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Sample records for significant pedagogical implications

  1. The pedagogical implications of information and communication ...

    African Journals Online (AJOL)

    The pedagogical implications of information and communication technology on adult education: a case study of the osun state colleges of ... Finally, the department should give individual students access to the use of 1C1 equipment.

  2. Teaching virtue: pedagogical implications of moral psychology.

    Science.gov (United States)

    Frey, William J

    2010-09-01

    Moral exemplar studies of computer and engineering professionals have led ethics teachers to expand their pedagogical aims beyond moral reasoning to include the skills of moral expertise. This paper frames this expanded moral curriculum in a psychologically informed virtue ethics. Moral psychology provides a description of character distributed across personality traits, integration of moral value into the self system, and moral skill sets. All of these elements play out on the stage of a social surround called a moral ecology. Expanding the practical and professional curriculum to cover the skills and competencies of moral expertise converts the classroom into a laboratory where students practice moral expertise under the guidance of their teachers. The good news is that this expanded pedagogical approach can be realized without revolutionizing existing methods of teaching ethics. What is required, instead, is a redeployment of existing pedagogical tools such as cases, professional codes, decision-making frameworks, and ethics tests. This essay begins with a summary of virtue ethics and informs this with recent research in moral psychology. After identifying pedagogical means for teaching ethics, it shows how these can be redeployed to meet a broader, skills based agenda. Finally, short module profiles offer concrete examples of the shape this redeployed pedagogical agenda would take in the practical and professional ethics classroom.

  3. Language Learning Strategies: Classification and Pedagogical Implication

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    Ag. Bambang Setiyadi

    2001-01-01

    Full Text Available Many studies have been conducted to explore language learning strategies (Rubin, 1975, Naiman et . al ., 1978; Fillmore, 1979; O'Malley et . al ., 1985 and 1990; Politzer and Groarty, 1985; Prokop, 1989; Oxford, 1990; and Wenden, 1991. In the current study a total of 79 university students participating in a 3 month English course participated. This study attempted to explore what language learning strategies successful learners used and to what extent the strategies contributed to success in learning English in Indonesia . Factor analyses, accounting for 62.1 %, 56.0 %, 41.1 %, and 43.5 % of the varience of speaking, listening, reading and writing measures in the language learning strategy questionnaire, suggested that the questionnaire constituted three constructs. The three constructs were named metacognitive strategies, deep level cognitive and surface level cognitive strategies. Regression analyses, performed using scales based on these factors revealed significant main effects for the use of the language learning strategies in learning English, constituting 43 % of the varience in the posttest English achievement scores. An analysis of varience of the gain scores of the highest, middle, and the lowest groups of performers suggested a greater use of metacognitive strategies among successful learners and a greater use of surface level cognitive strategies among unsuccessful learners. Implications for the classroom and future research are also discussed.

  4. Axiological Significance of Historical Pedagogic Expertise of Foreign Language Teaching

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    M. V. Bulygina

    2012-01-01

    Full Text Available The paper deals with one of the most urgent problems of language teaching in Russia – the need for raising the quality of foreign language and culture teaching in compulsory secondary school. By analyzing the current normative documents and perspectives of further development, the basic values of language teaching were highlighted, correlated with the teaching experience and achievements of the pre- revolutionary era. For the first time, the issue was discussed at the regional level of one of the remote Russian territories–to the south of the Urals. The basic research methods include the historical, logical and comparative analysis of language teaching in the pre-revolutionary era reflected in some previously unknown archives documents. The updating of the historic pedagogical experience emphasized in the paper could, on the one hand, preserve the national language teaching traditions, and on the other hand, give way to innovative regional projects facilitating the language teaching, multilingualism and multicultural trends in society. 

  5. Medical professionalism on television: student perceptions and pedagogical implications.

    Science.gov (United States)

    Weaver, Roslyn; Wilson, Ian; Langendyk, Vicki

    2014-11-01

    Previous research has pointed to the role television can play in informing health practices and beliefs. Within the academic setting in particular, some educators have raised concerns about the influence of medical dramas on students. Less research, however, draws on the perspectives of students, and this study therefore explores medical students' perceptions of medical practice and professionalism in popular medical television programmes. Qualitative data from surveys of Australian undergraduate medical students showed that students perceived professionalism in dichotomous ways, with three main themes: cure-care, where a doctor's skill is either technical or interpersonal; work-leisure, where a doctor is either dedicated to work or personal life; and clinical-administration, where work is either direct patient care or administration. There continue to be imagined divisions between curing and caring for students, who express concerns about balancing work and leisure, and expectations that doctors should have little administrative work. Given students were able to identify these important contemporary issues around professionalism on television, there is pedagogical value in using popular images of the medical world in medical education. © The Author(s) 2014.

  6. COGNITIVE ARPOACH TO MOTIVATION AND ITS PEDAGOGICAL IMPLICATION IN EFL LEARNING

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    Priyanto Ardi

    2017-04-01

    Full Text Available This paper seeks to explore university students’ motivation from the perspectives of cognitive approach and discuss its pedagogical implication in EFL learning. A questionnaire which consisted of 19 Likert-scale items was distributed to 192 students. The questionnaire was adapted from Language Learning Orientation Scale, which was developed by Noels, Pelletier, Clément, and Vallerand (2000. The language learning orientation scale was developed based on self-determination theory. The items of the instrument sought to explore students’ level of cognitive motivation, which were originally grouped into six aspects, such as external regulation, introjected regulation, identified regulation, intrinsic motivation-accomplishment, intrinsic motivation-knowledge and intrinsic motivation-stimulation. The results of the research suggested that the students were identified with a high degree of both extrinsic and intrinsic motivation. The pedagogical implications EFL teachersmay provide include authentic materials and communication, students’ engagement and collaboration, as well as feedback and reward. The pedagogical implications are expected to increase students’ current state of motivation.

