates the nature of enterprise pedagogy in music. It presents the results of a research project that applied the practices of enterprise learning developed in the post-compulsory music curriculum in England to the teaching of the National Curriculum for music for 11-14 year olds. In doing so, the article explores the nature of…

Flipped-Class Pedagogy Enhances Student Metacognition and Collaborative-Learning Strategies in Higher Education But Effect Does Not Persist.

Science.gov (United States)

van Vliet, E A; Winnips, J C; Brouwer, N

2015-01-01

In flipped-class pedagogy, students prepare themselves at home before lectures, often by watching short video clips of the course contents. The aim of this study was to investigate the effects of flipped classes on motivation and learning strategies in higher education using a controlled, pre- and posttest approach. The same students were followed in a traditional course and in a course in which flipped classes were substituted for part of the traditional lectures. On the basis of the validated Motivated Strategies for Learning Questionnaire (MSLQ), we found that flipped-class pedagogy enhanced the MSLQ components critical thinking, task value, and peer learning. However, the effects of flipped classes were not long-lasting. We therefore propose repeated use of flipped classes in a curriculum to make effects on metacognition and collaborative-learning strategies sustainable. © 2015 E. A. van Vliet et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Sociocultural Theory and its Role in the Development of Language Pedagogy

OpenAIRE

Abdul Hameed Panhwar; Sanaullah Ansari; Komal Ansari

2016-01-01

This paper reviews the literature on Vygotskian theory of Socio-cultural learning and constructivist approach to teaching and learning and attempts to relate the socio-cultural theory to constructivism. The purpose of the paper is to investigate the ways socio-cultural theory helps to develop language pedagogies. Critical analysis of the literature on the socio-cultural theory suggests that the theory has potential for forming new context-oriented language teaching-learning pedagogies which c...

Dealing with multiliteracies in literacy pedagogy I

DEFF Research Database (Denmark)

Laursen, Helle; Daugaard, Line Møller; Østergaard, Winnie

2010-01-01

meaning from the information available to them in their social environment. In this paper, we discuss the relevance of a multiliteracies approach to literacy pedagogy and present some preliminary observations and considerations from our research study with special attention to the challenge......Dealing with multiliteracies in literacy pedagogy I. Focus on multilingualism Line Møller Daugaard, Winnie Østergaard & Helle Pia Laursen This paper is the first of two interconnected papers dealing with multiliteracies in literacy pedagogy Ten years ago the Multiliteracies Project (Cope...... & Kalantzis, 2000) reflected on the changing semiotic landscape of literacy teaching and learning and asked the question how these changes could be taken into account in designing literacy pedagogies. The notion of Multiliteracies combined a focus on the multiplicity of representational modes (multimodal...

Moderating Influence of Curriculum, Pedagogy, and Assessment Practices on Learning Outcomes in Indonesian Secondary Education

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Ida Umami

2018-03-01

Full Text Available The purpose of this research was to examine the current situation and problems faced by Indonesian schools in curriculum, pedagogy, and assessment practices despite government’s several legal initiatives. A questionnaire comprising both open and closed-ended questions was sent to the teachers and public education officers of the Indonesian education department. Out of a total of 200 questionnaires distributed in three secondary schools of Papua and Bandung and the headquarters of Indonesian Education Department at Jakarta, only 170 respondents retuned the questionnaire. For the purpose of quantitative analysis, percentage, mean and standard deviation were calculated while content analysis method was utilized for qualitative data. The questions dealt with curriculum, pedagogy and assessment and their combined role in the achievement of learning outcomes of secondary education in Indonesia. Evidence collected from teacher’s questionnaire show that most participants held a good knowledge of curriculum, pedagogy and assessment practices gained through long experience in the education sector. The implications of this study have wide perspectives as its findings would be beneficial for policy making. Recommendations of the study focus on the implementation of good practices.

Professional Development as a Catalyst for Change in the Community College Science Classroom: How Active Learning Pedagogy Impacts Teaching Practices as Well as Faculty and Student Perceptions of Learning

Science.gov (United States)

Harmon, Melissa Cameron

2017-01-01

Active learning, an engaging, student-centered, evidence-based pedagogy, has been shown to improve student satisfaction, engagement, and achievement in college classrooms. There have been numerous calls to reform teaching practices, especially in science, technology, engineering, and math (STEM); however, the utilization of active learning is…

Pedagogy with Information and Communications Technologies in Transition

Science.gov (United States)

Webb, Mary

2014-01-01

This paper presents an analysis of ways in which pedagogy with information and communications technologies (ICTs) may need to adapt to accommodate to a major shift in our conceptions of knowledge and learning. A holistic approach to this analysis based on Checkland's "systems thinking" suggested changes in pedagogy needed for 21st…

Examining Perceptions of Culturally Responsive Pedagogy in Teacher Preparation and Teacher Leadership Candidates

Science.gov (United States)

Samuels, Amy J.; Samuels, Gregory L.; Cook, Tammy M.

2017-01-01

The study examined a multi-tiered approach for facilitating learning and examining perceptions about culturally responsive pedagogy in teacher preparation and teacher leadership programs. The study aligned with a learning unit we designed to (1) increase understanding of culturally responsive pedagogy and (2) investigate perceptions of cultural…

Process-Oriented Guided Inquiry Learning (POGIL) as a Culturally Relevant Pedagogy (CRP) in Qatar: a Perspective from Grade 10 Chemistry Classes

Science.gov (United States)

Treagust, David F.; Qureshi, Sheila S.; Vishnumolakala, Venkat Rao; Ojeil, Joseph; Mocerino, Mauro; Southam, Daniel C.

2018-04-01

Educational reforms in Qatar have seen the implementation of inquiry-based learning and other student-centred pedagogies. However, there have been few efforts to investigate how these adopted western pedagogies are aligned with the high context culture of Qatar. The study presented in this article highlights the implementation of a student-centred intervention called Process-Oriented Guided Inquiry Learning (POGIL) in selected independent Arabic government schools in Qatar. The study followed a theoretical framework composed of culturally relevant pedagogical practice and social constructivism in teaching and learning. A mixed method research design involving experimental and comparison groups was utilised. Carefully structured learning materials when implemented systematically in a POGIL intervention helped Grade 10 science students improve their perceptions of chemistry learning measured from pre- and post-tests as measured by the What Is Happening In this Class (WIHIC) questionnaire and school-administered achievement test. The study further provided school-based mentoring and professional development opportunities for teachers in the region. Significantly, POGIL was found to be adaptable in the Arabic context.

A humanising pedagogy: Getting beneath the rhetoric | Zinn ...

African Journals Online (AJOL)

In this article, the authors situate and make an argument for a humanising pedagogy in response to the legacy of a dehumanising past in South Africa. They describe the inquiry into a humanising pedagogy by means of mining stories of living and learning in South Africa. The authors explain how the meanings and praxis of ...

Pedagogical content knowledge: Knowledge of pedagogy novice teachers in mathematics learning on limit algebraic function

Science.gov (United States)

Ma'rufi, Budayasa, I. Ketut; Juniati, Dwi

2017-02-01

Teacher is one of the key aspects of student's achievement. Teachers should master content material taught, how to teach it, and can interpret the students' thinking so that students easily understand the subject matter. This research was a qualitative research that aimed at describing profile of PCK's teachers in mathematics on limit algebraic functions in terms of the differences of teaching experience. Pedagogical Content Knowledge (PCK) and understanding of teachers is defined as involving the relationship between knowledge of teaching materials, how to transfer the subject matter, and the knowledge of students in mathematics on limit algebraic functions that the subject matter may be understood by students. The PCK components in this research were knowledge of subject matter, knowledge of pedagogy, and knowledge of students. Knowledge of pedagogy defines as knowledge and understanding of teachers about the planning and organization of the learning and teaching strategy of limit algebraic function. The subjects were two mathematics high school teachers who teach in class XI IPS. Data were collected through observation of learning during five meetings and interviews before and after the lesson continued with qualitative data analysis. Focus of this article was to describe novice teacher's knowledge of student in mathematics learning on limit algebraic function. Based on the results of the analysis of qualitative data the data concluded that novice teacher's knowledge of pedagogy in mathematics on limit algebraic function showed: 1) in teaching the definitions tend to identify prior knowledge of the student experience with the material to be studied, but not in the form of a problem, 2) in posing the questions tend to be monotonous non lead and dig, 3) in response to student questions preservice teachers do not take advantage of the characteristics or the potential of other students, 4) in addressing the problem of students, tend to use the drill approach and did

The pedagogy of memorial sites

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Luiza Kończyk

2012-06-01

Full Text Available Memorial site pedagogy is a term describing the practice and theory of historico-political education in museums in former nazi concentration camps. It combines gaining and deepening historical knowledge on the topic of World War II with self-development and shaping socially desirable attitudes, through usage of non-formal educational methods. Pedagogy of memorial sites aims at, among other things, learning tolerance and respect for diversity and shaping reflective and active members of society. It offers an answer to the needs of contemporary European societies in the area of strengthening democratic attitudes.

Pedagogy for rural health.

Science.gov (United States)

Reid, Stephen J

2011-04-01

As the body of literature on rural health has grown, the need to develop a unifying theoretical framework has become more apparent. There are many different ways of seeing the same phenomenon, depending on the assumptions we make and the perspective we choose. A conceptual and theoretical basis for the education of health professionals in rural health has not yet been described. This paper examines a number of theoretical frameworks that have been used in the rural health discourse and aims to identify relevant theory that originates from an educational paradigm. The experience of students in rural health is described phenomenologically in terms of two complementary perspectives, using a geographic basis on the one hand, and a developmental viewpoint on the other. The educational features and implications of these perspectives are drawn out. The concept of a 'pedagogy of place' recognizes the importance of the context of learning and allows the uniqueness of a local community to integrate learning at all levels. The theory of critical pedagogy is also found relevant to education for rural health, which would ideally produce 'transformative' graduates who understand the privilege of their position, and who are capable of and committed to engaging in the struggles for equity and justice, both within their practices as well as in the wider society. It is proposed that a 'critical pedagogy of place,' which gives due acknowledgement to local peculiarities and strengths, while situating this within a wider framework of the political, social and economic disparities that impact on the health of rural people, is an appropriate theoretical basis for a distinct rural pedagogy in the health sciences.

Sharing Power in the Classroom.

Science.gov (United States)

Richard-Amato, Patricia

2002-01-01

Suggests that be sharing power in the classroom teachers allow the development of participatory classrooms in which all students can thrive. Examines participatory teaching and critical pedagogy, components of the participatory learning experience, manifestations of participatory teaching, an application of the language experience approach,…

The fall of the walls of knowledge in the digital society and the emerging pedagogies

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Begoña GROS

2015-04-01

Full Text Available The contribution analyse the consequences of knowledge society in the transformation of the space and place for learning. We consider that there are three main pillars in the new learning spaces that we have to take into account: the seamless learning, the ubiquity and the personal learning networks. The emergent pedagogies have to facilitate the fall of the walls of the knowledge. It is necessary to provide new skills for lifelong learning and wide learning. We consider that it is necessary the development of new pedagogies much more transparent and based on learning design. This article deals with the actual meaning of knowledge and the changes involved the place and time for learning through the characterization of learning. Finally, we establish the characteristics and dimensions of emerging pedagogies to enable the removal of the walls of knowledge.

Flipped-Class Pedagogy Enhances Student Metacognition and Collaborative-Learning Strategies in Higher Education But Effect Does Not Persist

NARCIS (Netherlands)

van Vliet, E. A.; Winnips, J. C.; Brouwer, N.

2015-01-01

In flipped-class pedagogy, students prepare themselves at home before lectures, often by watching short video clips of the course contents. The aim of this study was to investigate the effects of flipped classes on motivation and learning strategies in higher education using a controlled, pre- and

Enabling Pedagogy and Andragogy for 21st-Century Sign Language Users and Learners

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Hermann-Shores, Patricia

2017-01-01

Enabling pedagogy and andragogy is discussed as a form of lifelong learning in which learners attain competences and skills as children (pedagogy) and as adults (andragogy) that enable them to engage in independent learning in the 21st century. Throughout the article the author avoids as much as possible the labels "deaf" and…

Student experiences of the adolescent diversion project: a community-based exemplar in the pedagogy of service-learning.

Science.gov (United States)

Davidson, William S; Jimenez, Tiffeny R; Onifade, Eyitayo; Hankins, Sean S

2010-12-01

Service-learning partnerships between universities and surrounding communities striving to create systems-level change must consider an emphasis in critical community service; a community centered paradigm where students are taught to work with communities to better understand contexts surrounding a social problem, as opposed to merely volunteering to provide a service to a community. The Adolescent Diversion Project (ADP), which has been operating for over 30 years, demonstrates critical community service through the type of relationship built between students and the local community. This article describes: a qualitative study with ADP students, the historical context of ADP, what and how students learned through their involvement in ADP, and reframes the work of this project as a form of service-learning pedagogy. Inductive content analysis was employed to identify underlying themes across participants related to their personal experiences of ADP and its impact in their lives. Findings were compared with service-learning outcomes and other quantitative studies conducted with past ADP cohorts from the literature. Consistent with past studies, ADP students become more negative toward social systems involved with their youth. This finding may explain an increase in feelings of political commitment following involvement in ADP. Consistent with service-learning outcomes, results demonstrate that ADP should be further documented as not only an effective community-based program but also as an exemplar in the pedagogy of service-learning. This study highlights why service-learning opportunities for students are not just one way to teach students, they are opportunities to bridge relationships within communities, bring life to theoretical concepts, and build the foundations necessary for educated citizens that will one day take lead roles in our society.

The Case of Design-Oriented Pedagogy: What Students' Digital Video Stories Say about Emerging Learning Ecosystems

Science.gov (United States)

Anu, Liljeström; Jorma, Enkenberg; Sinikka, Pöllänen

2014-01-01

This paper presents a case study in which multi-age students (aged 6-12, N?=?32) in small groups made autonomous inquiries about the phenomenon of winter fishing within the framework of design-oriented pedagogy. The research analyzed storytelling videos that the students produced as learning objects. These videos revealed a picture of the…

Embedding an institution-wide capacity building opportunity around transition pedagogy: First Year Teaching and Learning Network Coordinators

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Jennifer Clark

2015-03-01

Full Text Available A First Year Teaching and Learning Network was established in a regional university with a strong focus on distance education for a very diverse student cohort.  The purpose of the Network, which consisted of a Coordinator in each of nine schools, was to support staff teaching students transitioning into tertiary education. The paper explores the theoretical bases of the structure, its current method of operation, its impact so far, and future plans. The development of the Network illustrates how a university can consciously embed opportunities for staff to take ownership of transition pedagogy and thus encourage widespread capacity building amongst their peers. The experiences of the Network in its first two years provide a case study of how institutional support for the Scholarship of Teaching and Learning, in particular scholarship around capacity building, can be used as a mechanism to promote both staff and student engagement with transition pedagogy resulting in a shift from a second generation approach towards a third generation approach to transition.

Critical Pedagogy as Collective Social Expertise in Higher Education

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Juha Suoranta

2006-10-01

Full Text Available In this article, dedicated to the revolutionary educational work of Peter McLaren, we will deal with the question of practical teaching methods in higher education from the point of view of critical pedagogy. We argue that nowadays teaching and learning in educational and social sciences are too often meaningless from the point of view of critical collective learning. Thus the central task in critical pedagogy, and in reform of higher education, is to understand the oppressive aspects of present college life and overall society in order to generate pedagogical, individual and societal transformation while developing pedagogical strategies and study methods that work toward the elimination of various forms of subordination based on class, gender, race and sexual orientation, and strengthen students’ possibilities for genuine collective learning while empowering them to fight against inequalities in the world. Our reflections stem from our academic life and teaching experiences both in Finland and the U.S. We suggest that in order to teach critically, educators need to use more collaborative and collective teaching and learning methods. Thus the idea of collective social expertise becomes a core aim of teaching in the context of critical pedagogy.

Pedagogy (s

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Carla Wainsztok

2016-07-01

Full Text Available Pedagogy in singular and with capital letters is the name of a knowledge that invisibiliza the other. Are there pedagogies without territories? Are there pedagogies without adjectives? What is hidden in a singular and capitalized Pedagogy? Latin American pedagogies do not deny the knowledge of other territories, other continents or other times. Latin American pedagogies wish to contribute to the debate, to the pedagogical argumentation from the South.

The development of Sonic Pi and its use in educational partnerships: Co-creating pedagogies for learning computer programming

OpenAIRE

Aaron, S; Blackwell, Alan Frank; Burnard, Pamela Anne

2017-01-01

Sonic Pi is a new open source software tool and platform originally developed for the Raspberry Pi computer, designed to enable school children to learn programming by creating music. In this article we share insights from a scoping study on the development of Sonic Pi and its use in educational partnerships. Our findings draw attention to the importance of collaborative relationships between teacher and computer scientist and the value of creative pedagogies for learning computer programming...

"With Grace under Pressure": How Critique as Signature Pedagogy Fosters Effective Music Performance

Science.gov (United States)

Hastings, David M.

2017-01-01

Inspired by seminal writings on Critique as Signature Pedagogy in the Arts and performance as Signature Pedagogy in Music, this article unifies these two concepts into a study of how critique as signature pedagogy in music-performance promotes student learning. This essay seeks to first define the notion of different mindsets as musicians perform…

Culturally Responsive Pedagogy for Teachers of Color

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Gist, Conra D.

2017-01-01

This study utilizes the conceptual framework of culturally responsive pedagogy and theoretical suppositions about the culturally responsive teacher educator to examine the learning experiences of teacher candidates of color. Findings from the case study of a teacher educator's and teacher candidates' of color teaching and learning experiences in a…

Transforming Leadership Development for Significant Learning.

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Owen, Julie E

2015-01-01

Leadership education is undergoing a transformation where powerful pedagogies and emerging knowledge about the scholarship of teaching and learning supplant long held and often-outmoded practices of leadership education. This transformation requires new commitments to evidence-based practice, critical consciousness, and more complex understanding of the levers of leadership learning. © 2015 Wiley Periodicals, Inc., A Wiley Company.

Cultural considerations when designing entrepreneurial pedagogies

DEFF Research Database (Denmark)

Alexander, Ian Keith; Hjortsø, Carsten Nico Portefée

2013-01-01

principles (teacher dominance/control and reflective learning styles) are at odds with the learner-centred and participative methodologies used in entrepreneurship teaching. Furthermore, cultural variables such as individualism-collectivism, uncertainty avoidance and power distance played a role in a role......We assume that cultural variables influence the effectiveness of entrepreneurship pedagogy and as such there is need for cultural sensitivity in the design and implementation of entrepreneurship teaching progammes. With this in mind, we set out to examine whether the approaches and methods used...... teach entrepreneurship are culturally-based. We systematically searched the extant literature for evidence to verify our assumption. The search was conducted in two phases. In phase one we searched 79 articles to identify the major approaches and methods used in entrepreneurship. Experiential, learner...

Flipped-Class Pedagogy Enhances Student Metacognition and Collaborative-Learning Strategies in Higher Education but Effect Does Not Persist

Science.gov (United States)

van Vliet, E. A.; Winnips, J. C.; Brouwer, N.

2015-01-01

In flipped-class pedagogy, students prepare themselves at home before lectures, often by watching short video clips of the course contents. The aim of this study was to investigate the effects of flipped classes on motivation and learning strategies in higher education using a controlled, pre- and posttest approach. The same students were followed…

Critical Aesthetic Pedagogy: Toward a Theory of Self and Social Empowerment

Science.gov (United States)

Medina, Yolanda

2012-01-01

This book introduces a progressive type of education called Critical Aesthetic Pedagogy. This pedagogy utilizes the arts to promote critical learning, and incorporates particular types of aesthetic experiences into pedagogical practices to increase students' social empowerment and commitment to social justice. The first coherent body of work that…

What Is Diversity Pedagogy?

Science.gov (United States)

Sheets, Rosa Hernandez

2009-01-01

Diversity Pedagogy Theory (DPT) is a set of principles that point out the natural and inseparable connection between culture and cognition. In other words, to be effective as a teacher, he/she must understand and acknowledge the critical role culture plays in the teaching-learning process. DPT maintains that culturally inclusive teachers (a)…

Teaching and Learning about Force with a Representational Focus: Pedagogy and Teacher Change

Science.gov (United States)

Hubber, Peter; Tytler, Russell; Haslam, Filocha

2010-01-01

A large body of research in the conceptual change tradition has shown the difficulty of learning fundamental science concepts, yet conceptual change schemes have failed to convincingly demonstrate improvements in supporting significant student learning. Recent work in cognitive science has challenged this purely conceptual view of learning, emphasising the role of language, and the importance of personal and contextual aspects of understanding science. The research described in this paper is designed around the notion that learning involves the recognition and development of students’ representational resources. In particular, we argue that conceptual difficulties with the concept of force are fundamentally representational in nature. This paper describes a classroom sequence in force that focuses on representations and their negotiation, and reports on the effectiveness of this perspective in guiding teaching, and in providing insight into student learning. Classroom sequences involving three teachers were videotaped using a combined focus on the teacher and groups of students. Video analysis software was used to capture the variety of representations used, and sequences of representational negotiation. Stimulated recall interviews were conducted with teachers and students. The paper reports on the nature of the pedagogies developed as part of this representational focus, its effectiveness in supporting student learning, and on the pedagogical and epistemological challenges negotiated by teachers in implementing this approach.

A Proposed Framework Between Internal, External and Pedagogy Dimensions in Adoption of Interactive Multimedia e-Learning

Directory of Open Access Journals (Sweden)

Fathia LAHWAL

2016-10-01

Full Text Available This study about interactive multimedia e-learning aims to improve our understanding about the dynamics of e-learning. The objective is to critical evaluate and better understand the interrelationships in the proposed framework between internal, external and the pedagogy dimensions in adoption of interactive multimedia and e-learning. It develops a tool to measure creative user adoption of interactive multimedia and e-learning services by using Partial Least Squares algorithm as the method of estimation and the major analytical tool in this study. Finding of a small scale data sampling of students in United Kingdom indicate that the proposed measurement framework is an acceptable fit with the data. Overall, the findings supply a precise tool for measuring creative user adoption of interactive multimedia and e-learning services, providing further insights for researchers and may provide to guide research and practice in interactive multimedia and e-learning by using communication media.

Learner Agency and Social Justice: What Can Creative Pedagogy Contribute to Socially Just Pedagogies?

Science.gov (United States)

Hempel-Jorgensen, Amelia

2015-01-01

This article extends the ongoing debate about socially just pedagogy by arguing that disadvantaged learners' capacity to exercise learner agency, which is essential for learning but has been shown to be unequally constrained, can be more effectively enabled. This is accomplished by critically discussing the possibilities and limits of a selection…

Towards a pedagogy for education for sustainable development

African Journals Online (AJOL)

The paper explores how one teaches and learns for sustainable development primarily through analysing education for sustainable development (ESD) initiatives in the Caribbean within the framework of service learning. The paper proposes that a pedagogy for ESD will require positioning education in the centre of ...

Pedagogy Corner: The Year Puzzle

Science.gov (United States)

Lovitt, Charles

2017-01-01

As a self described lesson collector, author Charles Lovett enjoys gathering "interesting" lessons and teasing them apart to find out what makes them "tick", particularly the pedagogy. He often wonders what decisions the teacher made that generated such an interesting and successful learning environment. Here he describes a…

Pedagogies to Achieve Sustainability Learning Outcomes in Civil and Environmental Engineering Students

Directory of Open Access Journals (Sweden)

Angela R. Bielefeldt

2013-10-01

Full Text Available The civil and environmental engineering disciplines have identified the levels of knowledge about sustainability that are desirable for students to achieve as they graduate with a bachelor’s degree, as well as sustainability-related competencies to be obtained during a master’s degree, and on-the-job, prior to professional licensure. Different pedagogies are better suited to help students attain these levels of cognitive ability, while also developing affective outcomes. This paper provides examples of different methods that have been used at one institution to educate engineering students about sustainability, supported with data that indicates whether the method successfully achieved the targeted learning outcomes. Lectures, in-class active learning, readings, and appropriately targeted homework assignments can achieve basic sustainability knowledge and comprehension by requiring students to define, identify, and explain aspects of sustainability. Case studies and the application of software tools are good methods to achieve application and analysis competencies. Project-based learning (PBL and project-based service-learning (PBSL design projects can reach the synthesis level and may also develop affective outcomes related to sustainability. The results provide examples that may apply to a wider range of disciplines and suggest sustainability outcomes that are particularly difficult to teach and/or assess.

Peacebuilding Dialogue Pedagogies in Canadian Classrooms

Science.gov (United States)

Bickmore, Kathy

2014-01-01

Constructively critical and inclusive dialogue about conflictual issues is one necessary ingredient of both democratic citizenship and peacebuilding learning. However, in North American classrooms populated by heterogeneous and non-affluent students, pedagogies involving discussion of conflicts are rarely fully implemented, sustained, or inclusive…

Hard to Teach: Inclusive Pedagogy in Social Science Research Methods Education

Science.gov (United States)

Nind, Melanie; Lewthwaite, Sarah

2018-01-01

Amidst major new initiatives in research that are beginning to address the pedagogic dimension of building capacity in social science research methods, this paper makes the first move to apply the lens of inclusive pedagogy to research methods pedagogy. The paper explores the ways in which learning social science research methods is hard and may…

EFL Teachers’ Beliefs and Pedagogy in the EAP-oriented Reform

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Hanhua Yu

2015-06-01

Full Text Available This research reports a two-year EAP-oriented teaching reform at Shanghai Dianji University by analyzing the pedagogy of three English teachers. The study examines what happens to the three teachers’ pedagogy when the Shanghai Municipal Educational Commission promotes new methodologies, that is, task-based learning and content-based instruction which seem to be in conflict with their traditional pedagogy. This research adopted quantitative methods (questionnaire combined with qualitative methods (interviews and classroom observation and demonstrated how they reconcile their pedagogy with the promoted methodology in a situated context constrained by college culture, college authorities’ expectation, students’ expectations and the availability of resources. The study reveals the dynamic nature of pedagogy under the effect of teachers’ beliefs as well as the interplay of teachers’ beliefs and classroom practice, which is in contrast with the image of teachers of English as pure disseminators of grammatical knowledge, bounded by textbooks.

VR Biology, an interdisciplinary and international student project towards an inquiry-based pedagogy

NARCIS (Netherlands)

Gomes, Teresa Dias Pedro; Goei, Sui Lin; Van Joolingen, Wouter; Cai, Yiyu

2016-01-01

Education in Science, Technology, Engineering, and Mathematics (STEM) is moving towards a more inquiry-based, and creativity stimulating pedagogy. Part of a curriculum based on such pedagogies should be challenging learning activities that engage students in investigation. At the same time, it is

Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology.

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Armbruster, Peter; Patel, Maya; Johnson, Erika; Weiss, Martha

2009-01-01

We describe the development and implementation of an instructional design that focused on bringing multiple forms of active learning and student-centered pedagogies to a one-semester, undergraduate introductory biology course for both majors and nonmajors. Our course redesign consisted of three major elements: 1) reordering the presentation of the course content in an attempt to teach specific content within the context of broad conceptual themes, 2) incorporating active and problem-based learning into every lecture, and 3) adopting strategies to create a more student-centered learning environment. Assessment of our instructional design consisted of a student survey and comparison of final exam performance across 3 years-1 year before our course redesign was implemented (2006) and during two successive years of implementation (2007 and 2008). The course restructuring led to significant improvement of self-reported student engagement and satisfaction and increased academic performance. We discuss the successes and ongoing challenges of our course restructuring and consider issues relevant to institutional change.

Exploring Human Kindness through the Pedagogy of Aikido.

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Brawdy, Paul

This paper considers the origins of kindness in relation to the martial art known as Aikido. It also attempts to discover the underlying constitutional elements of Aikido's pedagogy of self learning, learning about others, and instructional practices that promote interpersonal relatedness. A teacher and four students of the Aikido Dojo were…

Riding the wave of BYOD: developing a framework for creative pedagogies

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Thomas Cochrane

2014-08-01

Full Text Available Moving innovation in teaching and learning beyond isolated short-term projects is one of the holy grails of educational technology research, which is littered with the debris of a constant stream of comparative studies demonstrating no significant difference between innovative technologies and traditional pedagogical approaches. Meanwhile, the approaching giant wave of the bring your own device (BYOD movement threatens to overwhelm education practitioners and researchers preoccupied with replicating current practice on mobile devices. A review of the literature indicates that there are yet few well-developed theoretical frameworks for supporting creative pedagogies via BYOD. In this paper, we overview the development of a framework for creative pedagogies that harness the unique affordances of BYOD. This framework has been used across multiple educational contexts and scale from short workshops through to full courses and international collaborative projects. Our key design principles for supporting creative pedagogies via BYOD include modelling collaborative practice via establishing teacher communities of practice to learn about the affordances of mobile devices in relation to new modes of student learning, collaborative curriculum redesign in response to shifts in conceptions of teaching and learning, and collaborating with ICT Services for infrastructure development across the campus.

Tensions and dilemmas in body-pedagogy in kindergarten

DEFF Research Database (Denmark)

Herskind, Mia

2010-01-01

  This paper concerns a research-based evaluation of Danish kindergarten employees and their experiences of an educational project ‘Moving Children' and the learning processes that followed in kindergarten in which they aimed to develop a body-pedagogy in order to increase the physical activity i...... on a phenomenological frame of reference (Merleau-Ponty 1964; Zahavi, 2003; van Manen, 1998; Moustakas, 1994; Spinelli, 2005) the study underlines the significance of bringing in the bodily narratives in investigations of body-pedagogy....

Supporting pre-service science teachers in developing culturally relevant pedagogy

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Krajeski, Stephen

This study employed a case study methodology to investigate a near-authentic intervention program designed to support the development of culturally relevant pedagogy and its impact on pre-service science teachers' notions of culturally relevant pedagogy. The unit of analysis for this study was the discourse of pre-service science teachers enrolled in a second semester science methods course, which was the site of the intervention program. Data for this study was collected from videos of classroom observations, audio recordings of personal interviews, and artifacts created by the pre-service science teachers during the class. To determine how effective science teacher certification programs are at supporting the development of culturally relevant pedagogy without an immersion aspect, two research questions were investigated: 1) How do pre-service science teachers view and design pedagogy while participating in an intervention designed to support the development of culturally relevant pedagogy? 2) How do pre-service science teachers view the importance of culturally relevant pedagogy for supporting student learning? How do their practices in the field change these initial views?

Reconceptualising Higher Education Pedagogy in Online Learning

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Green, Nicole C.; Edwards, Helen; Wolodko, Brenda; Stewart, Cherry; Brooks, Margaret; Littledyke, Ros

2010-01-01

The purpose of this collaborative inquiry project was to examine teacher education practices in two early childhood degree programmes in a school of education at a regional university in Australia. All students are enrolled in these online courses as distance learners. The reconceptualised online pedagogy immersed students, peers and their…

Signature Pedagogies in Outdoor Education

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Thomas, Glyn

2015-01-01

The new National health and physical education curriculum in Australia includes outdoor education activities as a viable way to achieve intended learning outcomes. However, most health and physical education teacher education courses do not provide a strong focus on the theories, skills and pedagogies that are unique to the effective use of…

Situating Preparedness Education within Public Pedagogy

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Kitagawa, Kaori

2017-01-01

Both "disaster preparedness" and "public pedagogy" have been broadly defined and diversely utilised. Preparedness has been dealt with in disciplines such as civil engineering, the sociology of disasters, public health and psychology, rather than education. Recently, inquiries into the learning and teaching of preparedness have…

Attitudes and Perspectives of Teacher Performers on Pedagogy and Perceived Student Learning in the Elementary and Secondary School Music Classroom

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Vitale, John L.

