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Sample records for relevant pedagogy emphasizing

  1. 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.

  2. Examining Hip-Hop as Culturally Relevant Pedagogy

    Science.gov (United States)

    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…

  3. Teaching for Change: New Teachers' Experiences with and Visions for Culturally Relevant Pedagogy

    Science.gov (United States)

    Borrero, Noah; Ziauddin, Asra; Ahn, Alexandra

    2018-01-01

    This paper presents the voices of thirteen pre- and in-service teachers to showcase their perspectives of culturally relevant pedagogy as a teaching framework. Positionality, critical consciousness, and cultural assets are used as foundations to explore social justice pedagogy. These new teachers discuss the challenges they face in making the…

  4. A Hybrid Model of Mathematics Support for Science Students Emphasizing Basic Skills and Discipline Relevance

    Science.gov (United States)

    Jackson, Deborah C.; Johnson, Elizabeth D.

    2013-01-01

    The problem of students entering university lacking basic mathematical skills is a critical issue in the Australian higher-education sector and relevant globally. The Maths Skills programme at La Trobe University has been developed to address under preparation in the first-year science cohort in the absence of an institutional mathematics support…

  5. Supporting pre-service science teachers in developing culturally relevant pedagogy

    Science.gov (United States)

    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?

  6. Design/build: A Relevant Pedagogy for Architecture Education

    Directory of Open Access Journals (Sweden)

    Olivier Chamel

    2016-12-01

    This paper will present a series of recent furniture design/build exercises where students designed and furniture and small building prototypes with limited reliance on drawings. We will discuss how subjects such as structures, material sourcing and construction detailing can be transposed from various courses and applied to design/build projects. We believe that a pedagogy based on physical experimentations could infuse energy throughout curricula no matter the course subject.

  7. Searching for Mirrors: Preservice Teachers' Journey toward More Culturally Relevant Pedagogy

    Science.gov (United States)

    Christ, Tanya; Sharma, Sue Ann

    2018-01-01

    Culturally relevant text selection and pedagogy support students' motivation, engagement, literacy outcomes, and positive identity formation. Nevertheless, there is limited research on teacher preparation that fosters these outcomes. We explore 17 preservice teachers' challenges and successes with culturally relevant text selection and pedagogy…

  8. Lift Every Voice and Sing: Constructing Community through Culturally Relevant Pedagogy in the University of Illinois Black Chorus

    Science.gov (United States)

    Chadwick, Sheelagh

    2011-01-01

    For Gloria Ladson-Billings, culturally relevant pedagogy is characterized by three criteria: academic success, cultural competence and critical consciousness. Those engaged in culturally relevant pedagogy are connected by how they see themselves as teachers and how they see their students, how they view knowledge and how they structure social…

  9. 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…

  10. Culturally Relevant Teaching: Hip-Hop Pedagogy in Urban Schools. Counterpoints: Studies in the Postmodern Theory of Education. Volume 396

    Science.gov (United States)

    Prier, Darius D.

    2012-01-01

    "Culturally Relevant Teaching" centers hip-hop culture as a culturally relevant form of critical pedagogy in urban pre-service teacher education programs. In this important book, Darius D. Prier explores how hip-hop artists construct a sense of democratic education and pedagogy with transformative possibilities in their schools and communities. In…

  11. 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...

  12. 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…

  13. They Have "Verve": Preservice Teachers' Perceptions about Culturally Relevant/Responsive Pedagogy

    Science.gov (United States)

    Nash, Kindel

    2018-01-01

    Based on concerns about the permanence of racism in our society and its impact on opportunities for children's equitable education, this empirical study used narrative inquiry to explore four preservice teachers' developing dispositions as they studied and implemented culturally relevant/responsive pedagogy (CR/RP) in an early literacy education…

  14. Culturally Relevant Pedagogy and the Public Speaking Classroom

    Science.gov (United States)

    Colvin, Janet Weston; Tobler, Nancy

    2012-01-01

    From the earliest roots of rhetoric, practitioners emphasized the need for analyzing one's audience before developing a speech. Textbooks for most basic public speaking courses spend at least one chapter discussing audience analysis. Authors discuss adapting messages to various demographic, cultural, and individual differences. As a result,…

  15. Visualizing Culturally Relevant Science Pedagogy Through Photonarratives of Black Middle School Teachers

    Science.gov (United States)

    Goldston, M. Jenice; Nichols, Sharon

    2009-04-01

    This study situated in a Southern resegregated Black middle school involved four Black teachers and two White science educators’ use of photonarratives to envision culturally relevant science pedagogy. Two questions guided the study: (1) What community referents are important for conceptualizing culturally relevant practices in Black science classrooms? and (2) How do teachers’ photonarratives serve to open conversations and notions of culturally relevant science practices? The research methodologically drew upon memory-work, Black feminism, critical theory, visual methodology, and narrative inquiry as “portraiture.” Issues of positionality and identity proved to be central to this work, as three luminaries portray Black teachers’ insights about supports and barriers to teaching and learning science. The community referents identified were associated with church and its oral traditions, inequities of the market place in meeting their basic human needs, and community spaces.

  16. A Study of Novice Science Teachers' Conceptualizations of Culturally Relevant Pedagogy

    Science.gov (United States)

    Redman, Elizabeth Horst

    This qualitative study examined new science teachers' conceptualization of culturally relevant pedagogy (CRP). The study followed six novice science teachers from their preservice teaching placements into their first jobs as instructors of record, observing in their classrooms and interviewing them about their use of CRP. The study sought to understand (1) how the participating teachers conceptualize CRP in science, and (2) what challenges the teachers faced in trying to implement CRP. Findings suggest that the teachers conceptualized CRP in ways that were consistent with Enyedy, Danish and Fields' (2011) interpretations of relevance: relevance of authentic purpose, relevance of content and/or context, and relevance of practices. The teachers, however, translated those interpretations of relevance into their conceptualizations and classroom practice in a variety of ways. While they encountered difficulties in conceptualizing and practicing CRP, they also made productive moves in their practice and evidenced positive elements in their conceptualizations of CRP. In order to address the challenges these teachers faced in implementing CRP, I suggest an approach to teacher preparation in CRP that builds upon the understandings and productive moves the teachers evidenced in this study.

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

    Science.gov (United States)

    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.

  18. Indigenous Knowledge and Language: Decolonizing Culturally Relevant Pedagogy in a Mapuche Intercultural Bilingual Education Program in Chile

    Science.gov (United States)

    Ortiz, Patricio R.

    2009-01-01

    This article illustrates how Mapuche Indigenous knowledge (Kimun) and language (Mapudungun) incorporated into an Intercultural Bilingual Education (IBE) program of a school within a Mapuche context in Chile creates decolonizing counter-hegemonic narratives as forms of culturally relevant pedagogy. Based on a six-month school ethnography, this…

  19. Integration of Culturally Relevant Pedagogy Into the Science Learning Progression Framework

    Science.gov (United States)

    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.

  20. Putting "Maori" in the Mainstream: Student Teachers' Reflections of a Culturally Relevant Pedagogy

    Science.gov (United States)

    Sexton, Steven S.

    2011-01-01

    This paper reports on student teachers' experiences of an education program that was explicitly designed to be grounded in both Kaupapa Maori and mainstream pedagogy. This program started from the Kaupapa Maori view to be Maori as Maori. This was then supported by mainstream epistemology of New Zealand focused good teaching practice. A Kaupapa…

  1. Critical Postcolonial Dance Pedagogy: The Relevance of West African Dance Education in the United States

    Science.gov (United States)

    Cruz Banks, Ojeya

    2010-01-01

    This dance ethnography examines work conducted by the Dambe Project--a nonprofit organization that specializes in African performing arts education and mentorship. The study focuses on the implications of the organization's dance pedagogy in light of its postcolonial context and the importance of West African dance education in the United States.…

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

    Directory of Open Access Journals (Sweden)

    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.

  3. 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.

  4. What Is Postmodernism and How Is It Relevant to Engaged Pedagogy?

    Science.gov (United States)

    Cosgrove, Lisa

    2004-01-01

    This article identifies some of the advantages of using a postmodern approach in the psychology classroom. A postmodern pedagogical stance has special relevance for faculty who teach abnormal psychology insofar as postmodernism encourages reflexivity and increases students' awareness of social justice issues. The author provides specific ideas for…

  5. 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.

    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…

  6. Pedagogy (s

    Directory of Open Access Journals (Sweden)

    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.

  7. 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.

  8. Bewildering Pedagogy

    Science.gov (United States)

    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…

  9. Social Studies Pedagogy for Latino/a Newcomer Youth: Toward a Theory of Culturally and Linguistically Relevant Citizenship Education

    Science.gov (United States)

    Jaffee, Ashley Taylor

    2016-01-01

    This study examines how teachers in 4 urban newcomer high schools conceptualized and implemented social studies education for Latino/a newcomer youth through an emerging framework of culturally and linguistically relevant citizenship education. Through a multi-site, collective case study design, the perspectives and decision making of social…

  10. A Laboratory Course in Clinical Biochemistry Emphasizing Interest and Relevance

    Science.gov (United States)

    Schwartz, Peter L.

    1975-01-01

    Ten laboratory experiments are described which are used in a successful clinical biochemistry laboratory course (e.g. blood alcohol, glucose tolerance, plasma triglycerides, coronary risk index, gastric analysis, vitamin C and E). Most of the experiments are performed on the students themselves using simple equipment with emphasis on useful…

  11. 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...

  12. Rereading Comprehension Pedagogies: Toward a Dialogic Teaching Ethic That Honors Student Sensemaking

    Science.gov (United States)

    Aukerman, Maren

    2013-01-01

    This conceptual essay critiques reading comprehension pedagogies that are part of the current educational landscape. I argue that comprehension pedagogy generally reflects one of three differing orientations, each with its own assumptions about what comprehension is: comprehension-as-outcome pedagogies, which emphasize getting textual meaning…

  13. Empowerment Pedagogy

    Science.gov (United States)

    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…

  14. 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...

  15. 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.

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

    Directory of Open Access Journals (Sweden)

    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.

  17. Inclusive pedagogy

    DEFF Research Database (Denmark)

    Korsgaard, Morten Timmermann; Mortensen, Stig Skov

    of education. The article explores the relationship between Continental and Anglo-American educational theory, and why they seem to have developed in such distinct directions. Beginning with the Anglo-American perspective it is outlined how pedagogy and the so called educational interest became replaced...... and the politicisation of inclusive education, and a positive aim in the form of an argument for a move towards constructing a pedagogical ideal of inclusion....

  18. A phenomenological case study concerning science teacher educators' beliefs and teaching practices about culturally relevant pedagogy and preparing K-12 science teachers to engage African American students in K-12 science

    Science.gov (United States)

    Underwood, Janice Bell

    Due to the rising diversity in today's schools, science teacher educators (STEs) suggest that K-12 teachers must be uniquely prepared to engage these students in science classrooms. Yet, in light of the increasing white-black science achievement gap, it is unclear how STEs prepare preservice teachers to engage diverse students, and African Americans in particular. Therefore, the purpose of this study was to find out how STEs prepare preservice teachers to engage African American students in K-12 science. Thus, using the culturally relevant pedagogy (CRP) framework, this phenomenological case study explored beliefs about culturally relevant science teaching and the influence of reported beliefs and experiences related to race on STEs' teaching practices. In the first phase, STE's in a mid-Atlantic state were invited to participate in an electronic survey. In the second phase, four participants, who were identified as exemplars, were selected from the survey to participate in three semi-structured interviews. The data revealed that STEs were more familiar with culturally responsive pedagogy (CResP) in the context of their post-secondary classrooms as opposed to CRP. Further, most of the participants in part one and two described modeling conventional ways they prepare their preservice teachers to engage K-12 students, who represent all types of diversity, without singling out any specific race. Lastly, many of the STEs' in this study reported formative experiences related to race and beliefs in various manifestations of racism have impacted their teaching beliefs and practices. The findings of this study suggest STEs do not have a genuine understanding of the differences between CRP and CResP and by in large embrace CResP principles. Secondly, in regards to preparing preservice teachers to engage African American students in science, the participants in this study seemed to articulate the need for ideological change, but were unable to demonstrate pedagogical changes

  19. Erotic pedagogies.

    Science.gov (United States)

    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.

  20. 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.

  1. 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...

  2. Autobiography, Disclosure, and Engaged Pedagogy: Toward a Practical Discussion on Teaching Foundations in Teacher Education Programs

    Science.gov (United States)

    Milam, Jennifer L.; Jupp, James C.; Hoyt, Mei Wu; Kaufman, Mitzi; Grumbein, Matthew; O'Malley, Michael P.; Carpenter, B. Stephen, II; Slattery, Patrick

    2014-01-01

    In this research reflection, we develop a portrait of our engaged pedagogy for teaching educational foundations classes in teacher education. Our engaged pedagogy--based on autobiography and self-disclosure traditions-- emphasizes instructors and students' self-disclosure of lived experiences as being central to practical curriculum in teaching…

  3. Encouraging Family Involvement through Culturally Relevant Pedagogy

    Science.gov (United States)

    Goodman, Kela; Hooks, Laura

    2016-01-01

    The purpose of this article is to describe one teacher education program's experience using an integrated approach to provide preservice teachers with both knowledge of and experience with diverse cultures. Included are three important components within this program that strive to assist preservice teachers as they develop an understanding of…

  4. Teaching for excellence: honors pedagogies revealed

    NARCIS (Netherlands)

    Wolfensberger, M.V.C.

    2012-01-01

    What are characteristics of honors pedagogies in higher education? What are the teaching strategies that are particularly relevant and successful for academically gifted and motivated students? In spite of the substantial body of literature about the practice of honors education, very little

  5. Collaboration, Pedagogy, and Media: Short-Term Summer Programs Emphasize Project Based and Social Emotional Learning

    Science.gov (United States)

    Bowden, William R.

    2015-01-01

    Summer programs that experiment with combining media literacy and social-emotional learning can potentially affect students' academic performance. Based on a six-week program, working with rising eighth grade students in a low-income school district, this program allowed students to work on media projects while trying to develop stronger…

  6. The changing emphases in health physics

    International Nuclear Information System (INIS)

    Denham, D.H.; Kathren, R.L.

    1987-11-01

    This paper explores the changing emphases in health physics as evidenced by the subject matter of published papers in four primary English language journals of interest to health physicists. Articles from each journal were first grouped by subject and date of publication and were then compiled according to the list of professional domains practiced by health physicists. Five domains of practice were examined, measurements including dosimetry and environmental monitoring; regulations and standards; facilities and equipment including shielding, ventilation, and instrumentation; operations and procedures; and education and training. 2 tabs

  7. 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…

  8. Critical Pedagogy and Faith

    Science.gov (United States)

    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…

  9. Designing pedagogy incorporating executive function.

    Science.gov (United States)

    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.

  10. Innovative Pedagogy

    DEFF Research Database (Denmark)

    and educational changes might challenge or facilitate learning for students and educators. Besides its relevance within the education sector, the content presented here can be applied in non-formal learning environments, such as museums, cultural institutions, as well as other educational settings where emotions......The main purpose of this book is to take a closer look at how students and teachers in educational institutions apply the innovative, the playful and the emotional and creative dimensions of learning. With this contribution, the authors aim at reaching an international audience of educators......-cultural perspective that looks at interactions among individuals; the creation and recreation of the self and others; and the study of collaboration, change processes and aesthetic and creative learning. This anthology offers original empirical documentation and theoretical reflections on how pedagogical...

  11. Dramaturgical and Music-Theoretical Approaches to Improvisation Pedagogy

    Science.gov (United States)

    Huovinen, Erkki; Tenkanen, Atte; Kuusinen, Vesa-Pekka

    2011-01-01

    The aim of this article is to assess the relative merits of two approaches to teaching musical improvisation: a music-theoretical approach, focusing on chords and scales, and a "dramaturgical" one, emphasizing questions of balance, variation and tension. Adult students of music pedagogy, with limited previous experience in improvisation,…

  12. 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

  13. Born Pupils? Natural Pedagogy and Cultural Pedagogy.

    Science.gov (United States)

    Heyes, Cecilia

    2016-03-01

    The theory of natural pedagogy is an important focus of research on the evolution and development of cultural learning. It proposes that we are born pupils; that human children genetically inherit a package of psychological adaptations that make them receptive to teaching. In this article, I first examine the components of the package-eye contact, contingencies, infant-directed speech, gaze cuing, and rational imitation-asking in each case whether current evidence indicates that the component is a reliable feature of infant behavior and a genetic adaptation for teaching. I then discuss three fundamental insights embodied in the theory: Imitation is not enough for cumulative cultural inheritance, the extra comes from blind trust, and tweaking is a powerful source of cognitive change. Combining the results of the empirical review with these insights, I argue that human receptivity to teaching is founded on nonspecific genetic adaptations for social bonding and social learning and acquires its species- and functionally specific features through the operation of domain-general processes of learning in sociocultural contexts. We engage, not in natural pedagogy, but in cultural pedagogy. © The Author(s) 2016.

  14. 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...

  15. Pedagogy of Hate

    Science.gov (United States)

    Neary, Mike

    2017-01-01

    This paper is a critical engagement with Peter McLaren's book "Pedagogy of Insurrection: From Resurrection to Revolution". The paper focusses on a number of key themes in the book: the historical Jesus; the dialectic of love and hate; cognition and consciousness; and the relationship between capitalist abstraction and revolutionary…

  16. Enterprise Education as Pedagogy

    Science.gov (United States)

    Jones, Brian; Iredale, Norma

    2010-01-01

    Purpose: This paper seeks to suggest that the most appropriate way to construe the concept of enterprise education is from a pedagogical viewpoint. Enterprise education as pedagogy is argued to be the most appropriate way to think about the concept and serves to demarcate it from entrepreneurship education, which is very much about business…

  17. A Connective Pedagogy.

    Science.gov (United States)

    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…

  18. 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)…

  19. Variation and Mathematics Pedagogy

    Science.gov (United States)

    Leung, Allen

    2012-01-01

    This discussion paper put forwards variation as a theme to structure mathematical experience and mathematics pedagogy. Patterns of variation from Marton's Theory of Variation are understood and developed as types of variation interaction that enhance mathematical understanding. An idea of a discernment unit comprising mutually supporting variation…

  20. Analyzing Peace Pedagogies

    Science.gov (United States)

    Haavelsrud, Magnus; Stenberg, Oddbjorn

    2012-01-01

    Eleven articles on peace education published in the first volume of the Journal of Peace Education are analyzed. This selection comprises peace education programs that have been planned or carried out in different contexts. In analyzing peace pedagogies as proposed in the 11 contributions, we have chosen network analysis as our method--enabling…

  1. PEDAGOGY AND CYBERNETICS.

    Science.gov (United States)

    STOIAN, STANCIU

    CYBERNETICS, OR "THE ART OF ENSURING THE EFFICIENCY OF ACTIONS," MUST BE A TOOL SUPPORTING PEDAGOGY, THE EDUCATIONAL PHENOMENON, THAT IS DETERMINED BY COMMUNIST PARTY POLICY. ALTHOUGH ANALOGIES BETWEEN MEN AND MACHINES DERIVE FROM THE CONCEPTS OF A SYSTEM (A CONFIGURATION OF STABLE ELEMENTS), INFORMATION (A PROBABILITY SCIENCE),…

  2. Colonial and Communist Pedagogy

    Science.gov (United States)

    Leslie, Esther

    2016-01-01

    Walter Benjamin wrote about pedagogy from the start of his writing life to its close. He was also an activist in the youth movement in Germany. This essay explores the importance of childhood, play, toys and education to his wider body of work--including his interests in photography, literary form, language acquisition and use, modern art. The…

  3. Feminist pedagogy: a framework for nursing education?

    Science.gov (United States)

    Hezekiah, J

    1993-02-01

    This article describes the feminist pedagogical strategies used in a nursing course in the post-RN Bachelor of Science in Nursing (BScN) program, Aga Khan University, Karachi, Pakistan. A variety of concepts that have direct relevance for nurses were discussed within small groups. These settings provided the venue for an examination of the issues that nurses, as primarily female, face in a patriarchal Muslim society and an androcentric health care system. Emphasis is on the process used in terms of feminist pedagogical practices and its relationship to feminist theory and critical pedagogy. The five process goals suggested by Schniedewind (1983) formed the basis for an exploration of this relationship through an analysis of the content and practices used in the course. It is demonstrated that the teaching practices advocated by feminist pedagogy hold much promise for nursing education to empower nurses and to make an impact on the health care system.

  4. Problemas da educação: o caso da psicopedagogia Problems in education: the case of psycho-pedagogy

    Directory of Open Access Journals (Sweden)

    Odair Sass

    2003-12-01

    Full Text Available Neste artigo é discutida a relevância dos problemas psicopedagógicos recorrentes das determinações internas e externas à educação escolar, a par do equívoco da pretensão de regulamentar a psicopedagogia como mais uma profissão da esfera educacional. Destaca a questão da regulamentação das profissões de nível superior no Brasil e as raízes variadas da psicopedagogia desde o período imediato após a Segunda Guerra Mundial.Discussed in this article is the relevance of recurring psycho-pedagogical problems originated inside and outside formal education, as well as the dubious intention to regularize psycho-pedagogy as yet another profession within the educational sphere. Emphasized here is the question of regularizing the university professions in Brazil and the varied roots of psycho-pedagogy from the period immediately following the Second World War onward.

  5. Critical Pedagogy and APA: A Resonant (and Timely) Interdisciplinary Blend.

    Science.gov (United States)

    Connolly, Maureen; Harvey, William J

    2018-04-12

    Critical pedagogy owes much of its emergence, development, and ongoing relevance to the work of Paulo Freire whose legacy remains relevant for a next generation of scholars who seek to explore issues of inclusion, oppression, social justice, and authentic expression. An interdisciplinary dialogue between critical pedagogy and adapted physical activity is timely, appropriate, and should focus on complex profiles of neurodiversity, mental illness, and mental health, with emphasis on pedagogic practices of practitioners in service delivery and teacher educators who prepare them for professional practice. A case-based scenario approach is used to present practitioner and teacher educator practices. Concrete examples are provided for analyzing and understanding deeper issues and challenges related to neurodiversity in a variety of embodied dimensions in educational and activity contexts. We work with Szostak's approach to interdisciplinary research and model an analysis strategy that integrates and applies the methodological features of interdisciplinarity, adapted physical activity, and critical pedagogy.

  6. Building-up domestic enrichment capacity is emphasized

    International Nuclear Information System (INIS)

    Anon.

    1976-01-01

    This is an interim report presented by the Nuclear Fuel Cycle Committee of the Japanese Atomic Energy Commission to recommend adequate policy lines in each field of fuel cycle. As for the procurement of natural uranium, advises are given for both state authorities and for private companies (including electric utilities) on the basis of the ''develop-and-import'' policy. As for the procurement of enriched uranium, the urgency of the development of enrichment techniques and plants is emphasized together with the important role of the Power Reactor and Nuclear Fuel Development Corporation (PNC). As for reprocessing, it is confirmed that the construction and operation of the second reprocessing plant should be undertaken by private interests. The state authorities are advised to undertake revisions of the relevant laws, regulations, and standards. As for plutonium recycle, the demonstration of the use of plutonium with Fugen type heavy water reactors, as well as light water reactors is encouraged. As for the radiative waste disposal, advices associated with experimental ocean dumping, solidification, storage, and geological disposal are given. Finally, as for spent fuel transportation, problems associate with the physical protection and the safety of spent fuel transportation are treated. (Aoki, K.)

  7. A Pedagogy of Inquiry

    Directory of Open Access Journals (Sweden)

    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.

  8. Laws and regularities of vocational pedagogy | Ronzhina | Journal ...

    African Journals Online (AJOL)

    The issue under study is relevant, since a modern pedagogical science needs to establish a dialectical relationship between the theory and practice of vocational education, because research in this area as well as in vocational pedagogy has lagged behind the implemented practical transformations and reforms in recent ...