  7. Fostering awareness of the pedagogical implications of World Englishes and ELF in teacher education in Italy

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    Paola Vettorel

    2016-09-01

    Full Text Available Teacher education represents an essential step to raise awareness of the sociolinguistic changes brought about by the current pluralization of English and by its lingua franca role. Within the pre-service teacher education programs run at the Department of Foreign Languages and Literatures, University of Verona, Italy, part of the English language course focused on issues related to World Englishes (WE and English as a lingua franca (ELF, aiming at fostering awareness of and active reflection upon their pedagogical implications. After taking into consideration recent developments in WE- and ELF-aware teacher education, we will report on findings from a research study involving trainee teachers attending the aforementioned courses for English in academic years 2012-13 to 2014-15. The main aim of the study has been to investigate whether, how and to what extent trainee teachers’ pedagogical knowledge and reasoning about a WE and ELF-informed perspective in teaching practices may undergo a change after attending these courses. Drawing upon different sets of data (questionnaires, reflections in e-learning discussion forums, interviews and final reports, the trainees’ increased awareness of and readiness to include a WE- and ELF-informed didactic approach after attending the course will be discussed, together with implications for foreign language teacher education.

  8. Change emergencies: between the traditional pedagogical model and the necessity of significant learnings

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    Ana Martínez Vélez

    2014-08-01

    Full Text Available The central intention of this writing is to share with the readers some vicissitudes felt and lived by teachers and students who day to day face the task of wanting to learn, and the eagerness to teach. They share, live and coexist in the way of the education of the professional accounting, although not always in equal spheres, but they coexistence with the same educative problems, they are derived from the pedagogical practices that they are manage into the academic programs of public accountant.  

  9. Subject-specific pedagogical content knowledge: Implications for alternatively and traditionally trained biology teachers

    Science.gov (United States)

    Ravgiala, Rebekah Rae

    Theories regarding the development of expertise hold implications for alternative and traditional certification programs and the teachers they train. The literature suggests that when compared to experts in the field of teaching, the behaviors of novices differ in ways that are directly attributed to their pedagogical content knowledge. However, few studies have examined how first and second year biology teachers entering the profession from traditional and alternative training differ in their demonstration of subject-specific pedagogical content knowledge. The research problem in this multicase, naturalistic inquiry investigated how subject-specific pedagogical content knowledge was manifested among first and second year biology teachers in the task of transforming subject matter into forms that are potentially meaningful to students when explicit formal training has been and has not been imparted to them as preservice teachers. Two first year and two second year biology teachers were the subjects of this investigation. Allen and Amber obtained their certification through an alternative summer training institute in consecutive years. Tiffany and Tricia obtained their certification through a traditional, graduate level training program in consecutive years. Both programs were offered at the same northeastern state university. Participants contributed to six data gathering techniques including an initial semi-structured interview, responses to the Conceptions of Teaching Science questionnaire (Hewson & Hewson, 1989), three videotaped biology lessons, evaluation of three corresponding lesson plans, and a final semi-structured interview conducted at the end of the investigation. An informal, end-of-study survey intended to offer participants an opportunity to disclose their thoughts and needs as first year teachers was also employed. Results indicate that while conceptions of teaching science may vary slightly among participants, there is no evidence to suggest that

  10. Female science teacher beliefs and attitudes: implications in relation to gender and pedagogical practice

    Science.gov (United States)

    Zapata, Mara; Gallard, Alejandro J.

    2007-10-01

    Beliefs and attitudes resulting from the unique life experiences of teachers frame interactions with learners promoting gender equity or inequity and the reproduction of social views about knowledge and power as related to gender. This study examines the enactment of a female science teacher's pedagogy (Laura), seeking to understand the implications of her beliefs and attitudes, as framed by her interpretations and daily manifestations, as she interacts with students. Distinct influences inform the conceptual framework of this study: (a) the social organization of society at large, governed by understood and unspoken patriarchy, present both academically and socially; (b) the devaluing of women as "knowers" of scientific knowledge as defined by a western and male view of science; (c) the marginalization or "feminization" of education and pedagogical knowledge. The findings reflect tensions between attitudes and beliefs and actual teacher practice suggesting the need for awareness within existing or new teachers about their positions as social agents and the sociological implications related to issues of gender within which we live and work, inclusive of science teaching and learning.

  11. Culture, Leadership, and Activism: Translating Fink's Taxonomy of Significant Learning into Pedagogical Practice

    Science.gov (United States)

    Jenkins, Toby S.