2015-01-01

This study investigated the lives of three active music teacher performers and how their performing experience impacted pedagogy and perceived student learning in the classroom. At the time of data collection, one participant was a full-time elementary school music teacher, and the other two participants were full-time secondary school music…

Behaviorism, Constructivism, and Socratic Pedagogy

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Boghossian, Peter

2006-01-01

This paper examines the relationship among behaviorism, constructivism and Socratic pedagogy. Specifically, it asks if a Socratic educator can be a constructivist or a behaviorist. In the first part of the paper, each learning theory, as it relates to the Socratic project, is explained. In the last section, the question of whether or not a…

Learning to learn: self-managed learning

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Jesús Miranda Izquierdo

2006-09-01

Full Text Available Thi is article analyzes the potentialities and weaknesses that non directive Pedagogy presents, an example of the so called self managed pedagogy, whose postulates are good to analyze for the contributions that this position can make to the search of new ways of learning.

Implementing a Mobile Social Media Framework for Designing Creative Pedagogies

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Thomas Cochrane

2014-08-01

Full Text Available The rise of mobile social media provides unique opportunities for new and creative pedagogies. Pedagogical change requires a catalyst, and we argue that mobile social media can be utilized as such a catalyst. However, the mobile learning literature is dominated by case studies that retrofit traditional pedagogical strategies and pre-existing course activities onto mobile devices and social media. From our experiences of designing and implementing a series of mobile social media projects, the authors have developed a mobile social media framework for creative pedagogies. We illustrate the implementation of our mobile social media framework within the development of a new media minor (an elective set of four courses that explicitly integrates the unique technical and pedagogical affordances of mobile social media, with a focus upon student-generated content and student-determined learning (heutagogy. We argue that our mobile social media framework is potentially transferable to a range of educational contexts, providing a simple design framework for new pedagogies.

Developing Digital Wisdom by Students and Teachers: The Impact of Integrating Tablet Computers on Learning and Pedagogy in an Elementary School

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Shamir-Inbal, Tamar; Blau, Ina

2016-01-01

This article investigates a pilot of integrating tablet computers in the elementary education. The research questions address the impact of tablet integration on learning and pedagogy. This qualitative case study crosschecks non-participated observations on students who work with tablet PCs, the school staff reflection on the integration as…

RHYTHMIC MUSIC PEDAGOGY: A SCANDINAVIAN APPROACH TO MUSIC EDUCATION

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Hauge Torunn Bakken

2012-06-01

Full Text Available Rhythmic music pedagogy is a relatively new Scandinavian approach to classroom music education that offers a variety of methods and strategies for teaching and learning music, especially within the performance of improvised and rhythmic music. This article is based on two earlier projects published in Norwegian, in which the concept of rytmisk musikkpedagogikk (or “rhythmic music pedagogy” as well as its applications and implications were thoroughly described. This research confirms that rhythmic music pedagogy may be an effective strategy for learning music in general, but most especially for learning skills associated with ensemble musicianship and playing by ear. In a multicultural and fluid society in which there are tendencies toward passivity and fragmentation, it may be more important than ever to maintain the idea of music as a collaborative creative process that extends across borders; in this context, rhythmic music pedagogy can play a central role in children’s social development. As a social medium, ensemble playing requires the participant to decentralize socially, since the perspectives of the other participants are necessary for a successful performance. The activity’s general potential for re-structuring social settings and moving boundaries in a positive way should not be underestimated.

EMPOWERING NON-NATIVE ENGLISH SPEAKING TEACHERS THROUGH CRITICAL PEDAGOGY

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Nur Hayati

2010-02-01

Full Text Available Critical pedagogy is a teaching approach that aims to develop students’ critical thinking, political and social awareness, and self esteem through dialogue learning and reflection. Related to the teaching of EFL, this pedagogy holds the potential to empower non native English speaking teachers (NNESTs when incorporated into English teacher education programs. It can help aspiring NNESTs to grow awareness of the political and sociocultural implications of EFL teaching, to foster their critical thinking on any concepts or ideas regarding their profession, and more importantly, to recognize their strengths as NNESTs. Despite the potential, the role of critical pedagogy in improving EFL teacher education program in Indonesia has not been sufficiently discussed. This article attempts to contribute to the discussion by looking at a number of ways critical pedagogy can be incorporated in the programs, the rationale for doing so, and the challenges that might come on the way.

Evaluating service user pedagogy in UK higher education: Validating the Huddersfield Service User Pedagogy Scale.

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Tobbell, Jane; Boduszek, Daniel; Kola-Palmer, Susanna; Vaughan, Joanne; Hargreaves, Janet

2018-04-01

There is global recognition that the inclusion of service users in the education of health and social care students in higher education can lead to more compassionate professional identities which will enable better decision making. However, to date there is no systematic tool to explore learning and service user involvement in the curriculum. To generate and validate a psychometric instrument which will allow educators to evaluate service user pedagogy. Construction and validation of a new scale. 365 undergraduate students from health and social care departments in two universities. A two correlated factor scale. Factor 1 - perceived presence of service users in the taught curriculum and factor 2 - professionals and service users working together (correlation between factor 1 and factor 2 - r = 0.32). The Huddersfield Service User Pedagogy Scale provides a valid instrument for educators to evaluate student learning. In addition, the tool can contribute to student reflections on their shifting professional identities as they progress through their studies. Copyright © 2018 Elsevier Ltd. All rights reserved.

Exploring Student-Generated Animations, Combined with a Representational Pedagogy, as a Tool for Learning in Chemistry

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Yaseen, Zeynep; Aubusson, Peter

2018-02-01

This article describes an investigation into teaching and learning with student-generated animations combined with a representational pedagogy. In particular, it reports on interactive discussions that were stimulated by the students' own animations as well as their critiques of experts' animations. Animations representing views of states of matter provided a vehicle by which to investigate learning in a series of lessons. The study was implemented with Year 11 high school students. After students constructed, presented and discussed their animations, they watched and critiqued experts' animations. They were then interviewed about the teaching-learning process. Most students (91%) spoke positively about follow-up discussion classes, saying that their previous conceptions and understanding of states of matter had improved. They explained that they had identified some alternative conceptions, which they had held regarding states of matter and explained how their conceptions had changed. They reported that the teaching/learning process had helped them to develop a deeper understanding of the changing states of matter.

Decentering resources: a phenomenological study of interpretive pedagogies in patient education.

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Scheckel, Martha; Hedrick-Erickson, Jennifer

2009-01-01

The purpose of this interpretive phenomenological study was to document an innovative approach to teaching patient education where RN-Bachelor of Science in Nursing students, through an online course, learned and applied the interpretive pedagogies in patient education. The online course was the educational intervention which laid the groundwork of the study. Data were then collected from 9 of 18 students who took the course and agreed to participate. Interviews were audiotaped face to face or by telephone and transcribed and interpreted for meanings. Two themes that emerged for teaching patient education included "Decentering Resources: Listening Through Questioning" and "Decentering Resources: Empowering Through Questioning." This study revealed that, as students learned the interpretive pedagogies, resources (brochures, handouts, videos, etc.) took on less importance in their patient education practice. They recognized how resources frequently impeded patient-nurse interactions in teaching and learning encounters. Once students understood that they were perhaps depending too much on resources, they began engaging in questioning practices where significant meanings of listening and empowering in patient education unfolded. This study encourages nurse educators to teach students interpretive pedagogies in patient education to promote pedagogical literacy, which preserves the time-honored tradition of working together with patients during teaching and learning encounters.

Troubling an embodied pedagogy in science education

DEFF Research Database (Denmark)

Otrel-Cass, Kathrin; Kristensen, Liv Kondrup

2017-01-01

This chapter explores the idea of using an embodied pedagogy for science teaching following the mandated introduction of physical activity across all subjects in Danish primary schools. While there is research available that explores the different ways of utilizing movement in school, very little...... for the intertwined relationship between the body and mind. Based on observations that were conducted in science lessons at a Danish primary school, and from talking with the students, we examine how an embodied pedagogy in science was implemented. We explore a specific instance where a group of 14-16 year old...... of that which is available applies to science education. The argument is made that an embodied pedagogy recognises and validates the centrality of the body in learning, but it is about more than making students move. Utilising such an approach requires one to recognise that embodiment shapes interactions...

"Let them Jam!": Incorporating Unschooling Pedagogy in the Secondary School Music Classroom

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Dr. John L. VITALE

2008-07-01

Full Text Available This paper examines how the principles of unschooling were accidentally uncovered during my tenure as a music teacher in a secondary school in suburban Toronto , Ontario . As traditional music pedagogy during my first year at this school was unsuccessful, I delayed the start of each class in an attempt to shorten my instructional time and lessen the acrimonious relationship I had developed with my students. This delayed segment of class time evolved into an extraordinary and valuable learning experience for all of my students which became known as "jam time." This form of learning embraced the pedagogical philosophy of unschooling, which eventually motivated my students to increase their musical knowledge and skills as well as embrace traditional music pedagogy. In addition, this paper also examines the contextual philosophy of unschooling versus traditional pedagogy in the secondary school music class.

What Is Feminist Pedagogy? Useful Ideas for Teaching Chemistry

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Hurt Middlecamp, Catherine; Subramaniam, Banu

1999-04-01

In our experience, scientists are likely to be newcomers to the scholarship that has arisen from the field of women's studies. This paper will examine one such area of scholarship, feminist pedagogy, and relate it to the teaching and learning of chemistry. More correctly, one should refer to feminist pedagogies, as this scholarship is evolving and is a topic for continual debate. Generally speaking, feminist pedagogies share a number of themes: a focus on women/gender, authority, position, empowerment, voice, and non-neutrality. Each of these themes is described and then applied to the chemistry classroom. Examples include using technology to give students a voice, using same-sex groupings, instituting a class board of directors, examining textbook questions, and asking new or different questions as you teach. Although feminist pedagogy aims to make science classrooms and laboratories more hospitable to women, it can inform our teaching practices and benefit all our students.

Narrative Pedagogy: Transforming Nursing Education Through 15 Years of Research in Nursing Education.

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Ironside, Pamela M

This article provides a review of current disciplinary understanding of Narrative Pedagogy and describes the implications for ongoing transformation in nursing education. Narrative Pedagogy has been enacted and investigated by teachers around the world for more than 15 years. Few nursing educational innovations or pedagogies in nursing have been adopted in such an array of settings/levels. A review of the nursing literature was conducted to locate reports of research on and teaching innovations derived from Narrative Pedagogy. Narrative Pedagogy has an extensive and longitudinal body of research describing how the approach contributes to the educational transformation the discipline seeks. Narrative Pedagogy and the growing literature describing how it is enacted provides a way for teachers and students to persist in questioning their current understanding of nursing, the ways they think about the situations they encounter, and how their practice can best be learned.

Circle Solutions, a philosophy and pedagogy for learning positive relationships: What promotes and inhibits sustainable outcomes?

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Florence McCarthy

2013-04-01

Full Text Available Educators are increasingly aware that the efficacy of social and emotional learning (SEL is dependent on implementation factors, not just program content. These include the philosophy underpinning an intervention, the beliefs as well as the skills of facilitators, and the classroom/whole school context in which the intervention takes place. This article outlines the philosophy and pedagogy of Circle Solutions and presents findings from research where 18 undergraduate students supported and developed ‘Circle Time’ in 8 Greater Western Sydney primary schools for a university module on community service. The study indicates that when there is full teacher participation within the principles of the Circle philosophy, together with activeschool support that promotes relational values, the learning outcomes for positive relationship building are more sustainable.

Bewildering Pedagogy

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Letiche, Hugo

2017-01-01

In this article, the author offer a response to Nathan Snaza's (2013a, 2013b, 2014a; Sonu & Snaza, 2015) "bewildering" pedagogy as developed in the "Journal of Curriculum and Pedagogy". Pedagogy is about the role of being-with in human development; it does not primarily answer to cognitive or competency development or…

"That's Ratchet": A Chicana Feminist "Rasquache" Pedagogy as Entryway to Understanding the Material Realities of Contemporary Latinx Elementary-Aged Youth

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Mendoza Aviña, Sylvia

2016-01-01

In line with this special issue's examination of theories of teaching and learning that are neither determined by nor isolated from restrictive spaces of learning, this essay introduces a Chicana feminist "rasquache" pedagogy. A Chicana feminist "rasquache" pedagogy is rooted in the everyday experiences and material realities…

Critical Pedagogy Principles in Teaching EFL Reading

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Slamet Wahyudi Yulianto

2015-12-01

Full Text Available This study attempts to reveal how the use of critical pedagogy principles in teaching English as a Foreign Language (EFL reading facilitates students to think critically. Additionally, it investigates and elaborates the benefits and challenges of using critical pedagogy principles in teaching EFL reading. The three critical pedagogy principles used in this study were dialogic education, democratic classroom, and reading the world and the word. Critical thinking skills and dispositions expected to be performed by the participants were analysis and evaluation skills, open-mindedness, and making reasoned decision. This is a case study design which was conducted in the form of teaching program. The teaching program which consisted of eight meetings was given to 59 EFL sophomores in the Reading in Professional Context class at a private teacher education in Bandung. Data in the form of classroom talks and activities and students‟ responses as well as their critical thinking skills self-assessment were collected by using video recordings, observation notes, interview guideline, students‟ learning journals, and questionnaires. It is revealed that the teaching program has facilitated students to think critically by providing four categories of activity. They are (1 offering problematic topics and reading materials that are linked to the students‟ lives, (2 encouraging students to read between the lines, (3 distributing classroom power, and (4 creating space for students‟ voices to be heard. Meanwhile, there are two benefits of the teaching program, namely (1 language development and (2 new knowledge as well as experience acquisition. However, there are three major challenges in conducting the teaching program that are (1 the lack of classroom-friendly authentic controversial reading materials, (2 the passive culture, and (3 the unpredictable classroom.

Significant Learning Experiences and Ignatian Pedagogy: A Case Study of Curricula, Academic Practices, and Graduate Outcomes in Jesuit Universities' Honors Programs

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Pampel, Robert

2017-01-01

This qualitative, multisite case study used Dee Fink's taxonomy of significant learning as a lens through which to examine the curricular structure, academic practices, and graduate outcomes for honors programs at Jesuit colleges and universities in the United States. Special attention was given to the distinctive quality of Ignatian pedagogy and…

Problematising Problematisation: Insights from Critical Pedagogy in a Writing Lesson in Bangladesh

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Talukder, Ali Azgor; Samuel, Moses

2018-01-01

Problematisation is the means by which critical pedagogy attempts to destabilise power relations related to gender, race, class, identity etc. Studies in critical pedagogy in language teaching explore different ways of problematisation treating problematisation as classroom practice. However, they do not specifically address the teacher's struggle…

Flexible Pedagogies: Employer Engagement and Work-Based Learning. Flexible Pedagogies: Preparing for the Future Series

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Kettle, Jane

2013-01-01

This publication focuses on national and international policy initiatives to develop a better understanding of work-based learners and the types of flexibility that may well enhance their study especially pedagogically. As part of our five-strand research project "Flexible Pedagogies: preparing for the future" it: (1) highlights the…

The Challenges and Success of Implementing Climate Studies Lessons for Pre-Professional Teachers at a Small Historically Black College to Engage Student Teaching of Science Pedagogy and Content Skill Based Learning.

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Arnold, J.; Wider-Lewis, F.; Miller-Jenkins, A.

2017-12-01

This poster is a description of the challenges and success of implementing climate studies lessons for pre-service teachers to engage student teaching pedagogy and content skill based learning. Edward Waters College is a historical black college with an elementary education teacher program focused on urban elementary school teaching and learning. Pre-Service Elementary Educator Students often have difficulty with science and mathematics content and pedagogy. This poster will highlight the barriers and successes of using climate studies lessons to develop and enhance pre-service teachers' knowledge of elementary science principles particularly related to climate studies, physical and earth space science.

Green Chemistry Pedagogy

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Kolopajlo, Larry

2017-02-01

This chapter attempts to show how the practice of chemistry teaching and learning is enriched by the incorporation of green chemistry (GC) into lectures and labs. To support this viewpoint, evidence from a wide range of published papers serve as a cogent argument that GC attracts and engages both science and nonscience students, enhances chemistry content knowledge, and improves the image of the field, while preparing the world for a sustainable future. Published pedagogy associated with green and sustainable chemistry is critically reviewed and discussed.

The challenges of cyberfeminist pedagogy : a case study

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Barbara Biglia

2012-11-01

Full Text Available Within the context of debates around gender, feminism and ICTs, much effort has been put on pointing out the need for reducing the digital gap by means of approaching the feminized subjects to ICT. In our approach, effort needs to be put in developing projects to redefine ICTs, in order to match feminized subjects’s (and feminist needs and wishes. To that end, it is crucial to develop a debate and a collective reflection on the subject, and that is the objective of our proposal, particularly, in the pedagogic dynamics of the process. In a first step, we establish a dialog with theorists about the gendering of Virtual Learning Spaces (VLS, and with the proposals of feminist pedagogies, in order to build a cyberfeminist pedagogy. Afterwards, drawing from the experiences carried on the Introductory Course on Feminist Research Methodology (2011 edition, we identify two factors that can either facilitate or obstruct the key elements to building a cyberfeminist pedagogy, equal participation and networking. Our work contributes in building the recognition for the need to investigate virtual learning processes from a feminist perspective, in offering tools for the analysis, in improving an ongoing experience, and finally, in offering some results to reflect upon.

"The Learning Sticks": Reflections on a Case Study of Role-Playing for Sustainability

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Gordon, Sue; Thomas, Ian

2018-01-01

Use of role-plays to develop deep student-learning has many advocates. Role-play is a powerful approach for learning that develops relevant skills in a range of disciplines and situations. In Higher Education, sustainability programmes role-play pedagogy appears to have great relevance for developing the competencies that these graduates will…

Forum: Communication Activism Pedagogy. Expanding CAP's Interventionist Model and Developing Proper Learning Rubrics

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Del Gandio, Jason

2017-01-01

For Frey and Palmer (2014), communication activism pedagogy (CAP) "teaches students how to use their communication knowledge and resources (e.g., theories, research methods, pedagogies, and other practices) to work with community members to intervene into and reconstruct unjust discourses in more just ways." The author of this response…

Understanding Digital Health as Public Pedagogy: A Critical Framework

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Emma Rich

2014-06-01

Full Text Available This paper argues on behalf of a public pedagogy approach to developing a critical understanding of digital health technologies. It begins by appraising the hitherto polarised articulations of digital innovation as either techno-utopian or techno-dystopian, examining these expectations of technology and considering the tensions between them. It subsequently outlines how a public pedagogy approach can help mediate between these views, offering a more contextualised, socio-political perspective of mHealth. This approach teases out the nuances of digital health by engaging with the complexities of embodied learning. Furthermore, it urges caution against viewing these pedagogical forces as one of transference, or simple governance. To this end, we therefore contextualise our critique of digital health, within an attempt to reconstitute an understanding of public pedagogies of technology.

Non-Traditional Students and Critical Pedagogy: Transformative Practice and the Teaching of Criminal Law

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Menis, Susanna

2017-01-01

This article explores the practical implication of adopting critical pedagogy, and more specifically critical legal pedagogy, in the teaching of non-traditional students in higher education context. It is based on the teaching of criminal law at Birkbeck School of Law, addressing learning tasks which have been designed to enhance students'…

Examining Hip-Hop as Culturally Relevant Pedagogy

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Kim, Jung; Pulido, Isaura

2015-01-01

Culturally relevant pedagogy is a framework that conceptualizes the process of student learning as contingent upon educators' deep understanding of students' cultural backgrounds to co-construct knowledge and develop academic skills. Concurrently, there are a growing number of studies that explore hip-hop as a culturally relevant curriculum for…

Situating Pedagogies, Positions and Practices in Immersive Virtual Worlds.

OpenAIRE

Savin-Baden, Maggi; Gourlay, L.; Tombs, C.; Steils, N.; Tombs, G.; Mawer, M.

2010-01-01

Background: The literature on immersive virtual worlds and e-learning to date largely indicates that technology has led the pedagogy. Although rationales for implementing e-learning have included flexibility of provision and supporting diversity, none of these recommendations have helped to provide strong pedagogical location. Furthermore, there is little, if any, exploration of the kinds of e-learning spaces that are commonly adopted in higher education or the rationale for their use.\\ud \\ud...

An Observation Tool for Comprehensive Pedagogy in Content and Language Integrated Learning (CLIL: Examples from Primary Education

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Taina M Wewer

2017-08-01

Full Text Available This article on principles and practices in Content and Language Integrated Learning (CLIL is also applicable for general foreign and second language instruction. Since there is no ‘one size fits all’ CLIL pedagogy, the origin of the article lies in the need of educators to obtain and exchange ideas of and tools for actual classroom practices (Pérez Cañado, 2017, and ensure that all key features of CLIL are present in instruction. Although there are a few handbooks available for launching CLIL and adopting CLIL pedagogy (e.g., Coyle, Hood, & Marsh, 2010; Mehisto, Marsh, & Frigols, 2008, these provide principles and general examples of content-based instruction at higher levels of education rather than more detailed advice on how to operate in the beginning phases with young language learners, hence the focus on primary education. The Observation Tool for Effective CLIL Teaching created by de Graaff, Koopman, Anikina, and Gerrit (2007 was chosen as the starting point and was complemented with three additional fields that were not markedly included in the original model: cultural aspects, affects, and assessment.

The Intersectionality of Border Pedagogy and Latino/a Youth: Enacting Border Pedagogy in Multiple Spaces

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Ramirez, Pablo C.; Ross, Lydia; Jimenez-Silva, Margarita

2016-01-01

In this one-year qualitative study, the authors examined how border pedagogy is enacted by two Latino/a high school teachers in a border community in Southern California. Through classroom observations, the authors documented powerful student discussions that named complex borders (Giroux, 1992) that existed in their daily lives. We drew from…

Learning Environment Facilitating Educational Achievements of Teenagers

OpenAIRE

Šūmane, Ilze

2012-01-01

ABSTRACT. The doctoral thesis of Ilze Šūmane in pedagogy science, school pedagogy sub-discipline ”Learning environment facilitating educational achievements of teenagers” was worked out in the Department of Pedagogy, Faculty of Pedagogy, Psychology and Arts, University of Latvia, under the supervision of Dr.paed., professor Rudīte Andersone from2001 till 2011. The topicality of the research determined by the necessity to improve quality learning and education. During an effective study ...

Using Iterative Plan-Do-Study-Act Cycles to Improve Teaching Pedagogy.

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Murray, Elizabeth J

2018-01-15

Most students entering nursing programs today are members of Generation Y or the Millennial generation, and they learn differently than previous generations. Nurse educators must consider implementing innovative teaching strategies that appeal to the newest generation of learners. The Plan-Do-Study-Act cycle is a framework that can be helpful when planning, assessing, and continually improving teaching pedagogy. This article describes the use of iterative Plan-Do-Study-Act cycles to implement a change in teaching pedagogy.

Purposes, pedagogies and practices in lifewide adult education in New Zealand: A preview

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Zepke, Nick

2015-02-01

This paper is interested in projecting the likely purposes, pedagogies and practices influencing lifewide adult education in New Zealand ten years from now. It first identifies learning spaces in which lifewide adult education takes place. It explores formal, non-formal and informal spaces which conform to or oppose dominant ideological policies, trends and discourses. Second, it discusses current purposes, pedagogies and practices in lifewide adult education. The official purposes are seen as adult education contributing to New Zealand's success in a global marketplace. While lifewide adult education provides spaces to achieve such official purposes, it also creates spaces of neutrality and opposition. In the third section, the paper uses causal layered analysis (CLA) to project the likely future of lifewide adult education. The paper concludes that that while neoliberal purposes, pedagogies and practices will remain dominant, what will be flourishing in diverse spaces is counter-learning.

Immanent Shakespearing: Politics, Performance, Pedagogy

OpenAIRE

Barnes, Todd Landon

2010-01-01

Unlike much of the secondary literature on Shakespeare, "Immanent Shakespeares: Politics, Performance, and Pedagogy" labors less to determine what Shakespearean texts might mean than to explore the cultural work these texts do while working in conjunction with contemporary institutions of learning and technologies of performance. Shakespeare studies too often takes the determination (or destabilization) of meaning as its telos, even when it's largely informed by performance criticism. This pr...

Feminist music therapy pedagogy: a survey of music therapy educators.

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Hahna, Nicole D; Schwantes, Melody

2011-01-01

This study surveyed 188 music therapy educators regarding their views and use of feminist pedagogy and feminist music therapy. The purpose of this study was two-fold: (a) to determine how many music therapy educators used feminist pedagogy and (b) to determine if there was a relationship between the use of feminist pedagogy and academic rank of the participants. Seventy-two participants responded to this study, with 69 participants included for data analysis. Stake and Hoffman's (2000) feminist pedagogy survey was adapted for this study, examining four subscales of feminist pedagogy: (a) participatory learning, (b) validation of personal experience/development of confidence, (c) political/ social activism, and (d) critical thinking/open-mindedness. The results revealed that 46% (n=32) of participants identified as feminist music therapists and 67% (n=46) of participants identified as using feminist pedagogy. Results of a mixed analysis of variance revealed a statistically significant difference within the four survey subscales (p<.0001), no significant difference (p=.32) for academic rank, and no significant interaction (p=.08) of academic rank and the four survey subscales. Tukey's post hoc analysis of the data indicated that the survey subscale measuring political activism (p<.0001) was significantly lower than the other three survey subscales. In addition, a qualitative analysis on open-ended responses is also included. Discussion of the results, limitations, and areas for future research are addressed.

Towards a Pedagogy of Grammar Instruction

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Richards, Jack C.; Reppen, Randi

2014-01-01

Grammar can be viewed both as knowledge and as ability. When viewed as knowledge, the focus is on rules for sentence formation. When viewed as ability, the focus is on how grammar is used as a resource in the creation of spoken and written texts. Twelve principles are proposed as the basis for a pedagogy that focusses on acquiring learning to use…

Understanding the Signature Pedagogy of the Design Studio and the Opportunities for Its Technological Enhancement

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Crowther, Phillip

2013-01-01

This paper presents an analysis of the studio as the signature pedagogy of design education. A number of theoretical models of learning, pedagogy, and education are used to interrogate the studio for its advantages and shortcomings, and to identify opportunities for the integration of new technologies and to explore the affordances that they…

Response to Special Issue of "Action, Criticism and Theory for Music Education" Concerning "Music, Informal Learning and the School: A New Classroom Pedagogy"

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Green, Lucy

2009-01-01

This article presents the author's response to the six authors in the special issue of "Action, Criticism and Theory for Music Education" concerning her book "Music, Informal Learning and the School: A New Classroom Pedagogy." In this response, the author focuses on some general observations that came to mind whilst reading the…

On psychoanalytic supervision as signature pedagogy.

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Watkins, C Edward

2014-04-01

What is signature pedagogy in psychoanalytic education? This paper examines that question, considering why psychoanalytic supervision best deserves that designation. In focusing on supervision as signature pedagogy, I accentuate its role in building psychoanalytic habits of mind, habits of hand, and habits of heart, and transforming theory and self-knowledge into practical product. Other facets of supervision as signature pedagogy addressed in this paper include its features of engagement, uncertainty, formation, and pervasiveness, as well as levels of surface, deep, and implicit structure. Epistemological, ontological, and axiological in nature, psychoanalytic supervision engages trainees in learning to do, think, and value what psychoanalytic practitioners in the field do, think, and value: It is, most fundamentally, professional preparation for competent, "good work." In this paper, effort is made to shine a light on and celebrate the pivotal role of supervision in "making" or developing budding psychoanalysts and psychoanalytic psychotherapists. Now over a century old, psychoanalytic supervision remains unparalleled in (1) connecting and integrating conceptualization and practice, (2) transforming psychoanalytic theory and self-knowledge into an informed analyzing instrument, and (3) teaching, transmitting, and perpetuating the traditions, practice, and culture of psychoanalytic treatment.

Emergence: Complexity Pedagogy in Action

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Jonas-Simpson, Christine

2015-01-01

Many educators are looking for new ways to engage students and each other in order to enrich curriculum and the teaching-learning process. We describe an example of how we enacted teaching-learning approaches through the insights of complexity thinking, an approach that supports the emergence of new possibilities for teaching-learning in the classroom and online. Our story begins with an occasion to meet with 10 nursing colleagues in a three-hour workshop using four activities that engaged learning about complexity thinking and pedagogy. Guiding concepts for the collaborative workshop were nonlinearity, distributed decision-making, divergent thinking, self-organization, emergence, and creative exploration. The workshop approach considered critical questions to spark our collective inquiry. We asked, “What is emergent learning?” and “How do we, as educators and learners, engage a community so that new learning surfaces?” We integrated the arts, creative play, and perturbations within a complexity approach. PMID:25838945

Sociocultural Theory and Its Role in the Development of Language Pedagogy

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Panhwar, Abdul Hameed; Ansari, Sanaullah; Ansari, Komal

2016-01-01

This paper reviews the literature on Vygotskian theory of Socio-cultural learning and constructivist approach to teaching and learning and attempts to relate the socio-cultural theory to constructivism. The purpose of the paper is to investigate the ways socio-cultural theory helps to develop language pedagogies. Critical analysis of the…

Development of a group work assessment pedagogy using constructive alignment theory.

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Croy, Suzanne R

2018-02-01

The purpose of this paper is to explore group work assessment underpinned by constructive alignment theory to develop a new assessment pedagogy. A review was undertaken of an existing module 'Mental Health Nursing 1', with student nurses participating in the BSc (Hons) Nursing Programme. Constructive alignment theory requires teachers to adopt a deep approach to learning where module learning outcomes are aligned with the teaching environment and modes of assessment. As the module progressed, reviewing the Mental Health Nursing 1 module became an excellent opportunity to begin to understand how constructive alignment theory can inform a group work assessment pedagogy. Working using a constructively aligned assessment process became a valuable learning experience for the module leader whilst at the same time revealed a gap in the research around the impact of constructively aligned teaching and group work assessment. Copyright © 2017 Elsevier Ltd. All rights reserved.

Context-Based Pedagogy: A Framework From Experience.

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Kantar, Lina D

2016-07-01

Attempts to transform teaching practice are inadvertently subjected to several hurdles, mostly attributed to the lack of a guiding framework. This study aimed at unraveling the conceptual underpinnings of the context-based pedagogy, being perceived the pedagogy that prepares professionals for future practice. Through focus group interviews, data were collected from 16 nursing students who had case studies as the main instructional format in three major courses. The participants were divided into three focus groups, and interview questions were based on three educational parameters: the learning environment, instructional format, and instructional process. Initial findings revealed an array of classroom activities that characterize each parameter. An in-depth analysis of these activities converged on four concepts: (a) dynamic learning environment, (b) realism, (c) thinking dispositions, and (d) professional formation. These concepts improvise a beginning framework for educators and curriculum leaders that can be used to integrate cases in the curriculum and to facilitate the contextualization of knowledge. [J Nurs Educ. 2016;55(7):391-395.]. Copyright 2016, SLACK Incorporated.

Revisiting the Tenets of Critical Pedagogy in Postmethod Pedagogy to Highlight the Concept of Intellectualism

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Siavash Zokaeieh

2018-05-01

Full Text Available Postmethod pedagogy and critical pedagogy have influential roles in education and language teaching. A number of practitioners may claim to instruct based on the tenets of postmethod pedagogy, however, they may not be entirely aware of the oppositional intention and dynamicity of this model. This article aims at revisiting the tenets and constructing elements of critical pedagogy and Freire’s point of view vis-a-vis postmethod pedagogy and Kumaravadivelu’s developed model to enlighten the open-mindedness and dynamic perceptions of these interwoven approaches. Furthermore, some criticisms towards critical pedagogy and postmethod pedagogy are brought into consideration for better understanding of the relevance and the weaknesses. It is hoped that by bringing these two notions, teachers especially those who wish to use postmethod pedagogy in their setting become more aware of the intellectual priorities of critical pedagogy and postmethod pedagogy such as moving from banking model of education, absence of bias and deviation from predetermined and fixed frameworks in the classrooms.