  9. 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,…

  10. Place-Based Care Ethics: A Field Philosophy Pedagogy

    Science.gov (United States)

    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…

  11. Critique and Process: Signature Pedagogies in the Graphic Design Classroom

    Science.gov (United States)

    Motley, Phillip

    2017-01-01

    Like many disciplines in design and the visual fine arts, critique is a signature pedagogy in the graphic design classroom. It serves as both a formative and summative assessment while also giving students the opportunity to practice the habits of graphic design. Critiques help students become keen observers of relevant disciplinary criteria;…

  12. Roots and Rhizomes--Some Reflections on Contemporary Pedagogy

    Science.gov (United States)

    Munday, Ian

    2012-01-01

    During this article, I look at three images of thought which feature in Deleuze and Guattari's "A Thousand Plateaus" and consider their relevance to contemporary pedagogy. Deleuze and Guattari begin by discussing tree-like thought, which involves an insular depiction of the world. I suggest that the performative apparatus, which structures…

  13. Pedagogy of the Poor: Building the Movement to End Poverty

    Science.gov (United States)

    Baptist, Willie; Rehmann, Jan

    2011-01-01

    In this book, the authors present a new kind of interdisciplinary pedagogy that brings together antipoverty grassroots activism and relevant social theories about poverty. Closely linked to the Poverty Initiative at Union Theological Seminary, this unique book combines the oral history of a renowned antipoverty organizer with accessible…

  14. Giving Space to Pedagogy

    Directory of Open Access Journals (Sweden)

    Franco Frabboni

    2006-01-01

    Full Text Available Pedagogy has always been the oldest and most knotted branch of the evergreen tree of educational science. The other historic branches are psychology, sociology, anthropology and didactics. Training is a resource not to be squandered ( an idea held dear by John Dewey and Maria Montessori especially as those subject to training risk taking second place to a standardised production-line humanity, devoid of intellectual, affective and emotional freedom.

  15. The pedagogy of peace in the context of critical pedagogies

    Directory of Open Access Journals (Sweden)

    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.

  16. The linguistic roots of natural pedagogy.

    Science.gov (United States)

    Mattos, Otávio; Hinzen, Wolfram

    2015-01-01

    Natural pedagogy is a human-specific capacity that allows us to acquire cultural information from communication even before the emergence of the first words, encompassing three core elements: (i) a sensitivity to ostensive signals like eye contact that indicate to infants that they are being addressed through communication, (ii) a subsequent referential expectation (satisfied by the use of declarative gestures) and (iii) a biased interpretation of ostensive-referential communication as conveying relevant information about the referent's kind (Csibra and Gergely, 2006, 2009, 2011). Remarkably, the link between natural pedagogy and another human-specific capacity, namely language, has rarely been investigated in detail. We here argue that children's production and comprehension of declarative gestures around 10 months of age are in fact expressions of an evolving faculty of language. Through both declarative gestures and ostensive signals, infants can assign the roles of third, second, and first person, building the 'deictic space' that grounds both natural pedagogy and language use. Secondly, we argue that the emergence of two kinds of linguistic structures (i.e., proto-determiner phrases and proto-sentences) in the one-word period sheds light on the different kinds of information that children can acquire or convey at different stages of development (namely, generic knowledge about kinds and knowledge about particular events/actions/state of affairs, respectively). Furthermore, the development of nominal and temporal reference in speech allows children to cognize information in terms of spatial and temporal relations. In this way, natural pedagogy transpires as an inherent aspect of our faculty of language, rather than as an independent adaptation that pre-dates language in evolution or development (Csibra and Gergely, 2006). This hypothesis is further testable through predictions it makes on the different linguistic profiles of toddlers with developmental

  17. The linguistic roots of Natural Pedagogy

    Directory of Open Access Journals (Sweden)

    Otávio eMattos

    2015-09-01

    Full Text Available Natural pedagogy is a human-specific capacity that allows us to acquire cultural information from communication even before the emergence of the first words, encompassing three core elements: (i a sensitivity to ostensive signals like eye contact that indicate to infants that they are being addressed through communication, (ii a subsequent referential expectation (satisfied by the use of declarative gestures and (iii a biased interpretation of ostensive-referential communication as conveying relevant information about the referent's kind (Csibra & Gergely, 2011, 2009, 2006. Remarkably, the link between natural pedagogy and another human-specific capacity, namely language, has rarely been investigated in detail. We here argue that children’s production and comprehension of declarative gestures around 10 months of age are in fact expressions of an evolving faculty of language. Through both declarative gestures and ostensive signals, infants can assign the roles of 3rd , 2nd and 1st person, building the ‘deictic space’ that grounds both natural pedagogy and language use. Secondly, we argue that the emergence of two kinds of linguistic structures (i.e. proto-determiner phrases and proto-sentences in the one-word period sheds light on the different kinds of information that children can acquire or convey at different stages of development (namely, generic knowledge about kinds and knowledge about particular events/actions/state of affairs, respectively. Furthermore, the development of nominal and temporal reference in speech allows children to cognize information in terms of spatial and temporal relations. In this way, natural pedagogy transpires as an inherent aspect of our faculty of language, rather than as an independent adaptation that pre-dates language in evolution or development (Csibra & Gergely, 2006. This hypothesis is further testable through predictions it makes on the different linguistic profiles of toddlers with developmental

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

    Science.gov (United States)

    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…

  19. Teachers, Arts Practice and Pedagogy

    Science.gov (United States)

    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…

  20. Does Social Work Have a Signature Pedagogy?

    Science.gov (United States)

    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…

  1. 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…

  2. 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.

  3. Green Chemistry Pedagogy

    Science.gov (United States)

    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.

  4. Relational Play-Based Pedagogy: Theorising a Core Practice in Early Childhood Education

    Science.gov (United States)

    Hedges, Helen; Cooper, Maria

    2018-01-01

    A commitment to long-standing child-centred ideologies and recent emphases on academic outcomes have both perpetuated narrow interpretations of play-based pedagogy in early childhood education. Instead, teachers might proactively and spontaneously deepen children's thinking and understandings related to children's own interests and motivations…

  5. Engaging colleagues in active learning pedagogies through mentoring and co-design

    Science.gov (United States)

    Adams, Rhys; Lenton, Kevin

    2017-08-01

    When implemented correctly, active learning pedagogies increase student engagement with discipline content. In addition, there is accumulating evidence that they also positively impact the learning of this content. This is particularly relevant for teaching science disciplines because many students perceive science as being difficult to fully understand. However, an ongoing problem is that instructors have difficulty implementing active learning pedagogies effectively and therefore see no benefit to it. Without persistence or guidance, instructors can become discouraged and return to a more traditional style of teaching. We report on how the Faculty of Science at Vanier College is getting more instructors to engage in active learning pedagogies through mentoring and activity co-design.

  6. Video Pedagogy as Political Activity.

    Science.gov (United States)

    Higgins, John W.

    1991-01-01

    Asserts that the education of students in the technology of video and audio production is a political act. Discusses the structure and style of production, and the ideologies and values contained therein. Offers alternative approaches to critical video pedagogy. (PRA)

  7. Learning Pedagogy in Physics

    Science.gov (United States)

    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.

  8. 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

  9. 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.

  10. 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.

  11. The pedagogy of memorial sites

    Directory of Open Access Journals (Sweden)

    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.

  12. Teaching Boys: Towards a Theory of Gender-Relevant Pedagogy

    Science.gov (United States)

    Bristol, Travis J.

    2015-01-01

    This article calls attention to the social and educational challenges facing boys and men around the world. Next, it highlights how the outcomes for males of African descent across the Americas, in particular the USA, are especially troubling. Moreover, a critique is presented about the recruitment campaigns that see increasing the number of Black…

  13. Complicating Culturally Relevant Pedagogy: Unpacking West African Immigrants' Cultural Identities

    Science.gov (United States)

    Allen, Keisha McIntosh; Jackson, Iesha; Knight, Michelle G.

    2012-01-01

    This study presents findings from a case study of 18 second- and 1.5-generation West African immigrants. We draw upon notions of elusive culture and indigenous knowledges to highlight participants' complex cultural identities and respond to anti-immigration discourses through positioning West African immigrant students as assets in American…

  14. Ethnolinguistically Relevant Pedagogy: Empowering English Language Learners in Physical Education

    Science.gov (United States)

    Burden, Joe W., Jr.; Columna, Luis; Hodge, Samuel R.; Mansilla, Patricia Martinez de la Vega

    2013-01-01

    People from diverse cultures interpret languages and gestures differently (Columna & Lieberman, 2011). It is not surprising, therefore, that communication differences may have negative implications for teachers and English language learners in K-12 physical education environments. To address this issue, we advocate preparing physical education…

  15. Schooling Culturally Relevant Pedagogy: One Story about Tension and Transformation

    Science.gov (United States)

    Mason, Ann Mogush

    2013-01-01

    The need for multifaceted analyses of the relationship between how the United States acknowledges racism and how schooling can be structured to mitigate its negative impacts has never been greater, especially given the rising and often simplistic attention to the racial "achievement gap." In suburban, elite Pioneer City, a series of…

  16. Enterprise Pedagogy in Music: An Exploration of Multiple Pedagogies

    Science.gov (United States)

    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…

  17. 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…

  18. 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.

  19. 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…

  20. Signature Pedagogies in Outdoor Education

    Science.gov (United States)

    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…

  1. Signature Pedagogy in Theatre Arts

    Science.gov (United States)

    Kornetsky, Lisa

    2017-01-01

    Critique in undergraduate theatre programs is at the heart of training actors at all levels. It is accepted as the signature pedagogy and is practiced in multiple ways. This essay defines critique and presents the case for why it is used as the single most important way that performers come to understand the language, values, and discourse of the…

  2. Natural pedagogy as evolutionary adaptation

    Science.gov (United States)

    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

  3. Behaviorism, Constructivism, and Socratic Pedagogy

    Science.gov (United States)

    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…

  4. Fostering improved anatomy and physiology instructor pedagogy.

    Science.gov (United States)

    Mattheis, Allison; Jensen, Murray

    2014-12-01

    Despite widespread calls for reform in undergraduate science, technology, engineering, and mathematics education, effecting lasting change in instructor practice is challenging to achieve. This article describes the results of a 2-yr research study that involved efforts to develop the pedagogical expertise of a group of anatomy and physiology instructors at the college level. Data were collected through a series of individual interviews that included the use of the Teacher Beliefs Inventory questionnaire (23) along with observations onsite in participants' college classrooms and at process-oriented guided inquiry learning (POGIL) curriculum writing workshops. Findings indicated attitudinal shifts on the part of participants from teacher-centered to more student-centered pedagogy and supported the benefits of long-term professional development for instructors. Here, we documented the successful progress of these professors as they participated in a curriculum development process that emphasized student-centered teaching with the goal of promoting broader change efforts in introductory anatomy and physiology. Copyright © 2014 The American Physiological Society.

  5. Bovine viral diarrhea (BVD: A review emphasizing on Iran perspective

    Directory of Open Access Journals (Sweden)

    Mohammad Khezri

    2015-09-01

    Full Text Available Bovine viral diarrhea (BVD is one of the most important diseases of cattle responsible for major economic losses in dairy industries of Iran. So far, no nationwide program has been taken in Iran to control and eradicate the disease. Moreover, until now, no vaccination program has been practiced against BVD in Iran, although the disease is prevailing in the country. For effective controlling of BVD, it is necessary to cull the affected animals, and new entry of BVD in the farm should be prevented. Focusing on biosecurity in systematic control programs of BVD can also reduce the risks of introduction and spread of other epizootic and zoonotic diseases, thereby improving both cattle health and welfare in general. In this review paper, an overview on BVD emphasizing on Iran perspective has been discussed focusing on clinical manifestations of BVD, routes of transmission of BVD virus (BVDV, its diagnostic methods and possible prevention strategies. [J Adv Vet Anim Res 2015; 2(3.000: 240-251

  6. 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...

  7. Imagining Critical Cosmic Pedagogy nested within Critical Pedagogy

    Directory of Open Access Journals (Sweden)

    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.

  8. "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...

  9. The Pedagogy of Happiness and Death: From the Perspectives of Buddhism and Christianity

    Science.gov (United States)

    Lee, Jeong-Kyu

    2017-01-01

    The purpose of this paper is to review the pedagogy of happiness and death from the perspectives of Buddhism and Christianity. To discuss this study logically, three research questions are addressed. First, what are the concepts of happiness and death? Second, what is the relevance between happiness and death? Last, what are the meanings of…

  10. Forging a Link between Research and Pedagogy: A Holistic Framework for Evaluating Business English Materials

    Science.gov (United States)

    Chan, Clarice S. C.

    2009-01-01

    In the last two decades, a great deal of applied linguistics research has been conducted in different areas of business English. However, despite many highly relevant research findings, the interface between research and pedagogy remains weak. One reason behind this lack of interface is that research findings from different studies are rarely…

  11. 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.

  12. 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...

  13. Clefting of the Alveolus: Emphasizing the Distinction from Cleft Palate.

    Science.gov (United States)

    Wirtz, Nicholas; Sidman, James; Block, William

    2016-05-01

    Oral clefting is one of the most common significant fetal abnormalities. Cleft lip and cleft palate have drastically different clinical ramifications and management from one another. A cleft of the alveolus (with or without cleft lip) can confuse the diagnostic picture and lead to a false assumption of cleft palate. The cleft alveolus should be viewed on the spectrum of cleft lip rather than be associated with cleft palate. This is made evident by understanding the embryological development of the midface and relevant terminology. Cleft alveolus carries significantly different clinical implications and treatment options than that of cleft palate. Accurately distinguishing cleft alveolus from cleft palate is crucial for appropriate discussions regarding the patient's care. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

  14. EMPHASIZING SOCIAL ISSUES TOWARD SUSTAINABLE SUPPLY CHAIN: A BRAZILIAN PERSPECTIVE

    Directory of Open Access Journals (Sweden)

    Minelle Enéas da Silva

    2015-06-01

    Full Text Available From sustainability perspective, the supply chain management strategy can use different indicators related to Triple Bottom Line to improve its practices. Some studies in the topic have focused only environmental issues; however in some cases the social issues should be considered as a core of the sustainable strategies. Considering this view, the paper aims to highlight the relevance of social issues in the Brazilian context toward sustainable supply chain. Therefore, a theoretical essay was conducted using the literature about sustainable supply chain in relation to the Brazilian perspective to understand how it is possible to use new approaches for a more emphasis on social issues. The discussions indicates that to re-conceptualize the social relations in supply chains, it's necessary to use corporate social responsibility and social capital approaches to create a better discussion about sustainable supply chain. The proposal starts a discussion in the Brazilian context to stimulate new scholars to study this topic.

  15. The Emphasizing Metonymy and Its Relation Whit Ambiguity of Text

    Directory of Open Access Journals (Sweden)

    Amir Saleh Masoomi

    2016-05-01

    Full Text Available   Abstract   In this paper, the use of two different linguistic tools in Arabic language, i.e. Metonymy and Emphasis combined in form of " Emphasizing Metonymy " has been studied . Metonymy, in the tradition of Arabic linguistics, is defined as "the use of a word in the meaning other than the prime meaning for which the word was coined". Using the metonymy has certain requirements; one of them is the existence of sign or marker ( القرینځ in the text. The function of the sign is to inform reader of word's new use in the meaning other than the prime meaning. In the other words , its function is to prevent understanding the true meaning from the word used in the metonymic meaning. The sign conceptually is related to metonymic meaning and incompatible with true meaning ; so, if the reader wants to consider concept of sign and true meaning of word beside each other, he certainly faces conceptual tension . Thus, he has no way but interpreting the word in its metonymic meaning and here, he finds the metonymic use of the word out.   The Muslim linguists have introduced two general types of sign: "verbal sign" and "contextual sign" ( القرینه اللفظیه والقرینه المقامیه . The verbal sign is the one seen among the words used in the text and the contextual sign is the one gained from the context. Of these tow, the fist one has more power to determine metonymic meaning, so that if the reader doesn't find it in the text, he can interpret the word in its true meaning. But, in the other hand, due to the extensive and abundant use of metonymy in Arabic, especially in the literary texts, it could be expected to find the metonymic words almost in all sentences, even though there is no verbal sign. In fact, this is because it's likely to be found the contextual sign for metonymic meaning in the text. Since the contextual signs, in contrary to verbal

  16. Improving Curriculum through Blended Learning Pedagogy

    Science.gov (United States)

    Darojat, Ojat

    2016-01-01

    This paper is a study of blended learning pedagogy in open and distance learning (ODL), involving two universities in Southeast Asia, STOU Thailand and UT Indonesia. The purpose of this study is to understand the issues related to the implementation of blended-learning pedagogy. Qualitative case study was employed to optimize my understanding of…

  17. 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…

  18. Gifted-Child Pedagogy: Meaningful Chimera?

    Science.gov (United States)

    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)

  19. 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...

  20. 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)

  1. 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…

  2. 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…

  3. 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,…

  4. 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…

  5. 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…

  6. Aligning Pedagogy with Physical Learning Spaces

    Science.gov (United States)

    van Merriënboer, Jeroen J. G.; McKenney, Susan; Cullinan, Dominic; Heuer, Jos

    2017-01-01

    The quality of education suffers when pedagogies are not aligned with physical learning spaces. For example, the architecture of the triple-decker Victorian schools across England fits the information transmission model that was dominant in the industrial age, but makes it more difficult to implement student-centred pedagogies that better fit a…

  7. 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...

  8. 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…

  9. "Passing It On": Beyond Formal or Informal Pedagogies

    Science.gov (United States)

    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…

  10. 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…

  11. The development of Social Pedagogy in Russia

    Directory of Open Access Journals (Sweden)

    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.

  12. Understanding the art of feminist pedagogy: facilitating interpersonal skills learning for nurses.

    Science.gov (United States)

    Lamont, Emma

    2014-05-01

    The purpose of this study is to explore feminist pedagogy integrated with facilitation skills. A pedagogy project was undertaken with students participating in the BSc (Hons) Nursing programme, whereby a module, "Interpersonal Skills for Nurses" was developed for 72 year 1 students. A feminist pedagogy involves employing the powers of diversity to create an environment where all students' voices are heard. It values the power of sharing to create a community of learners in which teachers and students share their talents, skills and abilities to enhance the learning of all (Chinn, 2001). An end of semester evaluation provided feedback which indicated this was a valuable module to teach year 1 student nurses. It highlighted that student nurses found the topic both interesting and relevant and felt it was taught in a way that promoted their personal development and identity as a nurse. © 2013.

  13. Risk management in electricity markets emphasizing transmission congestion

    International Nuclear Information System (INIS)

    Kristiansen, Tarjei

    2004-01-01

    This thesis analyzes transmission pricing, transmission congestion risks and their associated hedging instruments as well as mechanisms for stimulating investments in transmission expansion. An example of risk management in the case of a hydropower producer is included. After liberalization and restructuring of electricity markets, risk management has become important. In particular the thesis analyzes risks due to transmission congestion both in the short- and long-term (investments) for market players such as generators, loads, traders, independent system operators and merchant investors. The work is focused on the northeastern United States electricity markets and the Nordic electricity markets. The first part of the thesis reviews the literature related to the eight research papers in the thesis. This describes the risks that are relevant for an electricity market player and how these can be managed. Next, the basic ingredients of a competitive electricity market are described including the design of the system operator. The transmission pricing method is decisive for hedging against transmission congestion risks and there is an overview of transmission pricing models considering their similarities and differences. Depending on the transmission pricing method used, locational or area (zonal) pricing, the electricity market players can use financial transmission rights or Contracts for Differences, respectively. In the long-term it is important to create mechanisms for investments in transmission expansion and the thesis describes one possible approach and its potential problems. The second part comprises eight research papers. It presents empirical analyses of existing markets for transmission congestion derivatives, theoretical analyses of transmission congestion derivatives, modeling of merchant long-term financial transmission rights, theoretical analysis of the risks of the independent system operator in providing financial transmission rights, an analysis

  14. Pedagogy as influencing nursing students' essentialized understanding of culture.

    Science.gov (United States)

    Gregory, David; Harrowing, Jean; Lee, Bonnie; Doolittle, Lisa; O'Sullivan, Patrick S

    2010-01-01

    In this qualitative study, we explored how students understood "culture." Participants defined culture and wrote narratives regarding specific cultural encounters. The sample comprised both nursing (n=14) and non-nursing (n=8) students to allow for comparison groups. Content analysis of the narratives revealed two broad paradigms of cultural understanding: essentialist and constructivist. Essentialist narratives comprised four themes: determinism (culture defied individual resistance); relativism (the possibility of making value judgments disappeared); Othering (culture was equated to exotica, and emphasized difference); and, reductionism (personhood was eclipsed by culture). In contrast, the constructivist narratives were characterized by influence (non-determinism), dynamism (culture was dynamic and evolutionary); and, relationship-building. The unintended negative consequences of essentialist notions of culture were revealed in the nursing students' narratives. Pedagogy is implicated in nursing students' essentialized understanding of culture.

  15. Teaching Public Health Through a Pedagogy of Collegiality

    Science.gov (United States)

    Chávez, Vivian; Turalba, Ruby-Asuncion N.; Malik, Savita

    2006-01-01

    Curriculum development in masters of public health programs that effectively meets the complex challenges of the 21st century is an important part of public health education and requires purposeful thinking. Current approaches to training the public health work-force do not adequately prepare professionals to be culturally competent in addressing health disparities. Principles of community-based participatory research highlight the importance of building relationships of mutual accountability and emphasize collegial teaching. We present background and theoretical foundations for a pedagogy of collegiality and describe specific teaching methods, classroom activities, and key assignments organized around 4 essential features: principles of community organizing, building community and valuing diversity, engaging the senses, and writing across the curriculum. PMID:16735640

  16. Pedagogies of the Walking Dead

    Directory of Open Access Journals (Sweden)

    Michael A. Peters

    2016-04-01

    Full Text Available This paper investigates the trope of the zombie and the recent upsurge in popular culture surrounding the figure of the zombie described as the “walking dead”. We investigate this trope and figure as a means of analyzing the “pedagogy of the walking dead” with particular attention to the crisis of education in the era of neoliberal capitalism. In particular we examine the professionalization and responsibilization of teachers in the new regulative environment and ask whether there is any room left for the project of critical education.

  17. Cultural pedagogy, gender, and sexuality

    Directory of Open Access Journals (Sweden)

    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.

  18. 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...

  19. 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...

  20. Christian Caritas in Christian Pedagogy

    Directory of Open Access Journals (Sweden)

    Leszek Aftyka

    2018-04-01

    Full Text Available The article highlights the leading ideas of Christian pedagogy, which are the upbringing of children and youth of spiritual and moral values. The author stresses that Christian pedagogy serves the effective tool for the formation of the spirituality of the younger generation, the formation of philosophical representations and beliefs, etiquette, spiritual traditions and values of people in the universally accepted commandments of God. Considerable attention is paid to the formation of high morality of the younger generation, etiquette, love of people, religiousness, etc. In the Christian religion the highest value compared to all other virtues is „love”. The Christian love is rooted primarily in the commandment of love for God and man, that is why genuine charity comes from the heart full of love. This article presents the teaching of Christ for mercy to others and its practical application in the first Christian Communities. The author described the economic organization and charitable initiatives in the communities of early Christians.

  1. 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....

  2. 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.

  3. 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…

  4. 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…

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

    Science.gov (United States)

    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…

  6. 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.

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

    African Journals Online (AJOL)

    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.

  8. International Journal of Pedagogy, Policy and ICT in Education: Site ...

    African Journals Online (AJOL)

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

  9. Culture, Pedagogy and Equity in a Meritocratic Education System: Teachers' Work and the Politics of Culture in Singapore

    Science.gov (United States)

    Lim, Leonel; Tan, Michael

    2018-01-01

    Drawing upon insights gained from the extant work on culture and pedagogy, this paper explores the ways in which, in an ostensibly meritocratic education system, ideas about students' cultural backgrounds and its relevance for teaching are interpreted, negotiated, and ultimately drawn upon to engage students in the low-progress academic tracks.…

  10. The Activity-Based Approach to Achieving Theoretical and Practical Consensus in Pedagogy of N. F. Talyzina

    Science.gov (United States)

    Chapaev, Nikolay K.; Akimova, Olga B.; Selivanov, Andrey V.; Shaforostova, Tatiana V.

    2016-01-01

    The relevance of the problem under study is based on the necessity to solve the permanent problem of the unity of theory and practice in the content of students' cognitive activity in the modern conditions. The purpose of the article is to analyze and to generalize the main concepts of pedagogy by N.F. Talyzina for implementation of the…

  11. Moral stories emphasizing actors' negative emotions toward their nonhelping behavior promote preschoolers' helping behavior.

    Science.gov (United States)

    Du, Xu; Hao, Jian

    2018-04-01

    Specific emotions, especially guilt, are considered to facilitate children's prosocial behavior. The current study differentiated moral stories with a helping theme in terms of the valence and source of emotions and aimed to clarify the effect of these stories on preschoolers' helping intentions and behavior. A total of 322 preschoolers between 4 and 6 years old were randomly assigned to four experimental groups and one control group. A specific type of moral story was presented to each of the experimental groups, whereas a nonmoral story was presented to the control group. The preschoolers were also asked to answer relevant questions to examine their story comprehension. The preschoolers' donating intentions and behavior were then measured. The results showed that all the experimental groups expressed more donating intentions than the control group. However, only the group that read the moral story emphasizing the actor's negative emotions toward his nonhelping behavior displayed more donating behavior than the control group. Therefore, the current study reveals that various moral stories dealing with a helping theme can facilitate helping intentions among preschoolers and that only certain stories can promote their helping behavior. Thus, it indicates the specificity of moral stories that facilitate prosocial behavior in terms of the valence and source of emotions in those stories. Copyright © 2017 Elsevier Inc. All rights reserved.