    2016-01-01

    Through the article, I share the theoretical foundations, structure, knowledge acquisition, and outcomes of a cultural leadership course. The process for course development integrates several theories and research methods into practice: L. Dee Fink's Taxonomy of Significant Learning, Feminist Theory, Critical Race Theory, and…

  12. DEVELOPMENT OF CRITERIA FOR EVALUATION OF THE FORMATION OF PROFESSIONALLY SIGNIFICANT LEADERSHIP QUALITIES AMONG STUDENTS OF PEDAGOGICAL COLLEGE

    Directory of Open Access Journals (Sweden)

    N. V. Kubarkova

    2016-01-01

    Full Text Available The aim of the article is to give a theoretical justification of the criteria, indicators and measuring instruments for diagnostics of professionally significant leadership qualities of a teacher.Methods. Research material is presented from positions of the system and activity approaches. The first one allowed to develop the structure of professionally significant leadership qualities of a teacher, which includes twelve individual abilities and traits. The second one, abilities and individual features, their manifestation and development are considered from the standpoint of systemogenesis of professional activity. From these positions defined criteria basis for the diagnosis of professionally significant leadership qualities of a teacher. Methods of content analysis and content-logical intersections are used while defining the concept of «professionally significant leadership qualities of a teacher» and elaboration of its component composition. The method of concept analysis is used to determine criteria and indicators for diagnostics of professionally significant leadership qualities of a teacher.Results. The criteria and indicators, diagnostic tools for the detection of the formation of professionally significant leadership qualities of students of pedagogical college; the characteristic of used methods are given. Scientific novelty. The article provides a definition of the concept «professionally significant qualities of leadership of the teacher» is defined by the author; essence of such qualities is revealed.Practical significance. Described in this article approaches to definition of criteria and indicators may be of interest to researchers, graduate students, undergraduates. Listed diagnostic tools can be used in the performance appraisal of teachers for evaluating their leadership qualities.

  13. Teachers' Pedagogical Perspectives and Teaching Practices on Human Rights in Cyprus: An Empirical Exploration and Implications for Human Rights Education

    Science.gov (United States)

    Zembylas, Michalinos; Charalambous, Constadina; Charalambous, Panayiota

    2016-01-01

    This paper describes a qualitative study that explored the understandings of human rights, pedagogical perspectives and practices in human rights teaching of three Greek-Cypriot elementary teachers. The study revealed some significant challenges in human rights teaching that seemed to be common for all three participating teachers. First, all of…

  14. Official pedagogic identities from South African policy – some implications for mathematics teacher education practice

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    Diane Parker

    2006-10-01

    Full Text Available In South Africa the National Curriculum Statement for Grades 10 – 12 (General: Mathematics (DoE, 2003 together with the Norms and Standards for Educators (DoE, 2000a are key policy documents that provide the official basis for mathematics education reform and for the construction of new pedagogic identities. In this paper I use a framework based on the work of Bernstein (1996, 2000 to theorise the construction of pedagogic identities. I use this to build on Graven’s (2002 description of the new official pedagogic identity of the South African mathematics teacher, and on Adler et al. (2002 and others to raise questions related to teacher knowledge and the challenges  of developing specialist mathematics teacher identities through initial teacher education programmes.

  15. Cultural Capital in the Classroom: The Significance of Debriefing as a Pedagogical Tool in Simulation-Based Learning

    Science.gov (United States)

    Richards, Bedelia; Camuso, Lauren

    2015-01-01

    Although social inequality is critical to the study of sociology, it is particularly challenging to teach about race, class and gender inequality to students who belong to privileged social groups. Simulation games are often used successfully to address this pedagogical challenge. While debriefing is a critical component of simulation exercises…

  16. Describing Instrumental Music Teachers' Thinking: Implications for Understanding Pedagogical Content Knowledge

    Science.gov (United States)

    Millican, J. Si

    2013-01-01

    Pedagogical content knowledge, the particular ways that teachers understand their subjects in order to instruct others, has been described and explored in the math and science education fields in some depth, yet little research exists illustrating this concept in music instruction. I used a descriptive approach to explore expert beginning band…

  17. The attitudes and beliefs of a female science teacher: Implications in relation to gender and pedagogical practice

    Science.gov (United States)

    Zapata, Mara

    In this case study of a female science teacher named Laura, numerous observations, field notes, researcher interpretations, and assertions were developed. As meanings were negotiated, intent of actions was defined using significant statements, clustered to produce invariant meaning units. Both the participant's intents and how she interpreted her experiences were central to the understandings sought in this study. Whenever Laura planned for teaching science, taught, or otherwise interacted with students, the following four themes seemed to frame her actions: (1) Responsibility to Nurture/Mother/Mentor (2) Connecting to and Relating (3) Meeting Gender-Specific Expectations (4) Promoting the Fighter/Survivor Within. Each theme is examined in relation to attitudes and beliefs about teaching and learning science, and conclusions and assertions are expressed. The findings of this study point to the tensions between Laura's attitudes and beliefs and her pedagogical practices, disconfirming these as they pertain to gender in relation to teaching and learning science. It was not evident as part of her daily practice that student experiences were used in an attempt to create connections between their lives and science, although Laura always emphasized that science is a way of life. The findings support questioning the role of intentionality and a teacher's perceived ability to adhere to intentions while practicing within the norms established by the social institution of schools operating within the larger structures of society. The major findings and implications are relevant to the manner teachers are prepared and encouraged to enact their practice by departments and boards of education, prepared by institutions of higher education and subsequent participation in professional development. Specifically, calling attention to how these educational frameworks emphasize or de-emphasize the role of teachers and promote cognizance in terms of the culture of schools, reflective