Social Innovation and Collaborative Learning

DEFF Research Database (Denmark)

Andersen, Linda Lundgaard; Hulgård, Lars

2014-01-01

In this chapter we explore the roots and inspirations as well as the innovative pedagogy, learning and study programmes in social innovation and social entrepreneurship at Roskilde University in Denmark. We further outline the contribution of academic capacity building nationally...... and internationally in the area of social entrepreneurship and social innovation. We sketch out six inspirational traditions that influence learning and teaching in social innovation and social entrepreneurship: 1/ features and concepts of classic entrepreneurship teaching, 2/ critical pedagogy of the oppressed...... and critical experiential learning, 3/ reform pedagogy as critical societal and subjective learning formats, 4/ creativity, scenarios and future workshops, 5/ collaborative and action learning trends and 6/ social entrepreneurship innovation labs, incubators and hubs. Consequently, we conclude...

Focus on Australian English: A Critical Learning Portfolio Pedagogy

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Yang, James H.

2016-01-01

Drawing on critical pedagogy, this study challenges the hegemony of Standard English (SE) to promote inclusive approaches which recognise and tolerate the variation of World Englishes to prepare students for intercultural encounters with interlocutors speaking different varieties of English. To enhance students' ethno-sensitivity and receptive…

Designing pedagogy incorporating executive function.

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Wasserman, Theodore

2013-01-01

The National Academy of Neuropsychology defines clinical neuropsychology as "a sub-field of psychology concerned with the applied science of brain-behavior relationships. Clinical neuropsychologists use this knowledge in the assessment, diagnosis, treatment, and/or rehabilitation of patients across the lifespan with neurological, medical, neurodevelopmental and psychiatric conditions, as well as other cognitive and learning disorders" (National Academy of Neuropsychology, 2011 ). Pediatric neuropsychologists have long been concerned about another area of functionality, making their recommendations educationally relevant. This article describes accommodated metacognitive instruction, a pedagogy based on cognitive neuropsychological principles of learning and used to instruct college faculty on a methodology for teaching in all-inclusive environments.

Using Critical Communication Pedagogy to Teach Public Speaking

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De La Mare, Danielle M.

2014-01-01

Using Critical Communication Pedagogy, this semester-long service-learning approach to public speaking requires students to apply public speaking concepts to a speech they develop and deliver to a specific community audience, to examine their own biases, and to explore and evaluate various strategies for adapting to their audience.

Place-Based Care Ethics: A Field Philosophy Pedagogy

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Goralnik, Lissy; Dobson, Tracy; Nelson, Michael Paul

2014-01-01

In this paper we argue for the need for a thoughtful and intentional pedagogy in experiential environmental learning that educates for empathetic relationships with humans, nonhuman others, and natural systems, or field philosophy. After discussing the tensions in various ecofeminist perspectives, we highlight relevant ecofeminist ideas and thread…

Pedagogy Rules: Open Mindset in Adopting Fit-for-Purpose Educational Tools in Teaching Dispersed Medical Students

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Moira A.L. Maley

2015-01-01

Full Text Available Students in the Rural Clinical School of Western Australia (RCSWA spend one year of clinical study learning in small groups while embedded in rural or remote communities. This aims to increase the locally trained rural medical workforce. Their learning environment, the clinical context of their learning, and their rural doctor-teachers all contrast with the more traditional learning setting in city hospitals. The RCSWA has succeeded in its outcomes for students and in rural medical workforce impact; it has grown from 4 pilot sites to 14 in 12 years. This reflective piece assimilates observations of the formation of the RCSWA pedagogy and of the strategic alignment of education technologies with learning environment and pedagogy over a seven-year period. Internal and external influences, driving change in the RCSWA, were considered from three observer perspectives in a naturalistic setting. Flexibility in both education technologies and organizational governance enabled education management to actively follow pedagogy. Peter Senge's learning organization (LO theory was overlaid on the strategies for change response in the RCSWA; these aligned with those of known LOs as well with LO disciplines and the archetypal systems thinking. We contend that the successful RCSWA paradigm is that of an LO.

Environmental Essentials of Signature Pedagogy of Constructivist Teacher Education--An Analogy

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Kunnathodi, Abdul Gafoor; Sarabi, M. K.

2017-01-01

Taking the premise that construction or meaning making largely depends on the existing knowledge and experience, this paper uses an analogy of learning the culinary art and learning to teach. This paper attempts to clarify the characteristics of signature pedagogy of teacher education focusing on the threshold concept of constructivism by using…

Towards a Feminist Manifesto for E-learning: Principles to Inform Practices

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Kirkup, G.; Schmitz, S.; Kotkamp, E.; Rommes, E.W.M.; Hiltunen, A.M.; Booth, S.; Kirkup, G.

2010-01-01

This chapter argues that the future development of European e-learning needs to be informed by gender theory, and feminist and other critical pedagogies. The authors explore four themes that have been important in gender theory: embodiment, knowledge, power and ethics, and illustrate how these would

Creating Belonging and Transformation through the Adoption of Flexible Pedagogies in Masters Level International Business Management Students

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Matheson, Ruth; Sutcliffe, Mark

2017-01-01

Flexible pedagogies [Ryan and Tilbury 2013. "Flexible Pedagogies: New Pedagogical Ideas." York: Higher Education Academy] place learner empowerment at the centre of curriculum development. Learner empowerment requires students to feel that they belong and are active in the learning process. This paper illuminates how, through the…

Learning from avatars: Learning assistants practice physics pedagogy in a classroom simulator

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Chini, Jacquelyn J.; Straub, Carrie L.; Thomas, Kevin H.

2016-06-01

[This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] Undergraduate students are increasingly being used to support course transformations that incorporate research-based instructional strategies. While such students are typically selected based on strong content knowledge and possible interest in teaching, they often do not have previous pedagogical training. The current training models make use of real students or classmates role playing as students as the test subjects. We present a new environment for facilitating the practice of physics pedagogy skills, a highly immersive mixed-reality classroom simulator, and assess its effectiveness for undergraduate physics learning assistants (LAs). LAs prepared, taught, and reflected on a lesson about motion graphs for five highly interactive computer generated student avatars in the mixed-reality classroom simulator. To assess the effectiveness of the simulator for this population, we analyzed the pedagogical skills LAs intended to practice and exhibited during their lessons and explored LAs' descriptions of their experiences with the simulator. Our results indicate that the classroom simulator created a safe, effective environment for LAs to practice a variety of skills, such as questioning styles and wait time. Additionally, our analysis revealed areas for improvement in our preparation of LAs and use of the simulator. We conclude with a summary of research questions this environment could facilitate.

Effective pedagogies for teaching math to nursing students: a literature review.

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Hunter Revell, Susan M; McCurry, Mary K

2013-11-01

Improving mathematical competency and problem-solving skills in undergraduate nursing students has been an enduring challenge for nurse educators. A number of teaching strategies have been used to address this problem with varying degrees of success. This paper discusses a literature review which examined undergraduate nursing student challenges to learning math, methods used to teach math and problem-solving skills, and the use of innovative pedagogies for teaching. The literature was searched using the Cumulative Index of Nursing and Allied Health Literature and Education Resource Information Center databases. Key search terms included: math*, nurs*, nursing student, calculation, technology, medication administration, challenges, problem-solving, personal response system, clickers, computer and multi-media. Studies included in the review were published in English from 1990 to 2011. Results support four major themes which include: student challenges to learning, traditional pedagogies, curriculum strategies, and technology and integrative methods as pedagogy. The review concludes that there is a need for more innovative pedagogical strategies for teaching math to student nurses. Nurse educators in particular play a central role in helping students learn the conceptual basis, as well as practical hands-on methods, to problem solving and math competency. It is recommended that an integrated approach inclusive of technology will benefit students through better performance, increased understanding, and improved student satisfaction. Copyright © 2012 Elsevier Ltd. All rights reserved.

What's Growing on Here? Garden-Based Pedagogy in a Concrete Jungle

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Jagger, Susan; Sperling, Erin; Inwood, Hilary

2016-01-01

This study explores experiences of a learning garden project at an urban faculty of education. The project opens a space for the theoretical and practical consideration of garden-based pedagogies and their influence on university students, educators, and the community as a whole. The learning garden was created by a small group of initial teacher…

Public Anthropology as Public Pedagogy: An Autobiographical Account

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Beck, Sam

2011-01-01

This autobiographical account provides a historical map of landmarks in the author's personal and professional life that led him to his present understanding of public anthropology as public pedagogy and vice versa. He indicates that his experiences led him to study sociocultural anthropology to investigate learning from experience, a foundational…

Nonlinear Pedagogy and Its Role in Encouraging Twenty-First Century Competencies through Physical Education: A Singapore Experience

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Lee, Miriam Chang Yi; Chow, Jia Yi; Button, Chris; Tan, Clara Wee Keat

2017-01-01

Nonlinear Pedagogy is an exploratory approach to teaching and learning Physical Education that can be potentially effective to help children acquire relevant twenty-first century competencies. Underpinned by Ecological Dynamics, the focus of Nonlinear Pedagogy is on the learner and includes the provision of less prescriptive instructions and…

Critical Pedagogy Enacted in the Gay-Straight Alliance: New Possibilities for a Third Space in Teacher Development

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Mayo, J. B., Jr.

2013-01-01

Critical pedagogy, combined with partnerships with adults at school, enabled the Gay-Straight Alliance (GSA) advisor to create the foundation for reflective, activist-oriented learning at one Midwestern high school. Underreported in current literature, the use of critical pedagogy in school clubs and/or organizations has broad implications for…

‘YOUTH AMPLIFIED’: USING CRITICAL PEDAGOGY TO STIMULATE LEARNING THROUGH DIALOGUE AT A YOUTH RADIO SHOW

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Adam Cooper

2016-08-01

Full Text Available In this paper I describe and analyse how critical pedagogy, an approach to teaching and learning that encourages students to reflect on their socio-political contexts, may stimulate critical consciousness and dialogue at a youth radio show. The participants, who attended four diverse Cape Town high schools and predominantly lived in poor townships, named the show Youth Amplified. Youth Amplified dialogues were catalysed by a range of materials, including documentary films, newspapers and academic articles, which participants engaged with prior to the show. Participants then generated questions, which contributed to the dialogues that took place live on air. Two central themes emerged from the radio shows. First, the values and discourses of elite schools were transported to Youth Amplified and presented as incontestable truths that often denigrated marginalised learners. Second, participants used ‘race’ as a marker of social difference to make sense of peers and South African society. I argue that critical pedagogy interventions also need to work with educators to reflect on inequalities and socio-political contexts, if such interventions are to be successful. The show illuminated that young South Africans want to speak about racialised and class-based forms of historical oppression, but that these kinds of discussions require skilled facilitation.

Defining Signature Pedagogy in Social Work Education: Learning Theory and the Learning Contract

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Boitel, Craig R.; Fromm, Laurentine R.

2014-01-01

In 2008 the Council on Social Work Education identified field education as the signature pedagogy of social work. In doing so, it designated field education as the synthetic, integrative curricular area in which students are socialized to the profession. This article examines challenges and opportunities this designation presents. How field…

Flexible Pedagogies: Part-Time Learners and Learning in Higher Education. Flexible Pedagogies: Preparing for the Future Series

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McLinden, Michael

2013-01-01

This publication focuses on national and international policy initiatives to develop a better understanding of part-time learners and the types of flexibility that may enhance their study especially pedagogically. As part of our five-strand research project "Flexible Pedagogies: preparing for the future" it: (1) highlights the challenges…

Science Engagement at the Museum School: Teacher Perspectives on the Contribution of Museum Pedagogy to Science Teaching

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Watermeyer, Richard

2015-01-01

This paper explores the accounts of science teachers working within the UK's only "museum school" and what they perceive as the benefits and shortcomings of "museum pedagogy" as a process of object-based teaching (and learning). Museum pedagogy is in this context considered for its potential in harmonising informal and formal…

Proliferating Textual Possibilities: Toward Pedagogies of Critical-Creative Tinkering

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Koupf, Danielle

2017-01-01

Tinkering is a longstanding material practice that has gained popularity in recent years as a learning strategy at numerous schools, camps, and makerspaces. This article seeks to establish in composition pedagogy tinkering's playful, exploratory ethos by introducing a practice called "critical-creative tinkering." In critical-creative…

Integration of Culturally Relevant Pedagogy Into the Science Learning Progression Framework

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Bernardo, Cyntra

This study integrated elements of culturally relevant pedagogy into a science learning progression framework, with the goal of enhancing teachers' cultural knowledge and thereby creating better teaching practices in an urban public high school science classroom. The study was conducted using teachers, an administrator, a science coach, and students involved in science courses in public high school. Through a qualitative intrinsic case study, data were collected and analyzed using traditional methods. Data from primary participants (educators) were analyzed through identification of big ideas, open coding, and themes. Through this process, patterns and emergent ideas were reported. Outcomes of this study demonstrated that educators lack knowledge about research-based academic frameworks and multicultural education strategies, but benefit through institutionally-based professional development. Students from diverse cultures responded positively to culturally-based instruction. Their progress was further manifested in better communication and discourse with their teacher and peers, and increased academic outcomes. This study has postulated and provided an exemplar for science teachers to expand and improve multicultural knowledge, ultimately transferring these skills to their pedagogical practice.

Site Visits in Interfaith and Religious Studies Pedagogy: Reflections on Visiting a Hindu Temple in Central Pennsylvania

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Long, Jeffery D.

2018-01-01

Site visits provide an irreplaceable learning experience to students in both religious studies and the emerging field of interfaith studies. The conceptual core of this thesis is the claim, drawn from feminist epistemology, that an embodied pedagogy--a pedagogy which engages students not only intellectually, but as embodied beings who inhabit a…

Freshgirls: Overwhelmed by Discordant Pedagogies and the Anxiety of Leaving Home.

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Counihan, Beth

1999-01-01

Considers a semester-long ethnographic case study of three freshmen and looks at the very difficult situation unprepared students encounter. Suggests that teachers can help students relax and learn by exercising flexibility in their pedagogies. (SC)

A Longitudinal Study of Implementing Reality Pedagogy in an Urban Science Classroom: Effects, Challenges, and Recommendations for Science Teaching and Learning

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Borges, Sheila Ivelisse

Statistics indicate that students who reside in forgotten places do not engage in science-related careers. This is problematic because we are not tapping into diverse talent that could very well make scientific strides and because there is a moral obligation for equity as discussed in Science for all (AAAS, 1989). Research suggests that one of the reasons for this disparity is that students feel alienated from science early on in their K--12 education due to their inability to connect culturally with their teachers (Tobin, 2001). Urban students share an urban culture, a way of knowing and being that is separate from that of the majority of the teacher workforce whom have not experienced the nuances of urban culture. These teachers have challenges when teaching in urban classrooms and have a myriad of difficulties such as classroom management, limited access to experienced science colleagues and limited resources to teach effectively. This leads them to leaving the teaching profession affecting already high teacher attrition rates in urban areas (Ingersol, 2001). In order to address these issues a culturally relevant pedagogy, called reality pedagogy (Emdin, 2011), was implemented in an urban science classroom using a bricolage (Denzin & Lincoln, 2005) of different theories such as social capital (Bourdieu, 1986) and critical race theory (Ladson-Billings & Tate, 1995), along with reality pedagogy to construct a qualitative sociocultural lens. Reality pedagogy has five tools, which are cogenerative dialogues, coteaching, cosmopolitanism, context, and content. In this longitudinal critical ethnography a science teacher in an alternative teaching certification program was supported for two years as she implemented the tools of reality pedagogy with her urban students. Findings revealed that the science teacher enacted four racial microaggressions against her students, which negatively affected the teacher-student relationship and science teaching and learning. As the

Teaching social justice using a pedagogy of engagement.

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Belknap, Ruth Ann

2008-01-01

Teaching an undergraduate level diversity course with a health focus requires specific teaching methods. A pedagogy of engagement provides an effective strategy for exploring issues of race, class, gender, and structural inequalities that underlie health disparities. Engagement learning enhances understanding of theories of oppression and liberation presented in the course and highlights social justice issues.

Microlearning as Innovative Pedagogy for Mobile Learning in MOOCs

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Kamilali, Despina; Sofianopoulou, Chryssa

2015-01-01

MOOCs are open online courses offered by major universities, free to everyone, anywhere in the world. Hundreds or tens of thousands of learners enrollee in MOOCs but completion rate is extremely low, sometimes less than 10%. There is a need to explore new and more engaging forms of pedagogy to improve retention. Focusing on this need, this paper,…

On Rethinking Our Classrooms: A Critical Pedagogy View

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Yolanda Samacá Bohórquez

2012-12-01

Full Text Available This paper, as its title suggests, introduces some reflections on the importance critical pedagogy as well as awareness-raising practices have in education today, especially in language teacher preparation programs, and how they provide a new opportunity for pre-service teachers to re-think their pedagogical experiences for social transformation. Critical pedagogy (CP as a philosophy of life helps teachers achieve a better understanding of what teaching really entails and raising awareness fosters reflection regarding our practices in educational settings, starting in the language classroom, exploring on the one hand, what pre-service teachers think and perceive about teaching and learning in the context they are involved in, and on the other hand, how those perceptions might influence their educational practices.

Public pedagogy and representations of higher education in popular film: New ground for the scholarship of teaching and learning

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Katelyn Johnstone

2018-03-01

Full Text Available Constructions of teaching, learning, and the university within popular culture can exert an important influence on public understandings of higher education, including those held by faculty and students. As such, they constitute a rich site of inquiry for the scholarship of teaching and learning. Drawing on the notion of film as ‘public pedagogy,’ this article analyses representations of higher education within 11 top grossing and/or critically acclaimed films released in 2014. We identify three broad themes across these texts—the purpose of higher education, relationships between students and professors, and the creation of academic identities—and consider the implications and functions of these representational patterns for teaching, learning, and SoTL. Particular attention is given to the difference between the framing of science and arts and humanities disciplines, and to how this might resonate with the contemporary ‘crisis of the humanities.’

Passing the baton: Mentoring for adoption of active-learning pedagogies by research-active junior faculty.

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Grimes, Catherine Leimkuhler; White, Harold B

2015-01-01

There are barriers to adoption of research-based teaching methods. Professional development workshops may inform faculty of these methods, but effective adoption often does not follow. In addition, newly-minted research-active faculty are often overwhelmed by the many new responsibilities (grant writing, group management, laboratory setup, teaching) that accompany the position and normally do not have the time to consider novel teaching approaches. This case study documents how over a three-year period, the responsibility for teaching a nontraditional "Introduction to Biochemistry" course in a problem-based learning format was successfully transferred from a senior faculty member nearing retirement (HBW) to a newly-hired research-active assistant professor (CLG). We describe our apprenticeship project involving modeling, scaffolding, fading, and coaching. We suggest that involving faculty in active-learning pedagogy early in their career with mentoring by senior faculty overcomes barriers to adopting these methods. This case describes a specific example from which potentially useful elements can be adopted and adapted wherever biochemistry is taught. © 2015 The International Union of Biochemistry and Molecular Biology.

Beyond Problem-Based Learning: Using Dynamic PBL in Chemistry

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Overton, Tina L.; Randles, Christopher A.

2015-01-01

This paper describes the development and implementation of a novel pedagogy, dynamic problem-based learning. The pedagogy utilises real-world problems that evolve throughout the problem-based learning activity and provide students with choice and different data sets. This new dynamic problem-based learning approach was utilised to teach…

Stirring up the Sediment: The Corporeal Pedagogies of Disabilities

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Cadwallader, Jessica Robyn

2010-01-01

The centrality of Cartesian dualism to practices of university pedagogy obscures the role that bodily being-in-the-world plays in learning and teaching. This article uses Merleau-Ponty's account of embodiment to explore the pedagogical capacity of disability, specifically in relation to two university courses. I argue that the disabled other…

Multiculturalism and the Liberal Arts College: Faculty Perceptions of Pedagogy.

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Aleman, Ana M. Martinez; Salkever, Katya

This is a qualitative study of faculty perceptions of the relationship between pedagogy, liberal education, and multiculturalism. The incompatibility of liberal education and multiculturalism ground this study along with the assertion that teaching and learning are central to the liberal education mission. Nineteen faculty members participated in…

Developing New Pedagogy to Teach Planet Formation to Undergraduate Non-Science Majors

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Simon, Molly; Impey, Chris David; Buxner, Sanlyn

2016-06-01

A first order understanding of planet formation and the scientific concepts therein is critical in order for undergraduate students to understand our place in the Universe. Furthermore, planet formation integrates the topics of gravity, angular momentum, migration, and condensation in a “story-book” fashion where students can apply these concepts to a specific event. We collected syllabi and course topics from over 30 undergraduate general-education astrobiology courses from around the globe in order to determine the extent to which professors address planet formation. Additionally, we were looking to see if faculty had developed specific or original pedagogy to teach this topic. We find on average, instructors spend ½ of a lecture discussing planet formation or they leave it out all together. In the classes where planet formation is taught more extensively, instructors use PowerPoint slides or occasional videos to teach the topic. We aim to develop new pedagogy that will allow us to better determine learning gains and student understanding of this critical topic. If students in an astrobiology class are unable to understand how our own Solar System forms, it is significantly more challenging to make parallels (or find differences) between our home in the Universe and extrasolar planetary systems.

Teacher change in implementing a research-developed representation construction pedagogy

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Hubber, Peter; Chittleborough, Gail

2016-05-01

The Representations in Learning Science (RiLS) project developed a representation construction approach to teaching and learning in science, which has successfully demonstrated enhanced student learning through sustained engagement with ideas, and enhancement of teachers' pedagogical knowledge and understandings of how knowledge in science is developed and communicated. The current Constructing Representations in Science Pedagogy (CRISP) project aims at wider scale implementation of the representation construction approach. This paper explores a range of issues that confronted four Year-8 teachers in implementing this research-developed approach, such as: preparedness of the teacher in terms of epistemological positioning and positioning as a learner, significant support for planning and modelling by the university expert, and a team ethos where teachers share ideas and plan jointly. The Year-8 teachers implemented a representation construction approach to the teaching of the topic of astronomy. The Interconnected Model of Teacher Growth (IMTG) (Clarke and Hollingworth, Teach. Educ., 18 (2001) 947) was used to analyse the teachers' experience in planning and delivering the teaching sequence. This model was found to be flexible in identifying the experiences of teachers in different situations and useful in identifying issues for implementation of a research-developed pedagogy.

Feminist Pedagogy, Body Image, and the Dance Technique Class

Science.gov (United States)

Barr, Sherrie; Oliver, Wendy

2016-01-01

This paper investigates the evolution of feminist consciousness in dance technique class as related to body image, the myth of the perfect body, and the development of feminist pedagogy. Western concert dance forms have often been taught in a manner where imitating the teacher is primary in the learning process. In this traditional scenario,…

Place of a Realistic Teacher Education Pedagogy in an ICT ...

African Journals Online (AJOL)

This article is based on a study undertaken to examine the impact of introducing a realistic teacher education pedagogy (RTEP) oriented learning environment supported by ICT on distance teacher education in Uganda. It gives an overview of the quality, quantity and training of teachers in primary and secondary schools

Effects of Academic Service Learning in Drug Misuse and Addiction on Students’ Learning Preferences and Attitudes Toward Harm Reduction

Science.gov (United States)

Kabli, Noufissa; Liu, Ben; Seifert, Tricia

2013-01-01

Objective. To examine academic service-learning pedagogy on student learning and perceptions of drug misuse and addiction. Design. Third- and fourth-year pharmacology students were exposed to an academic service-learning pedagogy that integrated a community service experience with lectures, in-class discussions and debates, group projects, a final paper, and an examination. Reflective writing assignments throughout the course required students to assimilate and apply what they had learned in the classroom to what they learned in their community placement. Assessment. Changes in students’ responses on pre- and post-course survey instruments reflected shifts toward higher-order thinking. Also, subjective student-learning modalities shifted toward learning by writing. Students’ perspectives and attitudes allowed improved context of issues associated with drug misuse and harm reduction models. Conclusion. Academic service-learning pedagogy contributes to developing adaptable, well-rounded, engaged learners who become more compassionate and pragmatic in addressing scientific and social questions relating to drug addiction. PMID:23610481

Faculty professional development in emergent pedagogies for instructional innovation in dental education.

Science.gov (United States)

Zheng, M; Bender, D; Nadershahi, N

2017-05-01

Innovative pedagogies have significantly impacted health professions' education, dental education included. In this context, faculty, defined in this study as instructor in higher education, has been increasingly required to hone their instructional skills. The purpose of this exploratory study was to share the design, implementation and preliminary outcomes of two programmes to enhance dental faculty's instructional skills, the Teaching and Learning Seminar Series and the Course Director Orientation. Data sources included faculty and student surveys developed and administered by the researchers; data extracted from the learning management system; reports from the learning analytics tool; and classroom observations. Participants' satisfaction, self-reported learning, instructional behavioural change, and impact on student learning behaviours and institutional practice were assessed borrowing from Kirkpatrick's 4-level model of evaluation of professional development effectiveness. Initial findings showed that faculty in both programmes reported positive learning experiences. Participants reported that the programmes motivated them to improve instructional practice and improved their knowledge of instructional innovation. Some faculty reported implementation of new instructional strategies and tools, which helped create an active and interactive learning environment that was welcomed by their students. The study contributes to literature and best practice in health sciences faculty development in pedagogy and may guide other dental schools in designing professional development programmes. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Toward a Video Pedagogy: A Teaching Typology with Learning Goals

Science.gov (United States)

Andrist, Lester; Chepp, Valerie; Dean, Paul; Miller, Michael V.

2014-01-01

Given the massive volume of course-relevant videos now available on the Internet, this article outlines a pedagogy to facilitate the instructional employment of such materials. First, we describe special features of streaming media that have enabled their use in the classroom. Next, we introduce a typology comprised of six categories (conjuncture,…

Introducing active learning pedagogy into a technical and vocational education and training academy in Kurdistan, Iraq

Science.gov (United States)

Dickson, Martina; Ladefoged, Svend Erik

2017-10-01

This article focuses on a teaching methodology project which investigated issues of teaching quality at a technical and vocational education and training (TVET) academy in Kurdistan, Northern Iraq. The academy was established in 2012 to provide unemployed youth with TVET, particularly workplace-relevant training. A needs analysis showed that the academy's teachers were mainly skilled in technical content areas rather than in pedagogy. Perhaps as a result, predominantly teacher-centred approaches to teaching were observed. However, teaching and learning in TVET, by its very definition, must consider active learning and practical training as core to its vocational purpose. Moreover, technical and pedagogical skills are intrinsically linked, since a teacher cannot effectively pass on technical skills without the necessary pedagogical skills to do so. It is on this premise that the authors of this article based their project, which was designed for the purpose of upgrading the teachers' pedagogical skills to incorporate more active learning strategies and practical work. Comparison of observation logs and feedback sessions at the conclusion of their project provided evidence that whilst some of the teachers' pedagogical skills had shifted towards using more dynamic teaching strategies, interviews strongly indicated that there was also some reluctance to incorporate active learning. In their conclusion, the authors suggest that the insights gained from this project could be further empirically examined in a larger, multi-institutional study.

Bringing home the health humanities: narrative humility, structural competency, and engaged pedagogy.

Science.gov (United States)

Tsevat, Rebecca K; Sinha, Anoushka A; Gutierrez, Kevin J; DasGupta, Sayantani

2015-11-01

As health humanities programs grow and thrive across the country, encouraging medical students to read, write, and become more reflective about their professional roles, educators must bring a sense of self-reflexivity to the discipline itself. In the health humanities, novels, patient histories, and pieces of reflective writing are often treated as architectural spaces or "homes" that one can enter and examine. Yet, narrative-based learning in health care settings does not always allow its participants to feel "at home"; when not taught with a critical attention to power and pedagogy, the health humanities can be unsettling and even dangerous. Educators can mitigate these risks by considering not only what they teach but also how they teach it.In this essay, the authors present three pedagogical pillars that educators can use to invite learners to engage more fully, develop critical awareness of medical narratives, and feel "at home" in the health humanities. These pedagogical pillars are narrative humility (an awareness of one's prejudices, expectations, and frames of listening), structural competency (attention to sources of power and privilege), and engaged pedagogy (the protection of students' security and well-being). Incorporating these concepts into pedagogical practices can create safe and productive classroom spaces for all, including those most vulnerable and at risk of being "unhomed" by conventional hierarchies and oppressive social structures. This model then can be translated through a parallel process from classroom to clinic, such that empowered, engaged, and cared-for learners become empowering, engaging, and caring clinicians.

Technology Development, Implementation and Assessment: K-16 Pre-Service, In-Service and Distance Learning Initiatives

Science.gov (United States)

Williams, William B., Jr.

1999-01-01

The technologies associated with distance learning are evolving rapidly, giving to educators a potential tool for enhancing the educational experiences of large numbers of students simultaneously. This enhancement, in order to be effective, must take into account the various agendas of teachers, administrators, state systems, and of course students. It must also make use of the latest research on effective pedagogy. This combination, effective pedagogy and robust information technology, is a powerful vehicle for communicating, to a large audience of school children the excitement of mathematics and science--an excitement that for the most part is now well-hidden. This project,"Technology Development, Implementation and Assessment," proposed to bring to bear on the education of learners in grades 3 - 8 in science and mathematics both advances in information technology and in effective pedagogy. Specifically, the project developed components NASA CONNECT video series--problem-based learning modules that focus on the scientific method and that incorporate problem-based learning scenarios tied to national mathematics and science standards. These videos serve two purposes; they engage students in the excitement of hands-on learning and they model for the teachers of these students the problem-based learning practices that are proving to be excellent ways to teach science and mathematics to school students. Another component of NASA CONNECT is the accompanying web-site.

Toward a Social Approach to Learning in Community Service Learning

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Cooks, Leda; Scharrer, Erica; Paredes, Mari Castaneda

2004-01-01

The authors describe a social approach to learning in community service learning that extends the contributions of three theoretical bodies of scholarship on learning: social constructionism, critical pedagogy, and community service learning. Building on the assumptions about learning described in each of these areas, engagement, identity, and…

Foreign English Language Teachers' Local Pedagogy

Science.gov (United States)

Eusafzai, Hamid Ali Khan

2015-01-01

ELT methods have been criticized for being limited and inadequate. Postmethod pedagogy has been offered as an alternate to these methods. The postmethod pedagogy emphasises localization of pedagogy and celebrates local culture, teachers and knowledge. Localizing pedagogy is easy for local teachers as knowledge and understanding of the local comes…

Motivation as an Elixir to Participatory Pedagogy for Academic ...

African Journals Online (AJOL)

Motivation is a significant tool in educational systems all over the globe. The success or failure of pedagogy may be adduced to teachers and the way they motivate their students to learn. A student may know what and how to study, and may realise that studying is important, yet she may not study because he lacks the ...

Between Psychoanalysis and Pedagogy: Scenes of Rapprochement and Alienation

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Britzman, Deborah P.

2013-01-01

With the question of what is between psychoanalysis and pedagogy, this essay presents a psychoanalytic frame for thinking about the study of uncertainty in teaching and learning from the vantage of the education of the author and her notion of "difficult knowledge." I review my body of research through these dilemmas to picture a theory of…

Praxis and Pedagogy as Related to the Arts and Humanities

Science.gov (United States)

Mulcahy, D. G.