  12. 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.…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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.

  19. 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…

  20. Emergence: Complexity Pedagogy in Action

    Science.gov (United States)

    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

  1. 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...

  2. 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...

  3. 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.

  4. 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.

  5. A Classroom Research Skills Development Emphasizing Data Analysis and Result of SSRU Students by RBL

    Science.gov (United States)

    Waree, Chaiwat

    2017-01-01

    The purpose of the study is the learning using research as a base. To strengthen the skills of classroom research Emphasizing Data Analysis and Result and to study the development of research skills in the class Emphasizing Data Analysis and Result of SSRU' Students by learning using research base. The target group are students in the 2nd semester…

  6. 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....

  7. Educational "Testimonio": Critical Pedagogy as Mentorship

    Science.gov (United States)

    Burciaga, Rebeca; Cruz Navarro, Natalia

    2015-01-01

    This chapter chronicles the use of educational "testimonio" as one approach to critical pedagogy as mentoring in a college classroom. Written from the perspectives of an instructor and a student, it explores educational "testimonio" as one tool that has implications beyond the classroom, including retention in higher education…

  8. Music Cultural Pedagogy in the "Network Society"

    Science.gov (United States)

    Sakai, Winfried

    2014-01-01

    The present contribution to theory construction in music educational research focuses on the contemporary requirements for general music education. One starting point are the normative claims of a democratic liberal education as to find in the field of critical pedagogy and the sociology of education. Another point of departure is provided by…

  9. Safe Space Oddity: Revisiting Critical Pedagogy

    Science.gov (United States)

    Redmond, Melissa

    2010-01-01

    Inspired by an incident in a social work graduate classroom in which she was a teaching assistant, the author reflects on her commitment to constructivist teaching methods, critical theory, and critical pedagogy. Exploring the educational utility of notions such as public space and safe space, the author employs this personal experience to examine…

  10. Reconceptualising Higher Education Pedagogy in Online Learning

    Science.gov (United States)

    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…

  11. Widening our understanding of creative pedagogy

    DEFF Research Database (Denmark)

    Glaveanu, Vlad Petre; Sierra, Zayda; Tanggaard, Lene

    2015-01-01

    The present article offers a reflection on creativity and creative pedagogy emerging out of an ongoing dialogue between three authors placed in two very different sociocultural contexts – Denmark and Colombia. Despite obvious geographical, economic, and cultural differences, similar concerns anim...

  12. THE APPLICATION OF CYBERNETICS IN PEDAGOGY.

    Science.gov (United States)

    ATUTOV, P.R.

    THE APPLICATION OF CYBERNETICS TO PEDAGOGY CAN CREATE A PRECISE SCIENCE OF INSTRUCTION AND EDUCATION THROUGH THE TIME-CONSUMING BUT INEVITABLE TRANSITION FROM IDENTIFICATION OF QUALITATIVE RELATIONSHIPS AMONG PEDAGOGICAL OBJECTS TO QUANTITATIVE ANALYSIS OF THESE OBJECTS. THE THEORETICAL UTILITY OF MATHEMATICAL MODELS AND FORMULAE FOR EXPLANATORY…

  13. Blended learning pedagogy: the time is now!

    Science.gov (United States)

    Pizzi, Michael A

    2014-07-01

    Pedagogy is rapidly changing. To develop best practice in academia, it is important that we change with the changing needs of students. This article suggests that blended learning is one of the most important pedagogical formats that can enhance student learning, optimize the use of active learning strategies, and potentially improve student learning outcomes.

  14. Reforming Teacher Education for Online Pedagogy Development

    Science.gov (United States)

    Scheg, Abigail G.

    2014-01-01

    Online education is a long-term goal at most higher-education institutions in the United States, but very few faculty members have sufficient training or knowledge of online pedagogy. As a result, students are not receiving the highest quality education, and institutions are struggling with student retention and the improvement of their distance…

  15. Critical Capability Pedagogies and University Education

    Science.gov (United States)

    Walker, Melanie

    2010-01-01

    The article argues for an alliance of the capability approach developed by Amartya Sen with ideas from critical pedagogy for undergraduate university education which develops student agency and well being on the one hand, and social change towards greater justice on the other. The purposes of a university education in this article are taken to…

  16. Following Watery Relations in Early Childhood Pedagogies

    Science.gov (United States)

    Pacini-Ketchabaw, Veronica; Clark, Vanessa

    2016-01-01

    Working methodologically and theoretically with the hydro-logics of bodies of water, this article addresses the limitations of humanistic perspectives on water play in early childhood classrooms, and proposes pedagogies of watery relations. The article traces the fluid, murky, surging, creative, unpredictable specificities of bodies of water that…

  17. Viewpoint Working with Environmental Education Pedagogies in ...

    African Journals Online (AJOL)

    The aim of this viewpoint paper is to generate interest in working with environmental education pedagogies in order to enhance the quality imperative of social and environmental responsibility for South African learners through the fundamental subject, Life Orientation. Drawing on our own experiences as Life Orientation ...

  18. Exploring Signature Pedagogies in Undergraduate Leadership Education

    Science.gov (United States)

    Jenkins, Daniel M.

    2012-01-01

    This research explores the instructional strategies most frequently used by leadership educators who teach academic credit-bearing undergraduate leadership studies courses through a national survey and identifies signature pedagogies within the leadership discipline. Findings from this study suggest that class discussion--whether in the form of…

  19. Towards a Pedagogy of Grammar Instruction

    Science.gov (United States)

    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…

  20. Pedagogy for Economic Competitiveness and Sustainable Development

    Science.gov (United States)

    Sahlberg, Pasi; Oldroyd, David

    2010-01-01

    Accelerating threats to a sustainable relationship between economic growth and the capacity of the global social-ecological system to support it require that the implications of competitiveness be reassessed. Today, the capacities that underlie economic competitiveness must also be brought to bear on policy and pedagogy to prepare the coming…

  1. Studios Abroad: A Challenge in Innovative Pedagogy

    Science.gov (United States)

    Macedo, Joseli

    2017-01-01

    Study abroad programs offer a unique opportunity to evaluate pedagogic models. The role of studios in design and planning pedagogy has been examined. However, how the general framework of a studio supports other pedagogic models has not been widely discussed. This article assesses a series of urban planning and design studios conducted abroad to…

  2. Field Systems Research: Sport Pedagogy Perspectives.

    Science.gov (United States)

    Locke, Lawrence F.; And Others

    1992-01-01

    These articles contain responses from several scholars on the issue of field systems analysis (FSA). The scholars offer critiques from their sport pedagogy perspectives, a reaction relating FSA to personal examinations of teaching expertise, and a discussion of how computer simulation informs the study of expert teachers. (SM)

  3. Embracing Tensions in Feminist Organizational Communication Pedagogies

    Science.gov (United States)

    Linabary, Jasmine R.; Long, Ziyu; Mouton, Ashton; Rao, Ranjani L.; Buzzanell, Patrice M.

    2017-01-01

    Feminist pedagogies hold potential to create more inclusive and transformative classrooms. Adopting a tension-centered approach, we draw on our individual and collective reflections on the design and instruction of a multi-section undergraduate organizational communication course to build an autoethnographic account of the tensions associated with…

  4. Pedagogy of Absence, Conflict, and Emergence

    DEFF Research Database (Denmark)

    Tom, Miye Nadya; Suárez-Krabbe, Julia; Caballero Castro, Trinidad

    2017-01-01

    This article employs the pedagogy of absence, conflict, and emergence (PACE), as an analytical approach to study concrete contributions to the decolonization of education. PACE seeks to transcend Eurocentric knowledge construction, and hence one of its fundamental efforts is to think from...

  5. Culturally Responsive Pedagogy for Teachers of Color

    Science.gov (United States)

    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…

  6. Unscripting Curriculum: Toward a Critical Trans Pedagogy

    Science.gov (United States)

    Keenan, Harper Benjamin

    2017-01-01

    In this essay, Harper B. Keenan draws on his own experience as a white queer and trans educator to consider the meaning of a critical trans pedagogy. Amid dissonant narratives of equal rights and subjection, he explores how his classroom teaching is shaped by his own experience of gender conditioning as well as by the contemporary political…

  7. Situating Preparedness Education within Public Pedagogy

    Science.gov (United States)

    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…

  8. 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…

  9. The Dispositions for Culturally Responsive Pedagogy Scale

    Science.gov (United States)

    Whitaker, Manya C.; Valtierra, Kristina Marie

    2018-01-01

    Purpose: The purpose of this study is to develop and validate the dispositions for culturally responsive pedagogy scale (DCRPS). Design/methodology/approach: Scale development consisted of a six-step process including item development, expert review, exploratory factor analysis, factor interpretation, confirmatory factor analysis and convergent…

  10. Feminist Pedagogy in Early Childhood Teachers' Education

    Science.gov (United States)

    Ziv, Haggith Gor

    2015-01-01

    This article discusses the theory and practice of applying critical feminist pedagogy in a teacher's training college. It is based on an analysis of the education of students in an early childhood teaching program (BEd) that seeks to promote social justice through education. This article discusses the areas of the student's education that…

  11. Pragmatism, Pedagogy, and Community Service Learning

    Science.gov (United States)

    Yoder, Scot D.

    2016-01-01

    In this paper I explore Goodwin Liu's proposal to ground the pedagogy of service-learning in the epistemology of pragmatism from the perspective of a reflective practitioner. I review Liu's epistemology and his claim that from within it three features common to service-learning--community, diversity, and engagement--become pedagogical virtues. I…

  12. The Personalistic Pedagogy of Giorgio Agamben

    Science.gov (United States)

    Peterson, Thomas Erling

    2014-01-01

    Agamben's philosophy of education can be arrived at by focusing on the nexus of philology, philosophy and poetry that is prominent in his work. By exploring the functional and semantic reciprocity between these fields, one can identify diverse pedagogies: of language and the poetic voice, of infancy and history, of history redeemed (in the…

  13. Linguistics, pedagogy and teaching of the language

    Directory of Open Access Journals (Sweden)

    Álvaro William Santiago Galvis

    2005-02-01

    Full Text Available This article tackles the relationship that exists between linguistics and pedagogy with regards to pedagocical language practices. From this relationship, the approach that has been given to practical native language teaching can be determined as well as characterized. Finally, the paper provides reasons for the communicational approach to teaching spanish.   

  14. Pedagogy of Peace and Philosophy of War: the Search for Truth

    Directory of Open Access Journals (Sweden)

    Serhiy Klepko

    2017-07-01

    Full Text Available Peace pedagogy (German: Friedenspedagogik and the Peace education are identified as relevant educational paradigm and set of educational projects aimed at solving problems of teaching non-violence and the capacity for peace in the context of the democratic movement for peace. There is a set of reasons to state that the education system of the world depends not only on technological trends and mastering the sum of strategies of war and peace but, first of all, on what extends the whole education is true for its subjects and able to provide research on the ultimate question of social and personal life, including eternal mankind’s dream for peace. This paper describes methodological role for pedagogy of peace of geophilosophy as a concept to solve socio-economic conflicts in the dimensions of truth and earthly life in which modern geophilosophical research carried out to find a man’s place in the world and territory for him

  15. 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.

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

    Science.gov (United States)

    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.

  17. Telling Active Learning Pedagogies Apart: from theory to practice

    Directory of Open Access Journals (Sweden)

    Kelsey Hood Cattaneo

    2017-07-01

    Full Text Available Designing learning environments to incorporate active learning pedagogies is difficult as definitions are often contested and intertwined. This article seeks to determine whether classification of active learning pedagogies (i.e., project-based, problem-based, inquiry-based, case-based, and discovery-based, through theoretical and practical lenses, could function as a useful tool for researchers and practitioners in comparing pedagogies. This article classified five active learning pedagogies based on six constructivist elements. The comparison was completed through a comparative analysis and a content analysis informed by a systematic literature review. The findings were that learner-centeredness is a primary goal of all pedagogies; however, there is a strong dissonance between each pedagogy’s theoretical underpinnings and implementation realities. This dissonance complicates differentiating active learning pedagogies and classification as a comparative tool has proved to have limited usefulness.

  18. Using narrative pedagogy: learning and practising interpretive thinking.

    Science.gov (United States)

    Ironside, Pamela M

    2006-08-01

    This paper reports a hermeneutic study undertaken to explicate students' experiences in educational courses in which teachers enact Narrative Pedagogy. International interest in developing and implementing discipline-specific pedagogies is becoming commonplace as teachers respond to the challenges of preparing students for contemporary practice. Lifeworld Pedagogy, developed in Scandinavia, and Narrative Pedagogy, developed in the United States of America, Canada and New Zealand, are two approaches developed from nursing research for nursing education that provide teachers with research-based alternatives to conventional pedagogy. Further research is needed, however, that addresses how new pedagogies are experienced in schools of nursing. Teachers and students from 22 schools of nursing in the United States of America were interviewed over a 4-year period between 2002 and 2005. Using interpretive phenomenology as the philosophical background and Heideggerian hermeneutics as the method, accounts from 52 participants were analysed by a research team. The theme Learning and Practising Interpretive Thinking reveals how reform is occurring in schools of nursing that use Narrative Pedagogy. It documents how Narrative Pedagogy helps students challenge their assumptions and think through and interpret situations they encounter from multiple perspectives. Findings suggest that by focusing teachers' and students' attention on thinking and interpreting as communal experiences, interpretive pedagogies such as Narrative Pedagogy engage teachers and students in pooling their wisdom, challenging their preconceptions, envisioning new possibilities for providing care and engaging with others to ensure patient-centred care and safety. By documenting students' experiences in courses in which Narrative Pedagogy is used, this study provides teachers with research-based evidence to guide their pedagogical decisions. It extends international efforts to develop discipline

  19. 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...

  20. Constructivist Pedagogies for Olympism Education

    Science.gov (United States)

    Culpan, Ian; McBain, Sue

    2012-01-01

    Olympism as a philosophical concept has been highly contested and challenged for its relevancy in a contemporary world. Some scholars argue that Olympism is simply a relic of the modern age and has little educative and/or social legitimacy. Others argue that despite the criticism and its contested nature it remains one of the most coherent and…

  1. 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.  ...

  2. 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....

  3. Advertising energy saving programs: The potential environmental cost of emphasizing monetary savings.

    Science.gov (United States)

    Schwartz, Daniel; Bruine de Bruin, Wändi; Fischhoff, Baruch; Lave, Lester

    2015-06-01

    Many consumers have monetary or environmental motivations for saving energy. Indeed, saving energy produces both monetary benefits, by reducing energy bills, and environmental benefits, by reducing carbon footprints. We examined how consumers' willingness and reasons to enroll in energy-savings programs are affected by whether advertisements emphasize monetary benefits, environmental benefits, or both. From a normative perspective, having 2 noteworthy kinds of benefit should not decrease a program's attractiveness. In contrast, psychological research suggests that adding external incentives to an intrinsically motivating task may backfire. To date, however, it remains unclear whether this is the case when both extrinsic and intrinsic motivations are inherent to the task, as with energy savings, and whether removing explicit mention of extrinsic motivation will reduce its importance. We found that emphasizing a program's monetary benefits reduced participants' willingness to enroll. In addition, participants' explanations about enrollment revealed less attention to environmental concerns when programs emphasized monetary savings, even when environmental savings were also emphasized. We found equal attention to monetary motivations in all conditions, revealing an asymmetric attention to monetary and environmental motives. These results also provide practical guidance regarding the positioning of energy-saving programs: emphasize intrinsic benefits; the extrinsic ones may speak for themselves. (c) 2015 APA, all rights reserved).

  4. Performative Pedagogy in Teaching Anti-Racism

    Directory of Open Access Journals (Sweden)

    Nena Močnik

    2015-06-01

    Full Text Available The paper deals with the issue of effective anti-racism teaching in everyday contexts, where the traditional forms of racism are replaced by more sophisticated, subtle practices of exlusion, hatred and violence. Historical connotations of terms such as racism, xenophobia, homophobia, etc. specifically characterize certain groups of people and somehow further deepen divisions between the hegemonic majority and the oppressed minority; therefore, several indicators of inefficience in teaching anti-racism have appeared, particularly in applying theories into practices. Teaching anti-racism is presented through new attitudes towards performative pedagogy, for a long time understood in the context of the teacher as the actor who engage his/her students as spectators through variety of acting techniques and performative practies. Along with the theoretical and applied development of the field, more and more the performative pedagogy is recognized as a critical teaching approach, based on artistic expression, improvisation, continuous dialogue, and the body as an ideologically inscribed product.

  5. 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.

  6. Pedagogy of Science Teaching Tests: Formative assessments of science teaching orientations

    Science.gov (United States)

    Cobern, William W.; Schuster, David; Adams, Betty; Skjold, Brandy Ann; Zeynep Muğaloğlu, Ebru; Bentz, Amy; Sparks, Kelly

    2014-09-01

    A critical aspect of teacher education is gaining pedagogical content knowledge of how to teach science for conceptual understanding. Given the time limitations of college methods courses, it is difficult to touch on more than a fraction of the science topics potentially taught across grades K-8, particularly in the context of relevant pedagogies. This research and development work centers on constructing a formative assessment resource to help expose pre-service teachers to a greater number of science topics within teaching episodes using various modes of instruction. To this end, 100 problem-based, science pedagogy assessment items were developed via expert group discussions and pilot testing. Each item contains a classroom vignette followed by response choices carefully crafted to include four basic pedagogies (didactic direct, active direct, guided inquiry, and open inquiry). The brief but numerous items allow a substantial increase in the number of science topics that pre-service students may consider. The intention is that students and teachers will be able to share and discuss particular responses to individual items, or else record their responses to collections of items and thereby create a snapshot profile of their teaching orientations. Subsets of items were piloted with students in pre-service science methods courses, and the quantitative results of student responses were spread sufficiently to suggest that the items can be effective for their intended purpose.

  7. Lessons from abroad : whatever happened to pedagogy?

    OpenAIRE

    Elliott, J.G.

    2014-01-01

    This paper considers attempts to import pedagogic practices from other educational systems. In so doing, it focuses upon policymakers’ attempts to: (a) import interactive whole class teaching approaches to the UK (and, to a lesser extent, the US); and (b) export learner-centred pedagogies, largely derived from Anglo-American theorising and practice, to industrialised and developing countries that often vary greatly in educational performance. The paper explains why such initiatives have large...

  8. Advancing teacher knowledge of effective argumentation pedagogy

    OpenAIRE

    Simon,Shirley; Davies,Paul; Trevethan,Jillian

    2012-01-01

    This paper provides a discussion of the methodological approach to a research project that builds on previous studies of effective argumentation pedagogy undertaken by one of the authors. In this study, teachers from six schools in a city location are taking part in a one-year project to use new web-based professional development materials to advance their practice in using group discussion and argumentation in science. The teachers attend workshops on planning and organising effective group-...

  9. Difficult relationships: critical pedagogies and curriculum

    OpenAIRE

    María Verónica Di Caudo Villoslada

    2013-01-01

    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—mak...

  10. Towards a Research Pedagogy: An Invitation (Spanish)

    OpenAIRE

    J. Fernando Galindo

    2005-01-01

    Based on the case of a higher education institution in Bolivia with programs in the social sciences and the humanities, this essay describes features of a culture of knowledge and information consumption and how this practice obstructs the establishment of a culture of knowledge production. Ideas for ways to overcome this knowledge-consuming culture and to imagine a knowledge-production culture through research pedagogy methods are suggested. This exploration stems from the experience of a so...

  11. Academic Management of the Pedagogy of Love

    Directory of Open Access Journals (Sweden)

    Mariela Eduvigis Jiménez Campos

    2016-08-01

    Full Text Available This essay aims to reflect the academic management of pedagogy of love from a review of the theoretical aspects according to Perez Esclarín’s statements (2014 among others, which reveal that love is the essential education principle. So, any method, technique or curriculum will not replace the positive education relationships based in love, since they can promote the educational practice in the classroom building trust and confidence in all students.

  12. New masculinities and pedagogy of freedom

    Directory of Open Access Journals (Sweden)

    Oriol Rios

    2015-09-01

    Full Text Available Purpose: The research on masculinity in education has mainly been focused on analyze the organization of schools and the attention given to the students. This analysis has confirmed the existence of gender inequalities in schools, within them gender violence. This article will start from this background but has as objective to provide new knowledge about the pedagogy of freedom in the promotion of new alternative masculinities. Design/methodology: From a communicative-oriented qualitative methodology the voices of young boys and adult men that have been involved in educational actions, based on a pedagogy of freedom which have contributed to foster new alternative masculinities, have been collected. Findings: The results explain why the pedagogy of freedom can contribute to foster new alternative masculinities. Special attention is paid in the evolution of oppressed traditional masculinities (OTM to new alternative masculinities (NAM. In this regard, it is highlighted how OTM, that not contributes to gender violence but overcome neither, are walking to become NAM thanks to the organizational approach of the pedagogy of freedom. Practical implications: To provide scientific knowledge which could be used as a basis of the educational practices addressed to prevent gender violence. Social implications: The social impact refers to the effect of scientific knowledge in the educational quality and in the socialization of alternative masculinities which overcome harassment and gender violence. Originality/value: The article provides of new knowledge on the coeducational field which allows overcoming the double standards and the attraction against the violence reproduced in the traditional masculinity models.

  13. Hidden histories: challenges for pedagogy and participation

    OpenAIRE

    Morrice, Linda

    2013-01-01

    Higher Education has become and an increasingly diverse and globalised system in which the binaries between ‘traditional’ and ‘non-traditional’ students, exclusion and inclusion have less resonance and analytical purchase. Drawing on research with refugees Linda will suggest that higher education can be marked simultaneously by belonging and recognition, deficit and exclusion. Complex differences and inequalities remain hidden and unspoken, raising new questions and challenges for pedagogy an...

  14. [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

  15. On psychoanalytic supervision as signature pedagogy.

    Science.gov (United States)

    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.

  16. Challenges in Translation: Lessons from Using Business Pedagogy to Teach Leadership in Undergraduate Medicine.

    Science.gov (United States)

    Cadieux, Dani C; Lingard, Lorelei; Kwiatkowski, Daniela; Van Deven, Teresa; Bryant, Murray; Tithecott, Gary

    2017-01-01

    Leadership is increasingly recognized as a core physician competency required for quality patient care, continual system improvement, and optimal healthcare team performance. Consequently, integration of leadership into medical school curriculum is becoming a priority. This raises the question of the appropriate context, timing, and pedagogy for conveying this competency to medical students. Our program introduced a 1-week leadership course grounded in business pedagogy to Year 1 medical students. The curriculum centred on four themes: (a) Understanding Change, (b) Effective Teamwork, (c) Leading in Patient Safety, and (d) Leadership in Action. Post-curriculum qualitative student feedback was analyzed for insight into student satisfaction and attitude towards the leadership course content. The Undergraduate Medical Education program of the Schulich School of Medicine & Dentistry, Western University, is delivered over 4 years across 2 campuses in London and Windsor, Ontario, Canada. Course structure moved from traditional passive lectures to established business pedagogy, which involves active engagement in modules, case-based discussions, insights from guest speakers, and personal reflection. A student-led survey evaluated student opinion regarding the leadership course content. Students valued career development reading materials and insights from guest speakers working in healthcare teams. Students did not relate to messages from speakers in senior healthcare leadership positions. Course scheduling late in the second semester was viewed negatively. Overall student opinion suggested that the 1-week course was suboptimal for establishing leadership principles and translated business pedagogy was ineffective in this context. Leadership curriculum in Undergraduate Medical Education should be grounded in a healthcare context relevant to the student's stage of training. Student engagement may be better supported if leadership is framed as a competency throughout their

  17. An Example Emphasizing Mass-Volume Relationships for Problem Solving in Soils

    Science.gov (United States)

    Heitman, J. L.; Vepraskas, M. J.