  18. The pedagogical implications of Maxwellian electromagnetic models: a case study from Victorian-Era physics.

    Science.gov (United States)

    Bullock, Shawn Michael

    2014-01-01

    In the late Victorian Era, a group of British physicists devoted their time to interpreting and extending the work of James Clerk Maxwell. There has been considerable discussion about the ways in which these "Maxwellian" physicists used mechanical models by in the for research purposes; less attention has been paid to the relevance of their mechanical models for pedagogical purposes. Drawing from educational research literature, I begin from the premise that understanding a scientist's self-identity in its historical context is crucial to understanding how she or he enacts particular pedagogical approaches. I aim to extend Bruce Hunt's seminal work on the Maxwellians by providing a pedagogical analysis of one of Sir Oliver Lodge's lectures. In so doing, I claim that Lodge drew on his identity as a Maxwellian as an organizing framework for his lecture and that he attempted to engage his audience in Maxwellian thought by exposing them to many mechanical models. I conclude that Lodge's self-concept as a teacher and his apparent broad appeal as a public educationist were deeply embedded in his life history as a member of the Maxwellians. Sir Oliver Lodge's identities as a Maxwellian and a pedagogue are inextricably linked. Copyright © 2014 Elsevier Ltd. All rights reserved.

  19. Ventilator-associated pneumonia: clinical significance and implications for nursing.

    Science.gov (United States)

    Grap, M J; Munro, C L

    1997-01-01

    Pneumonia is the second most common nosocomial infection in the United States and the leading cause of death from nosocomial infections. Intubation and mechanical ventilation greatly increase the risk of bacterial pneumonia. Ventilator-associated pneumonia (VAP) occurs in a patient treated with mechanical ventilation, and it is neither present nor developing at the time of intubation; it is a serious problem--with significant morbidity and mortality rates. Aspiration of bacteria from the oropharynx, leakage of contaminated secretions around the endotracheal tube, patient position, and cross-contamination from respiratory equipment and health care providers are important factors in the development of VAP. Nurses caring for patients treated with mechanical ventilation must recognize risk factors and include strategies for reducing these factors as part of their nursing care. This article summarizes the literature related to VAP: its incidence, associated factors, diagnosis, and current therapies, with an emphasis on nursing implications in the care of these patients.

  20. A corpus-based analysis of textbooks used in the orientation course for immigrants in Germany: Ideological and pedagogic implications

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    Leung Ray C. H.

    2016-09-01

    Full Text Available Contextualized within immigrants’ acquisition of specialized knowledge about the host country at the institutional level, this article examines a 64295-word corpus of textbooks written for participants of the orientation course in German politics, history and culture. Corpus-based techniques (“keyness,” collocation and qualitative examination of concordance lines are deployed to explore the corpus. The findings reveal that the collocational patterns of the identified keywords construct particular world views vis-à-vis Germany. For instance, the keyword DDR [German Democratic Republic (GDR, aka East Germany] frequently co-occurs with negatively connoted lexis while collocates of the keywords denoting present-day Germany (e.g., Bundesrepublik Deutschland [Federal Republic of Germany] and Staat [nation, country, state] facilitate the portrayal of Germany as a nurturing welfare state that is popular among foreigners. It is argued that such discursively-construed opposition between the “bad” GDR and the “good” Federal Republic of Germany helps to legitimize the German reunification. Furthermore, it is found that certain keywords (e.g., Sie [you], Kurs [course, class] and z.B. [e.g.] are “metadiscourse resources” (Hyland, 2005. Their pedagogic effects are discussed in relation to the ideological implications of the research findings.

  1. Fonoaudiologia: epistemologia, implicações pedagógicas e educacionais Speech pathology: epistemology, pedagogical and educational implications

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    Viviane Souza Galvão

    2005-08-01

    Full Text Available Tendo em vista os atuais preceitos socioconstrutivistas da Ciência e da Educação em Ciências, neste estudo, o nosso objetivo foi analisar a vertente epistemológica em artigos científicos que tratam de "linguagem escrita". Para tanto, analisamos o conteúdo de seis desses artigos, baseando-nos em indicadores educacionais: concepções de ciência, de sujeito, de linguagem e de intervenção fonoaudiológica. A análise destas concepções, em seu conjunto, nos permitiu o enquadramento do conteúdo desses artigos em uma vertente epistemológica mais ou menos técnica ou humanista, lógico-positivista ou pós-positivista, e, ainda, inferir sobre as implicações dessas vertentes na construção de um conhecimento pedagógico e educacional no campo da Fonoaudiologia, para a formação continuada e em serviço de um profissional fonoaudiólogo capaz de atuar também na escola. Os resultados mostraram que as visões dos autores dos artigos analisados se enquadram em uma vertente predominantemente lógico-positivista, o que aponta para a importância de reestruturar os cursos formadores desses profissionais com base em preceitos de Educação em Ciência e à luz de uma nova Filosofia da Ciência.Bearing in mind the current social-constructivist precepts of science and of education in science, our aim in this study was to analyze the epistemological guidelines in scientific articles about "written language". For that, we analyzed the content of six of these articles basing it on educational indicators: conceptions of science, of subject, of language and of pathological speech intervention. The analysis of these conceptions as a whole allowed us to fit the content of these articles into epistemological guidelines that are more or less humanist, logical-positivist or post-positivist. We can infer the pedagogical and educational implications of these guidelines for the construction of pedagogical and educational knowledge in the following fields