2010-01-01

Based on a review of its historical evolution and the contributions of significant writers in the field, this article addresses perennial questions of purpose, content and pedagogy in education in the arts and humanities and, more broadly, liberal education. Taking cognizance of the educational significance of service-learning and practical…

Learning Japanese by Reading "Manga": The Rise of "Soft Power Pedagogy"

Science.gov (United States)

Armour, William Spencer

2011-01-01

Multimodal examples of Japanese language input (such as "manga" and anime) have now become the default choice for curriculum designers, material developers, and classroom teachers to make learning "fun". More traditional written only text-based materials are now in direct competition with such materials. While there has been a…

A pedagogical model to deconstruct vídeos in virtual learning environments

OpenAIRE

Moreira, J. António; Nejmeddine, Fouad

2015-01-01

In times of profound change, and given the breakneck speed at which information and communication technologies (ICTs) are developing, we often feel the need to (re)think the teaching-learning processes in an ever more plural school in which pedagogy has to be versatile and customised. The video is recognized by most teachers as a powerful communications medium which, in combination with other learning resources and instructional strategies, can perform a vital role in modern education. With t...

Values in dialogic pedagogy

Directory of Open Access Journals (Sweden)

Eugene Matusov

2015-02-01

Full Text Available In November 2014 on the Dialogic Pedagogy Journal Facebook page, there was an interesting discussion of the issue of values in dialogic pedagogy[1]. The main issue can be characterized as the following. Should dialogic pedagogy teach values? Should it avoid teaching values? Is there some kind of a third approach? The participants of the Facebook discussions were focusing on teaching values in dialogic pedagogy and not about teaching aboutvalues. On the one hand, it seems to be impossible to avoid teaching values. However, on the other hand, shaping students in some preset molding is apparently non-dialogic and uncritical (Matusov, 2009. In the former case, successful teaching is defined by how well and deeply the students accept and commit to the taught values. In the latter case, successful dialogic teaching may be defined by students’ critical examination of their own values against alternative values in a critical dialogue. Below, Eugene Matusov and Jay Lemke, active participants of this Facebook dialogue, provide their reflection on this important issue and encourage readers to join their reflective dialogue.[1] See in a public Facebook domain: https://www.facebook.com/DialogicPedagogyJournal/posts/894734337204533, https://www.facebook.com/DialogicPedagogyJournal/posts/896916850319615

Trans*+ing Classrooms: The Pedagogy of Refusal as Mediator for Learning

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sj Miller

2016-07-01

Full Text Available Gender and sexuality norms, conscribed under cis/heteropatriarchy, have established violent and unstable social and educational climates for the millennial generation of lesbian, gay, bisexual, transgender, intersex, agender/asexual, gender creative, and questioning youth. While strides have been made to make schools more supportive and queer inclusive, schools still struggle to include lesbian, gay, bisexual, transgender*+, intersex, agender/asexual, gender creative, queer and questioning (LGBT*+IAGCQQ-positive curricula. While extensive studies must be done on behalf of all queer youth, this work specifically focuses on how to support classroom teachers to uptake and apply a pedagogy of refusal that attends to the most vulnerabilized population of queer youth to date, those that are trans*+. A pedagogy of refusal will be explored through an evolving theory of trans*+ness, then demonstrated through a framework for classroom application, followed by recommendations for change.

A Case Study of Leadership Pedagogy in an Organizational Behavior Class

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Ingerson, Kati; Bruce, Jackie

2015-01-01

The purpose of this study was to understand if selected leadership pedagogy (hands on activities) utilized in an organizational behavior classroom contributed to the development of workplace readiness skills. Since successful organizational behavior classes and hands on learning can lead to successful graduates, the importance of leadership…

Changing Models for Researching Pedagogy with Information and Communications Technologies

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Webb, M.

2013-01-01

This paper examines changing models of pedagogy by drawing on recent research with teachers and their students as well as theoretical developments. In relation to a participatory view of learning, the paper reviews existing pedagogical models that take little account of the use of information and communications technologies as well as those that…

The pedagogy of peace in the context of critical pedagogies

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Diego Alejandro Muñoz Gaviria

2016-01-01

Full Text Available To think today a pedagogy that asks for peace seems to be a matter of conjuncture, a stomach response to current issues, but it would be pertinent to recognize that this theme was already part of the “utopian anticipations” of the classics of pedagogy; Comenius, Rousseau, Kant, Pestalozzi, Herbart, Freire, among others.

A portal of educational resources: providing evidence for matching pedagogy with technology

Directory of Open Access Journals (Sweden)

Nicoletta Blas

2014-05-01

Full Text Available The TPACK (Technology, Pedagogy and Content Knowledge model presents the three types of knowledge that are necessary to implement a successful technology-based educational activity. It highlights how the intersections between TPK (Technological Pedagogical Knowledge, PCK (Pedagogical Content Knowledge and TCK (Technological Content Knowledge are not a sheer sum up of their components but new types of knowledge. This paper focuses on TPK, the intersection between technology knowledge and pedagogy knowledge – a crucial field of investigation. Actually, technology in education is not just an add-on but is literally reshaping teaching/learning paradigms. Technology modifies pedagogy and pedagogy dictates requirements to technology. In order to pursue this research, an empirical approach was taken, building a repository (back-end and a portal (front-end of about 300 real-life educational experiences run at school. Educational portals are not new, but they generally emphasise content. Instead, in our portal, technology and pedagogy take centre stage. Experiences are classified according to more than 30 categories (‘facets’ and more than 200 facet values, all revolving around the pedagogical implementation and the technology used. The portal (an innovative piece of technology supports sophisticated ‘exploratory’ sessions of use, targeted at researchers (investigating the TPK intersection, teachers (looking for inspiration in their daily jobs and decision makers (making decisions about the introduction of technology into schools.

Research-Based Curriculum, Pedagogy, and Assessment in a Deaf Bilingual Program

Science.gov (United States)

Peterson, Laura

2012-01-01

The California School for the Deaf (CSD), Fremont, is a deaf-centered bilingual program. CSD's approach to curriculum development, instructional pedagogy, and assessment integrates best practices in deaf education, bilingual education, and general education. The goals of the program are outlined in the Expected School-wide Learning Results which…

Emergent frameworks of research teaching and learning in a cohort ...

African Journals Online (AJOL)

... frameworks for doctoral pedagogies –“democratic teaching/learning participation”, “structured scaffolding”, “Ubuntu” and “serendipity”– as useful explanatory shaping influences which underpin and frame the model promoting a contextually relevant and appropriate doctoral research teaching and learning pedagogy.

Key concepts in social pedagogy

DEFF Research Database (Denmark)

Harbo, Lotte Junker

2011-01-01

and activities around key social pedagogical concepts, such as the Common Third, the 3 P’s, the Zone of Proximal Development and the Learning Zone model. In the article we explore how a joint activity, for example playing soccer, can be seen as a pedagogical activity and with what intentions it is undertaken......“Now I can actually play soccer with the young people without fearing that my colleagues think I am escaping the paper work.” These were the words from a participant in a social pedagogy training course in England a few years ago. This understanding emerged through in-depth discussions...

Building a strong geoscience department by emphasizing curriculum and pedagogy

Science.gov (United States)

Lea, P. D.; Beane, R. J.; Laine, E. P.

2005-12-01

About a decade ago the Bowdoin College Geology Department recognized a need for a new curriculum that more fully engaged majors and non-majors as active learners. To accomplish this curricular change the faculty have adopted differing pedagogies that all engage students in real projects. Research project-based learning, community-based learning, and problem-based service-learning form the core of our teaching efforts. The emphasis on problem-solving and inquiry in our courses has greatly strengthened our department's contributions to research, education, and service at the college. These courses have an added benefit of acquainting students with various aspects of their local and global environment. Geology majors leave Bowdoin equipped with tools and experiences they need for employment or graduate school as well life-long learners. To support the integration of research into our teaching we have successfully sought funding from NSF's CCLI and MRI programs. As a consequence, even first year students work with an SEM/EDAX/EBSD, with instrumented watersheds, and soon with an ocean observatory adjacent to our Coastal Studies Center, as well as taking greater advantage of local field opportunities. Our intense focus on improving curriculum and pedagogy organized and energized us within the department and helped us to present ourselves and our goals to the college.

Identity and Power in Organizational Learning

DEFF Research Database (Denmark)

Keller, Hanne Dauer; Jørgensen, Kenneth Mølbjerg

2005-01-01

This paper presents the conceptual framework for analysing learning in a change project on a teacher training college. We address this project through social learning theory with a special emphasis on Wenger’s concepts the negotiation of meaning and identity. These concepts are further developed...... by drawing on discourse theoretical insight – especially an organization theoretical application of Foucault’s conception of power. Thus, we want to discuss the impact of identity and power on the learning within the change project. We regard organizational learning as processes that take place on various...

How Teachers Reflect on Their Pedagogy: Learning from Teachers’ Pedagogical Vocabulary

DEFF Research Database (Denmark)

Lund, Lea

2016-01-01

in practice and explored how teachers reflect on their pedagogy. In this paper, I consider what these reflections tell us about the choices teachers make about their practice. The findings reveal that teachers’ gut feelings play a significant role in shaping their thoughts and beliefs and in informing...

Perceptions of Constructivist Pedagogy in Project Lead the Way

Science.gov (United States)

Capers, Gesa Maria

In 2016, six of six American Nobel Prize winners in science were immigrants. The numbers of U.S. educated graduates who enter the Science, Technology, Engineering, and Mathematics (STEM) fields have been on the decline, and policymakers and educators have continually sought new policies and programs to try resolve this problem with long-term solutions. In recent years, several Alabama schools have implemented Project Lead the Way (PLTW), a program that is aimed toward promoting students' interest in STEM. The purpose of this qualitative multiple case study was to explore how Alabama's educators perceived the use of constructivist pedagogy in PLTW on student learning behaviors and student interests in science and mathematics. Piaget's developmental theory and Vygotsky's social developmental theory provided the theoretical framework for this study. The data collection procedure for this multiple case study included one-on-one interviews with 23 educators in four Alabama PLTW schools. Themes that emerged from the study included motivation and enthusiasm, critical thinking and problem solving, career awareness, student interest in science and math, collaboration, hands-on learning, confidence and engagement, perceived problems, and satisfaction with PLTW. All interviewees perceived that with PLTW's emphasis on constructivist pedagogy, students were excited, engaged, practiced critical thinking and problem solving skills, and that participation in PLTW had a positive effect on the students' learning behaviors and interests in science and mathematics.

Life Narratives as a Pedagogy for Cultivating Critical Self-Reflection.

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Kelly, Bridget Turner; Bhangal, Naseeb K

2018-09-01

This chapter provides a framework for using life narratives as a powerful pedagogy to move youth from simple reflection to critical self-reflection. This increases learner agency, generates counter-narratives that challenge dominant norms, and increases learners' awareness of positionality. © 2018 Wiley Periodicals, Inc.

Book Review of Integrating Pedagogy and Technology: Improving Teaching and Learning in Higher Education

Directory of Open Access Journals (Sweden)

Jeanna Cronk

2016-03-01

Full Text Available Technology applied in university courses must also include pedagogical rationale to be most effective. Likewise, faculty that are only using pedagogy and not including current technology are not fully preparing their students for careers beyond their undergraduate studies. Bernauer and Tomei aim to help college professors become master educators by fully utilizing both technology and pedagogy in unison. To that end, they have created a framework for faculty and an impressive list of tools with pre-identified objectives. The matrix introduced in this book has the potential to serve as an instructor evaluation in higher education.

Achieving HBSE Competencies through Service-learning

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Sarah E. Twill

2011-04-01

Full Text Available Service-learning pedagogy allows social work educators to create meaningful learning opportunities for students and better prepare them for practicum, while at the same time, meeting a community need. This paper outlines the relevance of incorporating service-learning into the social work curriculum, specifically the human behavior and the social environment (HBSE area. Using Bloom’s taxonomy as a guide, the authors propose how the CSWE competencies and practice behaviors specific to HBSE may be assessed using service-learning pedagogy. An example is reviewed to illustrate how service-learning can assist faculty and students achieve the HBSE competencies and practice behaviors. Finally, implications for service-learning as a pedagogical strategy for social work education are discussed.

Place matters: pedagogies of food, ecology and design

OpenAIRE

Green, Monica

2017-01-01

The purpose of this study has been to consider children’s embodiment of food gardens and school ground places. What pedagogies support children’s inhabitation of these places? What teaching and learning opportunities do these places enable, and how are they incorporated into the broader school curriculum? These questions offer an important starting point for understanding the contributions of garden and place-based education in primary (elementary) schooling contexts. I conducted extensive...

Mobile Affordances and Learning Theories in Supporting and Enhancing Learning

Science.gov (United States)

MacCallum, Kathryn; Day, Stephanie; Skelton, David; Verhaart, Michael

2017-01-01

Mobile technology promises to enhance and better support students' learning. The exploration and adoption of appropriate pedagogies that enhance learning is crucial for the wider adoption of mobile learning. An increasing number of studies have started to address how existing learning theory can be used to underpin and better frame mobile learning…

Tacit Knowledge in Online Learning: Community, Identity, and Social Capital

Science.gov (United States)

Oztok, Murat

2013-01-01

This article discusses the possibilities that tacit knowledge could provide for social constructivist pedagogies; in particular, pedagogies for online learning. Arguing that the tacit dimension of knowledge is critical for meaning making in situated learning practices and for a community of practice to function, the article considers whether…

Body of knowledge: Black queer feminist pedagogy, praxis, and embodied text.

Science.gov (United States)

Lewis, Mel Michelle

2011-01-01

This article examines the "body as text" in the Black women's studies classroom. I transparently name this method of teaching "Black queer feminist pedagogy," an ordered and practical teaching method that relies on both the teaching of realities and teaching through interdisciplinary practices, while recognizing the body as a site of learning and knowledge. Illustrated by autoethnographic narratives drawn from classroom experiences, I discuss how the body inspires teachable moments, and consider how embodiment and subjectivity function as "equipment" for teaching and learning.

Multicultural Course Pedagogy: Experiences of Master's-Level Students of Color

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Seward, Derek Xavier

2014-01-01

The author conducted a grounded theory study to examine multicultural training as experienced by 20 master's-level students of color enrolled in multicultural counseling courses. Findings revealed an emergent theory of student of color learning experiences and multicultural course pedagogy. Implications for counselor educators are discussed.

Towards a Sociolinguistically Responsive Pedagogy: Teaching Second-Person Address Forms in French

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van Compernolle, Remi A.

2010-01-01

This article presents a sociolinguistically responsive model of pedagogy situated within existing sociocultural and communicative approaches to language learning and teaching. The specific focus of the discussion is on the French pronouns of address, "tu" and "vous". The article reviews previous research on second-person address in educational and…

Democracy, Voice and Dialogic Pedagogy: The Struggle to Be Heard and Heeded

Science.gov (United States)

Segal, Aliza; Pollak, Itay; Lefstein, Adam

2017-01-01

Dialogic pedagogy is widely viewed as an excellent means of educating students for civic participation in deliberative democracy. While many intervention-based studies have researched dialogic teaching and learning, we know very little about the enactment of dialogic and related ideas "in the wild," in regular classrooms. This paper…

Orchestral Conducting as Educational Practice: A Smallian Perspective of Relationships and Pedagogy in Youth Orchestras

Directory of Open Access Journals (Sweden)

Daniele Parziani

2011-01-01

Full Text Available In this article the author attempts a first description of his ongoing research on the pedagogy and educational philosophy which can be applied in working with the youth orchestra, based on Christopher Small's theory of musicking; the youth orchestra is seen here as a learning community, and the author attempts to redefine the relationships which are embodied and shaped within it, wishing to stir up the stagnant social relationships of the classical orchestra community. The article is particularly concerned with the power relationship between the teacher-conductor and the students, while raising questions of musical identity, hierarchy and empathy from a Smallian perspective applied to the conducting of the youth orchestra, within a concept of educational conducting.

Teaching towards historical expertise: developing a pedagogy for fostering causal reasoning in history

NARCIS (Netherlands)

Stoel, G.L.; van Drie, J.P.; van Boxtel, C.A.M.

2015-01-01

The present study seeks to develop a pedagogy aimed at fostering a student’s ability to reason causally about history. The Model of Domain Learning (Alexander, 2003) was used as a framework to align domain-specific content with pedagogical principles. Developing causal historical reasoning was

Pedagogy and Academic Success in Prelicensure Nursing Education.

Science.gov (United States)

Murray, Teri A

2016-01-01

The purpose of this article is to provide a brief description of the New Careers in Nursing (NCIN) program; highlight the features of the NCIN Preentry Immersion program designed to help students achieve academic success; introduce two NCIN innovation teaching projects that used active learning strategies to foster student engagement; and conduct an integrative review on the pedagogies used to foster academic success in nursing education. The integrative review revealed that interactive pedagogies fostered student engagement and increased the students' knowledge acquisition, competence, confidence, and satisfaction. Significant variations in the methodological rigor for the studies included in this review were noted in addition to nebulousness between nursing education research and evaluation. The review validated the need for more rigorous research in nursing education to improve the students' academic experience and subsequent success of all nursing students, including those from underrepresented or disadvantaged backgrounds, enrolled in prelicensure nursing education programs. Copyright © 2016 Elsevier Inc. All rights reserved.

Teacher Educators as Cultural Workers: Problematizing Teacher Education Pedagogies

Science.gov (United States)

de los Ríos, Cati; Souto-Manning, Mariana

2015-01-01

From a Latina/o Critical Race Theory perspective, in this article we engage in a process of testimonio co-creation to trace Freire's notion of critical pedagogy in our lives as former schoolteachers and current teacher educators. Through the critical analysis of our lived experiences, we unveil the powerful affordances we have gained by employing…

Narrative pedagogy and simulation: future directions for nursing education.

Science.gov (United States)

Walsh, Mike

2011-05-01

Narrative pedagogy has been developed over the last decade in nursing as a means of complementing a conventional content and competency driven pedagogy. It focuses attention on the human experience of health care by deriving shared meanings from interpretation of stories. This allows students to explore the different perspectives of those involved. The emotional experiences of participants can be understood, conventional wisdom challenged and new knowledge emerge as students work together to construct their learning. Individual stories are embedded within the narrative and teachers have successfully used literature and film as narratives to help them explore the meaning of health care with students. Modern technology has opened up a new range of electronic narratives such as virtual simulation. These are considered and rejected as devices for a health care narrative due to their dehumanized and unrealistic nature. However it is argued that a multimedia online simulation of a typical neighbourhood can achieve the goal of providing a suitable narrative. Human actors replace avatars and real world settings replace gaming environments as the stories of people in this community are related and used to support narrative pedagogy. An example of such a narrative developed jointly in the UK and Canada is discussed. Copyright © 2010 Elsevier Ltd. All rights reserved.

The Joy of Learning: Feminist Materialist Pedagogies and the Freedom of Education

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Tamboukou, Maria

2018-01-01

In this article, I trace lines of materialist pedagogies in the history of women workers' education following feminist interpretations of Spinoza's assemblage of joyful affects. More particularly, I focus on the notions of "laetitia" [joy], "gaudium" [gladness] and "hilaritas" [cheerfulness] as entanglements of joy…

A Critical Archival Pedagogy: The Lesbian Herstory Archives and a Course in Radical Lesbian Thought

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Kailah R. Carden

2016-07-01

Full Text Available This paper is the story of a critical archival pedagogy that emerged through the undergraduate course Radical Lesbian Thought. As teachers and students, we dialogically co-constructed the praxis and content of the course throughout the semester. We employed archives throughout the course as theory, site, and pedagogy. In this paper we identify three archival frameworks: dialogue and difference, collaborative knowledge production, and archival methodology; and detail how they informed three course activities: reading and writing archival letters, visiting the Lesbian Herstory Archives, and completing final archival projects. We argue that archives provide theoretical and practical opportunities, in the tradition of critical pedagogy, to challenge and rearrange powered classroom structures and practices of thought.

Theories of Learning and Their Implications for On-Line Assesment

Directory of Open Access Journals (Sweden)

Anthony Francis UNDERHILL,

2006-01-01

Full Text Available The pedagogy underlying online learning and teaching is being reconceptualised to incorporate the opportunities being offered by the development of online educational settings. The pedagogy of constructivism and in particular socio-constructivism is underpinning much of the online learning and teaching developments currently being developed. The developments in online learning and teaching however are not being matched by developments in computer based assessment. The scope of computers to offer varied, adaptive and unique assessment is still underdeveloped according to Brown, Race and Bull (1999. This paper briefly reviews the theories of learning and their relationship with traditional forms of assessment and seeks to argue for the need to further develop online assessment tools to further facilitate the growth in process based learning activities such as collaborative and cooperative group work consistent with a socio-constructivist pedagogy.

The Border Pedagogy Revisited

Science.gov (United States)

Kazanjian, Christopher John

2011-01-01

Border pedagogy is a multicultural educational approach utilized in multicultural settings to help students understand their histories and experiences and how it affects their identities and cultures. The approach seeks to produce intellectuals that transcend physical and metaphysical boundaries. The goal of border pedagogy is to remove cultural…

Making the Tacit Explicit: Rethinking Culturally Inclusive Pedagogy in International Student Academic Adaptation

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Blasco, Maribel

2015-01-01

The article proposes an approach, broadly inspired by culturally inclusive pedagogy, to facilitate international student academic adaptation based on rendering tacit aspects of local learning cultures explicit to international full degree students, rather than adapting them. Preliminary findings are presented from a focus group-based exploratory…

Culturally Relevant Pedagogy 20 Years Later: Progress or Pontificating? What Have We Learned, and Where Do We Go?

Science.gov (United States)

Howard, Tyrone C.; Rodriguez-Scheel, Andrea

2017-01-01

In this paper, the authors discuss the concept of culturally relevant pedagogy 20 years after its introduction to the professional literature. The authors discuss key tenets of culturally relevant pedagogy, examine empirical examples of it, and makes recommendations on how the concept may inform and influence the outcomes of culturally diverse…

Students' Satisfaction on Their Learning Process in Active Learning and Traditional Classrooms

Science.gov (United States)

Hyun, Jung; Ediger, Ruth; Lee, Donghun

2017-01-01

Studies have shown Active Learning Classrooms [ALCs] help increase student engagement and improve student performance. However, remodeling all traditional classrooms to ALCs entails substantial financial burdens. Thus, an imperative question for institutions of higher education is whether active learning pedagogies can improve learning outcomes…

Vocal pedagogy and contemporary commercial music : reflections on higher education non-classical vocal pedagogy in the United States and Finland

OpenAIRE

Keskinen, Anu Katri

2013-01-01

This study is focused on the discipline of higher education contemporary commercial music (CCM) vocal pedagogy through the experiences of two vocal pedagogy teachers, the other in the USA and the other in Finland. The aim of this study has been to find out how the discipline presently looks from a vocal pedagogy teacher's viewpoint, what has the process of building higher education CCM vocal pedagogy courses been like, and where is the field headed. The discussion on CCM pedagogy, also kn...

Embers of Hope: In Search of a Meaningful Critical Pedagogy

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Ayers, William; Michie, Gregory; Rome, Amy

2004-01-01

Critical pedagogy. Whatever insurgent energy once pulsed through those words--giving them life and investing them with power and possibility--has been largely lost, their meaning sapped away with overuse and misuse, reduction and dogmatic application. Yesterday's iconoclasts are often today's icons, and every revolution, large or small, finds a…

Imagining Critical Cosmic Pedagogy nested within Critical Pedagogy

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Isaacs Tracey I.

2015-02-01

Full Text Available The infinite problems attendant with mass public schooling requires evermore resilient and innovative theories to buttress an account of education that is socially defensible. While educational inequality could previously be attributed to developing nations due to their economic underdevelopment, developed nations too, with growing rapidity have to confront their internal burgeoning crises in education. It is against this backdrop that I focus on the possibility of expanding a notion of critical pedagogy by nesting the concept of cosmic pedagogy therein. As such, I draw on the Montessorian theory of cosmic education;Bazalukan theory of the formation of a planetary and cosmic personality; and Freireian critical pedagogy to discover the resonance and disharmony between these conceptual positions. Of the three theoretical frames, each can in their own right be considered a methodological approach to address particular problems in education and society at large. So it is with these theories and methods in mind that I suggest and reflect upon the ways that education might nudge us along in our attempt to be fully human and to occupy the space of intelligent matter in an ever expanding universe.

Anti-racist pedagogy: challenges faced by faculty of color in predominantly white schools of nursing.

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Hassouneh, Dena

2006-07-01

Despite the significant effects of systems of oppression on health, nursing education tends not to include anti-racist pedagogy in its curricula, preferring instead to focus more narrowly on culture. This narrow focus allows nurses to depoliticize discussions of race and other social differences, largely ignoring the influence that systems of oppression, imperialism, and historical trauma have had on health in marginalized populations. In contrast, anti-racist pedagogy educates students in ways that make racialized power relations explicit, deconstruct the social construction of race, and analyze interlocking systems of oppression that serve to marginalize and exclude some groups while privileging others. This article describes anti-racist pedagogy from the perspective of a faculty member of color, drawing on personal experience and a review of the anti-racist pedagogical literature. Specifically, this article highlights some of the personal and professional challenges faced by faculty of color when engaged in anti-racist pedagogy in predominantly white schools of nursing.

Critical Pedagogy and Faith

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Neumann, Jacob W.

2011-01-01

Critical pedagogy has often been linked in the literature to faith traditions such as liberation theology, usually with the intent of improving or redirecting it. While recognizing and drawing from those previous linkages, Jacob Neumann goes further in this essay and develops the thesis that critical pedagogy can not just benefit from a connection…

Mentoring in Early Childhood Education: A Compilation of Thinking, Pedagogy and Practice

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Murphy, Caterina, Ed.; Thornton, Kate, Ed.

2015-01-01

Mentoring is a fundamental and increasingly important part of professional learning and development for teachers in Aotearoa New Zealand. This book is a much-needed resource for mentors, leaders and teachers in early childhood education. It is the first of its kind: a wide ranging compilation that explores the thinking, pedagogy and practice of…

E-Learning for Geography's Teaching and Learning Spaces

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Lynch, Kenneth; Bednarz, Bob; Boxall, James; Chalmers, Lex; France, Derek; Kesby, Julie

2008-01-01

The authors embed their advocacy of educational technology in a consideration of contemporary pedagogy in geography. They provide examples of e-learning from a wide range of teaching and learning contexts. They promote the idea that considering best practice with reference to educational technology will increase the versatility of teaching…

Cultural pedagogy, gender, and sexuality

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Ruth Sabat

2001-01-01

Full Text Available Advertising is one of the artifacts that are part of a set of cultural instances and, as such, it works as a mechanism of representation and operates as a mechanism for the constitution of identities. More than seducing consumers or inducing them to obtain a given product, advertising conveys a kind of cultural pedagogy and curriculum. These, among other things, produce values and knowledge, regulate behaviors and ways of being, reproduce identities and representations, constitute certain power relations and teach ways of being either a woman or a man, forms of either femininity or masculinity.

Dancing with structure: research in Ecological Pedagogy

NARCIS (Netherlands)

dr René Butter

2011-01-01

Ecological Pedagogy is the “Pedagogy of the whole”. It assumes a continuous interaction between the individual and his or her environment (e.g. Bronfenbrenner (1977)). Traditionally, Pedagogy has been aimed at separate aspects, such as the school, the family, the neighbourhood or government

"Passing It On": Beyond Formal or Informal Pedagogies

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Cain, Tim

2013-01-01

Informal pedagogies are a subject of debate in music education, and there is some evidence of teachers abandoning formal pedagogies in favour of informal ones. This article presents a case of one teacher's formal pedagogy and theorises it by comparing it with a case of informal pedagogy. The comparison reveals affordances of formal pedagogies…

A Literature Review of Computers and Pedagogy for Journalism and Mass Communication Education.

Science.gov (United States)

Hoag, Anne M.; Bhattacharya, Sandhya; Helsel, Jeffrey; Hu, Yifeng; Lee, Sangki; Kim, Jinhee; Kim, Sunghae; Michael, Patty Wharton; Park, Chongdae; Sager, Sheila S.; Seo, Sangho; Stark, Craig; Yeo, Benjamin

2003-01-01

Notes that a growing body of scholarship on computers and pedagogy encompasses a broad range of topics. Focuses on research judged to have implications within journalism and mass communication education. Discusses literature which considers computer use in course design and teaching, student attributes in a digital learning context, the role of…

A Social Learning Space Grid for MOOCs: Exploring a FutureLearn Case

OpenAIRE

Manathunga, Kalpani; Hernández-Leo, Davinia; Sharples, Mike

2017-01-01

Collaborative and social engagement promote active learning through knowledge intensive interactions. Massive Open Online Courses (MOOCs) are dynamic and diversified learning spaces with varying factors like flexible time frames, student count, demographics requiring higher engagement and motivation to continue learning and for designers to implement novel pedagogies including collaborative learning activities. This paper looks into available and potential collaborative and social learning sp...

A Flipped Pedagogy for Expert Problem Solving

Science.gov (United States)

Pritchard, David

The internet provides free learning opportunities for declarative (Wikipedia, YouTube) and procedural (Kahn Academy, MOOCs) knowledge, challenging colleges to provide learning at a higher cognitive level. Our ``Modeling Applied to Problem Solving'' pedagogy for Newtonian Mechanics imparts strategic knowledge - how to systematically determine which concepts to apply and why. Declarative and procedural knowledge is learned online before class via an e-text, checkpoint questions, and homework on edX.org (see http://relate.mit.edu/physicscourse); it is organized into five Core Models. Instructors then coach students on simple ``touchstone problems'', novel exercises, and multi-concept problems - meanwhile exercising three of the four C's: communication, collaboration, critical thinking and problem solving. Students showed 1.2 standard deviations improvement on the MIT final exam after three weeks instruction, a significant positive shift in 7 of the 9 categories in the CLASS, and their grades improved by 0.5 standard deviation in their following physics course (Electricity and Magnetism).

Multiculturalism and the American Liberal Arts College: Faculty Perceptions of the Role of Pedagogy

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Aleman, Ana M. Martinez; Salkever, Katya

2004-01-01

The incompatibility of American liberal education and multiculturalism ground this qualitative study. Given this assertion and that teaching and learning is central to the liberal educational mission, we explore faculty perceptions of the relationship between multiculturalism and liberal educational pedagogy. The findings of this study suggest…

The development of Social Pedagogy in Russia

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Tatiana Romm

2015-12-01

Full Text Available The way social pedagogy is developing nowadays has been paved by a centuries-old tradition of social and pedagogical work, historical experience of the theoretical research on the prob- lems of interactions between the man and the environment, and experience of successful problem solution of proper socialization in educational organizations at different stages of social pedagogy (pre- soviet, soviet and modern periods. Modern state of social pedagogy is related to the issues of deter- mining the status of social pedagogy, finding the main methodology parameters, as well as the research-specific issues. This paper  also presents the characteristics of the main concepts of social pedagogy in Russia and the peculiarities of professional work done by social pedagogues.

Teaching and Learning Social Justice through Online Service-Learning Courses

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Kathy L. Guthrie

2010-10-01

Full Text Available Creating a virtual classroom in which diverse students feel welcome to discuss and experience topics related to social justice, action, and change is a study in the value of connectedness and collaboration. Through a combination of technologies, pedagogies, and on-site experiences, virtual cultures develop that encourage the formation of demanding yet stimulating learning environments in which communications and interactions are intellectually transformative. This article explores student perceptions of their participation in an online service-learning course while working in local service organizations. Qualitative methodology was used to identify the philosophical intersection at which multiple pedagogies meet: social justice, service-learning, civic engagement, and leadership as instructed in a web-based environment. This study illustrates the capacity for intentionally constructed online educational experiences focused on social justice, civic engagement, and leadership to affect learning and to provide educators with pedagogical best practices to facilitate requisite change in teaching practice.

Are the concepts of andragogy and pedagogy relevant to veterinary undergraduate teaching?