    2009-01-01

    Mass-volume relationships are a useful tool emphasized for problem solving in many geo-science and engineering applications. These relationships also have useful applications in soil science. Developing soils students' ability to utilize mass-volume relationships through schematic diagrams of soil phases (i.e., air, water, and solid) can help to…

  18. Buddhist Pedagogy in Teacher Education: Cultivating Wisdom by Skillful Means

    Science.gov (United States)

    Ma Rhea, Zane

    2018-01-01

    This paper draws on research I have conducted about the cultivation of wisdom in Thailand and Australia. I examine the ancient pedagogy of pavi?aupaya skillful means investigating how this pedagogy can inform contemporary development of teacher educators and teachers. I examine the Panjaawi´tee Wisdom Method that has its foundations in the…

  19. "Inside-out Pedagogy": Theorising Pedagogical Transformation through Teaching Philosophy

    Science.gov (United States)

    Scholl, Rosie

    2014-01-01

    This retrospective interview study focused on the impact that training and implementation of Philosophy, in Lipman's tradition of Philosophy for Children, had on the pedagogy of 14 primary teachers at one school. Semi-structured interviews were conducted to document the impact of teaching Philosophy on pedagogy, the resources required to…

  20. 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 -.

  1. Postmethod Pedagogy and Its Influence on EFL Teaching Strategies

    Science.gov (United States)

    Chen, Mingyao

    2014-01-01

    Postmethod pedagogy is first put forward by Kumaravadivelu in 1994. It emerged to respond the demand for a most optimal way of teaching English free from the method-based restrictions. Kumaravadivelu views postmethod pedagogy as a three dimensional system with three pedagogic parameters: particularity, practicality, and possibility; and he…

  2. Pedagogy in Operations Research: Where has the discipline been ...

    African Journals Online (AJOL)

    ... recognized inception during World War II. Recent and current trends are examined and ongoing activities and initiatives in operations research pedagogy are discussed. Finally, implications for the future of operations research are considered. Key words: Education, pedagogy, operations research, management science, ...

  3. 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…

  4. Field Education as the Signature Pedagogy of Social Work Education

    Science.gov (United States)

    Wayne, Julianne; Bogo, Marion; Raskin, Miriam

    2010-01-01

    In its EPAS, CSWE (2008) identifies field education as the signature pedagogy (Shulman, 2005b) of social work education. This article analyzes the field education-signature pedagogy fit. It finds congruence in selected organizational arrangements that are pervasive and routine, and disparities with respect to expectations about public student…

  5. 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"…

  6. Dialogic & Critical Pedagogies: An Interview with Ira Shor

    Science.gov (United States)

    Shor, Ira; Matusov, Eugene; Marjanovic-Shane, Ana; Cresswel, lJames

    2017-01-01

    In 2016, the Main Editors of "Dialogic Pedagogy Journal" issued a call for papers and contributions to a wide range of dialogic pedagogy scholars and practitioners. One of the scholars who responded to our call is famous American educator Ira Shor, a professor at the College of Staten Island, City University of New York. Shor has been…

  7. Liberation Theology and Liberatory Pedagogies: Renewing the Dialogue

    Science.gov (United States)

    Stenberg, Shari J.

    2006-01-01

    In this essay, the author argues that the potential for achieving the goals of critical pedagogy would be enriched if teachers had a fuller understanding of the ties between critical pedagogy and Christian liberation theology. While many are familiar with Paulo Freire's roots in Marxism, the fact that his vision of praxis and conscientization…

  8. Sensory Pedagogy: Understanding and Encountering Children through the Senses

    Science.gov (United States)

    Johansson, Eva; Løkken, Gunvor

    2014-01-01

    In the present article we aim to explore the link between Merleau-Pontyan phenomenology and what we call sensory pedagogy. The latter connects to recent sensory ethnography as presented by S. Pink ("Sensory ethnography." London: Sage; 2009). We discuss how these thoughts can be put to work in toddler pedagogy. This kind of sensory…

  9. Reculturing Pedagogical Practice: Probing Teachers' Cultural Models of Pedagogy

    Science.gov (United States)

    Chafi, Essaid; Elkhouzai, Elmostapha

    2017-01-01

    A number of educational reform attempts, chief among which are pedagogy by objectives, competency-based approach, and pedagogy of integration, have been made to establish pedagogical reform in Moroccan public primary school. However, results have not been up to par. Failure of school reform has been largely rationalized in terms of technical…

  10. Developing a Pedagogy of "Making" through Collaborative Self-Study

    Science.gov (United States)

    Bullock, Shawn M.; Sator, Andrea

    2018-01-01

    We believe that the ideas associated with the Maker Movement have profound implications for teacher education. We have isolated the pedagogical principles of hack, adapt, design, and create as central to exploring how they work with teacher candidate participants in a maker pedagogy lab. We frame these ideas as Maker Pedagogy, which is the…

  11. Dark pedagogy – Speculative Realism and Environmental and sustainability education

    DEFF Research Database (Denmark)

    Lysgaard, Jonas Andreasen; Bengtssen, Stefan; Laugesen, Martin

    2018-01-01

    such as correlationism, hyperobjects, object oriented ontology, undermining, overmining and duomining in order to develop a dark pedagogy that could draw on insights from speculative realism and develop the key concepts and discussions within ESE. Based on inspiration from speculative realism a dark pedagogy could...

  12. Critical Education, Critical Pedagogies, Marxist Education in the United States

    Science.gov (United States)

    Foley, Jean Ann; Morris, Doug; Gounari, Panayota; Agostinone-Wilson, Faith

    2015-01-01

    As critical pedagogy becomes more mainstream on the educational landscape in the United States, it is important to revisit the original tenets of critical pedagogy and explore their current manifestations. Since the beginning of "criticalism" from the theoretical/foundational work of the Frankfurt School of Critical Social Theory,…

  13. 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 ...

  14. Shades of Freire: Exorcising the Spectre Haunting Pedagogy

    Science.gov (United States)

    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…

  15. Thomas Gordon's Communicative Pedagogy in Modern Educational Realities

    Science.gov (United States)

    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…

  16. Telling Active Learning Pedagogies Apart: From Theory to Practice

    Science.gov (United States)

    Cattaneo, Kelsey Hood

    2017-01-01

    Designing learning environments to incorporate active learning pedagogies is difficult as definitions are often contested and intertwined. This article seeks to determine whether classification of active learning pedagogies (i.e., project-based, problem-based, inquiry-based, case-based, and discovery-based), through theoretical and practical…

  17. Designing Contributing Student Pedagogies to Promote Students' Intrinsic Motivation to Learn

    Science.gov (United States)

    Herman, Geoffrey L.

    2012-01-01

    In order to maximize the effectiveness of our pedagogies, we must understand how our pedagogies align with prevailing theories of cognition and motivation and design our pedagogies according to this understanding. When implementing Contributing Student Pedagogies (CSPs), students are expected to make meaningful contributions to the learning of…

  18. Evaluation of constructivist pedagogy: Influence on critical thinking skills, science fair participation and level of performance

    Science.gov (United States)

    Foxx, Robbie Evelyn

    Science education reform, driven by a rapidly advancing technological society, demands the attention of both elementary and middle school curriculum-developers. Science education training in current standards (National Research Council [NRC] Standards 1996) emphasize inquiry, which is reported to be a basic tenet of the theory known as constructivism (NAASP, 1996; Cohen, 1988; Conley, 1993; Friedman, 1999; Newman, Marks, & Gamoran, 1996; Smerdon & Burkam 1999; Sizer 1992; Talbert & McLaughlin 1993; Tobin & Gallagher, 1987; Yager, 1991, 2000). Pedagogy focusing on the tenets of constructivist theory, at the intermediate level, can address current science standards. Many science educators believe participation in science fairs helps students develop the attitudes, skills, and knowledge that will help them to be comfortable and successful in the scientific and technological society (Czerniak, 1996). Competing in science fairs is one vehicle which allows students to apply science to societal issues, solve problems and model those things scientists do. Moreover, constructing a science fair project is suggested as being an excellent means to foster the development of concepts necessary in promoting scientific literacy (Czerniak, 1996). Research further suggests that through science fairs or other inquiry activities, students construct their knowledge with fewer misconceptions as they explore and discover the nature of science (NRC 1996). Tohn 's study (as cited in Bellipanni, 1994) stated that science fairs are a major campaign to increase student skills and to allow students a chance to have fun with science. The purpose of this research was twofold: (1) to assess science problem solving skills of students instructed using constructivist pedagogy, and (2) to explore the effects of constructivist pedagogy's influence(s) on science fair participation/placement. Students' attitudes resulting from these experiences were examined as well.

  19. 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…

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

    Science.gov (United States)

    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…

  1. Strengthening the Signature Pedagogy of Social Work: Conceptualizing Field Coordination as a Negotiated Social Work Pedagogy

    Science.gov (United States)

    Asakura, Kenta; Todd, Sarah; Eagle, Brooke; Morris, Brenda

    2018-01-01

    Although field education is considered the signature pedagogy of social work, the work of field coordinators appear to remain peripheral to other aspects of social work education, such as coursework and research. In this article, we suggest that field coordination requires a far more complex set of knowledge and skills than merely matching…

  2. Pedagogy of the Anxious: Rethinking Critical Pedagogy in the Context of Neoliberal Autonomy and Responsibilization

    Science.gov (United States)

    De Lissovoy, Noah

    2018-01-01

    Critical pedagogy, and the work of Paulo Freire in particular, understands the struggle for emancipation as involving the emergence, as historical subjects, of those who have been marginalized. In this regard, this tradition could be said to foreground a "politics of the subject" as central to its philosophy. However, scholars of…

  3. Flexible Pedagogies: Technology-Enhanced Learning. Flexible Pedagogies: Preparing for the Future Series

    Science.gov (United States)

    Gordon, Neil

    2014-01-01

    This publication is part of our five-strand research project "Flexible Pedagogies: preparing for the future". It focuses on a better understanding of technology-enhanced learning (TEL) and: (1) identifies key international drivers in the move towards technology-enhanced learning; (2) highlights some of the challenges and opportunities…

  4. Critiquing Un/Critical Pedagogies to Move toward a Pedagogy of Responsibility in Teacher Education

    Science.gov (United States)

    Berchini, Christina N.

    2017-01-01

    Transformative work with teacher candidates relies on a critique of the tenets of Critical Pedagogy and subsequent Critical Whiteness Studies (CWS). I employ analyses of extant scholarship to argue that these specific domains, as popularly framed, might be responsible for uncritical examinations of the White teacher education students who…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  7. Hybrid High-Impact Pedagogies: Integrating Service-Learning with Three Other High-Impact Pedagogies

    Science.gov (United States)

    Bringle, Robert G.

    2017-01-01

    This article proposes enhancing student learning through civic engagement by considering the advantages of integrating service-learning with study away, research, and internships and pre-professional courses into first-order, second-order, and third-order hybrid high-impact pedagogies. Service-learning contributes numerous attributes to the other…

  8. Why relevance theory is relevant for lexicography

    DEFF Research Database (Denmark)

    Bothma, Theo; Tarp, Sven

    2014-01-01

    This article starts by providing a brief summary of relevance theory in information science in relation to the function theory of lexicography, explaining the different types of relevance, viz. objective system relevance and the subjective types of relevance, i.e. topical, cognitive, situational...... that is very important for lexicography as well as for information science, viz. functional relevance. Since all lexicographic work is ultimately aimed at satisfying users’ information needs, the article then discusses why the lexicographer should take note of all these types of relevance when planning a new...... dictionary project, identifying new tasks and responsibilities of the modern lexicographer. The article furthermore discusses how relevance theory impacts on teaching dictionary culture and reference skills. By integrating insights from lexicography and information science, the article contributes to new...

  9. Medical Teachers' Humanistic Perspective on Pedagogy: A New Starting Point for Faculty Development.

    Science.gov (United States)

    Barrett, Jenny; Yates, Lyn; McColl, Geoffrey

    2016-01-01

    This study investigated the perspectives on pedagogy held by medical teachers in hospitals. The teachers were interviewed after they had been observed in both clinical and classroom settings. The study showed the teachers' reliance on the relational aspects of pedagogy more than on technical pedagogical knowledge. Teachers referred to their aims and approaches as "interactive," but this does not refer to any deliberate pedagogical design or acts. Asking questions was the technique used most commonly but not always skillfully, and they cited influences from the past rather than the present or the future. This research suggests the pedagogic approach of these medical teachers is "humanistic." It emphasizes personal and interpersonal factors, meaningful learning, and the affective, as well as cognitive aspects of clinical knowledge. It also captures a commitment to nonthreatening, nonhumiliating environments. Acknowledgment of this particular pedagogical perspective, it is argued, could better connect the health professional teachers with the education and development missions of universities, professional bodies, and governments. The teachers' expressed values and goals offer a new starting point for faculty development. Their reliance on the relational over the technical and on their own biographical experience, could be more respectfully valued and addressed to advance a more productive balance with the technical pedagogical elements that often concern educationalists, researchers, and administrators.

  10. [The emphases and basic procedures of genetic counseling in psychotherapeutic model].

    Science.gov (United States)

    Zhang, Yuan-Zhi; Zhong, Nanbert

    2006-11-01

    The emphases and basic procedures of genetic counseling are all different with those in old models. In the psychotherapeutic model, genetic counseling will not only focus on counselees' genetic disorders and birth defects, but also their psychological problems. "Client-centered therapy" termed by Carl Rogers plays an important role in genetic counseling process. The basic procedures of psychotherapeutic model of genetic counseling include 7 steps: initial contact, introduction, agendas, inquiry of family history, presenting information, closing the session and follow-up.

  11. Unintended Effects of Emphasizing Disparities in Cancer Communication to African-Americans

    OpenAIRE

    Nicholson, Robert A.; Kreuter, Matthew W.; Lapka, Christina; Wellborn, Rachel; Clark, Eddie M.; Sanders-Thompson, Vetta; Jacobsen, Heather M.; Casey, Chris

    2008-01-01

    Little is known about how minority groups react to public information that highlights racial disparities in cancer. This double-blind randomized study compared emotional and behavioral reactions to four versions of the same colon cancer (CRC) information presented in mock news articles to a community sample of African-American adults (n = 300). Participants read one of four articles that varied in their framing and interpretation of race-specific CRC mortality data, emphasizing impact (CRC is...

  12. Critical Pedagogy Principles in Teaching EFL Reading

    Directory of Open Access Journals (Sweden)

    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.

  13. Interpretations of secondary schools students on masculinity: For a gender pedagogy in schools

    Directory of Open Access Journals (Sweden)

    Marta CEBALLOS FERNÁNDEZ

    2016-07-01

    Full Text Available In the present essay the opinions and the estimations of fourth grade of Educación Secundaria Obligatoria (ESO male-students on masculinity are researched. An analysis is carried out on the understanding of male gender identity considering bordering elements such as femininity and sexuality. Three secondary schools from the Principado de Asturias have participated in the research, thus examining this topic in diverse scholar cultures. A discursive analysis is undertaken through the use of interviews and the development of discussion groups on the mentioned issues. The most outstanding findings show that teenagers see masculinity from a gender-normative point of view that contributes to perpetuate the gender scheme, consolidates the heterosexual condition of masculinity, and its place in front of femininity. These results reinforce our conviction for working for gender pedagogy in schools. We finish our essay by emphasizing some pedagogical proposals in that respect.

  14. Sustainability, glocal development and planetary citizenship. References for a Pedagogy towards Sustainable Development

    Directory of Open Access Journals (Sweden)

    M.ª Ángeles MURGA-MENOYO

    2017-06-01

    Full Text Available Sustainability approaches advise adopting a glocal development model that links local possibilities and practices to global needs and constraints. The complexity of this phenomenon, taken to the political plane, leads to a model of planetary citizenship where humanity’s commitment to nature and the necessary social equity amongst human beings are emphasized. This has clear implications for pedagogy, which this paper aims to highlight. This work starts from the sustainable development scenarios and concludes with a proposal of a planetary citizenship rooted locally. Glocality and planetary citizenship, a concept close to that of cosmopolitan citizenship –once stripped of its anthropocentric connotations–, both lead to significant missions of education in this framework: the formation of a holistic worldview, based on a complex-system thinking, and building a planetary citizenship. In both cases, the consideration of the human as an eco-dependent being, attributes nature an essential position in the educational processes.

  15. 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.

  16. Deep learning relevance

    DEFF Research Database (Denmark)

    Lioma, Christina; Larsen, Birger; Petersen, Casper

    2016-01-01

    train a Recurrent Neural Network (RNN) on existing relevant information to that query. We then use the RNN to "deep learn" a single, synthetic, and we assume, relevant document for that query. We design a crowdsourcing experiment to assess how relevant the "deep learned" document is, compared...... to existing relevant documents. Users are shown a query and four wordclouds (of three existing relevant documents and our deep learned synthetic document). The synthetic document is ranked on average most relevant of all....

  17. 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.

  18. Makiguchian pedagogy in the middle school science classroom

    Science.gov (United States)

    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

  19. On Reading Comprehension Teaching for English Majors under Relevance Theory

    Science.gov (United States)

    He, Ping

    2018-01-01

    Relevance Theory from the perspective of cognitive psychology argues that human communication is an ostensive-inferential process, and emphasizes the function of the optimal relevance for communication. In this sense, reading comprehension could be considered as a kind of communication in which the writer manifests his/her communication intention…

  20. The approach of Hospital Pedagogy in the Venezuelan context

    Directory of Open Access Journals (Sweden)

    Marian SERRADAS FONSECA

    2018-01-01

    Full Text Available This document is intended to represent the reality of Hospital Pedagogy in Venezuela. Its purpose is to provide a historical view first, of the most significant events that allowed the emergence, development and consolidation of Hospital Pedagogy in Venezuela, as well as the implementation and commissioning of the first hospital wards. Then, addressing teacher training in Hospital Pedagogy, he continues to research in the advancement of this type of education in our context, as well as the description of programs and projects conducted in the country for the benefit of the hospitalized population and the presentation of some final considerations.

  1. Reflective Pedagogy: Making Meaning in Experiential Based Online Courses

    Directory of Open Access Journals (Sweden)

    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.

  2. 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.

  3. In Defense of Critical Democratic Pedagogy

    Directory of Open Access Journals (Sweden)

    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.

  4. Obama Emphasizes Science and Innovation in State of the Union Address

    Science.gov (United States)

    Tretkoff, Ernie

    2011-02-01

    U.S. president Barack Obama emphasized innovation and competitiveness in his State of the Union address on 25 January. He also raised science and technology early in the hour-long speech, noting that nations like China and India are focusing on math and science education and investing in research and technology. To be competitive with those countries, “we need to out-innovate, out-educate, and out-build the rest of the world,” Obama said. “The first step in winning the future is encouraging American innovation.”

  5. Measuring intergroup ideologies: positive and negative aspects of emphasizing versus looking beyond group differences.

    Science.gov (United States)

    Hahn, Adam; Banchefsky, Sarah; Park, Bernadette; Judd, Charles M

    2015-12-01

    Research on interethnic relations has focused on two ideologies, asking whether it is best to de-emphasize social-category differences (colorblind) or emphasize and celebrate differences (multicultural). We argue each of these can manifest with negative outgroup evaluations: Assimilationism demands that subordinate groups adopt dominant group norms to minimize group distinctions; segregationism holds that groups should occupy separate spheres. Parallel versions can be identified for intergender relations. Scales to measure all four ideologies are developed both for ethnicity (Studies 1 and 2) and gender (Studies 3 and 4). Results demonstrate that the ideologies can be reliably measured, that the hypothesized four-factor models are superior to alternative models with fewer factors, and that the ideologies relate as predicted to the importance ascribed to group distinctions, subordinate group evaluations, and solution preferences for intergroup conflict scenarios. We argue that this fourfold model can help clarify theory and measurement, allowing a more nuanced assessment of ideological attitudes. © 2015 by the Society for Personality and Social Psychology, Inc.

  6. EMPOWERING NON-NATIVE ENGLISH SPEAKING TEACHERS THROUGH CRITICAL PEDAGOGY

    Directory of Open Access Journals (Sweden)

    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.

  7. Educators' motivation on integration of ICTs into pedagogy: case of ...

    African Journals Online (AJOL)

    Educators' motivation on integration of ICTs into pedagogy: case of disadvantaged areas .... disciplines such as Information Sciences, Business and. Engineering, it has been noted ..... by a particular textbook. One has .... the ETHICS method.

  8. 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.

  9. Case studies as pedagogy for reading development within a ...

    African Journals Online (AJOL)

    ... as pedagogy for reading development within a vocational education context. ... This article focuses on the case study as a reading strategy to draw on world of ... in a Marketing diploma achieved the desired objective of introducing students ...

  10. What Is Feminist Pedagogy? Useful Ideas for Teaching Chemistry

    Science.gov (United States)

    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.

  11. Testing a pedagogy for promoting historical contextualization in classrooms

    NARCIS (Netherlands)

    Huijgen, Tim; Holthuis, Paul; van Boxtel, Carla; van de Grift, Wim

    2016-01-01

    This study describes the development and testing of a pedagogy aimed at promoting students’ ability to perform historical contextualization. Promoting historical contextualization was conceptualized as three different pedagogical principles: 1) the awareness of the consequences of a present-oriented

  12. Identity theory and personality theory: mutual relevance.

    Science.gov (United States)

    Stryker, Sheldon

    2007-12-01

    Some personality psychologists have found a structural symbolic interactionist frame and identity theory relevant to their work. This frame and theory, developed in sociology, are first reviewed. Emphasized in the review are a multiple identity conception of self, identities as internalized expectations derived from roles embedded in organized networks of social interaction, and a view of social structures as facilitators in bringing people into networks or constraints in keeping them out, subsequently, attention turns to a discussion of the mutual relevance of structural symbolic interactionism/identity theory and personality theory, looking to extensions of the current literature on these topics.

  13. Occupy: New Pedagogy of Space and Time?

    Directory of Open Access Journals (Sweden)

    Sarah Amsler

    2015-12-01

    Full Text Available This paper forms the first part of a project of inquiry to understand the theoretical and practical potentials of Occupy through the recent wave of occupations that have emerged in response to the politics of austerity and precarity around the world. We do this as educators who are seeking to ‘occupy’ spaces of higher education inside and outside of the institutions in which we work. Occupy points to the centrality of space and time as practical concepts through which it is possible to reconfigure revolutionary activity. By dealing with the concept (Occupy at this fundamental level of space and time through a critical engagement with Henri Lefebvre’s notion of ‘a new pedagogy of space and time’, we hope to open spaces for further revolutionary transformation by extending a critique of the politics of space and time into the institutions and idea of education itself. Lefebvre considers the ‘pedagogy of space and time’ as a basis for a new form of ‘counter-space’. He suggests that ‘deviant or diverted spaces, though initially subordinate, show distinct evidence of a true productive capacity’ (2008: 383, and in doing so reveal the breaking points of everyday life and the ways in which it might be appropriated as exuberant spaces full of enjoyment and hope. In the Production of Space, he identifies the space of leisure as a site within which such a resistance might be contemplated and activated. In our work we replace the principle of leisure with the concept of Occupy. We consider here how attempts to occupy the university curriculum, not as a programme of education but as the production of critical knowledge, may also constitute ‘a new pedagogy of space and time’. We will describe this occupation of higher education with reference to two projects with which we are involved Student as Producer and the Social Science Centre, the former at the University of Lincoln, and the latter across the city of Lincoln.

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

    Science.gov (United States)

    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.

  15. Culture and National Well-Being: Should Societies Emphasize Freedom or Constraint?

    Science.gov (United States)

    Harrington, Jesse R; Boski, Pawel; Gelfand, Michele J

    2015-01-01

    Throughout history and within numerous disciplines, there exists a perennial debate about how societies should best be organized. Should they emphasize individual freedom and autonomy or security and constraint? Contrary to proponents who tout the benefits of one over the other, we demonstrate across 32 nations that both freedom and constraint exhibit a curvilinear relationship with many indicators of societal well-being. Relative to moderate nations, very permissive and very constrained nations exhibit worse psychosocial outcomes (lower happiness, greater dysthymia, higher suicide rates), worse health outcomes (lower life expectancy, greater mortality rates from cardiovascular disease and diabetes) and poorer economic and political outcomes (lower gross domestic product per capita, greater risk for political instability). This supports the notion that a balance between freedom and constraint results in the best national outcomes. Accordingly, it is time to shift the debate away from either constraint or freedom and focus on both in moderation.

  16. Culture and National Well-Being: Should Societies Emphasize Freedom or Constraint?

    Directory of Open Access Journals (Sweden)

    Jesse R Harrington

    Full Text Available Throughout history and within numerous disciplines, there exists a perennial debate about how societies should best be organized. Should they emphasize individual freedom and autonomy or security and constraint? Contrary to proponents who tout the benefits of one over the other, we demonstrate across 32 nations that both freedom and constraint exhibit a curvilinear relationship with many indicators of societal well-being. Relative to moderate nations, very permissive and very constrained nations exhibit worse psychosocial outcomes (lower happiness, greater dysthymia, higher suicide rates, worse health outcomes (lower life expectancy, greater mortality rates from cardiovascular disease and diabetes and poorer economic and political outcomes (lower gross domestic product per capita, greater risk for political instability. This supports the notion that a balance between freedom and constraint results in the best national outcomes. Accordingly, it is time to shift the debate away from either constraint or freedom and focus on both in moderation.