  2. Pensions, tax and the anaesthetist: significant implications for workforce planning.

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    Pandit, J J

    2016-08-01

    This paper shows how recent tax changes to pensions (i.e. new lifetime and annual allowance contribution limits) mean that NHS consultants will need to adopt one of four rational strategies to work and financial planning. Two of those strategies (termed 'Earn Fast, Drop Out' and 'Never Enter') involve a break between work and pensions. The logical consequence of this break is that consultants may exercise options to maximise their total income, which in turn will result in less work within the NHS and more work in alternative higher paying (e.g. private) sectors. A third strategy ('Go Slow, Stay Low') also involves less-than-full-time NHS work. Only one option ('Do Nothing' as a result of the tax changes) has no effect. In short, the tax changes will predictably lead to future senior consultants devoting proportionately much less of their time to NHS work than before. The article discusses the important implications of this conclusion for NHS workforce planning. © 2016 The Association of Anaesthetists of Great Britain and Ireland.

  3. Accurate coding in sepsis: clinical significance and financial implications.

    Science.gov (United States)

    Chin, Y T; Scattergood, N; Thornber, M; Thomas, S

    2016-09-01

    Sepsis is a major healthcare problem and leading cause of death worldwide. UK hospital mortality statistics and payments for patient episodes of care are calculated on clinical coding data. The accuracy of these data depends on the quality of coding. This study aimed to investigate whether patients with significant bacteraemia are coded for sepsis and to estimate the financial costs of miscoding. Of 54 patients over a one-month period with a significant bacteraemia, only 19% had been coded for sepsis. This is likely to lead to falsely high calculated hospital mortality. Furthermore, this resulted in an underpayment of £21,000 for one month alone. Copyright © 2016 The Healthcare Infection Society. All rights reserved.

  4. Narrative intelligence and pedagogical success in english

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    Pishghadam, Reza

    2011-01-01

    Full Text Available The present study intends to investigate the relationship between English as a Foreign Language (EFL teachers’ narrative intelligence and their pedagogical success. Eighty EFL teachers along with 673 EFL learners participated in this study. Narrative Intelligence Scale (NIS and the Characteristics of the Successful Teachers Questionnaire (CSTQ were utilized to gather data in this study. The results revealed that there exists a significant association between EFL teachers’ pedagogical success and their narrative intelligence. Moreover, Genre-ation, among the subscales of narrative intelligence, was found to be the best predictor of teacher success. Finally, the results were discussed and pedagogical implications were provided in the context of language learning and teaching

  5. Interaction for Transfer: Flexible Approaches to Multilingualism and Their Pedagogical Implications for Classroom Interaction in Linguistically Diverse Mainstream Classrooms

    Science.gov (United States)

    Rosiers, Kirsten; Willaert, Evita; Van Avermaet, Piet; Slembrouck, Stef

    2016-01-01

    This study focuses on how teachers construe and give meaning to a pedagogical experiment in which the use of the home language in a primary school in Flanders was permitted in order to acknowledge the urban multilingual realities and resources of the pupils and to turn them into didactic capital (functional multilingual learning, FML). Using…

  6. Developing Technological Pedagogical Content Knowledge (TPACK) in Animal Physiology

    Science.gov (United States)

    Pusparini, F.; Riandi, R.; Sriyati, S.

    2017-09-01

    The purpose of this study is to describe preservice teacher’s learning during lecturing Animal Physiology and investigate it’s impact on preservice teacher’s technological pedagogical content knowledge (TPACK). How was the lecturing process can improve TPACK of preservice teacher on Biology education espescially in Animal Physiology. There are four experiment classes using Solomon four group design, there are pedagogic treatment, content treatment and technological treatment, the last class without any treatment. Both quantitative and qualitative data were collected. Quantitative data were collected through a questionaire of TPACK. Qualitative data were collected through a lesson plan and teaching simulation. Findings has revealed that participants experienced significant gains in all TPACK constructs. Both of pedagogic and technology treatment is better than others, but pedagogical treatment didn’t also increase PCK most of participants. Findings has implications for teacher education programs to be a professional teachers and for researchers interested.

  7. Researcher sherlockiana pedagogical perspective

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    Diego Antonio Pineda

    2010-01-01

    Full Text Available The text present the conceptual development about an author denominated pedagogical research. It explains from the reading and interpretation of Sir Arthur Konan Doyle texts and its main character Sherlock Holmes, some clues on order to do the pedagogical researcher: personal passion for the knowledge, curiosity and astonished, diligence and discipline, logical and imaginatively ability. At same time it explains the possibility of free and public discussion in the university and the strength in the writing and the community academic formation as characteristic of pedagogical researcher. The text is development in three parts: first makes references to the characteristics of researcher, second it is about the process of research and performance characteristics of itself and last it explains the institutional conditions which permit its action and implication into society.