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Parkinson, Tim J; St George, Alison M

2003-01-01

Knowles and colleagues have described teaching methods as being either teacher centered, with dependent learning (pedagogy), or learner centered, with independent learning underpinned by the learners' experience and intrinsic motivation (andragogy). This paper argues that both models can be recognized within veterinary undergraduate programs. Veterinary students enter the program with a high level of intrinsic motivation and are prepared to invest considerably in comprehending the material that is presented to them. While this should result in learners whose behavior fits the assumptions underlying andragogy, information overload, poor communication of the relevance of material, teaching by transmission, and examination by memorization often confine learning to the dependent learning characteristic of pedagogical approaches. Students' experience and practical ability should develop as they progress through the program. Drawing upon experience provides opportunities for both fleshing out and putting in context the declarative knowledge from the didactic components of the curriculum. Where this is achieved (either in the clinical or preclinical curriculum), students' motivation and interest is stimulated, resulting in andragogical responses of enhanced motivation and engagement with the subject. Pedagogy and andragogy can, however, be complementary, rather than antithetical. Students enter a new subject with minimal experience and little knowledge about it, so a pedagogical methodology may be the most efficient way of initiating understanding. However, as understanding develops, an andragogical method becomes more appropriate, progressively developing students' independence of learning. The cycle may repeat itself during the program, with the balance changing along with changes in knowledge, goals, experience, and context.

Learning to Be Affected: Matters of Pedagogy in "The Artists' Soup Kitchen"

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Springgay, Stephanie; Zaliwska, Zofia

2017-01-01

Expanding on the robust contributions by feminist new materialist scholars this essay focuses on two concepts--affect and rhythm--in order to elaborate on matters of pedagogy and a politics of attunement. If one of the key challenges that arises from feminist new materialism is that the human can no longer be taken for granted, then this prompts…

The Limits of Pedagogy: "Diaculturalist Pedagogy" as Paradigm Shift in the Education of Adult Immigrants

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Entigar, Katherine E.

2017-01-01

Pedagogy develops through the interventions of scholars who believe injustice should not be normalised. Such interventions nonetheless subsume monoculturalist assumptions constructed within the US social and academic narrative. The top-down paradigm of "designing pedagogy" is inappropriate for educating adult immigrants, whose…

Curiosity and Pedagogy: A Mixed-Methods Study of Student Experiences in the Design Studio

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Smith, Korydon H.

2010-01-01

Curiosity is often considered the foundation of learning. There is, however, little understanding of how (or if) pedagogy in higher education affects student curiosity, especially in the studio setting of architecture, interior design, and landscape architecture. This study used mixed-methods to investigate curiosity among design students in the…

Bridging Theory and Practice: Using Hip-Hop Pedagogy as a Culturally Relevant Approach in the Urban Science Classroom

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Adjapong, Edmund S.

2017-01-01

This dissertation explores the context of urban science education as it relates to the achievement and engagement of urban youth. This study provides a framework for Hip-Hop Pedagogy, an approach to teaching and learning anchored in the creative elements of Hip-Hop culture, in STEM as an innovative approach to teaching and learning demonstrates…

Effects of Belongingness and Synchronicity on Face-to-Face and Computer-Mediated Online Cooperative Pedagogy

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Saltarelli, Andrew John

2012-01-01

Previous research suggests asynchronous online computer-mediated communication (CMC) has deleterious effects on certain cooperative learning pedagogies (e.g., constructive controversy), but the processes underlying this effect and how it may be ameliorated remain unclear. This study tests whether asynchronous CMC thwarts belongingness needs…

"Crack in the Pavement": Pedagogy as Political and Moral Practice for Educating Culturally Competent Professionals

Science.gov (United States)

McLaughlin, Juliana

2013-01-01

This paper explores the reception of Indigenous perspectives and knowledges in university curricula and educators' social responsibility to demonstrate cultural competency through their teaching and learning practices. Drawing on tenets of critical race theory, Indigenous standpoint theory and critical pedagogies, this paper argues that the…

The power of mindful learning in professional development course

Directory of Open Access Journals (Sweden)

Sonia Piscayanti Kadek

2018-01-01

Full Text Available Mindful Learning has been widely used in education nowadays, due to its significant and valuable impacts towards learning. Mindful learning is an effective tool to enhance students’ awareness of learning, students’ engagement with the context of learning and students’ flexibility towards new ideas in learning. The three main characteristics of mindful learning above raise students’ motivation and ownership of learning. It is shaping the students new perspective and leading them to powerful impact of learning. This is a descriptive qualitative research on the use of mindful learning in Professional Development Course in English Education Department Ganesha University of Education. The subjects are 73 students of sixth semester in academic year 2016/2017. Mindful Learning is used as a powerful strategy to enhance the students’ achievement in learning. It is implemented through 16 meetings consisted of lectures, discussions, presentations and final projects. They are assessed by reflective journal, presentation notes, and final projects. At the end, the result showed that the power of mindful learning gives significant effect towards learning achievement. It showed that not only the mindful learning is effective for the learning but also productive in improving the students’ creativity and critical thinking.

Student Perceived Value of Anatomy Pedagogy, Part I: Prosection or Dissection?

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Jonathan J. Wisco

2015-01-01

Full Text Available A series of three annual surveys of David Geffen School of Medicine (DGSOM at UCLA students and UCR/UCLA Thomas Haider Program in Biomedical Sciences students were administered from 2010 to 2012 to ascertain student perceptions of which anatomy pedagogy—prosection or dissection—was most valuable to them during the first year of preclinical medical education and for the entire medical school experience in general. Students were asked, “What value does gross anatomy education have in preclinical medical education?” We further asked the students who participated in both prosection and dissection pedagogies, “Would you have preferred an anatomy curriculum like the Summer Anatomy Dissection during your first year in medical school instead of prosection?” All students who responded to the survey viewed anatomy as a highly valued part of the medical curriculum, specifically referring to four major themes: Anatomy is (1 the basis for medical understanding, (2 part of the overall medical school experience, (3 a bridge to understanding pathology and physiology, and (4 the foundation for clinical skills. Students who participated in both prosection and dissection pedagogies surprisingly and overwhelmingly advocated for a prosection curriculum for the first year of medical school, not a dissection curriculum. Time efficiency was the dominant theme in survey responses from students who learned anatomy through prosection and then dissection. Students, regardless of whether interested in surgery/radiology or not, appreciated both pedagogies but commented that prosection was sufficient for learning basic anatomy, while dissection was a necessary experience in preparation for the anatomical medical specialties. This suggests that anatomy instruction should be integrated into the clinical years of medical education.

Liquid pedagogy: Pedagogical imaginary or Educational Theory?

Directory of Open Access Journals (Sweden)

Xavier LAUDO CASTILLO

2015-01-01

Full Text Available This paper introduces a specific problem within the broader research on liquid pedagogy. The article displays the meaning of the liquid metaphor applied to pedagogy and two possible uses of the signifier «liquid pedagogy»: a as a pedagogical imaginary, and b as a theory of education. I discuss the liquid pedagogy as a theory that can be useful for articulating the idea of what education is and what should be. Two possible variants of the liquid pedagogy are described: a with solid methods to convey tradition b with liquid methods to yield new possibilities. Taking into account that the pedagogical imaginary is the general framework of any theory of education –liquid or solid–, I claim, on the one hand, the use of the term «postmodern pedagogical imaginary». On the other hand, I propose the use of the term «liquid pedagogy» as a theory of education in which the key element is the unexpected character of the educational results.

Shakespeare as a Second Language: Playfulness, Power and Pedagogy in the ESL Classroom

Science.gov (United States)

Cheng, Astrid Yi-Mei; Winston, Joe

2011-01-01

This article presents an argument for the inclusion of Shakespeare in the senior high school ESL (English as a Second Language) curriculum in Taiwan, to be taught through a physical, participatory pedagogy in line with the approaches of drama education in general and those currently being promoted by the education department of the UK-based Royal…

Liberation in OpenLIVES Critical Pedagogy: “empowerability” and critical action

Directory of Open Access Journals (Sweden)

Antonio Martínez-Arboleda

2013-05-01

Full Text Available his article will examine the educational experience of OpenLIVES at the University of Leeds by looking at its learning methods and contents, its ideological influences and coincidences and its transformational potential for students, Higher Education and society. Particular attention will be paid to the publication of student coursework online, in the form of Open Educational Resources (OER, as a key component of student praxis, as well as to the students’ freedom to explore different genres of audio research-based production in order to engage with audiences online. It will be argued that these two features of the OpenLIVES pedagogy enable us to fulfil some of the ideals of liberation defended by Critical Pedagogy and update and translate, in a 21st Century Higher Education context, the Gramscian ideal of “critical thinking”.

Social Justice Teaching: Adopting a Critical Pedagogy to Negotiate Old and New Literacies

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Bender-Slack, Delane

2009-01-01

Literacy is intricately linked to social justice, and it can shape the learning that occurs in our English language arts (ELA) classrooms. Challenging the notion of the traditional secondary ELA classroom--as centered on literature and old literacies--I advocate utilizing a critical pedagogy with a new literacy approach that employs texts to teach…

Development of social pedagogy in Slovenia

OpenAIRE

Peteršič, Katja

2012-01-01

This diploma thesis wants to point out the situation of social pedagogy in Slovenia. Furthermore, the theoretical part is more concerned with the definition of social pedagogy. Within this part, I try to illustrate the development of social pedagogy and to introduce the conceptual foundation of socio-pedagogical work. Moreover, the section characterizes the fields of activity of social pedagogues and the expected know-how of a social pedagogue. The empirical part reproduces the results of a q...

"(Dis)Empowered by What We See … ": Exploring the Use of Video-Stimulated Reflection in Physical Education Pedagogy and Practice

Science.gov (United States)

Mooney, Amanda; Hickey, Chris

2017-01-01

Reflexive accounts of physical education (PE) pedagogy and practice offer potential to reveal much about the intended and unintended learning, for both students and teachers, that can result from certain pedagogic encounters. Despite the promotion of reflective practice/s as a possible "panacea" for improved teaching and learning, there…

Critical Pedagogy: EFL Teachers' Views, Experience and Academic Degrees

Science.gov (United States)

Mahmoodarabi, Mahsa; Khodabakhsh, Mohammad Reza

2015-01-01

Although critical pedagogy has brought about positive changes in the field of education by shifting from traditional pedagogy to emancipatory pedagogy, not much attention has been paid to the factors affecting teachers' beliefs of critical pedagogy and only few studies have been conducted to design reliable and valid instruments to study EFL…

Face-to-Face Activities in Blended Learning

DEFF Research Database (Denmark)

Kjærgaard, Annemette

While blended learning combines online and face-to-face teaching, research on blended learning has primarily focused on the role of technology and the opportunities it creates for engaging students. Less focus has been put on face-to-face activities in blended learning. This paper argues...... that it is not only the online activities in blended learning that provide new opportunities for rethinking pedagogy in higher education, it is also imperative to reconsider the face-to-face activities when part of the learning is provided online. Based on a review of blended learning in business and management...... education, we identify what forms of teaching and learning are suggested to take place face-to-face when other activities are moved online. We draw from the Community of Inquiry framework to analyze how face-to-face activities contribute to a blended learning pedagogy and discuss the implications...

Who Does Critical Pedagogy Think You Are? Investigating How Teachers Are Produced in Critical Pedagogy Scholarship to Inform Teacher Education

Science.gov (United States)

Pittard, Elizabeth

2015-01-01

In this post-structural feminist analysis, I review recent literature focusing on critical pedagogy to analyse the ways teachers are discursively produced within the sampled literature to ask: who does critical pedagogy think you are? Additionally, I extend earlier post-structural feminist critiques of critical pedagogy and underlying assumptions…

Gifted-Child Pedagogy: Meaningful Chimera?

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Coleman, Laurence J.

2003-01-01

This article explores the concept of gifted-child pedagogy (GCP) and consequences of adopting a GCP model. It argues that use of the term GCP can create a faux reality that GCP exists and that teachers who do not have this particular pedagogy cannot help gifted children. (Contains 7 references.) (CR)

Proposing a New Pedagogy-Based Website Design: A Usability Test with Lifelong Learners

Science.gov (United States)

Khlaisang, Jintavee

2017-01-01

This study aimed to create a new pedagogy-based website based on the analysis of the needs of 7147 website users who visited the Thailand Cyber University (TCU) project website during 2011-2013. The study consisted of 4 stages: (1) examining learners' needs and literature related to developing a lifelong learning framework, (2) designing a site…

Collaboration in E-Learning: A Study Using the Flexible E-Learning Framework

Science.gov (United States)

Vandenhouten, C.; Gallagher-Lepak, S.; Reilly, J.; Ralston-Berg, P.

2014-01-01

E-Learning remains a new frontier for many faculty. When compared to the traditional classroom, E- Learning requires the talents of many team members from a variety of departments as well as the use of different teaching and learning strategies. Pedagogy as well as team configurations must change when moving to the online environment. As a result,…

Intelligent Vehicle Power Management Using Machine Learning and Fuzzy Logic

National Research Council Canada - National Science Library

Chen, ZhiHang; Masrur, M. A; Murphey, Yi L

2008-01-01

.... A machine learning algorithm, LOPPS, has been developed to learn about optimal power source combinations with respect to minimum power loss for all possible load requests and various system power states...

Development of a Responsive Literacy Pedagogy Incorporating Technology for the Indigenous Learners in Malaysia

Science.gov (United States)

Thanabalan, T. Vanitha; Siraj, Saedah; Alias, Norlidah

2014-01-01

The aim of this study is to develop a literacy pedagogy to facilitate literacy learning among the Indigenous community in Malaysia. The Developmental Research Approach method was used and thus various groups of people participated in the study. They included subject matter experts, English language teachers from schools with indigenous students,…

The Impact of Technology Integration upon Collegiate Pedagogy from the Lens of Multiple Disciplines

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Swanson, Joan Ann

2016-01-01

Technology integration on college campuses has become both a reality and necessity to meet the demands for function and flow in an ever advancing world of learning. This study qualitatively reviewed how a multi-disciplinary sample of collegiate instructors viewed technology and how they incorporated it into their pedagogy. Results indicated a…

Teaching Reading and Writing in Local Language Using the Child-Centred Pedagogy in Uganda

Science.gov (United States)

Akello, Dora Lucy; Timmerman, Greetje; Namusisi, Speranza

2016-01-01

Uganda introduced the use of mother tongue as medium of instruction in primary schools in 2007. This was meant to promote interaction and participation in the learning process and improve children's proficiency in reading and writing. Drawing elements of interaction and participation from the socio-cultural theory, the child-centred pedagogy was…

From Policy to Pedagogy: The Implications of Sustainability Policy for Sustainability Pedagogy in Higher Education

Science.gov (United States)

Timmerman, Nora; Metcalfe, Amy Scott

2009-01-01

In response to the growing number of sustainability policies being enacted at higher education institutions, this article examines the relationship between policy and pedagogy, asking how policy texts can both enable and impede the implementation of sustainability pedagogy in higher education. To explore this question, we have undertaken a case…

PIM Pedagogy: Toward a Loosely Unified Model for Teaching and Studying Comics and Graphic Novels

Science.gov (United States)

Carter, James B.

2015-01-01

The article debuts and explains "PIM" pedagogy, a construct for teaching comics at the secondary- and post-secondary levels and for deep reading/studying comics. The PIM model for considering comics is actually based in major precepts of education studies, namely constructivist foundations of learning, and loosely unifies constructs…

Is ‘friendship’ educationally relevant in doctoral pedagogy?

DEFF Research Database (Denmark)

Bengtsen, Søren Smedegaard

pedagogies: To what extent does the personal and social relation between doctoral supervisors and students influence the learning outcome of the PhD, and how do doctoral supervisors reflect this pedagogical element? During my research stay at the Oxford Learning Institute, University of Oxford, in the spring...... the personal (private) and professional sides of the supervisor-student relationship. This group of supervisors find an emotional bond between supervisors and students to be potentially dangerous and threatening the sober and Socratic academic relation in the supervision process. The second category contains...... of trust and honesty in the supervision process, which hightens the quality of the research and the probability for timely completion. The variety of supervisor perspectives show that even within a small sample of a relatively homogenous educational context the pedagogical implications for the research...

Core Pedagogy: Individual Uncertainty, Shared Practice, Formative Ethos

Science.gov (United States)

Dotger, Benjamin H.

2015-01-01

Attention to the core practices of teaching necessitates core pedagogies in teacher preparation. This article outlines the diffusion of one such pedagogy from medical to teacher education. The concept of clinical simulations is outlined through the lens of "signature pedagogies" and their uncertain, engaging, formative qualities.…

History and Evolution of Active Learning Spaces

Science.gov (United States)

Beichner, Robert J.

2014-01-01

This chapter examines active learning spaces as they have developed over the years. Consistently well-designed classrooms can facilitate active learning even though the details of implementing pedagogies may differ.

Difficult relationships: critical pedagogies and curriculum

Directory of Open Access Journals (Sweden)

María Verónica Di Caudo Villoslada

2013-07-01

Full Text Available This paper reviews the proposals of the ‘critical pedagogies’ and presents some difficulties in the realization of their principles in the context of current public policies in Latin America. Distances between discourses and practices, absence of radically democratic educational policies, lack of awareness of critical pedagogies by teachers, lack of contextual production and indiscriminate use of the word critical—that ends up opposing everything that is considered as traditional pedagogy—makes us wonder about the real possibility of transformation in order to fight against the dominant power relationships through counter-hegemonic and destabilizing practices in education.

Portable Tablets in Science Museum Learning

DEFF Research Database (Denmark)

Gronemann, Sigurd Trolle

2016-01-01

Despite the increasing use of portable tablets in learning, their impact has received little attention in research. In five different projects, this media-ethnographic and design-based analysis of the use of portable tablets as a learning resource in science museums investigates how young people...... is identified. It is argued that, paradoxically, museums’ decisions to innovate by introducing new technologies, such as portable tablets, and new pedagogies to support them conflict with many young people’s traditional ideas of museums and learning. The assessment of the implications of museums’ integration...... of portable tablets indicates that in making pedagogical transformations to accommodate new technologies, museums risk opposing didactic intention if pedagogies do not sufficiently attend to young learners’ systemic expectations to learning and to their expectations to the digital experience influenced...

Power and Privilege: Community Service Learning in Tijuana

Science.gov (United States)

Camacho, Michelle Madsen

2004-01-01

As social scientists engage their own subjectivity, there is greater awareness of their own touristic "gaze," or at least the power relations that are evoked in the researcher-subject interaction. In teaching students involved in community service learning, the challenge is to provide a learning experience that addresses power inequities…

Narrative, Machinima and Cognitive Realism: Constructing an Authentic Real-World Learning Experience for Law Students

Science.gov (United States)

Matthew, Anne; Butler, Des

2017-01-01

In Australian law schools didactic pedagogies such as lectures devoted to the transmission of theory and knowledge to a largely passive audience still predominate. However, curriculum design embedding authentic learning pedagogies has been shown to be supportive of student learning. The challenge in adopting such curriculum design is how to offer…

From pedagogy to timeagogy? Leisure-time pedagogues handling time in the reformed Danish Primary School and Leisure-time Center

DEFF Research Database (Denmark)

Gravesen, David Thore; Ringskou, Lea Thomsen

for effectiveness contributes to increasing amounts of discipline techniques and new requirements in relation to the pedagogues’ skills in classroom management. Seemingly, the enhanced encounter between time and pedagogy both provide potentials and pitfalls, triggering different, often ambivalent, emotional......, Denmark. E-mail: dtg@viauc.dk Research topic/aim: In 2014, the Danish Primary School was reformed. A reform that meant longer school days, emphasizing varied learning environments and better results for each pupil regardless of social background. In general, the reform matches other educational reforms...... effectiveness and academic outcomes. In our presentation, launching the concept of timeagogy, we analyze and discuss the encounter between time and pedagogy. Which strategies, techniques and action evolve when time challenges pedagogy? How do pedagogues handle time demands and in which way does time constitute...

Transposing reform pedagogy into new contexts: complex instruction in remote Australia

Science.gov (United States)

Sullivan, Peter; Jorgensen, Robyn; Boaler, Jo; Lerman, Steve

2013-03-01

This article draws on the outcomes of a 4-year project where complex instruction was used as the basis for a reform in mathematics teaching in remote Aboriginal communities in Australia. The article describes the overall project in terms of the goals and aspirations for learning mathematics among remote Indigenous Australians. Knowing that the approach had been successful in a diverse setting in California, the project team sought to implement and evaluate the possibilities of such reform in a context in which the need for a culturally responsive pedagogy was critical. Elements of complex instruction offered considerable possibilities in aligning with the cultures of the remote communities, but with recognition of the possibility that some elements may not be workable in these contexts. Complex instruction also valued deep knowledge of mathematics rather than a tokenistic, impoverished mathematics. The strategies within complex instruction allowed for mathematical and cultural scaffolding to promote deep learning in mathematics. Such an approach was in line with current reforms in Indigenous education in Australia where there are high expectations of learners in order to break away from the deficit thinking that has permeated much education in remote Australia. The overall intent is to demonstrate what pedagogies are possible within the constraints of the remote context.

Innovative Outdoor Fieldwork Pedagogies in the Higher Education Sector: Optimising the Use of Technology

Science.gov (United States)

Thomas, Glyn J.; Munge, Brendon

2017-01-01

Outdoor fieldwork has been a long-standing pedagogy in the higher education sector, across a range of disciplines. Based on a review of the literature, this paper explores the use of outdoor fieldwork in the 21st century university with particular reference to the way technology contributes to student learning. Research has indicated that…

A phenomenological study of millennial students and traditional pedagogies.

Science.gov (United States)

Toothaker, Rebecca; Taliaferro, Donna

The Millennial generation comprises the majority of learners in the traditional university setting. Nurse educators identify problems developing teaching strategies in education that undergraduate Millennial nursing students find engaging and meaningful. The purpose of this study was to identify the perception of Millennial students participating in traditional pedagogies and its significant implications for nursing education. This interpretive phenomenological study recorded the lived experiences of Millennial nursing students' experiences in traditional classrooms. One on one interviews with 13 Millennial students were conducted. Data collection and analysis aligned with van Manen's method. There are five themes that emerged from the data: physically present, mentally dislocated; unspoken peer pressure; wanting more from the professors; surface learning; and lack of trust. The essence focuses around the central theme of belonging, while students identified the most significant challenge in a classroom was disengaging professors. Recommendations for faculty to engage nursing students through a method of shared responsibility of educational approach are given. Blended teaching pedagogies that offer traditional and active methods are recommended. Published by Elsevier Inc.

Pedagogy to andragogy

Directory of Open Access Journals (Sweden)

*

2014-03-01

Full Text Available I would like to congratulate Muneshwar JN, Mirza Shiraz Baig, Zingade US, Khan ST for highlighting a very important issue regarding the teaching methods for health care professionals. Study has proved the Chinese proverb: “If I hear, I forget; if I see, I remember; if I do, I know”. Along with this I want to focus little on “podcast” as new teaching method. At present, education trend have changed from pedagogy to andragogy i.e. from a teacher-centered learning to a student-centered learning. These methods of education trends have identified many different learning styles as well. So, now it has become necessary for educators to train themselves to upcoming teaching methods. Many new teaching methods are evolving in the current electronic world. In which Podcasts as a supplement to live lectures is one of the teaching method, which have been adopted by many universities. Podcasting is user friendly, where information is recorded, then uploaded to a website or published through programs like iTunes and made accessible to students. The file can then be played on a computer or digital player. Recently many studies have been conducted using podcast as a new aid and its effectiveness. Studies have shown that audio podcasts as an effective aid for review before exams, enhancing student performance; acceptability and perceived utility of podcasts was good among students. Introduction of podcasts in the beginning will offer the students a lot of flexibility in learning, with regard to place and time. Podcasts as a supplement to live lectures as teaching method has open up for future research to assess their utility on a long-term basis so as to pave the way for introducing podcasts as one of the teaching method.

Living Jazz, Learning Jazz: Thoughts on a Responsive Pedagogy of Early Childhood Music

Science.gov (United States)

Custodero, Lori A.

2008-01-01

In this article, jazz music is used as a lens through which early childhood music pedagogy is viewed, specifically thinking about swing and improvisation--the listening and responding to what is heard and seen, and the openness to possibility. These two concepts are defined by prominent jazz musicians and are traced in the child development…

An experiential, game-theoretic pedagogy for sustainability ethics.

Science.gov (United States)

Sadowski, Jathan; Seager, Thomas P; Selinger, Evan; Spierre, Susan G; Whyte, Kyle P

2013-09-01

The wicked problems that constitute sustainability require students to learn a different set of ethical skills than is ordinarily required by professional ethics. The focus for sustainability ethics must be redirected towards: (1) reasoning rather than rules, and (2) groups rather than individuals. This need for a different skill set presents several pedagogical challenges to traditional programs of ethics education that emphasize abstraction and reflection at the expense of experimentation and experience. This paper describes a novel pedagogy of sustainability ethics that is based on noncooperative, game-theoretic problems that cause students to confront two salient questions: "What are my obligations to others?" and "What am I willing to risk in my own well-being to meet those obligations?" In comparison to traditional professional ethics education, the game-based pedagogy moves the learning experience from: passive to active, apathetic to emotionally invested, narratively closed to experimentally open, and from predictable to surprising. In the context of game play, where players must make decisions that can adversely impact classmates, students typically discover a significant gap between their moral aspirations and their moral actions. When the games are delivered sequentially as part of a full course in Sustainability Ethics, students may experience a moral identity crisis as they reflect upon the incongruity of their self-understanding and their behavior. Repeated play allows students to reconcile this discrepancy through group deliberation that coordinates individual decisions to achieve collective outcomes. It is our experience that students gradually progress through increased levels of group tacit knowledge as they encounter increasingly complex game situations.

Learning design thinking online : studying students' learning experience in shared virtual reality

OpenAIRE

Lau, Kung Wong

2010-01-01

Learning Design Thinking Online: Studying Students' Learning Experience in Shared Virtual Reality My study attempts to deepen understanding about the learning experiences of design students in undertaking design-thinking exercises in a shared virtual reality. This study has identified the areas of an appropriate pedagogy for E-Learning and the use of a shared virtual environment for students in tertiary design education. Specific questions arising ji"Om this research are: (1...

Social pedagogy in children´s everyday life

DEFF Research Database (Denmark)

Schwartz, Ida

A large part of most children’s childhood is about taking part in educational and leisure time activities together with other children across various contexts of childhood. However, children who are in out-of-home care do not always have easy access to these resources. Theoretically the paper dra...... concludes that for children in out-of-home care their possibilities of learning how to conduct their everyday lives are closely related to the ways professionals cooperate across contexts and that puts inter-professional cooperation at the core of social pedagogy....... on a German version of Critical Psychology and discusses how to understand social pedagogy in relation to the support of children’s conduct of everyday life. In general parents coordinate their children´s everyday lives, but for the case of children in out-of-home care, the responsibility of care...... is distributed between several professionals and institutions. The paper builds on two research projects that followed children in out-of-home care in their everyday lives, exploring how professionals work together in order to support children´s agency in communities of children in residential home, school...

The Use of Work-Based Learning Pedagogical Perspectives to Inform Flexible Practice within Higher Education

Science.gov (United States)

Nottingham, Paula

2016-01-01

The renewed emphasis on developing flexible learning practices in higher education (HE) underscores the importance of understanding pedagogies for students who are based in the workplace or undertake significant work-related elements of study. This paper draws on research that explores how work-based learning (WBL) pedagogy operates in UK HE using…

Navigating the Tensions of Innovative Assessment and Pedagogy in Higher Education

Directory of Open Access Journals (Sweden)

Jennifer Lock

2018-04-01

Full Text Available Innovative practice in a classroom adds challenges and tensions to programs and institutional structures in higher education. With the recent emphasis on curricula reform, there is a great focus on assessment and pedagogical practices to support student learning. To illustrate the tensions arising from these efforts, we present four pedagogical and assessment innovation approaches using both Shulman’s (2005 Signature Pedagogies and Tatar’s (2007 Design Tensions frameworks. The four approaches include problem-based learning, game-based learning, case-based learning, and technology-enhanced learning. A narrative for each approach examines and addresses tensions using Shulman’s (2005 surface, deep and implicit structures. We argue that there is an interconnected complexity and conflicting visions among the micro- (e.g., classroom or practicum, meso- (e.g., program, and macro- (e.g., institution levels. We acknowledge that dynamic tensions continually exist and needs to be thoughtfully navigated in support of innovative assessment and pedagogies in higher education. Dans l’enseignement supérieur, les pratiques innovatrices en salle de classe ajoutent des défis et des tensions aux programmes et aux structures institutionnelles. Suite à l’importance accrue récemment attachée à la réforme des programmes d’études, l’accent est mis sur l’évaluation et les pratiques pédagogiques pour soutenir l’apprentissage des étudiants. Afin d’illustrer les tensions qui découlent de ces efforts, nous présentons quatre approches de pédagogie et d’évaluation innovatrices qui font appel à la fois aux cadres de Shulman, Signature Pedagogies (2005, et à ceux de Tatar, Design Tensions (2007. Les quatre approches comprennent l’apprentissage par problèmes, l’apprentissage fondé sur le jeu, l’apprentissage basé sur des cas et l’apprentissage amélioré par les technologies. Chaque approche est examinée et traite des tensions

Doing Better: Illuminating a Framework of Equitable Science Pedagogy through a Cross- Case Analysis of Urban High School Science Teachers

Science.gov (United States)

Sheth, Manali J.

Students of color are routinely asked to participate in science education that is less intellectually rich and self-affirming. Additionally, teachers have trouble embarking on professional growth related to issues of equity and diversity in science. The purpose of this dissertation research is to develop a multi-dimensional framework for equitable science pedagogy (ESP) through analyzing the efforts and struggles of high school science teachers. This study is grounded in a conceptual framework derived from scholarship in science education, multicultural education, critical science studies, and teacher learning. The following questions guide this research: 1) What visions and enactments emerge in teachers' practices towards equitable science pedagogy? 2) How are teachers' practice decisions towards ESP influenced by their personal theories of race/culture, science, and learning and sociocultural contexts? 3) Why are there consistencies and variances across teachers' practices? This study employs a qualitative multiple case study design with ethnographic data collection to explore the practices of three urban high school science teachers who were identified as being committed to nurturing the science learning of students of color. Data include over 120 hours of classroom observation, 60 hours of teacher interviews, and 500 teacher- and student-generated artifacts. Data analysis included coding teachers' practices using theory- and participant generated codes, construction of themes based on emergent patterns, and cross-case analysis. The affordances and limitations of the participants' pedagogical approaches inform the following framework for equitable science pedagogy: 1) Seeing race and culture and sharing responsibility for learning form foundational dimensions. Practices from the other three dimensions--- nurturing students' identities, re-centering students' epistemologies, and critiquing structural inequities---emerge from the foundation. As emergent practices

A Begrudging, Recalcitrant Academic Observes What She's Learning: Distance Learning in Leadership Formation

Science.gov (United States)

Hess, Lisa M.

2014-01-01

Neither advocacy nor condemnation of distance learning, this essay offers observations and critical reflection on four years' longitudinal engagement with distance learning pedagogies for formation in higher theological education. Instead, readers are invited to curiosity, communal-institutional discernment, and intense ambivalence.…

Head in the Clouds: A Review of Current and Future Potential for Cloud-Enabled Pedagogies

Science.gov (United States)

Stevenson, Michael; Hedberg, John G.

2011-01-01

This paper reviews the research on the disruptive and transformative potential of newly-emerging cloud-based pedagogies. It takes into consideration the extent to which Cloud Computing can be leveraged to disseminate and scale web-based applications within and across learning contexts. It examines ideas from current literature in Web 2.0- and…

Towards a Pedagogy of Land: The Urban Context

Science.gov (United States)

Styres, Sandra; Haig-Brown, Celia; Blimkie, Melissa

2013-01-01

This article examines the possibilities when shifting what we have come to call a pedagogy of Land from rural to urban contexts. The authors explore some persisting questions around what it means to bring a pedagogy of Land into classrooms and communities in urban settings. The authors consider the ways a pedagogy of Land might translate from…

Learning how scientists work: experiential research projects to promote cell biology learning and scientific process skills.