  17. Emphasizing humanities in medical education: Promoting the integration of medical scientific spirit and medical humanistic spirit.

    Science.gov (United States)

    Song, Peipei; Tang, Wei

    2017-05-23

    In the era of the biological-psychological-social medicine model, an ideal of modern medicine is to enhance the humanities in medical education, to foster medical talents with humanistic spirit, and to promote the integration of scientific spirit and humanistic spirit in medicine. Throughout the United States (US), United Kingdom (UK), other Western countries, and some Asian countries like Japan, many medical universities have already integrated the learning of medical humanities in their curricula and recognized their value. While in China, although medical education reform over the past decade has emphasized the topic of medical humanities to increase the professionalism of future physicians, the integration of medical humanity courses in medical universities has lagged behind the pace in Western countries. In addition, current courses in medical humanities were arbitrarily established due to a lack of organizational independence. For various reasons like a shortage of instructors, medical universities have failed to pay sufficient attention to medical humanities education given the urgent needs of society. The medical problems in contemporary Chinese society are not solely the purview of biomedical technology; what matters more is enhancing the humanities in medical education and fostering medical talents with humanistic spirit. Emphasizing the humanities in medical education and promoting the integration of medical scientific spirit and medical humanistic spirit have become one of the most pressing issues China must address. Greater attention should be paid to reasonable integration of humanities into the medical curriculum, creation of medical courses related to humanities and optimization of the curriculum, and actively allocating abundant teaching resources and exploring better methods of instruction.

  18. The embodied performance pedagogy of Jacques Lecoq

    Science.gov (United States)

    Kemp, Rick

    2017-01-01

    This article proposes that acting is a valuable area of research for the fields of Artificial Intelligence and Simulated Behaviour. This suggestion is supported through applying theories and findings from the field of embodied cognition to the performance pedagogy of French acting teacher Jacques Lecoq (1921-1999). Embodied cognition proposes that thinking and behaviour are properties of the whole human organism, not the brain alone, and that body, brain and cognition are "situated" - engaged with the surrounding environment. This thesis arises from findings that show that sensorial and motor experiences form the neural foundations for mental concepts and that sensorimotor neural networks are partially re-activated by mental and linguistic activity, leading to the concept of "embodied simulation". I give examples of the ways in which Lecoq's conceptualisation of acting technique is implicitly congruent with the principles of embodied cognition, and often explicitly anticipates its precepts.

  19. 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...

  20. Voice pedagogy-what do we need?

    Science.gov (United States)

    Gill, Brian P; Herbst, Christian T

    2016-12-01

    The final keynote panel of the 10th Pan-European Voice Conference (PEVOC) was concerned with the topic 'Voice pedagogy-what do we need?' In this communication the panel discussion is summarized, and the authors provide a deepening discussion on one of the key questions, addressing the roles and tasks of people working with voice students. In particular, a distinction is made between (1) voice building (derived from the German term 'Stimmbildung'), primarily comprising the functional and physiological aspects of singing; (2) coaching, mostly concerned with performance skills; and (3) singing voice rehabilitation. Both public and private educators are encouraged to apply this distinction to their curricula, in order to arrive at more efficient singing teaching and to reduce the risk of vocal injury to the singers concerned.

  1. Music Pedagogy in the 21st Century

    Directory of Open Access Journals (Sweden)

    Thüring Bräm

    2012-11-01

    Full Text Available The article begins with considering what are the qualities you need in education to lead you to success? One important factor for moving from failure to success is (as also pointed out by a recent New York Time article on educational programs in general is the factor of 'grit’. The question of 'What is teaching about?’ is explored on the basis of three case histories: that of a middle aged music teacher, of a young performing pianist and of a cello master student. Finally, a brief historical overview of the last 50 years looks at the larger changes which have taken place in the teaching of young instrumental students. It discusses methods being used ranging from training virtuoso skills (Czerny/Cramer to applying insights about the cognitive development (Piaget and neuroscience to the increasingly wide range of research topics on music pedagogy today.

  2. The Third World Perspective on the Cold War: Making Curriculum and Pedagogy Relevant in History Classrooms

    Science.gov (United States)

    Ahmad, Iftikhar

    2017-01-01

    American and global history curriculum frameworks for high schools across the 50 states generally present the topic of the Cold War from the Western political perspective and contain material about the impact of the US-Soviet ideological rivalry on American society. This article argues that since the Cold War impacted the lives of people in the…

  3. Disciplining Dalmar: A Demand to Uncover Racism and Racialization in Pursuit of Culturally Relevant Pedagogy

    Science.gov (United States)

    Mason, Ann Mogush

    2016-01-01

    The need for multifaceted analyses of the relationships between how the United States acknowledges racism and how schooling can be structured to mitigate its negative impacts has never been greater, especially given rising attention to the racial "achievement gap." In suburban, elite Pioneer City, a series of initiatives I will refer to…

  4. Exploring the Relevance of Feminist Pedagogy to Community Psychology: Continuing the Dialogue

    Science.gov (United States)

    St. Germaine-Small, Melissa; Walsh-Bowers, Richard; Mitchell, Terry L.

    2012-01-01

    Psychology has made advances in rectifying its historical negation of women's perspectives, as evidenced by a steady increase in women's scholarship and distinctly feminist works. However, in community psychology, the scope and magnitude of works generated both by and about women from a feminist framework have not kept pace with discourse on the…

  5. The Relevance of Learning Styles for International Pedagogy in Higher Education

    Science.gov (United States)

    Eaves, Mina

    2011-01-01

    As the number of international students and transnational education agreements continue to rise at an unprecedented rate in many countries, an area of research that continues to lag behind is how far students' learning styles can adapt to different educational contexts. Learning styles research has recently developed from simplistic yet popular…

  6. The Relationship between Passibility, Agency and Social Interaction and Its Relevance for Research and Pedagogy

    Science.gov (United States)

    Kirch, Susan A.; Ma, Jasmine Y.

    2016-01-01

    The interaction analysis presented by Kim and Roth examines nine students, their teachers, the learning task and materials in a mixed second and third grade science classroom during the school day. In the research narrative readers are introduced to two resourceful and creative groups of students as they work on a task assigned by their…

  7. The relationship between passibility, agency and social interaction and its relevance for research and pedagogy

    Science.gov (United States)

    Kirch, Susan A.; Ma, Jasmine Y.

    2016-12-01

    The interaction analysis presented by Kim and Roth examines nine students, their teachers, the learning task and materials in a mixed second and third grade science classroom during the school day. In the research narrative readers are introduced to two resourceful and creative groups of students as they work on a task assigned by their teacher—to cantilever a pizza box over the edge of a student desk. Readers are given glimpses (through images and transcripts) of the inventive ways each group solved the cantilever problem. Sometimes the children disregarded the design constraints, but even after compliance they managed to successfully solve the problem. The point of the learning task was not clearly stated, but readers are told the unit focused on investigating forces, forces in equilibrium, and structures as well as different forces (push, pull, etc.), properties of materials, and the relations between weight and balance while building structures. Kim and Roth were specifically interested in using this session to investigate and resolve the problem of learning as described by socio-cultural theorists as, how does a learner orient toward a learning outcome when they cannot do that until they have learned it? To answer this question Kim and Roth argued that learners (in engineering design) learn when and because: (1) they are open to be affected by the responses of materials to student action (i.e. student and material agency and physical touch) (2) their bodies are endowed with the capacity to be affected (i.e. passibility), and (3) knowledge and understanding emerge as and in social relations first. In their analysis, Kim and Roth argued that knowledge and knowing-how depend on these three universal processes. The authors further theorized the concept of passibility. Included in their theory of passibility was the claim that passibility is necessary for agency. After reading this paper we found we had many questions about Kim and Roth's analysis, context, and assertions, but we decided to focus this forum response on the problem of the learner and the solutions posed by Kim and Roth as well as the proposed relationship between passibility and agency.

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

    Science.gov (United States)

    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

  9. 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

  10. Fusion Teaching: Utilizing Course Management Technology to Deliver an Effective Multimodal Pedagogy

    Science.gov (United States)

    Childs, Bradley D.; Cochran, Howard H.; Velikova, Marieta

    2013-01-01

    Fusion teaching merges several pedagogies into a coherent whole. Course management technology allows for the digitization and delivery of pedagogies in an effective and exciting manner. Online course management options more easily enable outcome assessment and monitoring for continuous improvement.

  11. Cognitive Psychology and College-Level Pedagogy: Two Siblings that Rarely Communicate.

    Science.gov (United States)

    Matlin, Margaret W.

    2002-01-01

    Following an introduction on the literature on cognitive psychology and pedagogy, provides an annotated bibliography listing several dozen resources that have explored how principles of cognitive psychology can be used to enhance college-level pedagogy. (EV)

  12. Unintended effects of emphasizing disparities in cancer communication to African-Americans.

    Science.gov (United States)

    Nicholson, Robert A; Kreuter, Matthew W; Lapka, Christina; Wellborn, Rachel; Clark, Eddie M; Sanders-Thompson, Vetta; Jacobsen, Heather M; Casey, Chris

    2008-11-01

    Little is known about how minority groups react to public information that highlights racial disparities in cancer. This double-blind randomized study compared emotional and behavioral reactions to four versions of the same colon cancer (CRC) information presented in mock news articles to a community sample of African-American adults (n = 300). Participants read one of four articles that varied in their framing and interpretation of race-specific CRC mortality data, emphasizing impact (CRC is an important problem for African-Americans), two dimensions of disparity (Blacks are doing worse than Whites and Blacks are improving, but less than Whites), or progress (Blacks are improving over time). Participants exposed to disparity articles reported more negative emotional reactions to the information and were less likely to want to be screened for CRC than those in other groups (both P emotional reactions and participants were more likely to want to be screened. Moreover, negative emotional reaction seemed to mediate the influence of message type on individuals wanting to be screened for CRC. Overall, these results suggest that the way in which disparity research is reported in the medium can influence public attitudes and intentions, with reports about progress yielding a more positive effect on intention. This seems especially important among those with high levels of medical mistrust who are least likely to use the health care system and are thus the primary target of health promotion advertising.

  13. Carbon Footprint Reduction in Transportation Activity by Emphasizing the Usage of Public Bus Services Among Adolescents

    Science.gov (United States)

    Sukor, Nur Sabahiah Abdul; Khairiyah Basri, Nur; Asmah Hassan, Sitti

    2017-08-01

    Transportation is one of the sectors that contributes to the Greenhouse Gases (GHGs) emissions. In terms of carbon footprint, transportation is among the major contributors of high carbon intensity in the urban area. This study was conducted to reduce the carbon footprint contributed by the transportation sector in Penang Island by emphasizing the use of public buses. Secondary school students were the target group for this study. They were asked to report their daily travel behaviour and fuel consumption in a travel journal. The fuel consumption data from the travel journal were used to calculate each individual’s carbon emission level. After the analyses, the value of carbon emissions was revealed to the students. Next, they were encouraged to use public transport in a motivation session and were asked to record their fuel consumption in the travel journal once again. The results showed that there was a significant difference in fuel consumption before and after the motivation session, as the students preferred to use public buses instead of private vehicles after the motivation session. This indicates that the motivation programme had been successful in creating the awareness towards carbon footprint reduction among the adolescents.

  14. Giving wellness a spiritual workout. Two model programs emphasize the development of self-reliance.

    Science.gov (United States)

    Seaward, B L

    1989-04-01

    Many hospitals, corporations, and communities have developed wellness programs to help people maintain a healthy life-style. Today's wellness doctrine reflects modern medical thinking that, to achieve optimal human potential, a person must enjoy physical, mental, emotional, and spiritual well-being. Most wellness programs, however, concentrate on the physical; few take into account spiritual well-being. Wellness programs developed by the Boulder County YMCA, Longmont, CO, and the University of Maryland, College Park, were based on an interpretation of a model suggested by Carl Jung that defines spirituality as the development of self-reliance. According to Jung, the constituents of self-reliance include awareness, inner faith, self-worth, humility, patience, acceptance, and self-confidence. He suggested that the absence of any one of these could cause a breakdown in a person's belief system and lead to a spiritual crisis. These programs trained participants to recognize the importance of their spiritual well-being and to find practical ways to improve it. Key components were a stress management course; workshops in confidence building and values clarification; and classes, lectures, and workshops that emphasize the integration of spiritual and physical well-being.

  15. Power output of microbial fuel cell emphasizing interaction of anodic binder with bacteria

    Science.gov (United States)

    Li, Hongying; Liao, Bo; Xiong, Juan; Zhou, Xingwang; Zhi, Huozhen; Liu, Xiang; Li, Xiaoping; Li, Weishan

    2018-03-01

    Electrochemically active biofilm is necessary for the electron transfer between bacteria and anodic electrode in microbial fuel cells and selecting the type of anodic electrode material that favours formation of electrochemically active biofilm is crucial for the microbial fuel cell operation. We report a new finding that the interaction of anodic binder with bacteria plays more important role than its hydrophilicity for forming an electrochemically active biofilm, which is emphasized by applying poly(bisphenol A-co-epichorohydrin) as an anodic binder of the microbial fuel cell based on carbon nanotubes as anodic electrode and Escherichia coli as bacterium. The physical characterizations and electrochemical measurements demonstrate that poly(bisphenol A-co-epichorohydrin) exhibits a strong interaction with bacteria and thus provides the microbial fuel cell with excellent power density output. The MFC using poly(bisphenol A-co-epichorohydrin) reaches a maximum power density output of 3.8 W m-2. This value is larger than that of the MFCs using polytetrafluoroethylene that has poorer hydrophilicity, or polyvinyl alcohol that has better hydrophilicity but exhibits weaker interaction with bacteria than poly(bisphenol A-co-epichorohydrin).

  16. Genre-based Pedagogy: A case of an Iranian ESP Business Management course

    Directory of Open Access Journals (Sweden)

    Hadis Toufani Asl

    2015-11-01

    Full Text Available Genre-based instruction has been latterly a very common method used in language courses. In spite of the various research conducted on academic genres, there are still very few studies which examine the learners’ perceptions of genre-based pedagogy, particularly in courses like English for Specific Purposes (ESP. Therefore, the present study aimed at considering the Sophomore Business Management learners’ perspective on genre instruction in their ESP course, at the University of Tehran. The focuses of the present study were the focal genres of textbook and teaching method in terms of the content feature. The data was collected by means of both quantitative and qualitative instruments which were subject to both statistical analysis and constant comparative method of qualitative analysis. Results of the study revealed that the practice of genres were relevant to some of the learners’ subsequent academic and non-academic performance. Furthermore, the results regarding the questionnaire section indicated that a number of learners could apply the genre features and they were conscious of them. By and large, it was concluded that the explicit instruction together with the provision of more English-mediated content courses, for practices outside of the classroom, can have a higher impact on ESP programs. Keywords: ESP, genre-based pedagogy, content, textbook, teaching method, activities, learners’ perception

  17. Stirring up Engineers’ Systems Intelligence: A Case Study of Life-Philosophical Pedagogy

    Directory of Open Access Journals (Sweden)

    Pia Helena Lappalainen

    2017-09-01

    Full Text Available In their role as problem solvers, engineers are expected to take responsibility for the grand societal challenges that require technical expertise and innovation. This urges them to broaden their horizon from the traditional, deeply technological world view to one that examines the surrounding globe with empathy and social responsibility. Such a call for systems intelligence necessitates a novel approach to engineering education to allow students to practice systemic capabilities. As methodology, life-philosophical pedagogy was experimented with in an English language course that was integrated with the Philosophy and Systems Thinking lecture series. Such pedagogy deviates from conventional methodology in that instead of focusing on correcting deficiencies and filling competence gaps, it takes a midwife approach and recognizes the potential in individuals and delivers the abundance in them. The principles of positive psychology and frameworks of socio-emotive intelligence guide the reflective workout in the course, catalyzing, stimulating and rooting new thinking. Ultimately the course promotes self-growth, intentional change and overall life management, while allowing students to rehearse various interpersonal skills relevant for industrial tasks.

  18. 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...

  19. 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…

  20. Signature Pedagogies and Legal Education in Universities: Epistemological and Pedagogical Concerns with Langdellian Case Method

    Science.gov (United States)

    Hyland, Aine; Kilcommins, Shane

    2009-01-01

    This paper offers an analysis of Lee S. Shulman's concept of "signature pedagogies" as it relates to legal education. In law, the signature pedagogy identified by Shulman is the Langdellian case method. Though the concept of signature pedagogies provides an excellent infrastructure for the exchange of teaching ideas, Shulman has a tendency to…

  1. Signature Pedagogies for E-Learning in Higher Education and Beyond

    Science.gov (United States)

    Eaton, Sarah Elaine; Brown, Barbara; Schroeder, Meadow; Lock, Jennifer; Jacobsen, Michele

    2017-01-01

    Purpose: This report explores the notion of signature pedagogies within the field of e-learning for higher education. Methodology: We build on previous work that examined signature pedagogies in education, linking the concepts of signature pedagogies, the profession of education and e-learning as a means to help educators develop their practice…

  2. A Modest Critical Pedagogy for English as a Foreign Language Education

    Science.gov (United States)

    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…

  3. "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…

  4. Undergraduate Student Perceptions of the Pedagogy Used in a Leadership Course: A Qualitative Examination

    Science.gov (United States)

    Odom, Summer F.

    2015-01-01

    This exploratory, qualitative, descriptive study examined undergraduate student perspectives of pedagogy used in an undergraduate leadership elective course to describe how students view the effectiveness and impact of pedagogies used in the course. Undergraduate students (n = 28) reflected on the effectiveness of the pedagogies and the learning…

  5. Exploring the Potential and Complexity of a Critical Pedagogy of Place in Urban Science Education

    Science.gov (United States)

    Schindel Dimick, Alexandra

    2016-01-01

    What does it mean to engage in critical pedagogy of place in formal science education? Although Gruenewald's (2003a) theoretical construct of a critical pedagogy of place has been heavily cited, there is nonetheless a lack of empirical research on critical pedagogy of place, particularly within formal science education. This paper provides a case…

  6. Professional Preparation of Students of Social Pedagogy in the Czech Republic

    Science.gov (United States)

    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…

  7. The Role of Comparative Pedagogy in the Training of Pedagogues in Serbia and Slovenia

    Science.gov (United States)

    Spasenovic, Vera; Vujisic Zivkovic, Natasa; Ermenc, Klara Skubic

    2012-01-01

    This paper considers three issues arising from the study of the development and the current state of Comparative Pedagogy in Serbia and Slovenia. First, the development of Comparative Pedagogy as a distinctive discipline in Serbia and Slovenia is discussed. Second, the role and the content of Comparative Pedagogy courses in university programmes…

  8. 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…

  9. Mutual Vulnerability: A Key Principle in a Humanising Pedagogy in Post-Conflict Societies

    Science.gov (United States)

    Zinn, Denise; Proteus, Kimberley; Keet, Andre

    2009-01-01

    In this article we argue that education in post-conflict and traumatised societies should be partly underpinned by the principle of "mutual vulnerability" as central to a humanising pedagogy. We explain the conceptual links between "reconciliation pedagogies", "mutual vulnerability" and "humanising pedagogies" and associate them with the broader…

  10. 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…

  11. Cultural Capital and Innovative Pedagogy: A Case Study among Indigenous Communities in Mexico and Honduras

    Science.gov (United States)

    Gregorcic, Marta

    2009-01-01

    This article introduces case studies of innovative approaches to pedagogy among indigenous Mayan communities in Chiapas (Mexico) and Lencan communities in Intibuca (Honduras). Innovative approaches to researching alternative theories and practices of pedagogy are used by the author to develop an epistemology of critical pedagogy and its potential…

  12. Informal Learning and Meta-Pedagogy in Initial Teacher Education in England

    Science.gov (United States)

    Finney, John; Philpott, Chris

    2010-01-01

    How do student teachers learn to use informal learning and pedagogy in their teaching? Through focusing on Initial Teacher Education (ITE) in England, this paper will explore the possibility of developing a meta-pedagogy which embraces informal learning and pedagogy in music. The paper is in two parts, the first of which examines the background to…

  13. HISTORICAL-CRITICAL PEDAGOGY AND SEXUALITY IN SCHOOL EDUCATION: CONSIDERATIONS FROM THE ANALYSIS OF SEXUALITY AS A CROSS-CURRICULAR THEME IN THE NATIONAL CURRICULUM PARAMETERS

    Directory of Open Access Journals (Sweden)

    Márcio Magalhães da Silva

    2015-06-01

    Full Text Available This article examines how the theme “sexual orientation” was inserted in the Brazilian official curriculum from some assumptions of the historical-critical pedagogy, such as the definition of classical knowledge and the role that this pedagogical theory attaches to school education. Thus we question the relevance of the theme for individual development and present some considerations on how it could be taught in schools from the perspective of overcoming the capitalist society.

  14. The Money-Creation Model: Another Pedagogy.

    Science.gov (United States)

    Gamble, Ralph C., Jr.

    1991-01-01

    Describes graphical techniques to help explain the multiple creation of deposits that accompany lending in a fractional reserve banking system. Presents a model that emphasizes the banking system, the interaction of total permitted, required, and excess reserves and deposits. Argues that the approach simplifies information to examining a slope…

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

    Science.gov (United States)

    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

  16. 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.

  17. Using Appreciative Pedagogy to Teach Literature to ESL Students

    Directory of Open Access Journals (Sweden)

    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.

  18. Making Earth Science Relevant in the K-8 Classroom. The Development of an Instructional Soils Module for Pre-Service Elementary Teachers Using the Next Generation Science Standards

    Science.gov (United States)

    Baldwin, K. A.; Hauge, R.; Dechaine, J. M.; Varrella, G.; Egger, A. E.

    2013-12-01

    The development and adoption of the Next Generation Science Standards (NGSS) raises a challenge in teacher preparation: few current teacher preparation programs prepare students to teach science the way it is presented in the NGSS, which emphasize systems thinking, interdisciplinary science, and deep engagement in the scientific process. In addition, the NGSS include more geoscience concepts and methods than previous standards, yet this is a topic area in which most college students are traditionally underprepared. Although nationwide, programmatic reform is needed, there are a few targets where relatively small, course-level changes can have a large effect. One of these targets is the 'science methods' course for pre-service elementary teachers, a requirement in virtually all teacher preparation programs. Since many elementary schools, both locally and across the country, have adopted a kit based science curriculum, examining kits is often a part of a science methods course. Unfortunately, solely relying on a kit based curriculum may leave gaps in science content curriculum as one prepares teachers to meet the NGSS. Moreover, kits developed at the national level often fall short in connecting geoscientific content to the locally relevant societal issues that engage students. This highlights the need to train pre-service elementary teachers to supplement kit curriculum with inquiry based geoscience investigations that consider relevant societal issues, promote systems thinking and incorporate connections between earth, life, and physical systems. We are developing a module that teaches geoscience concepts in the context of locally relevant societal issues while modeling effective pedagogy for pre-service elementary teachers. Specifically, we focus on soils, an interdisciplinary topic relevant to multiple geoscience-related societal grand challenges (e.g., water, food) that is difficult to engage students in. Module development is funded through InTeGrate, NSF

  19. PATH OF PREPARATION OF EDUCATIONAL PROPOSAL FOR EARLY CHILDHOOD EDUCATION IN EDUCATIONAL SYSTEM IN VIEW OF BAURU THEORY PEDAGOGY OF HISTORICAL AND CRITICAL THEORY AND HISTORICAL-CULTURAL

    Directory of Open Access Journals (Sweden)

    Marta de Castro Alves Corrêa

    2013-12-01

    Full Text Available This article aims to present the trajectory deployment of historical-critical pedagogy and cultural-historical theory in the Early Childhood Education from Municipal System of Education of Bauru and emphasize the process of formulating a new Pedagogical proposal anchored in the Marxist perspective, discussing the progress and difficulties encountered in the preparation of this document to ensure the principles of this concept in the theoretical and practical education of the collective. Therefore, it was necessary to recover the memory of the work at this stage of education since its implementation in the city, because it is understood that to investigate the educational past is possible to understand the theoretical position adopted for the realization of the formal character of the school children assumes within this pedagogy. For the organization of the study , we chose an experience report , for better suit the purposes of this paper and allow to know the variables that contributed to the choice of the historical-critical pedagogy and cultural-historical theory as a theoretical unit privileged to teach the child zero to five years.