  8. Pedagogical Lexicography

    DEFF Research Database (Denmark)

    Tarp, Sven

    2011-01-01

    theoretical and practical development. The problem is especially severe within so-called pedagogical lexicography. A short panoramic review shows that especially the terms "pedagogical lexicography/dictionaries", "didactic lexicography/dictionaries", "school dic¬tionaries" and "learners' dictionaries...... to overcome the present confusion, it is therefore urgent to establish a typology that can be used as reference by scholars dealing theoretically with the subfield of pedagogical lexicography. The article will first show the amazing variety of mean¬ings addressed to the various terms in the theoretical...... literature. It will then approach the problem along two different lines: 1) establishing a clear definition of the terms "pedagogical", "didactic", "school" and "learner" in a lexicographical perspective, and 2) referring to the existing practice where the terms are frequently used in a much broader sense...

  9. Learning the pedagogical implications of student diversity: The lived experience of preservice teachers learning to teach secondary science in diverse classrooms

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    Larkin, Doug

    This study explores the nature of the changes in thinking that occur in prospective teachers during teacher education programs, particularly as these changes pertain to the pedagogical implications of student diversity within the teaching of high school science. The specific research question examined here is: How do preservice secondary science teachers' conceptions about what it means to teach science in diverse classrooms change during a teacher education program, and in what ways are these changes influenced by their science methods courses and student teaching experiences? The theory of conceptual change serves as the framework for understanding preservice teacher learning in this study. In this research, I describe the experiences of six prospective secondary science teachers from four different teacher education programs located in the Midwestern United States using a multiple case study approach. Qualitative data was collected from students through interviews, questionnaires, teaching portfolios, written coursework, lesson planning materials, and naturalistic observations of student teaching. The questionnaire and interview protocols were based on those developed for the Teacher Education and Learning to Teach study (NCRTE, 1991) and adapted for specific science content areas. Findings of this study include the fact that participants came to view the salience of diversity in science teaching primarily in terms of students' interest, motivation, and engagement. Also, it appeared prospective teachers needed to first recognize the role that student thinking plays in learning before being able to understand the pedagogical implications of student diversity became possible. Finally, while all of the participants increasingly valued student ideas, they did so for a wide variety of reasons, not all of which related to student learning. The implications section of this study highlights opportunities for drawing on science education research to inform multicultural

  10. Pedagogical approaches

    DEFF Research Database (Denmark)

    Lund Larsen, Lea

    questions are: How (much) and what do teachers learn from experience? And how do teachers of adults develop their pedagogical approach? I examine the field of adult learners from the teachers’ perspective. Firstly, I identify some of the commonly described characteristics of adults as learners...... in formal settings, but in most teaching settings, the teachers act alone and develop their pedagogical approaches/- teaching strategies with no synchronous sparring from a colleague. Adult learners have particular needs and characteristics that their teachers must be able to address (cf. Knowles...

  11. The Relationships among Sources of Teacher Pedagogical Beliefs, Teaching Experiences, and Student Outcomes

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    Morteza Mellati

    2015-03-01

    Full Text Available Teachers’ beliefs are derived from various sources such as experiences and personality (Kennedy, 1997; Donaghue, 2003; Ellis, 2008, childhood learning experiences (Rokeach, 1968, teaching experiences (Zeichner and Tabachnick, 1981, and folk pedagogy (Bruner, 1996. The relationship of these sources and learners’ outcomes are under question; therefore, this study investigated the relationships among sources of teacher pedagogical beliefs, teaching experiences, and student outcomes. The researchers classified these sources into two categories “Experienced Pedagogical Beliefs” and “Educational Pedagogical Beliefs”. To conduct this study, 150 Iranian ELT instructors had been chosen randomly. Their students’ scores were also used in data analysis. A beliefs’ questionnaire and interview were employed to elicit instructors’ sources of pedagogical beliefs. The results suggested that a significant proportion of the total variations in learners’ outcomes were predicted by teachers’ sources of pedagogical beliefs and teachers’ teaching experiences. The implications for improving the quality of teacher education programs were also discussed.

  12. The quest for significance model of radicalization: implications for the management of terrorist detainees.

    Science.gov (United States)

    Dugas, Michelle; Kruglanski, Arie W

    2014-01-01

    Radicalization and its culmination in terrorism represent a grave threat to the security and stability of the world. A related challenge is effective management of extremists who are detained in prison facilities. The major aim of this article is to review the significance quest model of radicalization and its implications for management of terrorist detainees. First, we review the significance quest model, which elaborates on the roles of motivation, ideology, and social processes in radicalization. Secondly, we explore the implications of the model in relation to the risks of prison radicalization. Finally, we analyze the model's implications for deradicalization strategies and review preliminary evidence for the effectiveness of a rehabilitation program targeting components of the significance quest. Based on this evidence, we argue that the psychology of radicalization provides compelling reason for the inclusion of deradicalization efforts as an essential component of the management of terrorist detainees. Copyright © 2014 John Wiley & Sons, Ltd.

  13. Pedagogical integration and regionalisation

    Directory of Open Access Journals (Sweden)

    Jan Gustafsson

    2010-12-01

    Full Text Available Abstract: The purpose of this research is concerned with the intentions of pedagogical integration and the notion of an expanded concept of teaching as described in the National School Curriculum of Sweden. In the analysis a theoretical synthesis comprising critical discourse analysis and sociological theories of institutional identities and processes is used through a policy ethnography approach. Purpose has been focus on the relationship between the formal, written curriculum and specific, local, classroom practices. The analysis shows that the Pedagogical dimensions of integration were transformed toward economic interests and control at the local political level. Education work is distinctly regionalising into two so-called safety zones, and a hybrid zone. Four different pedagogical identities are also identified in the analysis. The analysis thus suggests that the creation of safety zones restricts education work to pre-existing patterns. Only the hybrid zone is presently carrying a potential to significantly renew education and encourage and social change.