Science.gov (United States)

DebBurman, Shubhik K

2002-01-01

Facilitating not only the mastery of sophisticated subject matter, but also the development of process skills is an ongoing challenge in teaching any introductory undergraduate course. To accomplish this goal in a sophomore-level introductory cell biology course, I require students to work in groups and complete several mock experiential research projects that imitate the professional activities of the scientific community. I designed these projects as a way to promote process skill development within content-rich pedagogy and to connect text-based and laboratory-based learning with the world of contemporary research. First, students become familiar with one primary article from a leading peer-reviewed journal, which they discuss by means of PowerPoint-based journal clubs and journalism reports highlighting public relevance. Second, relying mostly on primary articles, they investigate the molecular basis of a disease, compose reviews for an in-house journal, and present seminars in a public symposium. Last, students author primary articles detailing investigative experiments conducted in the lab. This curriculum has been successful in both quarter-based and semester-based institutions. Student attitudes toward their learning were assessed quantitatively with course surveys. Students consistently reported that these projects significantly lowered barriers to primary literature, improved research-associated skills, strengthened traditional pedagogy, and helped accomplish course objectives. Such approaches are widely suited for instructors seeking to integrate process with content in their courses.

Bridging Theory and Practice: Using Hip-Hop Pedagogy As A Culturally Relevant Approach In The Urban Science Classroom

Science.gov (United States)

Adjapong, Edmund S.

This dissertation explores the context of urban science education as it relates to the achievement and engagement of urban youth. This study provides a framework for Hip-Hop Pedagogy, an approach to teaching and learning anchored in the creative elements of Hip-Hop culture, in STEM as an innovative approach to teaching and learning demonstrates the effect that Hip-Hop Pedagogy, as a culturally relevant approach to teaching has on teaching and learning in an urban science classroom. This study establishes practical tools and approaches, which were formed from by theory and research that transcend the traditional monolithic approaches to teaching science. Participants in this study are middle school students who attend an urban school in one of the largest school systems in the country. This research showed that as result of utilizing Hip-Hop pedagogical practices, students reported that they developed a deeper understanding of science content, students were more likely to identify as scientists, and students were provided a space and opportunities to deconstruct traditional classroom spaces and structures.

From learning objects to learning activities

DEFF Research Database (Denmark)

Dalsgaard, Christian

2005-01-01

This paper discusses and questions the current metadata standards for learning objects from a pedagogical point of view. From a social constructivist approach, the paper discusses how learning objects can support problem based, self-governed learning activities. In order to support this approach......, it is argued that it is necessary to focus on learning activities rather than on learning objects. Further, it is argued that descriptions of learning objectives and learning activities should be separated from learning objects. The paper presents a new conception of learning objects which supports problem...... based, self-governed activities. Further, a new way of thinking pedagogy into learning objects is introduced. It is argued that a lack of pedagogical thinking in learning objects is not solved through pedagogical metadata. Instead, the paper suggests the concept of references as an alternative...

Digital Technologies and performative pedagogies: Repositioning the visual

Directory of Open Access Journals (Sweden)

Kathryn Grushka

2010-05-01

Full Text Available Images are becoming a primary means of information presentation in the digitized global media and digital technologies have emancipated and democratized the image. This allows for the reproduction and manipulation of images on a scale never seen before and opens new possibilities for teachers schooled in critical visuality. This paper reports on an innovative pre-service teacher training course in which a cross-curricula cohort of secondary teachers employed visual performative competencies to produce a series of learning objects on a digital platform. The resulting intertextual narratives demonstrate that the manipulation of image and text offered by digital technologies create a powerful vehicle for investigating knowledge and understandings, evolving new meaning and awakening latent creativity in the use of images for meaning making. This research informs the New Literacies and multimodal fields of enquiry and argues that visuality is integral to any pedagogy that purports to be relevant to the contemporary learner. It argues that the visual has been significantly under-valued as a conduit for knowledge acquisition and meaning making in the digital environment and supports the claim that critical literacy, interactivity, experimentation and production are vital to attaining the tenets of transformative education (Buckingham, 2007; Walsh, 2007; Cope & Kalantzis, 2008.

Case-based pedagogy as a context for collaborative inquiry in the Philippines

Science.gov (United States)

Arellano, Elvira L.; Barcenal, Tessie L.; Bilbao, Purita P.; Castellano, Merilin A.; Nichols, Sharon; Tippins, Deborah J.

2001-05-01

The purpose of this study was to investigate the potential for using case-based pedagogy as a context for collaborative inquiry into the teaching and learning of elementary science. The context for this study was the elementary science teacher preparation program at West Visayas State University on the the island of Panay in Iloilo City, the Philippines. In this context, triple linguistic conventions involving the interactions of the local Ilonggo dialect, the national language of Philipino (predominantly Tagalog) and English create unique challenges for science teachers. Participants in the study included six elementary student teachers, their respective critic teachers and a research team composed of four Filipino and two U.S. science teacher educators. Two teacher-generated case narratives serve as the centerpiece for deliberation, around which we highlight key tensions that reflect both the struggles and positive aspects of teacher learning that took place. Theoretical perspectives drawn from assumptions underlying the use of case-based pedagogy and scholarship surrounding the community metaphor as a referent for science education curriculum inquiry influenced our understanding of tensions at the intersection of re-presentation of science, authority of knowledge, and professional practice, at the intersection of not shared language, explicit moral codes, and indigenization, and at the intersection of identity and dilemmas in science teaching. Implications of this study are discussed with respect to the building of science teacher learning communities in both local and global contexts of reform.

Public Relations Education: Where is Pedagogy?

Science.gov (United States)

Coombs, W. Timothy; Rybacki, Karyn

1999-01-01

Uses data from a national survey and from the 1998 National Communication Association Summer Conference, both described elsewhere in this issue, to examine the strengths and weaknesses of public-relations pedagogy; to compare educator and practitioner perceptions of pedagogy; and to offer a set of concerns and recommendations. (SR)

Developing an understanding of research-based nursing pedagogy among clinical instructors: a qualitative study.

Science.gov (United States)

Zakari, Nazik M A; Hamadi, Hanadi Y; Salem, Olfat

2014-11-01

Effective instruction is imperative to the learning process of clinical nursing instructors. Faculty members are required to provide high-quality teaching and training by using new ways of teaching pedagogical methods to clinical instructors, which have transformed pedagogies from an exclusive clinical model to a holistic model. The purpose of this study was to explore clinical instructors' use of planning, implementation, feedback loops, and reflection frameworks to apply research-based teaching and to examine the pedagogy used during field experience. Data for the qualitative study were obtained from twenty purposefully sampled clinical teachers (n=20) via lists of questioned instructional practices and discussions, semi-structured interviews, observational notes, field notes, and written reflections. Data were analyzed by using a triangulation method to ensure trustworthiness, credibility, and reliability. Three main themes emerged regarding the use of research-based teaching strategies: the need for learning about research-based pedagogy, support mechanisms to implement innovative teaching strategies, and transitioning from nursing student to nursing clinical instructors. It has been well documented that the nursing profession faces a serious shortage of nursing faculty, impacting the quality of clinical teaching. Developing clinical instructor programs to give students opportunities to select instructor pathways, focusing on knowledge promoting critical thinking and life-long professional development, is essential. Nursing colleges must collaborate by using a partnership model to achieve competency in planning, implementation, feedback loops, and reflection. Applying research-based clinical teaching requires the development of programs that integrate low-fidelity simulation and assisted instruction through the use of computers in Nursing Colleges. Copyright © 2014 Elsevier Ltd. All rights reserved.

Redistribution, Recognition and Representation: Working against Pedagogies of Indifference

Science.gov (United States)

Lingard, Bob; Keddie, Amanda

2013-01-01

This paper reports on an Australian government-commissioned research study that documented classroom pedagogies in 24 Queensland schools. The research created the model of "productive pedagogies", which conjoined what Nancy Fraser calls a politics of redistribution, recognition and representation. In this model pedagogies are…

Evolving 50–50% bilingual pedagogy in Alberta: what does the research say?

Science.gov (United States)

Naqvi, Rahat; Schmidt, Elaine; Krickhan, Marlene

2014-01-01

This paper outlines the provincial frameworks that define the Spanish bilingual program in Alberta, Canada, provides an historical overview of its pedagogic constraints and evolution, and proposes a framework for bilingual pedagogy. The framework is conceptualized from the research evidence of three local case studies, and is based on the centrality of cross-linguistic transfer, in relation to linguistic interdependence and bilingual learning. PMID:24987378

Ballet as Somatic Practice: A Case Study Exploring the Integration of Somatic Practices in Ballet Pedagogy

Science.gov (United States)

Berg, Tanya

2017-01-01

This case study explores one teacher's integration of Alexander Technique and the work of neuromuscular retrainer Irene Dowd in ballet pedagogy to establish a somatic approach to teaching, learning, and performing ballet technique. This case study highlights the teacher's unique teaching method called IMAGE TECH for dancers (ITD) and offers…

An overview of pedagogy and organisation in clinical interprofessional training units in Sweden and Denmark.

Science.gov (United States)

Jakobsen, Flemming

2016-01-01

The purpose of this study was to provide an overview of the organization and pedagogy in Swedish and Danish interprofessional training units (ITUs) and to synthesize empirical findings from Swedish and Danish ITUs published in peer review journals. A questionnaire concerning organization and pedagogy was sent to twenty Swedish and Danish ITUs. After a bibliographic search aimed to find empirical studies from ITUs, twenty Swedish and eight Danish studies were included in the review. The questionnaires results showed that despite different wording, the overall aims for the ITUs were to provide students with the possibility of uniprofessional learning, interprofessional learning, and strengthening of professional identity. Furthermore, it appeared that there were different organizational and pedagogical approaches. The review revealed that differences in clinical tutors' affiliation and presence in the ITU were challenging. Also different pedagogical approaches were discussed. However, all articles showed that the goals for the ITUs in general were fulfilled. There is basis therefore to recommend the establishment of future clinical ITUs with the patient in the core and with the use of a student activating approach.

Teachers’ Learning Design Practice for Students as Learning Designers

DEFF Research Database (Denmark)

Levinsen, Karin Tweddell; Sørensen, Birgitte Holm

2018-01-01

schools (first to 10th grade). The research focussed on information and communication technology (ICT) within the Scandinavian tradition of Problem Oriented Project Pedagogy (POPP), Problem Based Learning (PBL) and students’ production. In recent years, the projects that provide the grounding...

Integrating Critical Pedagogy theory and practice: classroom experiences in Argentinean EFL teacher education

Directory of Open Access Journals (Sweden)

Zelmira Álvarez

2012-10-01

Full Text Available Argentinean ESL teacher education presupposes an understanding of the past and present world role of English. Thus, the curriculum of the ESL Teacher Education Program at Universidad Nacional de Mar del Plata includes subjects dealing with historical, cultural, and social questions concerning English-cultures worldwide. This paper explains how some of these issues are addressed in activities carried out in the sophomore course Overall Communication. They involve critical and postcolonial analysis of the film Slumdog millionaire (2008 and the story “The free radio” (Rushdie, 1994. Activities aim at making student-teachers aware of their need to critically address concepts related to race, ethnicity, class, religion, education, and language to unveil the political, economic, and social issues underlying the teaching and learning of English. The choice of materials and authors also aims at listening to English-speaking voices other than those stemming from (former imperial centers. Activities involve research and discussions of problematics such as oppression, exclusion, and illiteracy. This paper will analyze sample written productions by students working collaboratively among themselves and cooperatively with their teachers. In short, this is an experience that strives at showing how Critical Pedagogy can become a site for raising questions concerning power and EFL teaching and learning.

Comparing pedagogy in mathematics in Denmark and England

DEFF Research Database (Denmark)

Dorf, Hans; Kelly, Peter; Hohmann, Ulrike

2013-01-01

This paper reports the findings of a comparative study of pedagogy in lower-secondary school mathematics in Denmark and England. Lesson observations and interviews identified the range of goals towards which teachers in each country worked and the actions these prompted. These were clustered using...... the lens of Bernstein’s pedagogic discourse (1990; 1996) to construct mathematics teacher roles which provided a view of pedagogy. Comparison allowed variations in pedagogy across the two countries to be identified and implications drawn. Of particular interest were the differences in experience of lower...... attaining pupils, and some of the advantages and disadvantages of mathematics pedagogy in each country for this group are indicated....

Problematizing Public Engagement within Public Pedagogy Research and Practice

Science.gov (United States)

Sandlin, Jennifer A.; Burdick, Jake; Rich, Emma

2017-01-01

In this article, we explore issues related to how scholars attempt to "enact public pedagogy" (i.e. doing "public engagement" work) and how they "research public pedagogy" (i.e. framing and researching artistic and activist "public engagement" as public pedagogy). We focus specifically on three interrelated…

Recognition-Based Pedagogy: Teacher Candidates' Experience of Deficit

Science.gov (United States)

Parkison, Paul T.; DaoJensen, Thuy

2014-01-01

This study seeks to introduce what we call "recognition-based pedagogy" as a conceptual frame through which teachers and instructors can collaboratively develop educative experiences with students. Recognition-based pedagogy connects the theories of critical pedagogy, identity politics, and the politics of recognition with the educative…

[Intensity of depression in pedagogy students].

Science.gov (United States)

Pietras, Tadeusz; Witusik, Andrzej; Panek, Michał; Zielińska-Wyderkiewicz, Ewa; Kuna, Piotr; Górski, Paweł

2012-03-01

The teacher's profession is regarded to be susceptible to professional burnout. Its early markers include high neuroticism and tendency to depressive reactions. The aim of the study was to assess the depression intensity and the occurrence of mood disorders in the population of full-time and extramural course students of pedagogy aged 19-30, as well as the difference in intensity of the measured constructs between men and women. The study was carried out on the group of 223 women and 162 men aged 19-30 studying pedagogy at Piotrków Trybunalski Division of Jan Kochanowski Memorial University in Kielce in the years 2008-2011. The control group consisted of 76 women and 88 men studying economics. Students of full-time and extramural courses were included. All the participants were assessed with Beck Depression Inventory. Depression as a syndrome was diagnosed if the score of 10 of more was obtained. Among female students of pedagogy, 21 out of 223 obtained Beck Depression Inventory scores equal to, or above 10; whereas among female students of economics 1 out of 76 obtained such a result. The relative risk of developing depression (understood as Beck Depression Inventory result of 10 or more) was found to be significantly higher among female pedagogues (OR 7.797; CI 1.0306 to 58.9856) than among female economists. Among male pedagogy students, 2 out of 162 obtained 10 points, or more. It means that the risk of depression in female pedagogues was as much as over eight-fold higher than in male pedagogues (OR 8.3168; CI 1.9215 - 35.9979). The risk of depression in men studying pedagogy was not higher than in men studying economics, who obtained the Beck Depression Inventory scores of 10 or more in 1 case out of 88 (OR 1.1; CI 0.0983 to 12.3032). Considering all pedagogues irrespectively of gender versus all economists, the risk of depression in the group of pedagogues is over five-fold higher than among economists (OR 5.1464; CI 1.1991 to 22.0885). In the whole group of

Understanding Culture: A Literature Review Comparing Three Cultural Pedagogies

OpenAIRE

Tabitha Kidwell

2017-01-01

Culture is an integral part of language study, but the field has yet to put forward a coherent theoretical argument for how culture can or should be incorporated in language education.  In an effort to remedy this situation, this paper reviews literature on the teaching of culture, drawing on Larzén’s (2005) identification of three pedagogies used to teach about culture within the language classroom:  through a pedagogy of information, a pedagogy of preparation, and a pedagogy of encounter.  ...

Assessment and pedagogy: a case study of two oral hygiene lecturers in South Africa.

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Vergotine, G

2012-08-01

There is evidence that most South African oral hygiene lecturers lack appropriate qualifications in the field of education. Their teaching skills are based mainly on clinical and practical experience, and this may impact on their understanding of the educational foundations of teaching, learning and assessment. To explore oral hygiene lecturers' knowledge and use of pedagogy and assessment and its alignment. A qualitative descriptive study design was used and case studies of two oral hygiene lecturers, each with qualifications in Education, were analyzed according to three themes: curriculum, pedagogy and assessment. The results showed that both participants had a good understanding of formative assessment (FA) and summative assessment (SA). They made use of FA but in neither case was the application ideal. Both used a range of teaching and assessment strategies but felt accountable to external demands of meeting outcomes. They linked their understanding of pedagogy and assessment to assist in the development of their courses and reported that this alignment had improved the quality of their programmes. This alignment by oral hygiene lecturers can influence curricular and pedagogic strategies. The professional educational development of lecturers in oral hygiene could be influential in improving the profession within the country.

Peer Learning for Change in Higher Education

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Hilsdon, John

2014-01-01

This paper draws upon small scale, qualitative research at a UK university to present a Learning Development (LD) perspective on peer learning. This approach is offered as a lens for exploring social aspects of learning, cultural change in higher education and implications for pedagogy and policy. Views of a small group of peer learning leaders…

Media Pedagogy in Action: The Making of "The Virgin Appears in La Maldita Vecindad"

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Cravey, Altha J.; Petit, Michael

2014-01-01

This article focuses on the video documentary "The Virgin Appears in La Maldita Vecindad" as an example of critical, creative geographic media literacy and pedagogy. Conducting research through media production in the video documentary form can constitute a powerful pedagogical tool across three registers: making a video documentary…

Collaborative Classroom Simulation (CCS): An Innovative Pedagogy Using Simulation in Nursing Education.

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Berndt, Jodi; Dinndorf-Hogenson, Georgia; Herheim, Rena; Hoover, Carrie; Lanc, Nicole; Neuwirth, Janet; Tollefson, Bethany

2015-01-01

Collaborative Classroom Simulation (CCS) is a pedagogy designed to provide a simulation learning experience for a classroom of students simultaneously through the use of unfolding case scenarios. The purpose of this descriptive study was to explore the effectiveness of CCS based on student perceptions. Baccalaureate nursing students (n = 98) participated in the study by completing a survey after participation in the CCS experience. Opportunities for collaboration, clinical judgment, and participation as both observer and active participant were seen as strengths of the experience. Developed as a method to overcome barriers to simulation, CCS was shown to be an effective active learning technique that may prove to be sustainable.

Those Who Teach Learn: Near-Peer Teaching as Outdoor Environmental Education Curriculum and Pedagogy

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Bester, Lucas; Muller, Gregg; Munge, Brendon; Morse, Marcus; Meyers, Noel

2017-01-01

Near-peer teaching is used within higher education because of its efficacy for both student teachers and learners. Our purpose in this paper is to highlight the possibilities of applying near-peer teaching pedagogies in outdoor and environmental higher education contexts. We begin by reviewing its use in the higher education sector, mainly…

The Effect of Blended Learning in Mathematics Course

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Lin, Ya-Wen; Tseng, Chih-Lung; Chiang, Po-Jui

2017-01-01

With the advent of the digital age, traditional didactic teaching and online learning have been modified and gradually replaced by "Blended Learning." The purpose of this study was to explore the influences of blended learning pedagogy on junior high school student learning achievement and the students' attitudes toward mathematics. To…

Transition pedagogies and the neoliberal episteme: What do academics think?

Directory of Open Access Journals (Sweden)

Kate Hughes

2017-07-01

Full Text Available There has been much discussion of the massification of higher education and its impact on contemporary universities in terms of increased demands on academic staff in the context of neoliberal managerialism, and the power regimes which govern the sector. Less is written about the pedagogies used under neoliberalism. Many academics view tertiary education as both an individually and socially transformative process, and there is a sense that the current discursive environment engenders an inertia wherein this commitment is lost. This paper focusses on a small qualitative study of staff working in two universities at the bottom of the league tables. Their perceptions of pedagogical work and their views of their transformative potential under neoliberalism is discussed. The argument is made that there is the potential for building a space for critical education in contemporary universities. This article explores these issues, arguing that the use of transition pedagogies can create a transformative education.

PENGARUH MOTIVASI BELAJAR, PERSEPSI SISWA TENTANG KOMPETENSI PEDAGOGI GURU DAN KOMPETENSI PROFESIONAL GURU TERHADAP PRESTASI BELAJAR MATA PELAJARAN EKONOMI

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Nurul Fitriani

2016-11-01

Full Text Available Penelitian ini bertujuan untuk menganalisis ada tidaknya pengaruh persepsi siswa tentang kompetensi pedagogi guru, persepsi siswa tentang kompetensi profesional guru, dan motivasi belajar terhadap prestasi belajar mata pelajaran ekonomi kelas X IIS SMAN 3 Slawi. Populasi penelitian ini adalah seluruh siswa kelas X IIS SMAN 3 Slawi tahun ajaran 2014/2015, dengan sampel penelitian sebanyak 92 siswa yang diambil menggunakan proportionate random sampling. Metode pengumpulan data menggunakan angket dan dokumentasi. Metode analisis data yang digunakan adalah statistik deskriptif dan analisis regresi berganda menggunakan SPSS 16. Hasil penelitian menunjukkan ada pengaruh pengaruh secara simultan maupun parsial persepsi siswa tentang pedagogi guru, persepsi siswa tentang kompetensi profesional guru, dan motivasi belajar terhadap prestasi belajar mata pelajaran ekonomi siswa kelas X IIS SMAN 3 Slawi sebesar 67,2%. Saran yang diberikan hendaknya untuk penelitian selanjutnya agar mengambil sampel lebih dari satu wilayah. Bagi siswa diharapkan dapat lebih memperhatikan hasil penilaian serta evaluasi dari guru, karena dari penilaian guru siswa dapat mengetahui kemudian memperbaiki kekurangannya ataumateri mana saja yang perlu dipelajari lagi. The purpose of this study is to analyze the influence of student’s perceptions about teacher pedagogy competence, student’s perceptions about teacher profesional competence and learning motivation that simultant and partial against students learning achievement Economy Classes X IIS SMAN 3 Slawi. The population in this study was all students of X IIS classes SMAN 3 Slawi at 2014/2015 year, they are 119 students, it taken samples by proportionate random sampling as much as 92 students. Method of data collection was using questionnare. The analysing data used descriptive analysis and multiple regression analysis using SPSS 16. The results of the study, indicate that there was effect in simultant of student�

Makiguchian pedagogy in the middle school science classroom

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Pagan, Iris Teresa

In an atmosphere of multi-culturism and the increasing need for innovative methods for science teaching, investigating educators from different parts of the world is well regarded. Tsunesaburo Makiguchi (1871--1944) was a prescient thinker who foreshadowed many of the modern social constructivist ideals of teaching before they became formalized in Western thought. He believed in the harmonious balance between an individual and society as the only viable goal of education. With this in mind, he introduced the concepts of "evaluation," "cognition" and "value creation" that embody this balance. "Cognition" is associated with "truth" and "evaluation" is involved with the subject-object relationship. Moreover, Makiguchian pedagogy's concept of "value creation" offers a sociological and philosophical basis for "classroom inclusion." Additionally, Makiguchian pedagogy is compared to John Dewey's philosophy as well as the educational philosophy expressed in The National Science Standards. In this teacher participant study, classroom observational data showed that several dimensions of Makiguchian pedagogical practice occurred conjointly with relatively high frequencies. These included frequent occurrences of interactional conversation between students and teacher merged within a context of expressions of personal and collective values, social contextual references, valuing and personal evaluative statements, and episodic information that the students contributed from personal experiences relevant to the science topics. Additionally, Likert-type questionnaire data collected from the students who experienced the Makiguchian lessons, and observational data from professional colleagues who viewed video taped records of the lessons, provided additional corroborative evidence supporting the researcher's findings. A content analysis of lesson plans containing Makiguchian principles of teaching and learning in relation to the ensuing classroom performance of the teacher showed a

Digital Ecologies of Youth Mental Health: Apps, Therapeutic Publics and Pedagogy as Affective Arrangements

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Simone Fullagar

2017-11-01

Full Text Available In this paper, we offer a new conceptual approach to analyzing the interrelations between formal and informal pedagogical sites for learning about youth mental (ill health with a specific focus on digital health technologies. Our approach builds on an understanding of public pedagogy to examine the pedagogical modes of address (Ellsworth 1997 that are (i produced through ‘expert’ discourses of mental health literacy for young people; and (ii include digital practices created by young people as they seek to publicly address mental ill health through social media platforms. We trace the pedagogic modes of address that are evident in examples of digital mental health practices and the creation of what we call therapeutic publics. Through an analysis of mental health apps, we examine how these modes of address are implicated in the affective process of learning about mental (ill health, and the affective arrangements through which embodied distress is rendered culturally intelligible. In doing so, we situate the use of individual mental health apps within a broader digital ecology that is mediated by therapeutic expertise and offer original contributions to the theorization of public pedagogy.

Scheduling lessons learned from the Autonomous Power System

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Ringer, Mark J.

1992-01-01

The Autonomous Power System (APS) project at NASA LeRC is designed to demonstrate the applications of integrated intelligent diagnosis, control, and scheduling techniques to space power distribution systems. The project consists of three elements: the Autonomous Power Expert System (APEX) for Fault Diagnosis, Isolation, and Recovery (FDIR); the Autonomous Intelligent Power Scheduler (AIPS) to efficiently assign activities start times and resources; and power hardware (Brassboard) to emulate a space-based power system. The AIPS scheduler was tested within the APS system. This scheduler is able to efficiently assign available power to the requesting activities and share this information with other software agents within the APS system in order to implement the generated schedule. The AIPS scheduler is also able to cooperatively recover from fault situations by rescheduling the affected loads on the Brassboard in conjunction with the APEX FDIR system. AIPS served as a learning tool and an initial scheduling testbed for the integration of FDIR and automated scheduling systems. Many lessons were learned from the AIPS scheduler and are now being integrated into a new scheduler called SCRAP (Scheduler for Continuous Resource Allocation and Planning). This paper will service three purposes: an overview of the AIPS implementation, lessons learned from the AIPS scheduler, and a brief section on how these lessons are being applied to the new SCRAP scheduler.

Interaction in distance learning pedagogy: the views of tutors and students

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Erlinda Martins Batista

2016-05-01

Full Text Available This study shares the results of a survey that sought to analyze the process of interaction in a Virtual Learning Environment – VLE from the perspective of students and tutors of a distance learning course of Pedagogy offered by a Brazilian public university. Based on a critical paradigm and a qualitative methodology, this article presents a discussion on the role of interaction in distance learning courses, from the viewpoints of students and tutors. The participants´ concepts of interaction were analyzed from the dialectic and socio-historical perspective, according to which interaction is established in the social relations and mediated by the educator to promote learning. The results suggest that interaction is characterized as a form of communication that occurs especially in the virtual setting and it is strongly unidirectional and little interactional, as it occurs in only one direction, in this case, from students towards tutors as far as schoolwork is concerned. We conclude that both tutors and students need to reframe the concept of interaction, considered in the study as a process of ‘wholeness’. Within the concept of ‘wholeness’, communication occurs so that the Interacting participant is wholly involved in the communication. Their perception of communication is twofold, simultaneous, that is, they see themselves as whole, both in interaction and in the wholeness process. The dialogs in this process occur in a historical, social and dialectical way. Therefore, we support a process that goes beyond interaction, that is, wholeness to promote effective learning in DE – Distance Education. Este estudo compartilha os resultados de uma pesquisa que buscou analisar o processo de interação em ambiente virtual de aprendizagem – AVA, na visão dos estudantes, professores tutores de um curso de pedagogia a distância de uma instituição pública brasileira. Fundamentado no paradigma crítico e na metodologia qualitativa, este

Game-powered machine learning.

Science.gov (United States)

Barrington, Luke; Turnbull, Douglas; Lanckriet, Gert

2012-04-24

Searching for relevant content in a massive amount of multimedia information is facilitated by accurately annotating each image, video, or song with a large number of relevant semantic keywords, or tags. We introduce game-powered machine learning, an integrated approach to annotating multimedia content that combines the effectiveness of human computation, through online games, with the scalability of machine learning. We investigate this framework for labeling music. First, a socially-oriented music annotation game called Herd It collects reliable music annotations based on the "wisdom of the crowds." Second, these annotated examples are used to train a supervised machine learning system. Third, the machine learning system actively directs the annotation games to collect new data that will most benefit future model iterations. Once trained, the system can automatically annotate a corpus of music much larger than what could be labeled using human computation alone. Automatically annotated songs can be retrieved based on their semantic relevance to text-based queries (e.g., "funky jazz with saxophone," "spooky electronica," etc.). Based on the results presented in this paper, we find that actively coupling annotation games with machine learning provides a reliable and scalable approach to making searchable massive amounts of multimedia data.

Scientific Training in the Era of Big Data: A New Pedagogy for Graduate Education.

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Aikat, Jay; Carsey, Thomas M; Fecho, Karamarie; Jeffay, Kevin; Krishnamurthy, Ashok; Mucha, Peter J; Rajasekar, Arcot; Ahalt, Stanley C

2017-03-01

The era of "big data" has radically altered the way scientific research is conducted and new knowledge is discovered. Indeed, the scientific method is rapidly being complemented and even replaced in some fields by data-driven approaches to knowledge discovery. This paradigm shift is sometimes referred to as the "fourth paradigm" of data-intensive and data-enabled scientific discovery. Interdisciplinary research with a hard emphasis on translational outcomes is becoming the norm in all large-scale scientific endeavors. Yet, graduate education remains largely focused on individual achievement within a single scientific domain, with little training in team-based, interdisciplinary data-oriented approaches designed to translate scientific data into new solutions to today's critical challenges. In this article, we propose a new pedagogy for graduate education: data-centered learning for the domain-data scientist. Our approach is based on four tenets: (1) Graduate training must incorporate interdisciplinary training that couples the domain sciences with data science. (2) Graduate training must prepare students for work in data-enabled research teams. (3) Graduate training must include education in teaming and leadership skills for the data scientist. (4) Graduate training must provide experiential training through academic/industry practicums and internships. We emphasize that this approach is distinct from today's graduate training, which offers training in either data science or a domain science (e.g., biology, sociology, political science, economics, and medicine), but does not integrate the two within a single curriculum designed to prepare the next generation of domain-data scientists. We are in the process of implementing the proposed pedagogy through the development of a new graduate curriculum based on the above four tenets, and we describe herein our strategy, progress, and lessons learned. While our pedagogy was developed in the context of graduate education

Creating Problem-Based Leadership Learning across the Curriculum

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Thompson, Sara E.; Couto, Richard A.

2016-01-01

This chapter explores problem-based learning (PBL) as effective pedagogy to enhance leadership learning. Through institutional examples, research, and personal experiences, the authors provide a rationale for faculty and staff to utilize PBL across the curriculum.

2017 Hans O. Mauksch Address: Using the Science of Learning to Improve Student Learning in Sociology Classes

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Messineo, Melinda

2018-01-01

The 2017 Mauksch Address invites readers to consider how the field of sociology might benefit from greater inclusion of the science of learning into its pedagogy. Results from a survey of 92 teaching and learning experts in sociology reveal the degree to which the discipline's understanding of teaching and learning is informed by the science of…

Cooperative learning as an approach to pedagogy.

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Nolinske, T; Millis, B

1999-01-01

Lecture-based pedagogical approaches cannot adequately prepare students in professional and technical occupational therapy programs. Faculty members in other disciplines are turning to a well-known and well-researched teaching approach called cooperative learning, which is more carefully structured and defined than most other forms of small group learning. Cooperative learning includes several key principles: positive interdependence, individual responsibility, appropriate grouping, group maintenance, cooperative skills, and promotive (interaction) time. This article provides ideas for managing the classroom with cooperative learning activities and describes eight of them: Three-Step Interview, Roundtable, Think-Pair-Share, Structured Problem Solving, Send/Pass-a-Problem, Generic Question Stems, Double Entry Journal, and Dyadic Essay Confrontation. Each activity is applied to content embedded in professional and technical occupational therapy curricula. A cooperative learning approach to evaluating learning is also presented.