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

    Science.gov (United States)

    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.

  1. Making Deferred Taxes Relevant

    NARCIS (Netherlands)

    Brouwer, Arjan; Naarding, Ewout

    2018-01-01

    We analyse the conceptual problems in current accounting for deferred taxes and provide solutions derived from the literature in order to make International Financial Reporting Standards (IFRS) deferred tax numbers value-relevant. In our view, the empirical results concerning the value relevance of

  2. Parsimonious relevance models

    NARCIS (Netherlands)

    Meij, E.; Weerkamp, W.; Balog, K.; de Rijke, M.; Myang, S.-H.; Oard, D.W.; Sebastiani, F.; Chua, T.-S.; Leong, M.-K.

    2008-01-01

    We describe a method for applying parsimonious language models to re-estimate the term probabilities assigned by relevance models. We apply our method to six topic sets from test collections in five different genres. Our parsimonious relevance models (i) improve retrieval effectiveness in terms of

  3. 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).

  4. Pedagogy of Financial Education among College Students

    Directory of Open Access Journals (Sweden)

    Jacob Michael Ben

    2016-12-01

    Full Text Available The level of economic thinking and financial culture of population should be considered one of the most important components of society’s economic life quality. Here, a key factor is economic and financial socialization of an individual, which can be achieved mainly by modelling appropriate training process technology to promote and ensure financial awareness at the early stages of training in high school and later on in colleges and universities. This paper focuses on one of the options of a unique subject matter (course in Financial Education, for which testing started in 2008 and is successfully continuing in the Department of Business Management of Neri Bloomfield School of Design and Education (Haifa, Israel against the backdrop of a multicultural environment. The study shows the dynamics of the formation of the main teaching methods of the new course. In parallel, we analysed the results of the final examinations of students to further adjust the content and pedagogy of the educational process. The results once again confirmed the urgent need to improve the financial literacy of students in accordance with the challenges of economics and culture in the twenty-first century.

  5. Crisis-transitions in athletes: current emphases on cognitive and contextual factors.

    Science.gov (United States)

    Stambulova, Natalia B

    2017-08-01

    During the last decade, the field of athlete career research has seen much expansion. Researchers established the holistic lifespan and ecological approaches, introduced cultural praxis of athletes' careers paradigm, and updated the taxonomy of athletes' transitions. However, recent transition research focused mainly on the transition process and factors contributing to successful transitions, while crisis-transitions and factors contributing to ineffective coping have been largely ignored. The aim of this paper is to facilitate relevant research and practice through (1) positioning athletes' developmental crises within the context of the current transition literature, (2) introducing two new approaches (termed 'cognitive turn' and 'cultural turn') with a potential to enhance our understanding of the phenomenon, and (3) outlining crisis-coping interventions. Copyright © 2017 Elsevier Ltd. All rights reserved.

  6. Research Method and Phenomenological Pedagogy. Reflections from Piero Bertolini

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    Luca Ghirotto

    2016-10-01

    Full Text Available Inspired by Husserlian phenomenology, Piero Bertolini defined the phenomenological pedagogy and education as a scientific discipline (Bertolini, 2005. This project remains an undetermined one as there is still room for defining its research methods. This article intends to propose a contribution to the discussion of research methodology, in line with the assumptions of Piero Bertolini (1988 phenomenological pedagogy. In particular, starting from the definition of phenomenological pedagogy and education, it aims to answer the question: what are the research strategies through which to build a viable and rigorous educational knowledge, able to grasp the personal transformation and development in a context of inter-subjectivity? Accordingly, I shall discuss data collection and analysis strategies.

  7. Unpacking the invisible knapsack: The invention of white privilege pedagogy

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    Leslie Margolin

    2015-12-01

    Full Text Available This article uses Ricoeur’s hermeneutics of suspicion, an interpretive strategy directed to the hidden or repressed meanings behind texts, to examine the origins of white privilege pedagogy, in particular their foundational technique, “unpacking the invisible knapsack.” This article’s chief finding is that this pedagogy, though designed to fight racism, has the unintended effect of supporting white privilege. Teaching whites to “unpack their invisible knapsack” does not make them more willing to take action against racial inequality. On the contrary, it makes them more complacent, more at home in an unjust world, and more comfortable with their whiteness. White privilege pedagogy does this by focusing on personal identity (whites’ personal identity over institutional structures, by paying more attention to whites’ experiences than to blacks’, by falsely claiming that the confession of white privileges leads to social action beneficial to blacks, and by restoring and expanding whites’ sense of moral rightness.

  8. Understanding Digital Health as Public Pedagogy: A Critical Framework

    Directory of Open Access Journals (Sweden)

    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.

  9. Maps of intersections in visual education: artistic event as pedagogy

    Directory of Open Access Journals (Sweden)

    Belidson Dias

    2013-12-01

    Full Text Available This article explores the artistic event as pedagogical in Visual Education. It lies in the encounter between the Pictorial Turn in education and the pedagogical turn in art. Drawing from Cultural Pedagogy it seeks to cover how and under what conditions an event can be both an educational and artistic event at the same and how are instituted the spaces that promote educational events as aesthetic experiences. In this article it was pointed out conceptual and methodological bases for distinguishing the space of intersection between art and Visual Education and its political and cultural implications: Participant Art, Cultural Pedagogy and their relationships among politics and aesthetics. In this sense it analyzes the crossings of frontiers both in art and education and creates possibilities for an understanding of pedagogy of dissent.

  10. Second order pedagogy as an example of second order cybernetics

    Directory of Open Access Journals (Sweden)

    Anne B. Reinertsen

    2012-07-01

    Full Text Available This article is about seeing/creating/trying out an idea of pedagogy and pedagogical/ educational research in/as/with self-reflexive, circular and diffractive perspectives and about using second order cybernetics as thinking tool. It is a move away from traditional hypothesis driven activities and a move towards data driven pedagogies and research: Teachers, teacher researchers and researchers simultaneously producing and theorizing our practices and ourselves. Deleuzian becomings- eventually becomings with data - theory - theodata is pivotal. It is a move towards a Derridean bricolage. A different science of pedagogy operating as a circular science of self-reflexivity and diffraction in search of quality again and again and again: Theopractical becomings and inspiractionresearch.

  11. American Handbooks of Music History: Breadth, Depth, and the Critique of Pedagogy

    Directory of Open Access Journals (Sweden)

    C. Matthew Balensuela

    2015-12-01

    Full Text Available American music history textbooks have traditionally covered the entire history of Western music in a single volume. This approach reflects the now dominant teaching methodology at American universities of a multiple-semester survey that covers the breadth of music history from Ancient Greece to modern times. An obvious problem with a broad survey is the lack of depth on issues relevant to current musicological scholarship such as music in society, feminism, archival research, or patronage. As new approaches to teaching music history become more popular in US colleges, in part due to the “pedagogy movement” in American musicology, the canonical status of single-volume history of music is under increased scrutiny and review.

  12. 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....

  13. CONTRIBUTIONS OF HISTORICAL CRITICAL PEDAGOGY TO GEOGRAPHY TEACHING

    Directory of Open Access Journals (Sweden)

    Lucas André Teixeira

    2015-06-01

    Full Text Available This paper aims to show some contributions of historical critical pedagogy to Geography teaching. Such thoughts aim to discuss how this teaching enters school education in the context of neoliberalism. Assuming that the emptiness in Geography teaching in school education is a result of Brazilian educational policies in neoliberalism, we intend to characterize the impairment of the critical perspective on this area of knowledge and present some contributions of historical critical pedagogy to face and overcome the current order. Besides, we seek to highlight the required knowledge to achieve an education that contributes to build a different society.

  14. Transforming pathophysiology instruction through narrative pedagogy and Socratic questioning.

    Science.gov (United States)

    Rogge, M M

    2001-01-01

    Pathophysiology, heavily content driven, has typically been taught through the use of traditional behavioral pedagogy and a reliance on the formal lecture. The author describes the limitations of this approach to teaching pathophysiology and describes the use of narrative pedagogy and Socratic questioning as alternative methods of instruction to augment lecture methods. Specific strategies for transforming traditional classroom teaching by using Socratic questions in a pathophysiology course for nurse practitioners are described. Student and faculty reactions to the initial efforts to transform pathophysiology instruction are also described.

  15. Follicular contact dermatitis revisited: A review emphasizing neomycin-associated follicular contact dermatitis

    Science.gov (United States)

    Cohen, Philip R

    2014-01-01

    Follicular contact dermatitis clinically presents as individual papules that include a central hair follicle. Pathologic features involve the follicle and the surrounding dermis: spongiosis and vesicle formation of the follicular epithelium associated with perifollicular and perivascular lymphocytic inflammation. Using the PubMed database, an extensive literature search was performed on follicular contact dermatitis and neomycin. Relevant papers were reviewed and the clinical and pathologic features, the associated chemicals (including a more detailed description of neomycin), the hypothesized pathogenesis, and the management of follicular contact dermatitis were described. Several agents-either as allergens or irritants-have been reported to elicit follicular contact dermatitis. Several hypotheses have been suggested for the selective involvement of the follicles in follicular contact dermatitis: patient allergenicity, characteristics of the agent, vehicle containing the agent, application of the agent, and external factors. The differential diagnosis of follicular contact dermatitis includes not only recurrent infundibulofolliculitis, but also drug eruption, mite infestation, viral infection, and dermatoses that affect hair follicles. The primary therapeutic intervention for follicular contact dermatitis is withdrawal of the causative agent; treatment with a topical corticosteroid preparation may also promote resolution of the dermatitis. In conclusion, follicular contact dermatitis may be secondary to allergens or irritants; topical antibiotics, including neomycin, may cause this condition. Several factors may account for the selective involvement of the hair follicle in this condition. Treatment of the dermatitis requires withdrawal of the associated topical agent; in addition, topical corticosteroids may be helpful to promote resolution of lesions. PMID:25516854

  16. Culturally Relevant Cyberbullying Prevention

    OpenAIRE

    Phillips, Gregory John

    2017-01-01

    In this action research study, I, along with a student intervention committee of 14 members, developed a cyberbullying intervention for a large urban high school on the west coast. This high school contained a predominantly African American student population. I aimed to discover culturally relevant cyberbullying prevention strategies for African American students. The intervention committee selected video safety messages featuring African American actors as the most culturally relevant cyber...

  17. How relevant is government championing behavior for technology development?

    NARCIS (Netherlands)

    Caerteling, J.S.; Halman, J.I.M.; Song, M.; Dorée, A.G.; van der Bij, J.D.

    Many studies emphasize the importance of government support in technology development. However, this study is among the first to provide empirical findings of the relevance of government roles for the performance of technology development projects. Based on earlier research and the strategic

  18. How relevant is government championing behavior for technology development

    NARCIS (Netherlands)

    Caerteling, Jasper; Halman, Johannes I.M.; Song, Michael; Doree, Andries G.; van der Bij, J.D.

    2013-01-01

    Many studies emphasize the importance of government support in technology development. However, this study is among the first to provide empirical findings of the relevance of government roles for the performance of technology development projects. Based on earlier research and the strategic

  19. Advancing science, practice, and policy relevant to school psychology.

    Science.gov (United States)

    Jimerson, Shane R

    2013-03-01

    The purpose of this editorial to inform both readers and potential authors, the editor provides a few details relevant to the School Psychology Quarterly (SPQ) including: the mission, contemporary context, the new emphases of SPQ, the editorial board, and advice for authors. (PsycINFO Database Record (c) 2013 APA, all rights reserved).

  20. Provocative Pedagogies in e-Learning: Making the Invisible Visible

    Science.gov (United States)

    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…

  1. YouTube, Critical Pedagogy, and Media Activism

    Science.gov (United States)

    Kellner, Douglas; Kim, Gooyong

    2010-01-01

    Critical pedagogy believes education to be a form of cultural politics that is fundamental to social transformation aiming to cultivate human agency and transformative activity. The explosion of information and communication technologies (ICTs) has provided ordinary people with unprecedented opportunities to take on the ruling educational power…

  2. Sport and Exercise Pedagogy and Questions about Learning

    Science.gov (United States)

    Quennerstedt, Mikael; Öhman, Marie; Armour, Kathleen

    2014-01-01

    One important challenge ahead for sport and exercise pedagogy (SEP) researchers is to consider afresh questions about learning. Learning in the fields of sport, physical activity and physical education (PE) is a particularly complex business. Most existing theories of learning are defined cognitively, yet learning in sport and physical activity…

  3. A Place for Digital Storytelling in Teacher Pedagogy

    Science.gov (United States)

    Clarke, Anne-Marie

    2017-01-01

    Traditional school subjects are challenged by the acceleration of access to knowledge in the new age of media available to both teachers and students. Teachers who are socialized into existing traditional practices are now encouraged to introduce technology into their pedagogy. This Paper explores a particular way in which teachers can creatively…

  4. Pop Culture Pedagogy and the End(s) of School.

    Science.gov (United States)

    Mahiri, Jabari

    2001-01-01

    Questions whether traditional schooling will survive electronically mediated changes. Notes that "pop culture pedagogy" uses many modes of transmission that are capable of presenting a variety of textual forms, and that popular music offers provocative texts. Samples issues surrounding pop culture and nonschool literacy that are central to the…

  5. Exploring Human Kindness through the Pedagogy of Aikido.

    Science.gov (United States)

    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…

  6. "Building Dancing": Dance within the Context of Architectural Design Pedagogy

    Science.gov (United States)

    Ersoy, Zehra

    2011-01-01

    Recent theoretical and technological developments redefine the discipline of architecture substantially. Current day approaches in design pedagogy focus on personal and bodily experiences of the "subject" and the need for investigating new ways and methods to enhance awareness of spatial experiences is inevitable. In order to establish a heuristic…

  7. Using Critical Communication Pedagogy to Teach Public Speaking

    Science.gov (United States)

    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.

  8. The Social Perspective and Pedagogy in Technical Communication.

    Science.gov (United States)

    Thralls, Charlotte; Blyler, Nancy Roundy

    1993-01-01

    Notes that as teachers integrate social theory into the technical communication classroom, they interpret the connection between writing and culture in different ways. Describes four social pedagogies of writing--the social constructionist, the ideologic, the social cognitive, and the paralogic hermeneutic--distinguishing them by their pedagogic…

  9. Focus on Australian English: A Critical Learning Portfolio Pedagogy

    Science.gov (United States)

    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…

  10. Teaching social justice using a pedagogy of engagement.

    Science.gov (United States)

    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.

  11. Project-Based Pedagogy for the Facilitation of Webpage Design

    Science.gov (United States)

    Jakovljevic, Maria; Ankiewicz, Piet

    2016-01-01

    Real issues of web design and development include many problem-solving tasks. There are, however, some inadequacies associated with the implementation of appropriate pedagogy for organised and structured instruction that supports the rational problem-solving paradigm. The purpose of this article is to report on a study for the design and…

  12. Public Anthropology as Public Pedagogy: An Autobiographical Account

    Science.gov (United States)

    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…

  13. Redesigning Pedagogy for Boys and Dance in Physical Education

    Science.gov (United States)

    Garrett, Robyne; Wrench, Alison

    2018-01-01

    Pedagogical practices in schooling bear a potential to impact on student success, achievement and engagement with schooling. This is especially the case for students from disadvantaged backgrounds, who are deeply dependent on schooling for their educational resources. Central to this paper are pedagogies for social justice and improved engagement…

  14. Creativity, Group Pedagogy and Social Action: A Departure from Gough

    Science.gov (United States)

    Evans, James; Cook, Ian; Griffiths, Helen

    2008-01-01

    The following paper continues discussions within this journal about how the work of Delueze and Guattari can inform radical pedagogy. Building primarily on Noel Gough's 2004 paper, we take up the challenge to move towards a more creative form of "becoming cyborg" in our teaching. In contrast to work that has focused on Deleuzian theories of the…

  15. Constructivist Pedagogy and Symbolism: Vico, Cassirer, Piaget, Bateson

    Science.gov (United States)

    Peterson, Thomas Erling

    2012-01-01

    Constructivism is at the heart of a pedagogical philosophy going back to Vico, whose view of the interrelationship of the arts and sciences sought to reconstitute the classical "paideia". The Vichian idea that human beings can only know the truth of what they themselves have made has theoretical and practical consequences for Vico's pedagogy and…

  16. Steps toward Gaining Knowledge of World Music Pedagogy

    Science.gov (United States)

    Carlisle, Katie

    2013-01-01

    This article presents steps toward gaining knowledge of world music pedagogy for K-12 general music educators. The majority of the article details steps that invite engagement within everyday contexts with accessible resources within local and online communities. The steps demonstrate ways general music teachers can diversify and self-direct their…

  17. University Pedagogy for Assistant Professors at Aalborg University (Part 2)

    DEFF Research Database (Denmark)

    Kolmos, Anette; Krogh, Lone

    2003-01-01

    In issue 1-2003, Anette Kolmos and Lone Krogh reported on the two-semester study course " University Pedagogy for Assistant Professors at Aalborg University (DK)". Now, in part 2, they are adressing guidelines for supervison and advising of assistant professors in the university teacher education...

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

    Science.gov (United States)

    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…

  19. Deconstructive Pedagogy and Ideological Demystification in Post-Colonial Pakistan

    Science.gov (United States)

    Mansoor, Asma; Malik, Samina

    2016-01-01

    With post-colonial Pakistan inheriting the British colonial ideological and governmental apparatus, the English literature curriculum implemented at the university level in Pakistan carried the interpellatory baggage of its colonial past. Our interdisciplinary exploration focuses on using deconstructive pedagogy to demystify and subvert the…

  20. Christian Hip Hop as Pedagogy: A South African Case Study

    Science.gov (United States)

    Abraham, Ibrahim

    2015-01-01

    Drawing on interviews with creators of Christian hip hop music in South Africa, this article demonstrates that this genre of popular music and youth culture is utilised as a form of pedagogy to transmit religious beliefs and values to contemporary youth. The pedagogical aspects of hip hop have been recognised in research on the topic, but the…

  1. Physical Education Pedagogy Faculty Perceptions of Journal Quality

    Science.gov (United States)

    Silverman, Stephen; Kulinna, Pamela Hodges; Phillips, Sharon R.

    2013-01-01

    This study examined perceived journal quality by physical education pedagogy faculty members. Participants (N = 273) were identified in three ways and recruited through e-mail. Based on research in other fields investigating journal quality and on publication patterns in physical education, a web-based survey was used to examine (a) whether…

  2. Cultivating Discontinuity: Pentecostal Pedagogies of Yielding and Control

    Science.gov (United States)

    Brahinsky, Josh

    2013-01-01

    Exploring missionary study at an Assemblies of God Bible college through ethnography and training manuals demonstrates systematic pedagogies that cultivate sensory capabilities encouraging yielding, opening to rupture, and constraint. Ritual theory and the Anthropology of Christianity shift analytic scales to include "cultivation," a…

  3. Improving the Pedagogy of Capital Structure Theory: An Excel Application

    Science.gov (United States)

    Baltazar, Ramon; Maybee, Bryan; Santos, Michael R.

    2012-01-01

    This paper uses Excel to enhance the pedagogy of capital structure theory for corporate finance instructors and students. We provide a lesson plan that utilizes Excel spreadsheets and graphs to develop understanding of the theory. The theory is introduced in three scenarios that utilize Modigliani & Miller's Propositions and…

  4. Proliferating Textual Possibilities: Toward Pedagogies of Critical-Creative Tinkering

    Science.gov (United States)

    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…

  5. An introduction to Management of Technology pedagogy (andragogy)

    NARCIS (Netherlands)

    Berg, Dan; Mani, H.S.; Marinakis, Yorgos; Tierney, Robert; Tierney, Robert; Walsh, Steven Thomas

    2015-01-01

    In this introduction we leverage efforts of three professionals involved in the practice and use of MoT education. These professionals each discuss MoT from different perspectives. One is primarily interested in MoT pedagogy from a practitioner point of view. Another is a progenitor of the field.

  6. Developing a Mobile Social Media Framework for Creative Pedagogies

    Science.gov (United States)

    Cochrane, Thomas; Antonczak, Laurent; Guinibert, Matthew; Mulrennan, Danni

    2014-01-01

    This paper explores an overview of an evolving framework to enable creative pedagogies as applied to three different higher education contexts. Based upon our experiences, we propose a critical framework for supporting and implementing mobile social media for pedagogical change within higher education. Our framework maps the SAMR educational…

  7. Critical Pedagogy and Empowering in Teacher Education in Venezuela.

    Science.gov (United States)

    Chacon, Carmen T.; Alvarez, Luisa Cristina

    This paper addresses the issue of the relationship between critical pedagogy and English as a foreign language (EFL) in Venezuela. Teacher-researchers have come to see the issues confronting nonnative educators in ELT as a more important issue than in previous years. They are particularly concerned about the current situation in Venezuela,…

  8. Lingua-Pedagogy as the Interdisciplinary Research Problem

    Directory of Open Access Journals (Sweden)

    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. 

  9. Embers of Hope: In Search of a Meaningful Critical Pedagogy

    Science.gov (United States)

    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…

  10. Engaging Public Space: Art Education Pedagogies for Social Justice

    Science.gov (United States)

    Duncum, Paul

    2011-01-01

    Considering social justice to be founded on human rights, which, in turn, are grounded in freedom of thought, expression, and assembly, this essay reviews efforts by art educators to engage with public space as a form of social justice pedagogy. Public space, whether actual or virtual, is understood to be inherently devoted to contestation in the…

  11. Signature Pedagogy in California State University Educational Doctorates

    Science.gov (United States)

    Slater, Charles; Brown-Welty, Sharon; Cohn, Kathleen; Rodriguez, Jesus

    2009-01-01

    The purpose of this paper is to examine signature pedagogies for the education doctorate. Three California State University campuses that have started new Ed.D. programs examine practices that distinguish the education doctoral experience from other professions. Embedded field work, the professional seminar, and the research and writing support…

  12. Digital "Testimonio" as a Signature Pedagogy for Latin@ Studies

    Science.gov (United States)

    Benmayor, Rina

    2012-01-01

    This article proposes the curricular integration of digital "testimonio" as a "signature" pedagogy in Latin@ Studies. The "testimonio" tradition of urgent narratives and the creative multimedia languages of digital storytelling--text, voice, image, and sound--invite historically marginalized subjects, especially younger generations, to author and…

  13. Signature Pedagogies for Educators Using Films: An Example from Singapore

    Science.gov (United States)

    Tan, Charlene; Koh, Kim

    2018-01-01

    This article discusses the application of Shulman's "signature pedagogies" through the utilization of films for preservice teachers and school leaders in Singapore. Using the films "Dead Poets Society" and "Ahead of the Class," this article explains how these films facilitated the participants' engagement with the…

  14. Towards a Pedagogy for Clinical Education: Beyond Individual Learning Differences

    Science.gov (United States)

    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…

  15. Changing Models for Researching Pedagogy with Information and Communications Technologies

    Science.gov (United States)

    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…

  16. A Pedagogy of Sight: Microscopic Vision in Robert Hooke's "Micrographia"

    Science.gov (United States)

    Jack, Jordynn

    2009-01-01

    Robert Hooke's "Micrographia" (1665) holds an important place in the history of scientific visual rhetoric. Hooke's accomplishment lies not only in a stunning array of engravings, but also in a "pedagogy of sight"--a rhetorical framework that instructs readers how to view images in accordance with an ideological or epistemic program. Hooke not…

  17. Embodiments of Public Pedagogy: The Art of Soulful Resistance

    Science.gov (United States)

    Darder, Antonia

    2011-01-01

    This article provides a space to explore, through artistic representations and the words of artists themselves, the manner in which politically engaged artists use their visual art, poetry, music, dance, and theatre performances as an effective tool for public pedagogy. In turn, these artists provide those who enter into their cultural production…

  18. Teach Them How: An Autoethnographic Narrative Documenting Critical Pedagogy Implementation

    Science.gov (United States)

    Rozich, Elizabeth S.