  14. FORMATION OF MORAL VALUES OF STUDENTS OF PEDAGOGICAL INSTITUTES

    Directory of Open Access Journals (Sweden)

    Tatiana Mikhaylovna Borisova

    2017-03-01

    Full Text Available Purpose. The article is devoted, in terms of improving the education system in Russia, political and economic reality, the subject of moral education of future teachers. The subject of analysis are the pedagogical conditions of education of moral values. The author aims to reveal the value of the spiritual culture of the people in the education of moral values at the future teachers. Methodology. The basis of the research form the theoretical and methodological analysis, equity and advanced pedagogical experience, diagnostic methods. Results. The results concluded that the author notes a significant increase in the level of formation of moral values in students of the experimental group. Practical implications. The proposed system of pedagogical conditions, technologies, forms and methods as a holistic innovation process can be used in the work of teachers and educators of secondary schools, employees of institutions of additional education.

  15. Lived Relationality as Fulcrum for Pedagogical-Ethical Practice

    Science.gov (United States)

    Saevi, Tone

    2011-01-01

    What is the core of pedagogical practice? Which qualities are primary to the student-teacher relationship? What is a suitable language for pedagogical practice? What might be the significance of an everyday presentational pedagogical act like for example the glance of a teacher? The pedagogical relation as lived relationality experientially…

  16. Significance of genetic predisposition and genomic instability for individual sensitivity to radiation. Implications for radiation protection

    International Nuclear Information System (INIS)

    Heller, H.

    2001-01-01

    At its closed-door meeting on 20/21 January 2000 the Radiation Protection Committee dedicated much of its attention to the significance of genetic predisposition and genetic instability for individual radiation sensitivity and to the implication of this for radiation protection. The statements and contributions to the closing plenary discussion touched on many aspects of ethics, personal rights, occupational medicine and insurance issues relating to this subject, all of which extend far beyond the purely technical issues of radiation protection. The present volume contains the lecture manuscripts of the meeting as well as a summarising assessment by the Radiation Protection Committee [de

  17. Torso and Bowing Arm Three-Dimensional Joint Kinematics of Elite Cellists: Clinical and Pedagogical Implications for Practice.

    Science.gov (United States)

    Hopper, Luke; Chan, Cliffton; Wijsman, Suzanne; Ackland, Timothy; Visentin, Peter; Alderson, Jacqueline

    2017-06-01

    Elite cello playing requires complex and refined motor control. Cellists are prone to right shoulder and thoracolumbar injuries. Research informing injury management of cellists and cello pedagogy is limited. The aims of this study were to quantify the torso, right shoulder, and elbow joint movement used by elite cellists while performing a fundamental playing task, a C major scale, under two volume conditions. An eight degrees of freedom upper limb biomechanical model was applied to 3D motion capture data of the torso, upper arm, and forearm for 31 cellists with a mean experience of 19.4 yrs (SD 9.1). Two-factor ANOVA compared the joint positions between the four cello strings and two volume conditions. Significant (ppedagogical practices.

  18. THE MODEL OF REALIZATION OF INTEGRATIVE APPROACH TO THE WORK WITH PEDAGOGICALLY GIFTED STUDENTS

    Directory of Open Access Journals (Sweden)

    Golubova Anna Vasilievna

    2013-05-01

    Full Text Available The article examines the components and criteria of pedagogical giftedness of students; the levels of formedness and pedagogical conditions of its development are identified. Purpose: to describe the model of realization of integrative approach to the work with pedagogically gifted students in educational space of university. Methodology: theoretical level methods of pedagogical phenomena learning, methods of empirical level (observation, interviewing, questionnaires, conversations, psychological tests etc.. The results of the research proved that phased realization of integrative approach to the work with pedagogically gifted students in educational space of university provides the rising of pedagogically giftedness formation level. The next pedagogical conditions of pedagogically giftedness formation are described: the creation of pedagogically-oriented creative environment; promotion of positive motivational setting for future professional and educational activities; attracting future teachers to the creative professional-oriented learning and cognitive activity. Practical implications: the educational process of higher pedagogical educational institutions.

  19. Pedagogical Beliefs and Attitudes of Computer Science Teachers in Greece

    Science.gov (United States)

    Fessakis, Georgios; Karakiza, Tsampika

    2011-01-01

    Pedagogical beliefs and attitudes significantly determine the professional skills and practice of teachers. Many professional development programs for teachers aim to the elaboration of the pedagogical knowledge in order to improve teaching quality. This paper presents the study of pedagogical beliefs of computer science teachers in Greece. The…

  20. Pedagogical practices in VET

    DEFF Research Database (Denmark)

    Louw, Arnt Vestergaard

    2013-01-01

    This article deals with pedagogical practices on the basic carpentry VET programme in Denmark. On the basis of an anthropologically inspired study among carpentry students at two VET schools, the prime objective of analysis is to understand the various pedagogical practices from the students...