PENERAPAN STRATEGI PEMBELAJARAN PARADIGMA PEDAGOGI IGNATIAN (REFLEKTIF TERHADAP PENINGKATAN HASIL BELAJAR DAN MOTIVASI BERPRESTASI BELAJAR ILMU PENGETAHUAN ALAM (IPA SISWA KELAS V SEKOLAH DASAR

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Albertus Hartana

2016-04-01

Full Text Available The Ignatian Pedagogy Paradigm is an art of thinking and doing something thoughtfully that incorporate humanistic values into learning subjects consciously. This paradigm endorses meaning of each topic within in learning materials based on students’ own experience. Students take into their consciousness life values (Reflective Moment with\\in learning materials by themselves or by their groups in order that they can practice it in daily life (Action. Researcher elaborates action research method for resolving learning problems within Fifth Grade (second group of Kanisius Elementary School Students of Sengkan Yogyakarta during natural sciences class. Researcher implements Ignatian Pedagogy Paradigm within the method. The research follows the guidance prepared by Bruce W. Tuckman and Brian E. Happer (2012. First cycle shows that mean value is 13,85 for students learning outcomes. Second cycle shows that mean value is 15,03 for students learning outcomes. The average difference between the first cycle and the second is 1,175. It says that learning outcomes of the first cycle is lower than the second; and of the second cycle is higher than the first. Value of “t” Test by counting is 2,466; and Value of “t” Test according to the statistic table is 2,000 with 0,016 score of probability and by 0,05 significant level. The research shows that the value of “t” Test by counting is higher than value of “t” Test according the statistic table. It means that implementation Ignatian Pedagogy in natural sciences subject improves study results of Fifth Grade (Second Group of Kanisius Elementary School Students of Sengkan Yogyakarta. First cycle shows that mean value is 108,23 for students learning motivation. Second cycle shows that mean value is 116,05 for students learning motivation. The value difference between the first and the second is 7,825. It says that learning motivation of the first cycle is lower than the second; and of the second

Re-inhabiting place in contemporary rural communities: Moving toward a critical pedagogy of place

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Huffling, Lacey D.; Carlone, Heidi B.; Benavides, Aerin

2017-03-01

Heather Zimmerman and Jennifer Weible's (Cult Stud Sci Educ, 2016) use of place-based pedagogy in high school science education honors their participants' lived experiences and the rural communities from which they come. They raise an unresolved tension in their findings: Why did the youth in their study, who clearly learned a lot about the local watershed, not feel empowered or knowledgeable enough to propose collective, action-oriented strategies to address the poor quality of the water? We use this tension as a focus point of our response, drawing on one author's (Huffling's) biography and David Gruenewald's (Educ Res 32:3-12, 2003. doi: 10.3102/0013189X032004003) critical pedagogy of place to re-imagine the curriculum that Zimmerman and Weible describe. We provide strategies that align with Gruenewald's (2003) constructs of decolonization and reinhabitation that could promote youths' collective empowerment.

Examining Informal Learning Using Mobile Devices in the Healthcare Workplace

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Fahlman, Dorothy

2013-01-01

The study of workplace learning and informal learning are not new to adult education and pedagogy. However, the use of mobile devices as learning tools for informal learning in the workplace is an understudied area. Using theories on informal learning and constructivism as a framework, this paper explores informal learning of registered nurses…

Case-based learning in VTLE: An effective strategy for improving learning design

OpenAIRE

Guàrdia Ortiz, Lourdes; Sangrà, Albert; Maina, Marcelo Fabián

2014-01-01

This article presents preliminary research from an instructional design perspective on the design of the case method as an integral part of pedagogy and technology. Key features and benefits using this teaching and learning strategy in a Virtual Teaching and Learning Environment (VTLE) are identified, taking into account the requirements of the European Higher Education Area (EHEA) for a competence-based curricula design. The implications of these findings for a learning object appro...

Effectiveness of narrative pedagogy in developing student nurses' advocacy role.

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Gazarian, Priscilla K; Fernberg, Lauren M; Sheehan, Kelly D

2016-03-01

The literature and research on nursing ethics and advocacy has shown that generally very few nurses and other clinicians will speak up about an issue they have witnessed regarding a patient advocacy concern and that often advocacy in nursing is not learned until after students have graduated and begun working. To evaluate the effectiveness of narrative pedagogy on the development of advocacy in student nurses, as measured by the Protective Nursing Advocacy Scale. We tested the hypothesis that use of a narrative pedagogy assignment related to ethics would improve student nurse's perception of their advocacy role as measured by the Protective Nursing Advocacy Scale using a quasi-experimental nonrandomized study using a pre-test, intervention, post-test design. Data collection occurred during class time from October 2012 to December 2012. The Protective Nursing Advocacy Scale tool was administered to students in class to assess their baseline and was administered again at the completion of the educational intervention to assess whether narrative pedagogy was effective in developing the nursing student's perception of their role as a patient advocate. Students were informed that their participation was voluntary and that the data collected would be anonymous and confidential. The survey was not a graded assignment, and students did not receive any incentive to participate. The institutional review board of the college determined the study to be exempt from review. School of Nursing at a small liberal arts college in the Northeastern United States. A consecutive, nonprobability sample of 44 senior-level nursing students enrolled in their final nursing semester was utilized. Results indicated significant differences in student nurse's perception of their advocacy role related to environment and educational influences following an education intervention using an ethics digital story. Using the Protective Nursing Advocacy Scale, we were able to measure the effectiveness of

Lifelong Learning to Empowerment: Beyond Formal Education

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Carr, Alexis; Balasubramanian, K.; Atieno, Rosemary; Onyango, James

2018-01-01

This paper discusses the relevance of lifelong learning vis-à-vis the Sustainable Development Goals (SDGs) and stresses the need for an approach blending formal education, non-formal and informal learning. The role of Open and Distance Learning (ODL) in moving beyond formal education and the importance of integrating pedagogy, andragogy and…

Human learning: Power laws or multiple characteristic time scales?

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Gottfried Mayer-Kress

2006-09-01

Full Text Available The central proposal of A. Newell and Rosenbloom (1981 was that the power law is the ubiquitous law of learning. This proposition is discussed in the context of the key factors that led to the acceptance of the power law as the function of learning. We then outline the principles of an epigenetic landscape framework for considering the role of the characteristic time scales of learning and an approach to system identification of the processes of performance dynamics. In this view, the change of performance over time is the product of a superposition of characteristic exponential time scales that reflect the influence of different processes. This theoretical approach can reproduce the traditional power law of practice – within the experimental resolution of performance data sets - but we hypothesize that this function may prove to be a special and perhaps idealized case of learning.

Social pedagogy: an approach without fixed recipes

DEFF Research Database (Denmark)

Rothuizen, Jan Jakob Egbert; Harbo, Lotte Junker

2017-01-01

A historical and theoretical reconstruction of the specificity and peculiarity of the discipline of social pedagogy, as it has developed in Denmark. Social pedagogy takes its departure from the idea that the individual person and the community are complementary but at the same time opposed to each...

Jane Austen on love and pedagogical power.

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Fessenbecker, Patrick

2011-01-01

This essay notes initially recent prominence of theories of pedagogy that attempt to "de-mystify" it and reveal troubling power relations, and their subsequent contention that love is impossible in the student-teacher relationship. "Pedagogical" interpretations of Jane Austen's fiction, however, see pedagogy as essential to love. I argue that this is so precisely because of the power dynamics involved; drawing on Jessica Benjamin's psychoanalytic interpretation of G. W. F. Hegel's analysis of the "Lord-Bondsman," I suggest that Austen portrays the loving relationship as inherently involving the occupation and subsequent exchange of roles as superior and inferior, incarnated as "teacher" and "student."

The «PBL WORKING ENVIRONMENT» as interactive and expert system to learn the problem-based learning method

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Susana Correnti

2016-01-01

Full Text Available The «PBL working environment» is a virtual environment developed in the framework of SCENE project (profeSsional development for an effeCtive PBL approach: a practical experiENce through ICT-enabled lEarning solution, co-funded by the European Lifelong Learning Program. The «PBL working environment» is devoted to prepare headmasters and teachers of secondary and vocational schools to use Problem-Based Learning (PBL pedagogy effectively. It is a student-centered pedagogy where learners are «actively» engaged in real world problems to solve or challenges to meet. Students develop problem-solving, self-directed learning and team skills. The «PBL working environment» is an virtual tool including three main elements: e-learning platform, virtual facilitator and PBL repository. Teachers, trainers and headmasters/school managers learn the PBL pedagogy by attending an on-line course (e-learning platform delivered through the «inductive method». It allows learners to experience PBL approach, by practicing it stage by stage, and then learn to turn practice into theory by abstracting their experience to build a theoretical understanding. Since generating the proper scenario is the most critical aspect of PBL, after benefiting from the on-line course, users can benefit from a further support: the Virtual Facilitator. It provides tips and hints on how correctly design a problem scenario and by asking questions to collect data on user's specific needs. The Virtual Facilitator is able to provide a/or more suitable example(s which match as closest as possible the teacher/trainer need. Finally, users can share problem scenarios and projects of different subjects of studies and with different characteristics uploaded and downloaded in the PBL repository.

Students’ goal orientations and learning strategies in a powerful learning environment : a case study

NARCIS (Netherlands)

Koopman, M.; Bakx, A.W.E.A.; Beijaard, D.

2014-01-01

In Dutch secondary education, experiments with powerful social constructivist learning environments are conducted that aim to appeal to students’ intrinsic goal orientations, use of deep cognitive learning strategies, and self-direction of meta-cognitive learning strategies. The aim of this study is

Interconnecting Networks of Practice for Professional Learning

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Julie Mackey

2011-03-01

Full Text Available The article explores the complementary connections between communities of practice and the ways in which individuals orchestrate their engagement with others to further their professional learning. It does so by reporting on part of a research project conducted in New Zealand on teachers’ online professional learning in a university graduate diploma program on ICT education. Evolving from social constructivist pedagogy for online professional development, the research describes how teachers create their own networks of practice as they blend online and offline interactions with fellow learners and workplace colleagues. Teachers’ perspectives of their professional learning activities challenge the way universities design formal online learning communities and highlight the potential for networked learning in the zones and intersections between professional practice and study.The article extends the concepts of Lave and Wenger’s (1991 communities of practice social theory of learning by considering the role participants play in determining their engagement and connections in and across boundaries between online learning communities and professional practice. It provides insights into the applicability of connectivist concepts for developing online pedagogies to promote socially networked learning and for emphasising the role of the learner in defining their learning pathways.

From Cloister to Commons: Concepts and Models for Service-Learning in Religious Studies. AAHE's Series on Service-Learning in the Disciplines.

Science.gov (United States)

Devine, Richard, Ed.; Favazza, Joseph A., Ed.; McLain, F. Michael, Ed.

This essays in this volume, 19th in a series, discuss why and how service-learning can be implemented in Religious Studies and what that discipline contributes to the pedagogy of service-learning. Part 1, "Service-Learning and the Dilemma of Religious Studies," contains: (1) "Service-Learning and the Dilemma of Religious Studies: Descriptive or…

Blended Learning at the Boundary: Designing a New Internship

Science.gov (United States)

Heckman, Robert; Østerlund, Carsten S.; Saltz, Jeffrey

2015-01-01

This paper explores how blended learning can enhance learning at the boundary between academia and industry, and make possible the design of a new kind of internship. Boundary theory proposes that socio-cultural discontinuities between different environments create opportunities for learning. Blended learning pedagogy makes it possible to make the…

Moderating Influence of Curriculum, Pedagogy, and Assessment Practices on Learning Outcomes in Indonesian Secondary Education

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Umami, Ida

2018-01-01

The purpose of this research was to examine the current situation and problems faced by Indonesian schools in curriculum, pedagogy, and assessment practices despite government's several legal initiatives. A questionnaire comprising both open and closed-ended questions was sent to the teachers and public education officers of the Indonesian…

Organising and learning experiences of the first semester MA Program ePedagogy / Visual Knowledge Building

NARCIS (Netherlands)

Jaap Jansen

2006-01-01

This paper will discuss the process of the MA program ePedagogy / Visual Knowledge Building during the first semester of the academic year 2005 – 2006. This MA program is a joint venture between the Universities of Helsinki, Hamburg and INHOLLAND. This publication will discuss and evaluate the

Embracing a Critical Pedagogy in Art Education.

Science.gov (United States)

Yokley, Shirley Hayes

1999-01-01

Describes a "critical pedagogy" that encourages reflective self-examination of attitudes, values, and beliefs within historical and cultural critique. Highlights an art lesson for preservice teachers that illustrates the use of a critical pedagogy of representation, focusing on self-portraits by Frida Kahlo and Leonora Carrington. Discusses the…

Drama Grammar: Towards a Performative Postmethod Pedagogy

Science.gov (United States)

Even, Susanne

2011-01-01

This article presents the original concept of drama grammar, the synthesis of grammar instruction and drama pedagogy, which integrates both structural and communicative paradigms through a dialectic combination of acting and linguistic analysis. Based on the principles of drama pedagogy, drama grammar makes use of techniques from the performing…

Discussion on methodology to go up and down learning stepladder properly: from a comparative study of supervision in PBL and relationship building in service learning

DEFF Research Database (Denmark)

Feilberg, Casper; Yamaguchi, Hironori; Jensen, Mogens

2018-01-01

This article is a comparative study between a Japanese and a Danish higher educational institution with respect to designing an active learning environment. This study focuses on the pedagogy and supervisor that support students to embody citizenship and/or embodying an academic habitus, in combi......This article is a comparative study between a Japanese and a Danish higher educational institution with respect to designing an active learning environment. This study focuses on the pedagogy and supervisor that support students to embody citizenship and/or embodying an academic habitus...

Reciprocity within Biochemistry and Biology Service-Learning

Science.gov (United States)

Santas, Amy J.

2009-01-01

Service-learning has become a popular pedagogy because of its numerous and far-reaching benefits (e.g. student interest, engagement, and retention). In part, the benefits are a result of the student learning while providing a service that reflects a true need--not simply an exercise. Although service-learning projects have been developed in the…

Affordances and Limitations of Learning Analytics for Computer-Assisted Language Learning: A Case Study of the VITAL Project

Science.gov (United States)

Gelan, Anouk; Fastré, Greet; Verjans, Martine; Martin, Niels; Janssenswillen, Gert; Creemers, Mathijs; Lieben, Jonas; Depaire, Benoît; Thomas, Michael

2018-01-01

Learning analytics (LA) has emerged as a field that offers promising new ways to prevent drop-out and aid retention. However, other research suggests that large datasets of learner activity can be used to understand online learning behaviour and improve pedagogy. While the use of LA in language learning has received little attention to date,…

Puzzle-based versus traditional lecture: comparing the effects of pedagogy on academic performance in an undergraduate human anatomy and physiology II lab.

Science.gov (United States)

Stetzik, Lucas; Deeter, Anthony; Parker, Jamie; Yukech, Christine

2015-06-23

A traditional lecture-based pedagogy conveys information and content while lacking sufficient development of critical thinking skills and problem solving. A puzzle-based pedagogy creates a broader contextual framework, and fosters critical thinking as well as logical reasoning skills that can then be used to improve a student's performance on content specific assessments. This paper describes a pedagogical comparison of traditional lecture-based teaching and puzzle-based teaching in a Human Anatomy and Physiology II Lab. Using a single subject/cross-over design half of the students from seven sections of the course were taught using one type of pedagogy for the first half of the semester, and then taught with a different pedagogy for the second half of the semester. The other half of the students were taught the same material but with the order of the pedagogies reversed. Students' performance on quizzes and exams specific to the course, and in-class assignments specific to this study were assessed for: learning outcomes (the ability to form the correct conclusion or recall specific information), and authentic academic performance as described by (Am J Educ 104:280-312, 1996). Our findings suggest a significant improvement in students' performance on standard course specific assessments using a puzzle-based pedagogy versus a traditional lecture-based teaching style. Quiz and test scores for students improved by 2.1 and 0.4% respectively in the puzzle-based pedagogy, versus the traditional lecture-based teaching. Additionally, the assessments of authentic academic performance may only effectively measure a broader conceptual understanding in a limited set of contexts, and not in the context of a Human Anatomy and Physiology II Lab. In conclusion, a puzzle-based pedagogy, when compared to traditional lecture-based teaching, can effectively enhance the performance of students on standard course specific assessments, even when the assessments only test a limited

Counteracting Fabricated Anti-Gay Public Pedagogy in Uganda with Strategic Lifelong Learning as Critical Action

Science.gov (United States)

Grace, André P.

2016-01-01

Political, cultural and social fallout following the introduction of the anti-homosexuality bill in Uganda in 2009 intensified fabrication of an anti-gay public pedagogy of negation and nemesis that fuelled the passage of the Anti-Homosexuality Act, 2014. The Government of Uganda, conventional Anglicanism and US evangelical Christianity were all…

Toward a Race Pedagogy for Black Faculty

Science.gov (United States)

Closson, Rosemary B.; Bowman, Lorenzo; Merriweather, Lisa R.

2014-01-01

Educators are consciously or unconsciously guided by pedagogy and make critical decisions about praxis--content, strategy, structure--based on their pedagogical beliefs. The intentional use of pedagogy is often advanced as a key to being an effective educator. A wealth of literature is directed toward helping White educators develop a race…

Positioning Pedagogy--A Matter of Children's Rights

Science.gov (United States)

Devine, Dympna; McGillicuddy, Deirdre

2016-01-01

This paper foregrounds pedagogy in the realisation of children's rights to non-discrimination and serving their best interests, as articulated in the UNCRC. Drawing on a mixed methodological study of teachers in 12 schools it does so through exploring teacher pedagogies in terms of how they "think", "do" and "talk"…

Essentials of Basic Writing Pedagogy for Librarians

Science.gov (United States)

King, Reabeka

2012-01-01

There is an ongoing paradigm shift in librarianship that prompts the application of pedagogy throughout our professional practice. In light of the special attention to basic writing development in community college curricula, this article provides an overview of basic writing pedagogy. It discusses the overall college-level writing and research…

E-Learning for Depth in the Semantic Web

Science.gov (United States)

Shafrir, Uri; Etkind, Masha

2006-01-01

In this paper, we describe concept parsing algorithms, a novel semantic analysis methodology at the core of a new pedagogy that focuses learners attention on deep comprehension of the conceptual content of learned material. Two new e-learning tools are described in some detail: interactive concept discovery learning and meaning equivalence…

Placement education pedagogy as social participation: what are students really learning?

Science.gov (United States)

Kell, Clare

2014-03-01

This paper draws on empirical fieldwork data of naturally occurring UK physiotherapy placement education to make visible how education is actually carried out and suggest what students may be learning through their placement interactions. The data challenge everyone involved in placement education design and practice to consider the values and practices students are learning to perpetuate through placement education experiences. The researcher undertook an ethnomethodologically informed ethnographic observation of naturally occurring physiotherapy placement education in two UK NHS placement sites. This study adopted a social perspective of learning to focus on the minutiae of placement educator, student and patient interaction practices during student-present therapeutic activities. Two days of placement for each of six senior students were densely recorded in real-time focussing specifically on the verbal, kinesics and proxemics-based elements of the participants' interaction practices. Repeated cycles of data analysis suggested consistent practices irrespective of the placement, educators, students or patients. The data suggest that placement education is a powerful situated learning environment in which students see, experience and learn to reproduce the physiotherapy practices valued by the local placement. Consistently, placement educators and students co-produced patient-facing activities as spectacles of physiotherapy-as-science. In each setting, patients were used as person-absent audiovisual teaching aids from which students learnt to make a case for physiotherapy intervention. The paper challenges physiotherapists and other professions using work-placement education to look behind the rhetoric of their placement documentation and explore the reality of students' learning in the field. The UK-based physiotherapy profession may wish to consider further the possible implications of its self-definition as a 'science-based healthcare profession' on its in

Inclusive Pedagogy and Knowledge in Special Education: Addressing the Tension

Science.gov (United States)

Mintz, Joseph; Wyse, Dominic

2015-01-01

There has been an increasing focus in policy and practice on adopting inclusive pedagogy as a way of reconceptualising how schools work with children with special educational needs (SEN). The paper considers the split between knowledge and pedagogy inherent in some dominant strains of "inclusive pedagogy". Drawing on the "knowledge…

A Circle of Learning: The impact of a narrative multilingualism approach on in-service teachers’ literacy pedagogies

Directory of Open Access Journals (Sweden)

Belinda Mendelowitz

2011-05-01

Full Text Available This paper explores the impact of a narrative multilingualism approach on in-service primary school teachers who attended the Advanced Certi"cate of Education (ACE Languages course at the University of the Witwatersrand in 2009. The teachers wrote their own language narratives and were required to implement language narrative work in their classrooms. The paper is a case study of three teachers’ implementation of multilingual narrative pedagogy, and explores the ways in which each teacher translates this pedagogy into their specific contexts. Theoretically, the paper attempts to deepen and extend narrative multilingualism as an approach to language teaching. The notions of uptake and pedagogical translation are explored at various levels, namely, the teachers’ uptake of a multilingual narrative approach and the learners’ uptake. The most striking aspect of the data, across all teachers, is the process and dynamics unleashed in the classroom space. The process of sharing language narratives reconfigured dynamics in the classroom and opened up the classroom space for teachers and learners. The interventions that the pedagogy of narrative multilingualism afforded enabled the validation of linguistic diversity. In a society where xenophobia and linguicism is prevalent, such interventions can play a valuable role in changing attitudes and teaching learners to value difference. Furthermore, previously silenced learners found their voices and participated more in class activities.

Inclusion, Learning Goals in Didactics and Education - Effects and Findings

DEFF Research Database (Denmark)

Bruun, Mette; Braüner, Ninna

Abstract NERA 2017 Inclusion, Learning Goals in Didactics and Education – Effects and Findings Ninna V. Braüner, M.Ed general pedagogy, University College Sjælland, nvb@ucsj.dk Mette Bruun, M.Ed.in general pedagogy, University College Sjælland, meb@ucsj.dk During the last 5-10 years teaching...... with centralized learning goals in didactics and education together with inclusion of children with special needs have been focus areas both nationally and internationally. Educators, directors of education etc. find inspiration in works by John Hattie and James Nottingham and visit schools in Ontario. Many Danish...... learning goals have of inclusion? How can practice be developed within these frames? We have both observed how students in complicated learning situations participate in education without learning goals and how the same students participate when the teacher has planned the education with learning goals. We...

Critical Revolutionary Pedagogy Spiced by Pedagogical Love

Science.gov (United States)

FitzSimmons, Robert; Uusiautti, Satu

2013-01-01

The latest incidents demonstrating human beings' inhumanity to their fellow human beings have given impetus to dissect the connection between critical revolutionary pedagogy and the idea of pedagogical love. In this essay we attempt to answer the following questions: How do these two pedagogies complement each other? What can they offer for…

Social pedagogy between everyday life and professionalism

DEFF Research Database (Denmark)

Rothuizen, Jan Jaap

2014-01-01

You have to know a bit of history in order to understand that the term social pedagogy can have different meanings. This article presents social pedagogy first and foremost as an approach that focuses on the other person’s possibilities to decide, to be an actor and to be a participant. When you...

Lessons learned from existing biomass power plants

Energy Technology Data Exchange (ETDEWEB)

Wiltsee, G.

2000-02-24

This report includes summary information on 20 biomass power plants, which represent some of the leaders in the industry. In each category an effort is made to identify plants that illustrate particular points. The project experiences described capture some important lessons learned that lead in the direction of an improved biomass power industry.

Informing pedagogy through the brain-targeted teaching model.

Science.gov (United States)

Hardiman, Mariale

2012-01-01

Improving teaching to foster creative thinking and problem-solving for students of all ages will require two essential changes in current educational practice. First, to allow more time for deeper engagement with material, it is critical to reduce the vast number of topics often required in many courses. Second, and perhaps more challenging, is the alignment of pedagogy with recent research on cognition and learning. With a growing focus on the use of research to inform teaching practices, educators need a pedagogical framework that helps them interpret and apply research findings. This article describes the Brain-Targeted Teaching Model, a scheme that relates six distinct aspects of instruction to research from the neuro- and cognitive sciences.

Stimulating Learning with Integrated Assessments in Construction Education

Directory of Open Access Journals (Sweden)

Imriyas Kamardeen

2014-09-01

Full Text Available Quality of learning students experience is heavily dependent on the effectiveness of course design. Assessments are a key component in course design and students determine their level of involvement in a learning activity based on whether it is assessed or not. Assessments are therefore a powerful tool that lecturers can utilise to drive learning. However, designing effective assessments to stimulate learning is challenging in the presence of disciplinary, contextual dimensions. A case study approach is adopted to demonstrate how effective integrated assessment schemes may be developed and implemented for construction education. The scheme in the case study amalgamated case-based learning, online quizzes and adaptive eTests to provide a variety of assessments, aligned with lecture topics and contemporary real-word scenarios. It was found that the presence of both formative and summative tasks in the assessment scheme complemented each other, kept students constantly motivated and engaged in learning, and resulted in a good learning experience for them. The study provide evidence, and valuable insights and tips for lecturers in similar degree programs as to how they could modify pedagogical styles in their courses for better learning experiences for students and improved teaching ratings for themselves. Keywords: Pedagogy, Integrated assessment, Case-based learning, Online quiz, Adaptive eLearning

Stimulating Learning with Integrated Assessments in Construction Education

Directory of Open Access Journals (Sweden)

Imriyas Kamardeen

2014-09-01

Full Text Available Quality of learning students experience is heavily dependent on the effectiveness of course design. Assessments are a key component in course design and students determine their level of involvement in a learning activity based on whether it is assessed or not. Assessments are therefore a powerful tool that lecturers can utilise to drive learning. However, designing effective assessments to stimulate learning is challenging in the presence of disciplinary, contextual dimensions. A case study approach is adopted to demonstrate how effective integrated assessment schemes may be developed and implemented for construction education. The scheme in the case study amalgamated case-based learning, online quizzes and adaptive eTests to provide a variety of assessments, aligned with lecture topics and contemporary real-word scenarios. It was found that the presence of both formative and summative tasks in the assessment scheme complemented each other, kept students constantly motivated and engaged in learning, and resulted in a good learning experience for them. The study provide evidence, and valuable insights and tips for lecturers in similar degree programs as to how they could modify pedagogical styles in their courses for better learning experiences for students and improved teaching ratings for themselves.   Keywords: Pedagogy, Integrated assessment, Case-based learning, Online quiz, Adaptive eLearning

Pedagogy in Slovenia at the Beginning of the 20th Century

Directory of Open Access Journals (Sweden)

Tadej Vidmar

2016-05-01

Full Text Available Pedagogy in Slovenia gradually won its recognition as an academic science, and therefore obtained improved possibilities for its conceptualization, when the university in Ljubljana was established in 1919. The time between the two world wars was marked with three principal pedagogical concepts: Herbartianism, geisteswissenschaftliche pedagogy, and reform pedagogy. The first of these to be theoretically conceptualized in Slovenia was the geisteswissenschaftliche, or cultural pedagogy. Ideas of reform pedagogy, especially its social-critical movement, interpreted, represented, and defended primarily left-oriented pedagogues and teachers, who were convinced that actual school reform would be possible only after (revolutionary changes of social conditions. In the first decades of the 20th century, numerous conflicts and disagreements occurred in the process of establishing individual pedagogical currents and orientations in Slovenia. The strongest and most productive polemics were held between geisteswissenschaftliche, or cultural pedagogy, and some currents, or just individual representatives, of reform pedagogy (e.g., theory vs. praxis, old vs. new school. Unfortunately, the postwar Marxist pedagogical concept was highly unfavorable to the prewar orientations and prevented their further development.

Learning to become authentic

DEFF Research Database (Denmark)

Staunæs, Dorthe

and practices from pedagogy and psychology (Staunæs, Juelskjær & Knudsen 2009 in press), and in the context of Y-Company on the Carmino, Psy-leadership draws especially on pedagogy and psychology recognized under headlines such as "appreciative", "positive", and "social" constructionist approaches......Discourses and trends on management and leadership and the way of learning and developing the very same take many forms and are entangled in many ways. In the contexts surrounding the pilgrimage the predicate of Psy-leadership seems appropriate. Inspired by Nicholas Rose (1990) idea of the Psy......-Sciences, the term Psy-Leadership point to managerial technologies and the learning of the very same supposed to affect and strategically correct the souls, minds and emotions of employees and managers. Psy-leadership can be described as a strategic act upon others actions (Foucault 1991) informed by theories...

Sight-Singing Pedagogy: A Content Analysis of Choral Methods Textbooks

Science.gov (United States)

Floyd, Eva G.; Haning, Marshall A.

2015-01-01

The purpose of this study was to examine the sight-singing pedagogy content of choral methods textbooks, with the intent of determining what elements of sight-singing pedagogy are most commonly included in these resources. A content analysis was conducted to analyze information related to sight-singing pedagogy in 10 textbooks that are commonly…

Supporting and structuring "contributing student pedagogy" in Computer Science curricula

Science.gov (United States)

Falkner, Katrina; Falkner, Nickolas J. G.

2012-12-01

Contributing student pedagogy (CSP) builds upon social constructivist and community-based learning principles to create engaging and productive learning experiences. What makes CSP different from other, related, learning approaches is that it involves students both learning from and also explicitly valuing the contributions of other students. The creation of such a learning community builds upon established educational psychology that encourages deep learning, reflection and engagement. Our school has recently completed a review and update of its curriculum, incorporating student content-creation and collaboration into the design of key courses across the curriculum. Our experiences, based on several years of experimentation and development, support CSP-based curriculum design to reinforce the value of the student perspective, the clear description of their own transformative pathway to knowledge and the importance of establishing student-to-student networks in which students are active and willing participants. In this paper, we discuss the tools and approaches that we have employed to guide, support and structure student collaboration across a range of courses and year levels. By providing an account of our intentions, our approaches and tools, we hope to provide useful and transferrable knowledge that can be readily used by other academics who are considering this approach.

Learning Programming Patterns Using Games

Science.gov (United States)

de Aquino Leal, Alexis Vinícius; Ferreira, Deller James

2016-01-01

There is still no pedagogy to teach programming that stands out significantly from others and no consensus on what is the best way for learning programming. There is still a need to develop new teaching methods for learning in introductory programming courses. This paper presents a pedagogic approach in support of creativity in programming and the…

Active learning for noisy oracle via density power divergence.

Science.gov (United States)

Sogawa, Yasuhiro; Ueno, Tsuyoshi; Kawahara, Yoshinobu; Washio, Takashi

2013-10-01

The accuracy of active learning is critically influenced by the existence of noisy labels given by a noisy oracle. In this paper, we propose a novel pool-based active learning framework through robust measures based on density power divergence. By minimizing density power divergence, such as β-divergence and γ-divergence, one can estimate the model accurately even under the existence of noisy labels within data. Accordingly, we develop query selecting measures for pool-based active learning using these divergences. In addition, we propose an evaluation scheme for these measures based on asymptotic statistical analyses, which enables us to perform active learning by evaluating an estimation error directly. Experiments with benchmark datasets and real-world image datasets show that our active learning scheme performs better than several baseline methods. Copyright © 2013 Elsevier Ltd. All rights reserved.