    2016-01-01

    This autoethnographic narrative explores the challenges and successes of employing critical pedagogy in an eighth-grade history classroom. Using the threads of teacher, scholar, and individual, the author shares the intellectual and emotional progression through hope, frustration, humility, and growth that this endeavor demanded. Further, this…

  19. Entrepreneurship Education Pedagogy: Teacher-Student-Centred Paradox

    Science.gov (United States)

    Ismail, Annafatmawaty B. T.; Sawang, Sukanlaya; Zolin, Roxanne

    2018-01-01

    Purpose: The purpose of this paper is to answer the research question: "Do different pedagogies used in teaching entrepreneurship education influence individual skill development, which then in turn translates into a likelihood of entrepreneurial implementation intention?" Design/methodology/approach: The number of total participants for…

  20. Interrupting Everyday Life: Public Interventionist Art as Critical Public Pedagogy

    Science.gov (United States)

    Desai, Dipti; Darts, David

    2016-01-01

    In this article we explore two urban interventions art projects in the public sphere designed by our Masters' students at New York University as they set the stage for a discussion on how urban art interventions can function as a form of critical public pedagogy. We argue that these kinds of public art projects provided a space for dialogue with…

  1. Insubordinate Spaces for Intemperate Times: Countering the Pedagogies of Neoliberalism

    Science.gov (United States)

    Tomlinson, Barbara; Lipsitz, George

    2013-01-01

    Henry A. Giroux argues that countering the disasters of neoliberalism requires facing "the challenge of developing a politics and pedagogy that can serve and actualize a democratic notion of the social" (2011). The authors suggest that Immanuel Wallerstein's notion of "middle-run" temporality (2008) and Stuart Hall's discussion of "middle-level"…

  2. 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,…

  3. Re/imagining Higher Education Pedagogies: Gender, Emotion and Difference

    Science.gov (United States)

    Burke, Penny Jane

    2015-01-01

    This article explores work published in "Teaching in Higher Education" that critically engages complex questions of difference and emotion in higher education pedagogies. It considers the ways that difference is connected to gender and misrecognition, and is experienced at the level of emotion, often through symbolic forms of violence…

  4. Reflections on Freirean Pedagogy in a Jazz Combo Lab

    Science.gov (United States)

    Shevock, Daniel J.

    2015-01-01

    Paulo Freire was an important figure in adult education whose pedagogy has been used in music education. In this act of praxis (reflection and action upon the world in order to transform it), I share an autoethnography of my teaching of a university-level small ensemble jazz class. The purpose of this autoethnography was to examine my teaching…

  5. 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 ...

  6. Microlearning as Innovative Pedagogy for Mobile Learning in MOOCs

    Science.gov (United States)

    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,…

  7. Freinet Pedagogy: Enduring Impact Over an Individual Career

    Directory of Open Access Journals (Sweden)

    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.

  8. The Everyday Peace Project: An Innovative Approach to Peace Pedagogy

    Science.gov (United States)

    Dutta, Urmitapa; Andzenge, Andrea Kashimana; Walkling, Kayla

    2016-01-01

    A critical task for peace pedagogy is to challenge views of peace as primarily responses to declared war. Crisis-based politics tend to focus on exceptional situations and fail to capture the entire spectrum of violence. Premised on the idea that peace cannot be understood in isolation of larger structural problems, this paper proposes the concept…

  9. Education for Peace and a Pedagogy of Hope

    Science.gov (United States)

    Carl, A. E.

    2011-01-01

    There are many approaches and arguments on how hope could be given to children in a society characterised by violence and conflict, hope that may contribute towards optimising their potential. This article focuses on the notion and meaning of Peace Education, what the possible link between Peace Education and a Pedagogy of Hope might be and…

  10. "Pedagogies of Resistance" and Critical Peace Education Praxis

    Science.gov (United States)

    Bajaj, Monisha

    2015-01-01

    This paper explores "pedagogies of resistance"--or critical and democratic educational models utilized by social movements--and how global examples of engaged educational praxis may inform peace education. The central inquiry of this article is "How can educational projects that resist larger social, political and economic…

  11. Exploring Culturally Sustaining Writing Pedagogy in Urban Classrooms

    Science.gov (United States)

    Woodard, Rebecca; Vaughan, Andrea; Machado, Emily

    2017-01-01

    We examine how culturally sustaining pedagogy that fosters linguistic and cultural pluralism might be taken up in writing instruction. Using data collected through semistructured interviews with nine urban elementary and middle school writing teachers, we document teachers' conceptualizations and enactments of culturally sustaining writing…

  12. Bridging Borders: Toward a Pedagogy of Preparedness for Visiting Faculty

    Science.gov (United States)

    Mizzi, Robert C.

    2017-01-01

    This analytical article largely draws on the experiences of visiting faculty teaching at post-secondary institutions overseas. What is largely understood in the literature is that visiting faculty need to navigate the sociocultural, professional, and contextual differences that shape the work context. Drawing on the theory of border pedagogy, this…

  13. Visual Communication Design as a Form of Public Pedagogy

    Science.gov (United States)

    Kelly, Meghan

    2015-01-01

    This paper identifies visual communication design as a form of public pedagogy. Communication design practices aim to achieve the successful transmission of a message to a recipient in a visual mode. Understanding the theories and practices of visual communication design can assist in enhancing the reception of the communication, as these…

  14. First Year Distance Transition Pedagogy: Synchronous online classrooms

    Directory of Open Access Journals (Sweden)

    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

  15. The pedagogy of hope at IMSTUS: Interpretation and manifestation ...

    African Journals Online (AJOL)

    The purpose of this chapter is to discuss how the idea of a Pedagogy of Hope is perceived, interpreted and realised at the Institute for Mathematics and Science Teaching of the University of Stellenbosch (IMSTUS). First some background information is given about the impact of the programmes which, it is argued, cannot be ...

  16. Torey Hayden's Teacher Lore: A Pedagogy of Caring

    Science.gov (United States)

    Marlowe, Mike

    2006-01-01

    This article describes the teacher lore of Torey Hayden, its emphasis on a pedagogy of caring, and its use in preservice teacher education to address affective outcomes. Eight concepts that make up caring relationships and are reflected in Hayden's wisdom of practice are discussed. Four separate studies are then described examining the outcomes of…

  17. Explorations into Pedagogy within Mathematics Classrooms: Insights from Contemporary Inquiries

    Science.gov (United States)

    Walshaw, Margaret

    2013-01-01

    Pedagogy within mathematics classrooms is of keen interest in any educational discussion. On a wider scale, pedagogical practice that produces desirable outcomes is considered a major instrument for achieving national objectives. Circumstance and setting may vary, but the question relating to how mathematics teachers construct their practice is as…

  18. "Let's Do This!": Black Women Teachers' Politics and Pedagogy.

    Science.gov (United States)

    Dixson, Adrienne D.

    2003-01-01

    Examined how contemporary African American women teachers continued the tradition of political involvement, noting the extent to which issues of race, class, and gender identity informed their pedagogy and situating their activities in a black feminist activist tradition. Interviews with two elementary teachers indicated that while they did not…

  19. 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

  20. 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…

  1. Developing Multilingual Pedagogies and Research through Language Study and Reflection

    Science.gov (United States)

    Catalano, Theresa; Shende, Madhur; Suh, Emily K.

    2018-01-01

    Globalisation and increased transnational migration underscore the need for educational responses to multilingualism and multilingual discourses. One way to heighten awareness of multilingual pedagogies (while simultaneously providing data for multilingual research) is the use of reflective language study and journaling by language…

  2. Engaged Pedagogy in the Feminist Classroom and Yoga Studio

    Science.gov (United States)

    Musial, Jennifer

    2011-01-01

    This essay ruminates on the connective tissue between teaching undergraduates and teaching yogis/yoginis. In this essay, the author employs bell hooks's work, particularly her work on love, compassion, and "engaged pedagogy" from "Teaching to Transgress: Education as the Practice of Freedom" and "Teaching Critical…

  3. Occupational Socialization of Sport Pedagogy Faculty: Two German Case Studies

    Science.gov (United States)

    Merrem, Anne M.; Curtner-Smith, Matthew D.

    2018-01-01

    Purpose: The purpose of this study was to describe the influence of occupational socialization on the perspectives and practices of two female German sport pedagogy faculty members, Heidi and Lisa, regarding physical education (PE) and PE teacher education (PETE). Method: The main data sources were six formal interviews. Supplementary data were…

  4. Activating Aesthetics: Working with Heidegger and Bourdieu for Engaged Pedagogy

    Science.gov (United States)

    Grierson, Elizabeth

    2015-01-01

    This article seeks to investigate art in public urban space via a process of activating aesthetics as a way of enhancing pedagogies of engagement. It does this firstly by addressing the question of aesthetics in Enlightenment and twentieth-century frames; then it seeks to understand how artworks may be approached ontologically and…

  5. Between Psychoanalysis and Pedagogy: Scenes of Rapprochement and Alienation

    Science.gov (United States)

    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…

  6. Stirring up the Sediment: The Corporeal Pedagogies of Disabilities

    Science.gov (United States)

    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…

  7. Animate Affects: Censorship, Reckless Pedagogies, and Beautiful Feelings

    Science.gov (United States)

    Niccolini, Alyssa

    2016-01-01

    This paper argues that affect bears a potent teaching capacity. To do so, it explores the intensities that built around a student-teacher's dismissal from a US school placement. In this incident, the topic of homophobia in a poetry lesson elicited a buzz among students that enacted a pedagogy that exceeded the speaking subject. It was these…

  8. Popular Media, Critical Pedagogy, and Inner City Youth

    Science.gov (United States)

    Leard, Diane Wishart; Lashua, Brett

    2006-01-01

    In this article, we explored ways youth, traditionally silenced, engaged with popular culture to voice experiences and challenge dominant narratives of public schools and daily lives. We also considered how educators use popular culture as critical pedagogy with inner city youth. Through ethnographic bricolage and case study methods, and drawing…

  9. 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…

  10. Implications of Freire's pedagogy for teacher education in Nigeria ...

    African Journals Online (AJOL)

    Freire‟s concept of education, which he calls problem-posing education, can best he understood against its polar counterpart, which he calls the Banking model of education. Education in colonial and ex-colonial territories functions to perpetuate in disguise the status quo. In the banking pedagogy, the teacher is very ...

  11. Mentoring as a supportive pedagogy in theological training ...

    African Journals Online (AJOL)

    This article contends that theological training supported by effective mentoring can contribute to the shaping of theology students in terms of their spiritual growth, character development and ministry formation. It is further argued that mentoring as a supportive pedagogy needs to be an essential element of theological ...

  12. 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 ...

  13. Selling Your Design: Oral Communication Pedagogy in Design Education

    Science.gov (United States)

    Morton, Janne; O'Brien, David

    2005-01-01

    Good design skills are the main focus of assessment practices in design education and are evaluated primarily by drawings and models. In some settings, design studio pedagogy tends to reflect only these content-oriented assessment priorities, with minimal attention paid to the development of oral communication skills. Yet, in many professional…

  14. 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 ...

  15. The Use of Emancipatory Pedagogy in Teacher Education.

    Science.gov (United States)

    Gordon, Beverly M.

    1986-01-01

    Suggests that teacher education is historically grounded in a 19th century conception of education, influenced by social Darwinism and scientific determinism. Looks at the benefits of incorporating emancipatory pedagogy in teacher education programs, through the study of such master teachers as Sylvia Ashton-Warner, Cynthia Brown, and Charles…

  16. Composing, Songwriting, and Producing: Informing Popular Music Pedagogy

    Science.gov (United States)

    Tobias, Evan S.

    2013-01-01

    In forwarding comprehensive popular music pedagogies, music educators might acknowledge and address expanded notions of composition in popular music that include processes of recording, engineering, mixing, and producing along with the technologies, techniques, and ways of being musical that encompass these processes. This article advances a…

  17. Creating Spaces for Reconstructing Knowledge in Feminist Pedagogy.

    Science.gov (United States)

    Thompson, Audrey; Gitlin, Andrew

    1995-01-01

    Presents a conceptual outline for a feminist pedagogy that attempts to develop reconstructed knowledge. The paper describes how standpoint theory and conversation as method can further the aim of reconstructed knowledge, arguing that teachers and students with pedagogical relations should seek opportunities to create spaces within which to…

  18. The Limits to Relevance

    Science.gov (United States)

    Averill, M.; Briggle, A.

    2006-12-01

    Science policy and knowledge production lately have taken a pragmatic turn. Funding agencies increasingly are requiring scientists to explain the relevance of their work to society. This stems in part from mounting critiques of the "linear model" of knowledge production in which scientists operating according to their own interests or disciplinary standards are presumed to automatically produce knowledge that is of relevance outside of their narrow communities. Many contend that funded scientific research should be linked more directly to societal goals, which implies a shift in the kind of research that will be funded. While both authors support the concept of useful science, we question the exact meaning of "relevance" and the wisdom of allowing it to control research agendas. We hope to contribute to the conversation by thinking more critically about the meaning and limits of the term "relevance" and the trade-offs implicit in a narrow utilitarian approach. The paper will consider which interests tend to be privileged by an emphasis on relevance and address issues such as whose goals ought to be pursued and why, and who gets to decide. We will consider how relevance, narrowly construed, may actually limit the ultimate utility of scientific research. The paper also will reflect on the worthiness of research goals themselves and their relationship to a broader view of what it means to be human and to live in society. Just as there is more to being human than the pragmatic demands of daily life, there is more at issue with knowledge production than finding the most efficient ways to satisfy consumer preferences or fix near-term policy problems. We will conclude by calling for a balanced approach to funding research that addresses society's most pressing needs but also supports innovative research with less immediately apparent application.

  19. Relevant Subspace Clustering

    DEFF Research Database (Denmark)

    Müller, Emmanuel; Assent, Ira; Günnemann, Stephan

    2009-01-01

    Subspace clustering aims at detecting clusters in any subspace projection of a high dimensional space. As the number of possible subspace projections is exponential in the number of dimensions, the result is often tremendously large. Recent approaches fail to reduce results to relevant subspace...... clusters. Their results are typically highly redundant, i.e. many clusters are detected multiple times in several projections. In this work, we propose a novel model for relevant subspace clustering (RESCU). We present a global optimization which detects the most interesting non-redundant subspace clusters...... achieves top clustering quality while competing approaches show greatly varying performance....

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

    Science.gov (United States)

    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…

  1. Transformative Pedagogy in Context: being and becoming

    Directory of Open Access Journals (Sweden)

    Patrick Farren

    2016-11-01

    Full Text Available This paper examines an original construct, ‘‘transformative pedagogy’’, in the context of post-primary teacher education in Ireland. The construct is examined from philosophical and psychological perspectives, and key distinctions are drawn between it and other pedagogies. Links are made, where appropriate, to research findings from a recent study carried out by the author in cooperation with teacher-educators and student-teachers in the context of pre-service teacher education at the National University of Ireland, Galway, Ireland. In addition, the paper refers to examples that illustrate some of the benefits that can be derived from school-society links. ‘‘Transformative pedagogy’’ creates conditions that support teacher and pupils (participants in developing their identity as whole persons who have a relationship based on interdependence. In essence, ‘‘transformative pedagogy’’ is about creating conditions that support participants in developing capacity as ‘‘beings-in-relation’’ as well as ‘‘beings-in-becoming’’. Key perspectives are used to frame the discussion: 1 identity, 2 beliefs and attitudes, 3 knowledge, 4 moral-ethical values, 5 socio-affective factors, 6 social interaction and collaboration, 7 critical reflection, 8 school and wider society. ‘‘Transformative pedagogy’’ is underpinned by moral-ethical values that support participants as ‘‘beings-in-relation’’ who are also ‘‘beings-in-becoming’’. Participants develop consciousness that is a prerequisite for constructing their own meanings as part of critiquing and shaping the world. The process implies committed action, informed by moral-ethical values, that is geared towards personal as well as social transformations. The construct suggests a need for a more integrated and trans-curricular approach to teaching and learning than has traditionally been the case in Ireland, and an approach that brings school life and wider

  2. Is Information Still Relevant?

    Science.gov (United States)

    Ma, Lia

    2013-01-01

    Introduction: The term "information" in information science does not share the characteristics of those of a nomenclature: it does not bear a generally accepted definition and it does not serve as the bases and assumptions for research studies. As the data deluge has arrived, is the concept of information still relevant for information…

  3. Effects of messages emphasizing environmental determinants of obesity on intentions to engage in diet and exercise behaviors.

    Science.gov (United States)

    Niederdeppe, Jeff; Roh, Sungjong; Shapiro, Michael A; Kim, Hye Kyung

    2013-12-12

    Reducing rates of obesity will require interventions that influence both individual decisions and environmental factors through changes in public policy. Previous work indicates that messages emphasizing environmental determinants increases support for public policies, but some suspect this strategy may undermine motivation to engage in diet and exercise. Study 1 involved 485 adults recruited from a shopping mall in New York. Study 2 involved 718 adult members of a Web-based national panel of US adults. Respondents in both studies were randomly assigned to read a story that emphasized environmental determinants of health or a control condition. The stories varied in the extent to which they described the story character as taking personal responsibility for weight management. Logistic regression and ordered logit models were used to test for differences in intentions to engage in diet and exercise behaviors based on which story the participant read. Analyses were also performed separately by participants' weight status. In both studies, messages that acknowledged personal responsibility while emphasizing environmental causes of obesity increased intentions to engage in healthy behavior for at least 1 weight status group. Emphasizing factors outside of personal control appears to enhance rather than undermine motivations to engage in healthy diet and exercise behavior.

  4. The Effects of Different Teaching, Research, and Service Emphases on Individual and Organizational Outcomes in Higher Education Institutions

    Science.gov (United States)

    Terpstra, David E.; Honoree, Andre L.

    2009-01-01

    The authors investigated the relative emphasis that educators give to teaching, research, and service in the business discipline and 4 other academic disciplines. The authors also investigated the effects of different faculty activity emphases on faculty teaching effectiveness, research performance, service levels, job and pay satisfaction,…

  5. Fitness Promotion for Adolescent Girls: The Impact and Effectiveness of Promotional Material which Emphasizes the Slim Ideal.

    Science.gov (United States)

    Shaw, Susan M.; Kemeny, Lidia

    1989-01-01

    Looked at techniques for promoting fitness participation among adolescent girls, in particular those which emphasize the slim ideal. Relative effectiveness of posters using different models (slim, average, overweight) and different messages (slimness, activity, health) was tested using 627 female high school students. Found slim model to be most…

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

    Science.gov (United States)

    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.

  7. Dilthey: The hermeneutics of life and the universal aspirations of pedagogy

    OpenAIRE

    de Camargo Pacheco Amaral, Maria Nazare

    2012-01-01

    Dilthey claimed that first psychology and then hermeneutics played the foundational role for his philosophy of life, whose main practical goal is to develop a pedagogy or theory of education. Pedagogy needs help from h ethics to establish its ends, and from psychology to indicate it means. This paper intends to show the relationship between Dilthey's hermeneutics of life and his pedagogy. Dilthey's philosophy of life, in so far it adopts the hermeneutical procedure, engages in the understandi...

  8. Clinical Relevance of Adipokines

    Directory of Open Access Journals (Sweden)

    Matthias Blüher

    2012-10-01

    Full Text Available The incidence of obesity has increased dramatically during recent decades. Obesity increases the risk for metabolic and cardiovascular diseases and may therefore contribute to premature death. With increasing fat mass, secretion of adipose tissue derived bioactive molecules (adipokines changes towards a pro-inflammatory, diabetogenic and atherogenic pattern. Adipokines are involved in the regulation of appetite and satiety, energy expenditure, activity, endothelial function, hemostasis, blood pressure, insulin sensitivity, energy metabolism in insulin sensitive tissues, adipogenesis, fat distribution and insulin secretion in pancreatic β-cells. Therefore, adipokines are clinically relevant as biomarkers for fat distribution, adipose tissue function, liver fat content, insulin sensitivity, chronic inflammation and have the potential for future pharmacological treatment strategies for obesity and its related diseases. This review focuses on the clinical relevance of selected adipokines as markers or predictors of obesity related diseases and as potential therapeutic tools or targets in metabolic and cardiovascular diseases.

  9. Zine-Making as Feminist Pedagogy

    Science.gov (United States)

    Creasap, Kimberly

    2014-01-01

    One of the challenges that many gender studies instructors face is making complex topics--such as gender identities, political theory, and media criticism--current, interesting, and relevant to students' lives. In order to help students connect feminist theory to their own experiences, the author suggest incorporating "zines" into gender…

  10. Information Needs/Relevance

    OpenAIRE

    Wildemuth, Barbara M.

    2009-01-01

    A user's interaction with a DL is often initiated as the result of the user experiencing an information need of some kind. Aspects of that experience and how it might affect the user's interactions with the DL are discussed in this module. In addition, users continuously make decisions about and evaluations of the materials retrieved from a DL, relative to their information needs. Relevance judgments, and their relationship to the user's information needs, are discussed in this module. Draft

  11. PHYSICAL GEOGRAPHY: CONSTRUCTS AND QUESTIONS RELATING TO CURRICULUM AND PEDAGOGY

    Directory of Open Access Journals (Sweden)

    Duncan Hawley

    Full Text Available ABSTRACT:A series of questions are raised to prompt examination of the role and place of physical geography in the school curriculum and its relationship with science; consequently challenging teachers to consider the implications for their pedagogy. An examination of physical geography knowledge illustrates how it is constructed with a plurality of meanings, and a framework for interpreting different meanings and approaches is offered followed by critical discussion of the dominant discourses and teaching approaches adopted in schools. Contexts have played an important role in influencing how physical geography has been taught in schools and the paper discusses the merits of recent trends towards teaching physical geography via issues- based or social contexts, where physical topics are explored for social relevance rather than understanding of the physical processes and drivers. Evidence for and against this approach is outlined and questions raised about whether integrated and applied approaches to teaching physical geography dilute the quality and emphasis of learning and understanding. It is suggested that physical geography, as taught in schools, may need to catch up by adopting a less ‘fixist’ view of the physical world, by which teachers develop a curriculum and pedagogies more appropriately matched to contemporary understandings of physical geography, so enabling students to develop as more informed, critical thinkers when considering the physical world. KEY WORDS:Physical geography, schools, curriculum, pedagogy, knowledge, questions, debate. RÉSUMÉ:Une série de questions sont soulevées pour inciter examen du rôle et la place de la géographie physique dans les programmes scolaires et de sa relation avec la science ; offrant donc un défi pour les enseignants d’examiner les implications de leur enseignement. Un examen de connaissance de la géographie physique illustre comment il est construit avec une pluralité de

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

    Science.gov (United States)

    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.

  13. THE WALDORF - PEDAGOGY AND CHILDREN WITH SPECIAL NEEDS

    Directory of Open Access Journals (Sweden)

    Lena DAMOVSKA

    2005-06-01

    Full Text Available In the first half of the 20th century, with the opening of the first Waldorf School in 1919, Rudolph Steiner who is the ideological creator of the Waldorf pedagogy presented his own philosophy of education before the scholars. This was done by presenting a complete educational system designed for preschool, elementary school and high school children. To date, this educational model that is thought to be original by many of its characteristics, is successfully established and being practiced in many countries throughout the world. Within the framework of the Waldorf Pedagogy, children with special education needs are given the required attention and particularities that result from the needs of a concrete category of children are being respected.

  14. Self-regulated learning in students of pedagogy

    Directory of Open Access Journals (Sweden)

    Janete Aparecida da Silva Marini

    2014-12-01

    Full Text Available Self-regulated learning is the process by which students plan, monitor and regulate their own learning. The aim of this study was to investigate relationships between motivation to learn, implicit theories of intelligence and self-handicapping strategies, and to examine the association of these variables in the prediction of the use of learning strategies in students of Pedagogy. The sample consisted of 107 Pedagogy students of two private universities of a city of São Paulo state. Data were collected using four Likert-type scales. Multivariate linear regression analyses revealed that participants with higher scores in the Learning Strategies Scale also presented significantly higher scores in intrinsic motivation and fewer reports of use of self-handicapping strategies. Higher scores in metacognitive strategies were significantly associated with both intrinsic an extrinsic motivation and with fewer reports of use of self-handicapping strategies. Results are discussed in terms of the contribution of Psychology to teacher education.

  15. Teaching thoughtful practice: narrative pedagogy in addictions education.

    Science.gov (United States)

    Vandermause, Roxanne K; Townsend, Ryan P

    2010-07-01

    Preparing practitioners for this rapidly changing and demanding health care environment is challenging. A surge in knowledge development and scientific advancement has placed a priority on technical skill and a focus on content driven educational processes that prepare students for evidence-based practice. However, the most difficult health care scenarios require thinking-in-action and thoughtfulness as well as didactic knowledge. It is our contention that interpretive educational methods, like narrative pedagogy, will promote judgment-based practice that includes use of evidence and delivery of thoughtful care. In this article, we describe and interpret a narrative approach to addictions content and teaching thoughtful practice. We present our pedagogical process, including observations and field notes, to show how interpretive pedagogies can be introduced into nursing curricula. By presenting this process, the reader is invited to consider interpretive methods as a way to inspire and habituate thoughtful practice and judgment-based care. Copyright 2009 Elsevier Ltd. All rights reserved.

  16. 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.

  17. 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.

  18. On Rethinking Our Classrooms: A Critical Pedagogy View

    Directory of Open Access Journals (Sweden)

    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.