Social Pedagogy in Finland and Sweden: a comparative analysis

Directory of Open Access Journals (Sweden)

Juha Hämäläinen

2015-12-01

Full Text Available Discussing how the concept of social pedagogy has been used in Finland and Sweden, this paper provides a historical and systemic comparison of policies and practices of social pedagogy in these two countries. The main aim is to identify and explain the main similarities and differences between the Finnish and Swedish national trajectories of social pedagogical thinking and action. In the first phase of the analysis, country-specific features of social pedagogy were described paying attention to historical and structural aspects. In the second phase, these descriptions were compared in a dialogue between the au- thors, one from Finland and the other from Sweden. The dialogue-based comparison was targeted to ex- plain the identified similar and different features of social pedagogical policies and practices. The explanation was based on historical and systemic considerations, especially those of historical development, research activities, theory buildings, methodologies and techniques, professionalization and the practice fields, and the future prospects of social pedagogy.The analysis showed that the historical roots and theoretical foundations of social pedagogical think- ing and action are very similar in Finland and Sweden but the position of social pedagogy  as an academic discipline  as well as a field of practice is partly different. Since social pedagogy has not been acknowl- edged as an academic discipline in Sweden, its outlook as a field of practice is on shaky ground, while in Finland the future of social pedagogy as an academic discipline  is uncertain because the social-peda- gogical know-how based on academic education is not well known and has not found general acceptance in the field’s practice.The analysis showed that the historical roots and theoretical foundations of social pedagogical thinking and action are very similar in Finland and Sweden but the position of social pedagogy as an academic discipline as well as a

THE FIRST RESULTS OF AN IMPLEMENTATION OF THE ACTIVE LEARNING PARADIGM IN UNIVERSITY PHYSICS

OpenAIRE

Sliško, Josip; Medina Hernández, Rebeca

2006-01-01

Putting students in the center of the educational process and using the results of educational research are basic characteristics of an important movement whose objective is learning improvement in many university courses. For mechanics courses there is experimental evidence that pedagogy with “active students” gives better results than pedagogy with “active professor and passive students”. In this article we present the first results of an implementation of a pedagogy which promotes active s...

Curation Pedagogy for Media Studies: (Further Towards the Inexpert

Directory of Open Access Journals (Sweden)

Ben Andrews

2012-12-01

Full Text Available An educational ‘model’ for participatory learning and media literacy in the contemporary context of digitally mediated lifeworlds is emerging (Jenkins, 2010; Gauntlett, 2011; Fraser and Wardle, 2011. The critical problem, we argue, for its ‘adequacy’ is the privilege granted to curriculum content and skills over pedagogy. Elsewhere, we offered a ‘pedagogy of the inexpert’ as such a model for textconscious disciplines such as, but not restricted to, Media Studies. This strategy removes ‘the media’ from our gaze and looks awry to develop new ways of working with students – to ‘show and tell’ textual agency and more reflexive deconstruction of what it is to read and make media, and to ‘be’ in mediation. In this article, we develop this approach further towards a model of ‘curation’. Understood in this way, students ‘show’ media literacy in new spaces – not by recourse to skills, competences or analytical unmasking of the properties of a (contained text, but by exhibiting, by curating a moment in time of textual meaningmaking and meaning-taking, but with a mindfulness – a critical acceptance of such an attempt to hold and curate the flow of meaning as an artifice.

Towards a Pedagogy of Listening: Teaching and Learning from Life Stories of Human Rights Violations

Science.gov (United States)

Low, Bronwen E.; Sonntag, Emmanuelle

2013-01-01

In response to the task of designing curriculum that helps youth engage thoughtfully with digital stories of human rights violations, the authors articulate the central tenets of a pedagogy of listening that draws upon elements of oral history, concepts of witnessing and testimony, the work on listening of Dewey, Freire and Rinaldi and the…

Engaging Students in Traditional and Digital Storytelling to Make Connections between Pedagogy and Children's Experiences

Science.gov (United States)

Lisenbee, Peggy S.; Ford, Carol M.

2018-01-01

Traditional and digital storytelling is a powerful literacy tool which engage students in making connections between pedagogy and academic content. Definitions of traditional and digital storytelling, pedagogical methods aligned with curriculum standards, and examples of literacy centers associated with storytelling in early childhood classrooms…

"I Spoke It When I Was a Kid": Practicing Critical Bicultural Pedagogy in a Fourth-Grade Classroom

Science.gov (United States)

Casesa, Rhianna

2013-01-01

By examining the potential of purposefully implemented critical bicultural pedagogy (CBP) for student empowerment, this article responds to "Culture and Power in the Classroom: Educational Foundations for the Schooling of Bicultural Students" by Antonia Darder (Boulder, CO: Paradigm, 2012). Using a theoretical framework based upon…

Expanding nursing education through e-learning: A case study in Malaysia.

Science.gov (United States)

Syed-Mohamad, Sharifah-Mastura; Pardi, Kasmah-Wati; Zainal, Nor-Azmi; Ismail, Zalina

2006-01-01

The School of Health Sciences, Universiti Sains Malaysia (SHS) is planning to expand its contribution to produce more graduate nurses by offering a nursing degree through e-learning. After three years of using e-learning by four lecturers in seven nursing courses, we conducted a study to get the lecturers feedback and to compare the students' preference and their actual experiences in e-learning. Lecturers' feedback were collected based on six open-ended questions. Feedback from all the 36 final year nursing students were collected using Constructivist On-line Learning Environment Survey (COLLES)--the Student Experience/Preferred Form. Results show that lecturers and students have positive perception on e-learning. They perceive e-learning as a powerful and effective tool for expanding nursing education to meet the demand for a labour force that is knowledgeable, highly skilled and equipped with positive values. We believe blended learning is the most suitable approach to implement e-learning and social constructivism theory provides the dynamic view of learning. To increase success in e-learning implementation for the nursing programme, lecturers should be educated regarding proper instructional design so that their content delivery blends well with the technology and pedagogy.

Blending Student Technology Experiences in Formal and Informal Learning

Science.gov (United States)

Lai, K.-W.; Khaddage, F.; Knezek, Gerald

2013-01-01

In this article, we discuss the importance of recognizing students' technology-enhanced informal learning experiences and develop pedagogies to connect students' formal and informal learning experiences, in order to meet the demands of the knowledge society. The Mobile-Blended Collaborative Learning model is proposed as a framework to…

Fostering Sustained Learning among Undergraduate Students: Emerging Research and Opportunities

Science.gov (United States)

Chemosit, Caroline; Rugutt, John; Rugutt, Joseph K.

2017-01-01

Keeping students engaged and receptive to learning can, at times, be a challenge. However, by the implementation of new methods and pedagogies, instructors can strengthen the drive to learn among their students. "Fostering Sustained Learning Among Undergraduate Students: Emerging Research and Opportunities" is an essential publication…

The hypothesis of postmodern pedagogy. Education, truth and relativism

Directory of Open Access Journals (Sweden)

Xavier LAUDO CASTILLO

2012-02-01

Full Text Available This article proposes to recover the debate on the postmodern pedagogy with a double aim. On the one hand, contribute to clarify and make more coherent the conceptual order on pedagogy in relation to Postmodernism. On the other, clearing the way for the real possibilities of what might be or are being, educational theories and practices constitutive of a postmodern pedagogy. The research was conducted through the hermeneutic of philosophical and pedagogical texts. First, the postmodern is presented in the epistemological level and clarifying his relation to different types of relativism. Second, we discuss and defend the possibility and the existence of a postmodern pedagogy taking into a special account the question of the normativity. Thirdly, we develop the arguments that, from a hermeneutic and pragmatist view, relativism offered as educational trend. In this part we offer an integration of postfoundationalism and other postmodern principles in educational thinking and suggests some lines to develop in the future. Finally, we conclude with a synthesis of the outcomes and their implications for pedagogy and educational theory.

Dimensions of problem based learning

DEFF Research Database (Denmark)

Nielsen, Jørgen Lerche; Andreasen, Lars Birch

2013-01-01

The article contributes to the literature on problem based learning and problem-oriented project work, building on and reflecting the experiences of the authors through decades of work with problem-oriented project pedagogy. The article explores different dimensions of problem based learning such...... and Learning (MIL). We discuss changes in the roles of the teachers as supervisors within this learning environment, and we explore the involvement of students as active participants and co-designers of how course and project activities unfold....

Portable Tablets in Science Museum Learning: Options and Obstacles

Science.gov (United States)

Gronemann, Sigurd Trolle

2017-06-01

Despite the increasing use of portable tablets in learning, their impact has received little attention in research. In five different projects, this media-ethnographic and design-based analysis of the use of portable tablets as a learning resource in science museums investigates how young people's learning with portable tablets matches the intentions of the museums. By applying media and information literacy (MIL) components as analytical dimensions, a pattern of discrepancies between young people's expectations, their actual learning and the museums' approaches to framing such learning is identified. It is argued that, paradoxically, museums' decisions to innovate by introducing new technologies, such as portable tablets, and new pedagogies to support them conflict with many young people's traditional ideas of museums and learning. The assessment of the implications of museums' integration of portable tablets indicates that in making pedagogical transformations to accommodate new technologies, museums risk opposing didactic intention if pedagogies do not sufficiently attend to young learners' systemic expectations to learning and to their expectations to the digital experience influenced by their leisure use.

Using Science to Take a Stand: Action-Oriented Learning in an Afterschool Science Club

Science.gov (United States)

Hagenah, Sara

This dissertation study investigates what happens when students participate in an afterschool science club designed around action-oriented science instruction, a set of curriculum design principles based on social justice pedagogy. Comprised of three manuscripts written for journal publication, the dissertation includes 1) Negotiating community-based action-oriented science teaching and learning: Articulating curriculum design principles, 2) Middle school girls' socio-scientific participation pathways in an afterschool science club, and 3) Laughing and learning together: Productive science learning spaces for middle school girls. By investigating how action-oriented science design principles get negotiated, female identity development in and with science, and the role of everyday social interactions as students do productive science, this research fills gaps in the understanding of how social justice pedagogy gets enacted and negotiated among multiple stakeholders including students, teachers, and community members along what identity development looks like across social and scientific activity. This study will be of interest to educators thinking about how to enact social justice pedagogy in science learning spaces and those interested in identity development in science.

Implementing Problem-Based Learning in Introductory Engineering Courses: A Qualitative Investigation of Facilitation Strategies

Science.gov (United States)

Nicole Hunter, Deirdre-Annaliese

2015-01-01

Increasing pressure to transform teaching and learning of engineering is supported by mounting research evidence for the value of learner-centered pedagogies. Despite this evidence, engineering faculty are often unsuccessful in applying such teaching approaches often because they lack the necessary knowledge to customize these pedagogies for their…

The Relationship of Social Pedagogy and Social Work

Directory of Open Access Journals (Sweden)

Blahoslav Kraus

2016-04-01

Full Text Available The article analyses the development of the relationship between social work and social pedagogy at the end of the 20th century in the Czech Republic and compares this relationship to the one in neighbouring countries (Germany, England, France, Switzerland, Denmark, Sweden, Finland, Poland, Slovakia, Russia, Lithuania. The article further deals with various concepts of this relationship (including identification, differentiation, and convergent principle. It also compares the paradigms of social pedagogy and social work (autonomy, similarities and differences mainly in epistemological terms. Series of paradigms appear in both social work and social pedagogy during their development. A prevailing tendency towards the multi-paradigmatism can be seen. Furthermore, the article discusses the differences in professional aspirations within both fields and the number of job opportunities for the fields graduates. A conclusion of the article is dedicated to the professional career within social pedagogy and social work regarding the real life situation in both fields.

Forum: Communication Activism Pedagogy. Four Typologies of Communication Activism Pedagogy

Science.gov (United States)

Hartnett, Stephen J.

2017-01-01

This concluding response to the articles in this forum maps out the main arguments in the responses to the stimulus essay, "Communication Activism Pedagogy and Research: Communication Education Scholarship to Promote Social Justice," which fall into four broad categories: (1) post-Marxist imaginings of social change; (2) existentialist…

Holistic Approach to Learning and Teaching Introductory Object-Oriented Programming

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Thota, Neena; Whitfield, Richard

2010-01-01

This article describes a holistic approach to designing an introductory, object-oriented programming course. The design is grounded in constructivism and pedagogy of phenomenography. We use constructive alignment as the framework to align assessments, learning, and teaching with planned learning outcomes. We plan learning and teaching activities,…

A Pedagogy of Inquiry

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Nicole Pagowsky

2015-12-01

Full Text Available Library instruction continues to evolve. Regardless of the myriad and conflicting opinions academic librarians have about the ACRL Framework for Information Literacy, the debates and the document itself have engendered greater discourse surrounding how and why librarians teach. The Framework provides an additional push toward designing instruction with big ideas rather than a skills-based curriculum. However, we still must contend with constraints imposed upon us by higher education taking on business models and enforcing a skills agenda. To enact the pedagogy of the Framework in contrast to changes in higher education presents a challenge. We should consider ways in which the Framework can help us push back against these neoliberal agendas in our pedagogy and reinvent our roles as librarian educators.

Change Project-Based Learning in Teacher Education in Botswana ...

African Journals Online (AJOL)

Environmental education (EE) and education for sustainable development (ESD) pedagogies are intricate, and to enhance learning, teacher education has to be innovative in teaching approach. This article investigates how the change project approach enhances project-based learning in practice. The investigation is ...

Thomas Gordon's Communicative Pedagogy in Modern Educational Realities

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Leshchenko, Maria; Isaieva, Svitlana

2014-01-01

In the article the principles, strategies, methods, techniques of communicative pedagogy of American scientist Thomas Gordon and system components of effective communication training for parents, teachers and administrators are enlightened. It has been determined that the main principle of Thomas Gordon's pedagogy is an interactive way of knowing…

Teaching the Next Generation of Information Literacy Educators: Pedagogy and Learning

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Sheila Webber

2016-12-01

Full Text Available The aim of this presentation is to compare key aspects of learning in two core information literacy (IL modules, one delivered to a face-to-face cohort (MA Librarianship and one to distance learners (MA Library and Information Service Management. Graduates of these programmes (delivered by the University of Sheffield iSchool, UK often pursue careers that require excellent personal Information Literacy (IL and the ability to teach IL to others. Inskip’s research (2015 identified that these are subjects that library and information (LIS students want to learn, and Saunders et al.’s (2015 international study found that LIS students’ IL requires development. Our modules aim to develop the students’ understanding of themselves as information literate citizens and teachers, and introduce them to theories and models in the fields of IL and information behavior, teaching and learning. The modules include a practical strand (searching, evaluating, using (etc. information and assessment is through coursework. Using Entwistle et al.’s (2004 model of the Teaching and Learning Environment (TLE, we will map key elements (e.g. learner characteristics, approaches of teachers, course design relevant to the quality of learning. We will also look at three “layers” of teaching: (1 overall pedagogic beliefs and institutional policies, (2 design for learning (overall planning for achieving learning outcomes, and (3 techniques, tools and methods used. We will draw on documentation, reflection and (with cooperation from learners material created by learners during, and subsequent to, the modules. Through the use of the TLE model we will surface differences in the experience of face-to-face and distance learners and also differences in development of their personal IL and pedagogic knowledge for IL.  References at https://docs.google.com/document/d/1JwNCYU-Uh9e-AIyRwTnMyU6Qooab0Tn8vYC-kzd1_Mw/edit?usp=sharing The PowerPoint slides that accompany this

DIGITAL HUMANISTIC PEDAGOGY: RELEVANT PROBLEMS OF SCIENTIFIC RESEARCH IN THE FIELD OF USING ICT IN EDUCATION

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Valeriy Yu. Bykov

2016-07-01

Full Text Available In the article theoretical and methodological principles of digital humanistic pedagogy – the science about the laws of creating a positive integrated educational reality as a result of the convergence of physical and virtual (created using ICT training spaces (environments are determined. Based on the use of modern ICT learning activity (formal, nonformal and informal is at the intersection of two worlds: the real and the virtual. Methodology and research methods of classical pedagogy require review and improvement in the context of current realities of the educational process, needs and interests of all its subjects. The development of digital humanities in the international educational space is analyzed; the content of the new field of pedagogical knowledge as part of digital humanistic is outlined; research methods and directions of current scientific research are defined.

"TRANSFORMING PRIMARY EDUCATION AND PEDAGOGY – THE CASE OF SCHOOL GARDENS IN DENMARK"

DEFF Research Database (Denmark)

Dyg, Pernille Malberg

2015-01-01

School gardens spreading across Europe can make an important contribution to the transformation of primary education. The dissemination of school gardens in Denmark is a result of trends in urban farming and a farm-to-table and gastronomy focus in the country combined with a recent school reform....... The research is based on qualitative, explorative studies of four different school gardens. The study investigates children’s self-perceived learning and teachers’ and garden educators’ perception of pedagogy and learning opportunities, including the integration in the curriculum. It is based on garden...... observations, interviews with teachers and garden educators and focus group discussions with children two months after the programs were completed .Preliminary findings show that children benefit from learning in a school garden. Not only do they feel more motivated about being taught outside, they are also...

PROJECT-BASED LEARNING IN CONSUMER SCIENCES ...

African Journals Online (AJOL)

user

One of the teaching-learning strategies that may .... together in small groups, while sharing ideas ... lecturer and learner when scaffolding pedagogy, .... their roles, interaction and access to resources. ... When using the measure of practical.

International Journal of Pedagogy, Policy and ICT in Education ...

African Journals Online (AJOL)

International Journal of Pedagogy, Policy and ICT in Education: Contact. Journal Home > About the Journal > International Journal of Pedagogy, Policy and ICT in Education: Contact. Log in or Register to get access to full text downloads.

An Eastern Learning Paradox: Paradoxes in Two Korean Mathematics Teachers' Pedagogy of Silence in the Classroom

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Lee, Kyeonghwa; Sriraman, Bharath

2013-01-01

Eastern philosophies of education such as Confucianism and Taosim advocate the use of silence in the teacher-pupil tradition of pedagogy. We investigate contemporary classrooms in Korea, and study whether teachers in Korea today incorporate this method implicitly or explicitly in their classrooms. Empirical data in the form of video-taped…

SHADES, FOLDS AND INCITEMENTS BETWEEN BIOLOGY AND PEDAGOGY THE DEGREE IN BIOLOGY FROM THE NATIONAL PEDAGOGICAL UNIVERSITY

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Sandra Liliana Cano Aparicio

2016-09-01

Full Text Available This document reflects an investigative exercise developed from elements of the toolbox of the History Group of the Pedagogical Practice and Foucauldian perspective, in this case from a source tracking and records the relationship between biology and pedagogy problematized Degree in biology from the National Pedagogical University. This relationship emerged with force, shock, nuances, resistors which gave some insight trifold and different times. Also, this paper problematizes from a Bachelor tensions, folds, demonstrations and struggles that occur when entering or science disciplines in connection with pedagogy. Furthermore, some singular relations practices of knowledge, power, subjectivity different denoting a creative practice, politics and aesthetics of Bachelor’s degree in biology.

Professional preparation of students of social pedagogy in the Czech Republic

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Jana Martincová

2017-05-01

Full Text Available This paper addresses the professional preparation of future teachers of social pedagogy (social educators in the context of current tasks which the social pedagogy in the Czech Republic still has. Based on the results of the research which aims to present the professional characteristics of students of social pedagogy, we propose an innovation of the current curricula in social pedagogy study program and thus strengthen the independence of the profession which has undergone a specific development in our country. BIP questionnaire was used to obtain data. The main aim of the research was to analyze the professional orientation of social pedagogy students with the use of the standardized BIP questionnaire. The research has involved 154 social pedagogy students in a chosen Faculty of Humanities in the Czech Republic. Besides the research of the students´ professional characteristics, an analysis of the study program Social Pedagogy has been done in order to create a constructive proposal of innovation of the study program subjects. So the authors call the attention to the fact that the study program must necessarily not only respond to the present demands of the tertiary sector (services marketing but also be adapted to the professional identity of future social pedagogues and the development of students´competences.

Shades of Freire: Exorcising the Spectre Haunting Pedagogy

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Wilkins, Andrew

2013-01-01

In the second part of this special issue on neoliberalism, pedagogy and curriculum, I explore the contributions of each author to confronting neo-liberal reforms of education, notably the spectre of neo-liberalism haunting aspects of pedagogy, teaching and curriculum. Exemplary of the scholarly work produced by many critical educators, the…

Point-and-Click Pedagogy: Is it Effective for Teaching Information Technology?

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Mark Angolia

2016-09-01

Full Text Available This paper assesses the effectiveness of the adoption of curriculum content developed and supported by a global academic university-industry alliance sponsored by one of the world’s largest information technology software providers. Academic alliances promote practical and future-oriented education while providing access to proprietary software and technology. Specifically, this paper addresses a lack of quantitative analysis to substantiate the perceived benefits of using information technology “point-and-click” instructional pedagogy to teach fundamental business processes and concepts. The analysis of over 800 test questions from 229 students allowed inferences regarding the utilization of self-directed “point-and-click” driven case studies employed to teach software applications of business processes needed for supply chain management. Correlation studies and analysis of variance investigated data collected from 10 individual course sections over a two-and-one-half-year period in a four-year public university. The data showed statistically significant positive correlations between the pedagogy and conceptual learning. Further, the research provided evidence that the methodology is equally effective for teaching information technology applications using either face-to-face or distance education delivery methods.

Student-Generated Instructional Videos Facilitate Learning through Positive Emotions

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Pirhonen, Juhani; Rasi, Päivi

2017-01-01

The central focus of this study is a learning method in which university students produce instructional videos about the content matter as part of their learning process, combined with other learning assignments. The rationale for this is to promote a more multimodal pedagogy, and to provide students opportunities for a more learner-centred,…

Digital Ecologies of Youth Mental Health: Apps, Therapeutic Publics and Pedagogy as Affective Arrangements

OpenAIRE

Fullagar, Simone; Rich, Emma; Francombe-Webb, Jessica; Maturo, Antonio

2017-01-01

In this paper, we offer a new conceptual approach to analyzing the interrelations between formal and informal pedagogical sites for learning about youth mental (ill) health with a specific focus on digital health technologies. Our approach builds on an understanding of public pedagogy to examine the pedagogical modes of address (Ellsworth 1997) that are (i) produced through ‘expert’ discourses of mental health literacy for young people; and (ii) include digital practices created by young peop...

Implementation of Process Oriented Guided Inquiry Learning (POGIL) in Engineering

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Douglas, Elliot P.; Chiu, Chu-Chuan

2013-01-01

This paper describes implementation and testing of an active learning, team-based pedagogical approach to instruction in engineering. This pedagogy has been termed Process Oriented Guided Inquiry Learning (POGIL), and is based upon the learning cycle model. Rather than sitting in traditional lectures, students work in teams to complete worksheets…

Learning Relationships in Community-Based Further Education

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Mayes, J. Terry; Crossan, Beth

2007-01-01

This article offers a new perspective on pedagogy and learning culture by emphasizing the key role played by "learning relationships." The first part of the paper describes the theoretical background in the work of Bordieu, and Lave & Wenger, and considers how, through the role of identity, individual relationships reflect the influence of…

International Journal of Pedagogy, Policy and ICT in Education ...

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International Journal of Pedagogy, Policy and ICT in Education: Journal Sponsorship. Journal Home > About the Journal > International Journal of Pedagogy, Policy and ICT in Education: Journal Sponsorship. Log in or Register to get access to full text downloads.

Using Appreciative Pedagogy to Teach Literature to ESL Students

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Hung-Chang Liao

2011-12-01

Full Text Available This study explores how college literature instructors can use appreciative pedagogy in teaching students of English as a Second Language (ESL how to appreciate works of literature. The study of literature can be used as a channel for college students to access a wealth of human experience and to develop their sensitivity, empathy, and compassion toward other human beings. However, most ESL students in Taiwan are used to following their teachers’ interpretations and lack the confidence or experience to use their hearts to appreciate literature works. Appreciative pedagogy can be used in teaching literature. Through using the steps of the Discovery-DreamDesign-Delivery cycle designed by Cooperrider and Whitney (1999 in the practice of appreciative pedagogy, students can form a positive attitude towards their characteristics, values, and past experiences, thereby developing their self-confidence and competencies in studying literature. The quantitative instruments used were an English reading proficiency test and a student satisfaction survey. A fourteen-week experiment was conducted to evaluate the effectiveness of using appreciative pedagogy with ESL students studying literature. The research results revealed that students instructed with appreciative pedagogy had improved English reading proficiency and greater satisfaction with their class.

A Modest Critical Pedagogy for English as a Foreign Language Education

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Kim, Mi Kyong; Pollard, Vikki Ann

2017-01-01

This paper uses the introduction of critical pedagogy to an English as a Foreign Language class in the Republic of Korea as a case study for a "modest critical pedagogy" (Tinning 2002). Focusing on the stress and resistances experienced during the introduction, we suggest a modest critical pedagogy that 1) makes the paradigm itself an…

Professional Preparation of Students of Social Pedagogy in the Czech Republic

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Martincová, Jana; Andrysová, Pavla

2017-01-01

This paper addresses the professional preparation of future teachers of social pedagogy (social educators) in the context of current tasks which the social pedagogy in the Czech Republic still has. Based on the results of the research which aims to present the professional characteristics of students of social pedagogy, we propose an innovation of…

A Connective Pedagogy.

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Goral, Mary

2000-01-01

Our increasingly hurried lifestyle, changes in family structure, and intense economic pressures place stress on children and families. Waldorf education provides an educational environment that alleviates this stress through a connective pedagogy that encompasses continuity of people, curriculum, and instruction; a reverence and respect for the…

A Modest Critical Pedagogy for English as a Foreign Language Education

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Mi Kyong Kim

2017-07-01

Full Text Available This paper uses the introduction of critical pedagogy to an English as a Foreign Language class in the Republic of Korea as a case study for a “modest critical pedagogy” (Tinning 2002. Focusing on the stress and resistances experienced during the introduction, we suggest a modest critical pedagogy that 1 makes the paradigm itself an explicit part of the curriculum, 2 redefines the emancipatory aspect of critical pedagogy to focus on “what we expect students to do and what we as educators do” (Gore 1993, 154 and, 3 re-examines the facilitator role of teachers. We use the work of Michel Foucault (1983 to suggest a critical pedagogy that asks students and educators to examine previous experiences of education and the effects of these experiences upon a sense of self, that explores the limits of critical pedagogy in terms of a sense of self and that experiments with the possibility of going beyond these limits to develop a different sense of self. This shift to an examination of the effects of critical pedagogy re-defines its emancipatory potential.

A learning curve for solar thermal power

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Platzer, Werner J.; Dinter, Frank

2016-05-01

Photovoltaics started its success story by predicting the cost degression depending on cumulated installed capacity. This so-called learning curve was published and used for predictions for PV modules first, then predictions of system cost decrease also were developed. This approach is less sensitive to political decisions and changing market situations than predictions on the time axis. Cost degression due to innovation, use of scaling effects, improved project management, standardised procedures including the search for better sites and optimization of project size are learning effects which can only be utilised when projects are developed. Therefore a presentation of CAPEX versus cumulated installed capacity is proposed in order to show the possible future advancement of the technology to politics and market. However from a wide range of publications on cost for CSP it is difficult to derive a learning curve. A logical cost structure for direct and indirect capital expenditure is needed as the basis for further analysis. Using derived reference cost for typical power plant configurations predictions of future cost have been derived. Only on the basis of that cost structure and the learning curve levelised cost of electricity for solar thermal power plants should be calculated for individual projects with different capacity factors in various locations.

Case-Based Learning as Pedagogy for Teaching Information Ethics Based on the Dervin Sense-Making Methodology

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Dow, Mirah J.; Boettcher, Carrie A.; Diego, Juana F.; Karch, Marziah E.; Todd-Diaz, Ashley; Woods, Kristine M.

2015-01-01

The purpose of this mixed methods study is to determine the effectiveness of case-based pedagogy in teaching basic principles of information ethics and ethical decision making. Study reports results of pre- and post-assessment completed by 49 library and information science (LIS) graduate students at a Midwestern university. Using Creswell's…

The Power of Feminist Pedagogy in Australia: Vagina Shorts and the Primary Prevention of Violence against Women

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Ollis, Debbie

2017-01-01

This paper examines the challenges of using feminist pedagogies in the development of school-based interventions to address Violence Against Women in Sexuality and Relationships Education in Australia. The focus of the paper is a feminist-based classroom program developed by a group of teachers, which was piloted in three secondary schools in…

Social Pedagogy for the Entire Lifespan

DEFF Research Database (Denmark)

The book proposes chapters on work with adults and older people, written by authors based in Belgium, Denmark, Norway, Poland, Spain, Sweden and Switzerland. The global dimension is covered by a chapter on the relationship between Latin American and European social pedagogy.......The book proposes chapters on work with adults and older people, written by authors based in Belgium, Denmark, Norway, Poland, Spain, Sweden and Switzerland. The global dimension is covered by a chapter on the relationship between Latin American and European social pedagogy....

Pedagogy in Slovenia at the Beginning of the 20th Century

OpenAIRE

Tadej Vidmar

2016-01-01

Pedagogy in Slovenia gradually won its recognition as an academic science, and therefore obtained improved possibilities for its conceptualization, when the university in Ljubljana was established in 1919. The time between the two world wars was marked with three principal pedagogical concepts: Herbartianism, geisteswissenschaftliche pedagogy, and reform pedagogy. The first of these to be theoretically conceptualized i...

"Human potential" and progressive pedagogy

DEFF Research Database (Denmark)

Øland, Trine

2012-01-01

This article examines the cultural constructs of progressive pedagogy in Danish school pedagogy and its emerging focus on the child’s human potential from the 1920s to the 1950s. It draws on Foucault’s notion of ‘dispositifs’ and the ‘elements of history’, encircling a complex transformation......: the emergence of ‘intelligence’ and life as a biological phenomenon from the 1920s is illustrated; the emergence of ‘Black culture’, ‘Negros’ and ‘races’ from the 1930s is depicted, and the emergence of ‘national cultures’ from the 1940s – enhanced by UNESCO after World War II – is demonstrated. Although race...

Transformative Learning: A Case for Using Grounded Theory as an Assessment Analytic

Science.gov (United States)

Patterson, Barbara A. B.; Munoz, Leslie; Abrams, Leah; Bass, Caroline

2015-01-01

Transformative Learning Theory and pedagogies leverage disruptive experiences as catalysts for learning and teaching. By facilitating processes of critical analysis and reflection that challenge assumptions, transformative learning reframes what counts as knowledge and the sources and processes for gaining and producing it. Students develop a…

Michigan Journal of Community Service Learning. Volume 13, Number 1, Fall 2006

Science.gov (United States)

Howard, Jeffrey, Ed.

2006-01-01

The "Michigan Journal of Community Service Learning" ("MJCSL") is a national, peer-reviewed journal consisting of articles written by faculty and service-learning educators on research, theory, pedagogy, and issues pertinent to the service-learning community. The "MJCSL" aims to: (1) widen the community of…

Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces

Science.gov (United States)

Stoltzfus, Jon R.; Libarkin, Julie

2016-01-01

SCALE-UP-type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well…

The diversity of social pedagogy in Europe

DEFF Research Database (Denmark)

Situated at the intersection between social work and education, social pedagogy is an original and dynamic academic and professional tradition. The aim of the book is to illustrate the great variety between national traditions and understandings. The anthology is structured in three parts: 1. Past...... & present: Countryprotraits - 2. Current Problems: Case studies - 3. Future - social pedagogy as academic discipline. Contributions from UK, Germany, Poland, France, Sweden and Denmark....

Learning Groups in MOOCs: Lessons for Online Learning in Higher Education

Directory of Open Access Journals (Sweden)

Godfrey Mayende

2017-06-01

Full Text Available when there is interaction within online learning groups, meaningful learning is achieved. Motivating and sustaining effective student interactions requires planning, coordination and implementation of curriculum, pedagogy and technology. For our aim to understand online learning group processes to identify effective online learning group mechanisms, comparative analysis was used on a massive open online course (MOOC run in 2015 and 2016. Qualitative (interaction on the platform and quantitative (survey methods were used. The findings revealed several possible ways to improve online learning group processes. This paper concludes that course organization helped in increasing individual participation in the groups. Motivation by peers helped to increase sustainability of interaction in the learning groups. Applying these mechanisms in higher education can make online learning groups more effective.