  19. [History of pedagogy and educational sciences in the Baltic countries from 1940 to 1990. An overview] / Mare Oja

    Index Scriptorium Estoniae

    Oja, Mare, 1960-

    2014-01-01

    Arvustus: History of pedagogy and educational sciences in the Baltic countries from 1940 to 1990. An overview. Hrsg. im Auftrag der Baltic Association of Historians of Pedagogy von Vadim Rõuk und Vidimantas Raudys. Verlag RaKa. Riga 2013

  20. Sequence/structural analysis of xylem proteome emphasizes pathogenesis-related proteins, chitinases and β-1, 3-glucanases as key players in grapevine defense against Xylella fastidiosa

    Directory of Open Access Journals (Sweden)

    Sandeep Chakraborty

    2016-05-01

    Full Text Available Background. Xylella fastidiosa, the causative agent of various plant diseases including Pierce’s disease in the US, and Citrus Variegated Chlorosis in Brazil, remains a continual source of concern and economic losses, especially since almost all commercial varieties are sensitive to this Gammaproteobacteria. Differential expression of proteins in infected tissue is an established methodology to identify key elements involved in plant defense pathways. Methods. In the current work, we developed a methodology named CHURNER that emphasizes relevant protein functions from proteomic data, based on identification of proteins with similar structures that do not necessarily have sequence homology. Such clustering emphasizes protein functions which have multiple copies that are up/down-regulated, and highlights similar proteins which are differentially regulated. As a working example we present proteomic data enumerating differentially expressed proteins in xylem sap from grapevines that were infected with X. fastidiosa. Results. Analysis of this data by CHURNER highlighted pathogenesis related PR-1 proteins, reinforcing this as the foremost protein function in xylem sap involved in the grapevine defense response to X. fastidiosa. β-1, 3-glucanase, which has both anti-microbial and anti-fungal activities, is also up-regulated. Simultaneously, chitinases are found to be both up and down-regulated by CHURNER, and thus the net gain of this protein function loses its significance in the defense response. Discussion. We demonstrate how structural data can be incorporated in the pipeline of proteomic data analysis prior to making inferences on the importance of individual proteins to plant defense mechanisms. We expect CHURNER to be applicable to any proteomic data set.

  1. Emergent Computation Emphasizing Bioinformatics

    CERN Document Server

    Simon, Matthew

    2005-01-01

    Emergent Computation is concerned with recent applications of Mathematical Linguistics or Automata Theory. This subject has a primary focus upon "Bioinformatics" (the Genome and arising interest in the Proteome), but the closing chapter also examines applications in Biology, Medicine, Anthropology, etc. The book is composed of an organized examination of DNA, RNA, and the assembly of amino acids into proteins. Rather than examine these areas from a purely mathematical viewpoint (that excludes much of the biochemical reality), the author uses scientific papers written mostly by biochemists based upon their laboratory observations. Thus while DNA may exist in its double stranded form, triple stranded forms are not excluded. Similarly, while bases exist in Watson-Crick complements, mismatched bases and abasic pairs are not excluded, nor are Hoogsteen bonds. Just as there are four bases naturally found in DNA, the existence of additional bases is not ignored, nor amino acids in addition to the usual complement of...

  2. Melanotic neuroectodermal tumor of infancy (progonoma): a case report emphasizing the computed tomography findings and literature review

    International Nuclear Information System (INIS)

    Araujo Junior, Cyrillo Rodrigues de; Carvalho, Tarcisio Nunes; Fraguas Filho, Sergio Roberto; Costa, Marlos Augusto Bitencourt; Borba, Ana Olivia Cardoso; Figueiredo, Sizenildo da Silva; Machado, Marcio Martins; Teixeira, Kim-Ir-Sen Santos

    2004-01-01

    The melanotic neuroectodermal tumor of infancy, also known as progonoma, is a rare benign disease of neural crest origin that occurs within the first year of life and affects mainly the maxilla. The authors report a case of a 10-month-old child presenting with this uncommon tumor in the maxilla, emphasizing the diagnostic findings on computed tomography, and present a literature review. (author)

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

    Science.gov (United States)

    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

  4. 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...

  5. 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...

  6. Connecting to Communities: Powerful Pedagogies for Leading for Social Change.

    Science.gov (United States)

    Wagner, Wendy; Mathison, Patricia

    2015-01-01

    This chapter explores the use of powerful pedagogies such as service-learning, cultural immersion, and community-based research to enhance leadership development. Four key principles are presented that describe how leadership educators can facilitate community-based learning in a way that creates an optimal learning environment for students, while also engaging ethically with individuals and organizations in the community. © 2015 Wiley Periodicals, Inc., A Wiley Company.

  7. Advancing tendencies? PR leadership, general leadership, and leadership pedagogy

    OpenAIRE

    McKie, D; Willis, P

    2014-01-01

    What are the best ways to advance PR leadership? In exploring answers, we consider the last two decades of PR literature and identify two main tendencies. We link those two with general leadership literature and practices, as well as with literature on leadership pedagogy. We conclude that, rather than recent moves to look within the field, without self-reflection, to existing PR perspectives and figures for solutions, looking outwards has greater potential to transform not only the PR leader...

  8. The Rudolf Steiner's pedagogy in the Czech educational system

    OpenAIRE

    Klímová, Šárka

    2014-01-01

    The topic of this thesis is the pedagogy of Rudolf Steiner in the Czech educational system. The theoretical part is divided into three sections. The first chapter is dedicated to the founder of waldorf education Rudolf Steiner, it deals with his life, work and his legacy to the Czech pedagogical environment. The second chapter describes the free school of Rudolf Steiner, its origin, specifications and evolution of Steiner's education. The last chapter of the theoretical part is focused on Ste...

  9. Acknowledging individual responsibility while emphasizing social determinants in narratives to promote obesity-reducing public policy: a randomized experiment.

    Science.gov (United States)

    Niederdeppe, Jeff; Roh, Sungjong; Shapiro, Michael A

    2015-01-01

    This study tests whether policy narratives designed to increase support for obesity-reducing public policies should explicitly acknowledge individual responsibility while emphasizing social, physical, and economic (social) determinants of obesity. We use a web-based, randomized experiment with a nationally representative sample of American adults (n = 718) to test hypotheses derived from theory and research on narrative persuasion. Respondents exposed to narratives that acknowledged individual responsibility while emphasizing obesity's social determinants were less likely to engage in counterargument and felt more empathy for the story's main character than those exposed to a message that did not acknowledge individual responsibility. Counterarguing and affective empathy fully mediated the relationship between message condition and support for policies to reduce rates of obesity. Failure to acknowledge individual responsibility in narratives emphasizing social determinants of obesity may undermine the persuasiveness of policy narratives. Omitting information about individual responsibility, a strongly-held American value, invites the public to engage in counterargument about the narratives and reduces feelings of empathy for a character that experiences the challenges and benefits of social determinants of obesity.

  10. Acknowledging individual responsibility while emphasizing social determinants in narratives to promote obesity-reducing public policy: a randomized experiment.

    Directory of Open Access Journals (Sweden)

    Jeff Niederdeppe

    Full Text Available This study tests whether policy narratives designed to increase support for obesity-reducing public policies should explicitly acknowledge individual responsibility while emphasizing social, physical, and economic (social determinants of obesity. We use a web-based, randomized experiment with a nationally representative sample of American adults (n = 718 to test hypotheses derived from theory and research on narrative persuasion. Respondents exposed to narratives that acknowledged individual responsibility while emphasizing obesity's social determinants were less likely to engage in counterargument and felt more empathy for the story's main character than those exposed to a message that did not acknowledge individual responsibility. Counterarguing and affective empathy fully mediated the relationship between message condition and support for policies to reduce rates of obesity. Failure to acknowledge individual responsibility in narratives emphasizing social determinants of obesity may undermine the persuasiveness of policy narratives. Omitting information about individual responsibility, a strongly-held American value, invites the public to engage in counterargument about the narratives and reduces feelings of empathy for a character that experiences the challenges and benefits of social determinants of obesity.

  11. Towards a pedagogy for patient and public involvement in medical education.

    Science.gov (United States)

    Regan de Bere, Sam; Nunn, Suzanne

    2016-01-01

    This paper presents a critique of current knowledge on the engagement of patients and the public, referred to here as patient and public involvement (PPI), and calls for the development of robust and theoretically informed strategies across the continuum of medical education. The study draws on a range of relevant literatures and presents PPI as a response process in relation to patient-centred learning agendas. Through reference to original research it discusses three key priorities for medical educators developing early PPI pedagogies, including: (i) the integration of evidence on PPI relevant to medical education, via a unifying corpus of literature; (ii) conceptual clarity through shared definitions of PPI in medical education, and (iii) an academically rigorous approach to managing complexity in the evaluation of PPI initiatives. As a response to these challenges, the authors demonstrate how activity modelling may be used as an analytical heuristic to provide an understanding of a number of PPI systems that may interact within complex and dynamic educational contexts. The authors highlight the need for a range of patient voices to be evident within such work, from its generation through to dissemination, in order that patients and the public are partners and not merely objects of this endeavour. To this end, this paper has been discussed with and reviewed by our own patient and public research partners throughout the writing process. © 2015 John Wiley & Sons Ltd.

  12. Critical Pedagogy as Collective Social Expertise in Higher Education

    Directory of Open Access Journals (Sweden)

    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.

  13. 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.

  14. RHYTHMIC MUSIC PEDAGOGY: A SCANDINAVIAN APPROACH TO MUSIC EDUCATION

    Directory of Open Access Journals (Sweden)

    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.

  15. Implementing a Mobile Social Media Framework for Designing Creative Pedagogies

    Directory of Open Access Journals (Sweden)

    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.

  16. The challenges of cyberfeminist pedagogy : a case study

    Directory of Open Access Journals (Sweden)

    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.

  17. [Relevant public health enteropathogens].

    Science.gov (United States)

    Riveros, Maribel; Ochoa, Theresa J

    2015-01-01

    Diarrhea remains the third leading cause of death in children under five years, despite recent advances in the management and prevention of this disease. It is caused by multiple pathogens, however, the prevalence of each varies by age group, geographical area and the scenario where cases (community vs hospital) are recorded. The most relevant pathogens in public health are those associated with the highest burden of disease, severity, complications and mortality. In our country, norovirus, Campylobacter and diarrheagenic E. coli are the most prevalent pathogens at the community level in children. In this paper we review the local epidemiology and potential areas of development in five selected pathogens: rotavirus, norovirus, Shiga toxin-producing E. coli (STEC), Shigella and Salmonella. Of these, rotavirus is the most important in the pediatric population and the main agent responsible for child mortality from diarrhea. The introduction of rotavirus vaccination in Peru will have a significant impact on disease burden and mortality from diarrhea. However, surveillance studies are needed to determine the impact of vaccination and changes in the epidemiology of diarrhea in Peru following the introduction of new vaccines, as well as antibiotic resistance surveillance of clinical relevant bacteria.

  18. Technology-Enhanced Formative Assessment: A Research-Based Pedagogy for Teaching Science with Classroom Response Technology

    Science.gov (United States)

    Beatty, Ian D.; Gerace, William J.

    2009-01-01

    "Classroom response systems" (CRSs) are a promising instructional technology, but most literature on CRS use fails to distinguish between technology and pedagogy, to define and justify a pedagogical perspective, or to discriminate between pedagogies. "Technology-enhanced formative assessment" (TEFA) is our pedagogy for CRS-based science…

  19. Putting Students Front and Center in the Hebrew Bible Classroom: Inquiry-Oriented Pedagogy in the Orthodox and Liberal Classroom

    Science.gov (United States)

    Hassenfeld, Ziva R.

    2018-01-01

    Inquiry-oriented pedagogy is a difficult pedagogy to enact in the classroom. By placing students' questions and textual ideas at the center, the teacher opens the door to unanticipated and sometimes off-the-wall comments in text discussion. And yet, research has shown that it is exactly this type of pedagogy that leads to increased engagement and…

  20. "Because That's Who I Am": Extending Theories of Culturally Responsive Pedagogy to Consider Religious Identity, Belief, and Practice

    Science.gov (United States)

    Dallavis, Christian

    2011-01-01

    In this conceptual article the author explores the intersection of culturally responsive pedagogy and religious school contexts. He extends theories of culturally responsive pedagogy to consider how religion, a dimension of student culture that has largely been overlooked in the literature surrounding culturally responsive pedagogy, can inflect…

  1. Other relevant biological papers

    International Nuclear Information System (INIS)

    Shimizu, M.

    1989-01-01

    A considerable number of CRESP-relevant papers concerning deep-sea biology and radioecology have been published. It is the purpose of this study to call attention to them. They fall into three general categories. The first is papers of general interest. They are mentioned only briefly, and include text references to the global bibliography at the end of the volume. The second are papers that are not only mentioned and referenced, but for various reasons are described in abstract form. The last is a list of papers compiled by H.S.J. Roe specifically for this volume. They are listed in bibliographic form, and are also included in the global bibliography at the end of the volume

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

    Science.gov (United States)

    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…

  3. 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

  4. Islamic Pedagogy and Embodiment: An Anthropological Study of a British Madrasah

    Science.gov (United States)

    Hardaker, Glenn; Sabki, Aishah Ahmad

    2015-01-01

    This anthropological study of a higher education British Madrasah was undertaken to increase our awareness of the spectrum of sensory experiences that shape Islamic pedagogy. We started our anthropological study from an Islamic premise of the inseparable nature of knowledge and the sacred. Pedagogy is defined as not a matter of simple methods and…

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

    Science.gov (United States)

    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"…

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

    Science.gov (United States)

    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…

  7. From Designing to Organizing New Social Futures: Multiliteracies Pedagogies for Today

    Science.gov (United States)

    Penuel, William R.; O'Connor, Kevin

    2018-01-01

    More than 20 years ago, literacy pedagogies informed by the emerging networked world defined by local diversity and global connectedness, new digital media and fast capitalism. Modern people now fully inhabit the world they described, but the contours of that world's racial dynamics and growing inequality call for a refinement of pedagogies that…

  8. On Whether to Convert from a Rhetorical to a Psychoanalytic Pedagogy

    Science.gov (United States)

    Kraemer, Don J.

    2010-01-01

    Like psychoanalysis, psychoanalytic pedagogy is a particular way of paying attention, a way of paying attention that deflects attention away from other pedagogies' means and goals. Looking for what psychoanalysis deems the "root cause" of writing problems--intrapsychic conflict--foregrounds that kind of conflict, relegating to the background other…

  9. The ICT-Integrated Pedagogy in the Colleges of Royal University of Bhutan

    DEFF Research Database (Denmark)

    Choeda, Par-Ola Zander; Penjor, Tandin; Dukpa, Dorji

    2014-01-01

    This paper reports a research study on the integration of ICT and pedagogy in the colleges of the Royal University of Bhutan. It investigates whether ICT is integrated into the pedagogy, and if so, in what way. The samples (Faculty members) of the study were picked up randomly from ten colleges u...

  10. Language Practitioners' Reflections on Method-Based and Post-Method Pedagogies

    Science.gov (United States)

    Soomro, Abdul Fattah; Almalki, Mansoor S.

    2017-01-01

    Method-based pedagogies are commonly applied in teaching English as a foreign language all over the world. However, in the last quarter of the 20th century, the concept of such pedagogies based on the application of a single best method in EFL started to be viewed with concerns by some scholars. In response to the growing concern against the…

  11. Multimodality and the Multiliteracies Pedagogy: "Design" and "Recruitment" in South African Children's Musical Games

    Science.gov (United States)

    Harrop-Allin, Susan

    2017-01-01

    Drawing on a study of children's musical games in urban South Africa, this article employs two theoretical frames: that of multimodality and the multiliteracies pedagogy. These are applied to a contextual analysis of the forms of musicality that musical games embody and to ways of incorporating children's play into pedagogy. Based on ethnographic…

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

    Science.gov (United States)

    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…

  13. The Development of the Foundations of Modern Pedagogy: Paradigmal and Methodological Aspects of Research

    Science.gov (United States)

    Dmitrenko, ?amara ?.; Lavryk, Tatjana V.; Yaresko, Ekaterina V.

    2015-01-01

    Changes in the various fields of knowledge influenced the pedagogical science. The article explains the structure of the foundations of modern pedagogy through paradigmal and methodological aspects. Bases of modern pedagogy include complex of paradigms, object and subject of science, general and specific principles, methods and technologies.…

  14. 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…

  15. Signature Pedagogy: A Literature Review of Social Studies and Technology Research

    Science.gov (United States)

    Beck, Dennis; Eno, Jenni

    2012-01-01

    A literature review of 121 peer-reviewed articles, books, and conference proceedings was conducted to determine the signature pedagogies of social studies education and technology integration. The authors found that the signature social studies pedagogy is based on two primary instructional models: direct-instruction and inquiry-based,…

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

    Science.gov (United States)

    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…

  17. "It Makes You Think Anything Is Possible": Representing Diversity in Music Theory Pedagogy

    Science.gov (United States)

    Davidson, Robert; Lupton, Mandy

    2016-01-01

    This paper critiques a traditional approach to music theory pedagogy. It argues that music theory courses should draw on pedagogies that reflect the diversity and pluralism inherent in 21st century music making. It presents the findings of an action research project investigating the experiences of undergraduate students undertaking an innovative…

  18. Critical Leadership Pedagogy: Engaging Power, Identity, and Culture in Leadership Education for College Students of Color

    Science.gov (United States)

    Pendakur, Vijay; Furr, Sara C.

    2016-01-01

    This chapter focuses on how the application of critical pedagogy to leadership education allows for issues of identity, power, and culture to shape the process of leadership learning. Examples from the authors' work with various populations of students of color are used to illustrate critical leadership pedagogy.

  19. Hatching Plans: Pedagogy and Discourse within an El Sistema-Inspired Music Program

    Science.gov (United States)

    Dobson, Nicolas

    2016-01-01

    In this article, I draw on my experience as an instrumental tutor with a music program inspired by and explicitly linked to El Sistema, to explore new perspectives on Sistema-based pedagogy and management. Detailed ethnographic description of an orchestral session provides a first-hand account of the program's pedagogy, which I then contextualize…

  20. "Human Potential" and Progressive Pedagogy: A Long Cultural History of the Ambiguity of "Race" and "Intelligence"

    Science.gov (United States)

    Oland, 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 of continuity and discontinuity of…

  1. Dis/Integrating the Gay/Queer Binary: "Reconstructed Identity Politics" for a Performative Pedagogy.

    Science.gov (United States)

    Kopelson, Karen

    2002-01-01

    Explores some queer and performative objections, challenges, and counterproposals to the identity-based pedagogies still dominating composition studies and closely related fields, bringing to the foreground pedagogies that take the instability of identity as a starting point and move toward even greater deconstruction. Proposes a tentative…

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

    Science.gov (United States)

    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'…

  3. A Critical Pedagogy of Ineffability: Identity, Education and the Secret Life of Whatever

    Science.gov (United States)

    Ford, Derek R.

    2014-01-01

    In this article I bring Giorgio Agamben's notion of "whatever singularity" into critical pedagogy. I take as my starting point the role of identity within critical pedagogy. I call upon Butler to sketch the debates around the mobilization of identity for political purposes and, conceding the contingent necessity of identity, then suggest…

  4. Critical Pedagogy 2.0: Researching the Visual Culture of Marketing with Teenage Coresearchers

    Science.gov (United States)

    Ciampaglia, Steve

    2014-01-01

    This article charts the progression of my critical teaching practice as it examines how the emancipatory critical pedagogy of the visual culture of marketing used in my master's thesis study evolved into the critical-democratic pedagogy of the visual culture of marketing used in my dissertation study. It explores how my use of these two distinct…

  5. Pedagogy against the State: The Ban on Ethnic Studies in Arizona

    Science.gov (United States)

    Wanberg, Kyle

    2013-01-01

    Drawing on the traditions of critical pedagogy from Paulo Freire and Henry Giroux to recent critical research developed in the "Journal of Pedagogy," this study explores how a particular case of curriculum reform in the US is entangled with racial neoliberalism and paranoia.

  6. Feminist Pedagogy and the Socratic Method: Partners in the Classroom or a Disaster Waiting to Happen?

    Science.gov (United States)

    Shah, Rita; Kopko, Kyle C.

    2016-01-01

    This article presents a case study analyzing the relationship between the Socratic method and feminist pedagogy in a team-taught undergraduate classroom in the United States. Specifically, we analyze the feedback provided by our students to determine the ways in which the Socratic method conflicted with, but also complemented, feminist pedagogy.…

  7. Learning Technology through Three Generations of Technology Enhanced Distance Education Pedagogy

    Science.gov (United States)

    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.)

  8. Making Art Pedagogy in the System of Education in the Republic of Kazakhstan

    Science.gov (United States)

    Almukhambetov, Berikzhan A.; Nebessayeva, Zhanar O.; Smanova, Akmaral S.; Kakimova, Laura S.; Musakulov, Kusan T.; Sydykova, Roza S.

    2016-01-01

    The article reveals the importance of art pedagogy, art pedagogy through understanding the history of Kazakh art. The paper provides definitions of potential art of Kazakhstan and its role in the educational system of the university. It describes the main purpose of art teaching through the formation of ethnic and cultural identity of the student…

  9. An Examination of the Role of Emotions in Antiracist Pedagogy: Implications, Scholarship, and Practices

    Science.gov (United States)

    Grosland, Tanetha J.

    2013-01-01

    Tanetha Grosland's goal is to inform and extend the current knowledge base concerning the intersection of antiracist pedagogy and emotions, and its implications for reconceptualizing such pedagogy. Therefore, she begins by addressing some fundamental theoretical claims about antiracist education. Then utilizing two sources to contextualize…

  10. 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…

  11. Don't Forget about the Body: Exploring the Curricular Possibilities of Embodied Pedagogy

    Science.gov (United States)

    Nguyen, David J.; Larson, Jay B.

    2015-01-01

    Traditional pedagogy divides mind and body into a dichotomy that regards the body as little more than a subordinate instrument in service to the mind. Embodied pedagogy joins body and mind in a physical and mental act of knowledge construction. In this article we offer an integration of extant literature analyzing isolated applications of embodied…

  12. Innovation pedagogy in the MARIHE program : A case study on faculty perceptions

    NARCIS (Netherlands)

    Godonoga, Ana; Güney, Isil; Kopelyan, Sofya; Yasmin, Nowreen; Holz, Oliver; Aleksandrovich, Maria; Zoglowek, Herbert

    2016-01-01

    The paper promotes awareness of innovation pedagogy in European higher education by presenting the results of a mixed methods exploratory case study on faculty perceptions of innovation pedagogy standards in a Joint Master Degree program in Research and Innovation in Higher Education (MaRIHE) and on

  13. Prospective Teachers' Educational Beliefs and Their Views about the Principles of Critical Pedagogy

    Science.gov (United States)

    Kaya, Çaglar; Kaya, Sinem

    2017-01-01

    The main idea behind this research is to determine prospective teachers' educational beliefs and their views about critical pedagogy. Therefore, the purpose of this research is to analyze the relationship between prospective teachers' educational beliefs and their views about critical pedagogy. In this study, "Educational Beliefs Scale"…

  14. Forum: Communication Activism Pedagogy. Look to Our Campuses for Focus and Inspiration

    Science.gov (United States)

    McConnell, Kathleen F.

    2017-01-01

    Lawrence R. Frey and David L. Palmer describe communication activism pedagogy (CAP) as "putting meat on critical pedagogy's theoretical bones" and applying theory to real-life activist movements (Frey & Palmer 2014). Their hope is to inspire students "beyond matriculation to develop their roles as activists," and Frey and…

  15. 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.

  16. 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…

  17. Corporal Punishment and the Pain Provoked by the Community of Enquiry Pedagogy in the University Classroom

    Science.gov (United States)

    Murris, Karin

    2014-01-01

    Education for transformation and social justice calls for critical, reflective, imaginative and independent thinkers with enquiring minds and a strong sense of curiosity--the ends and means of what Jonathan Jansen calls a "pedagogy to disrupt" and Gert Biesta a "pedagogy of interruption". For this reason, I introduced an…

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

    Science.gov (United States)

    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…

  19. 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…

  20. Developing a Material-Dialogic Approach to Pedagogy to Guide Science Teacher Education

    Science.gov (United States)

    Hetherington, Lindsay; Wegerif, Rupert

    2018-01-01

    Dialogic pedagogy is being promoted in science teacher education but the literature on dialogic pedagogy tends to focus on explicit voices, and so runs the risk of overlooking the important role that material objects often play in science education. In this paper we use the findings of a teacher survey and classroom case study to argue that there…