  1. Health and pedagogical practice

    DEFF Research Database (Denmark)

    Koch, Anette Boye

    2014-01-01

    The aim of this book is to highlight the basic pedagogical knowledge and values in Danish educational daycare institutions (kindergartens). In the book we present a selction of current research and development projects covering central issues of the pedagogical work in Danish early childhood...

  2. Micrometastatic cancer cells in lymph nodes, bone marrow, and blood: Clinical significance and biologic implications.

    Science.gov (United States)

    Leong, Stanley P L; Tseng, William W

    2014-01-01

    Cancer metastasis may be regarded as a progressive process from its inception in the primary tumor microenvironment to distant sites by way of the lymphovascular system. Although this type of tumor dissemination often occurs in an orderly fashion via the sentinel lymph node (SLN), acting as a possible gateway to the regional lymph nodes, bone marrow, and peripheral blood and ultimately to distant metastatic sites, this is not a general rule as tumor cells may enter the blood and spread to distant sites, bypassing the SLN. Methods of detecting micrometastatic cancer cells in the SLN, bone marrow, and peripheral blood of patients have been established. Patients with cancer cells in their SLN, bone marrow, or peripheral blood have worse clinical outcomes than patients with no evidence of spread to these compartments. The presence of these cells also has important biologic implications for disease progression and the clinician's understanding of the process of cancer metastasis. Further characterization of these micrometastatic cancer cells at each stage and site of metastasis is needed to design novel selective therapies for a more "personalized" treatment. © 2014 American Cancer Society, Inc.

  3. The Essence of the Concept “Ethno-Pedagogical Competence”

    Directory of Open Access Journals (Sweden)

    Botakoz A. Zhekibaeva

    2014-03-01

    Full Text Available The paper discloses the nature and content of the notion “ethno-pedagogical competence”, based on a study of scientific works of Russian and foreign researchers. The analysis of these works shows that ethno-pedagogical competence as a scientific and pedagogical problem is disclosed in the ethno-pedagogical concept and is associated with the development of ethno-pedagogical science. The article presents an analysis of the definitions of “ethno-pedagogical competence” by several scientists; it discloses the driving conditions of the development of ethno-pedagogical competence in modern pedagogical science. The necessity of forming ethno-pedagogical competences as part of the training process of the future teachers at the university has been proven. The article defines more precisely the notion of “ethno-pedagogical competence of future teachers”, which is considered to be a set of integrative professionally significant personal qualities, contributing to the implementation of ethno-pedagogical knowledge, skills and professional experience in the conditions of a multi-ethnic educational environment.

  4. Significance of Perceived Social Expectation and Implications to Conservation Education: Turtle Conservation as a Case Study

    Science.gov (United States)

    Lo, Alex Y.; Chow, Alex T.; Cheung, Sze Man

    2012-11-01

    The likelihood of participating in wildlife conservation programs is dependent on social influences and circumstances. This view is validated by a case study of behavioral intention to support conservation of Asian turtles. A total of 776 college students in China completed a questionnaire survey designed to identify factors associated with their intention to support conservation. A regression model explained 48 % of variance in the level of intention. Perceived social expectation was the strongest predictor, followed by attitudes toward turtle protection and perceived behavioral control, altogether explaining 44 %. Strong ethics and socio-economic variables had some statistical significant impacts and accounted for 3 % of the variance. The effects of general environmental awareness, trust and responsibility ascription were modest. Knowledge about turtles was a weak predictor. We conclude that perceived social expectation is a limiting factor of conservation behavior. Sustained interest and commitment to conservation can be created by enhancing positive social influences. Conservation educators should explore the potential of professionally supported, group-based actions that can nurture a sense of collective achievement as part of an educational campaign.

  5. Systemizing the Pedagogic Concepts

    Directory of Open Access Journals (Sweden)

    G. N. Serikov

    2013-01-01

    Full Text Available The paper emphasizes the necessity of systemizing the pedagogic concepts to complement the pluralism principle dominating in pedagogy over the recent years. The author recommends the person oriented systematic synergetic methodology combining various research data into a holistic scientific approach. The paper regards education as the core pedagogic concept - including training, upbringing, self-education, their respective subcomponents, and generated personal resource. The elements of personal resource combine the acquired knowledge, skills and values, developed subjective attitudes and individual health data. The key pedagogic terms describing the educational process are represented by a three-level system; the first level involves the educational form concepts, the second – generated personal resource, the third – summarized notion system combining the previous levels and reflecting their binary relations. The given construct systemizes the pedagogic conceptual apparatus and clarifies the theoretical notion of personal education. 

  6. Resurrecting an extinct salmon evolutionarily significant unit: archived scales, historical DNA and implications for restoration.

    Science.gov (United States)

    Iwamoto, Eric M; Myers, James M; Gustafson, Richard G

    2012-04-01

    Archival scales from 603 sockeye salmon (Oncorhynchus nerka), sampled from May to July 1924 in the lower Columbia River, were analysed for genetic variability at 12 microsatellite loci and compared to 17 present-day O. nerka populations-exhibiting either anadromous (sockeye salmon) or nonanadromous (kokanee) life histories-from throughout the Columbia River Basin, including areas upstream of impassable dams built subsequent to 1924. Statistical analyses identified four major genetic assemblages of sockeye salmon in the 1924 samples. Two of these putative historical groupings were found to be genetically similar to extant evolutionarily significant units (ESUs) in the Okanogan and Wenatchee Rivers (pairwise F(ST)  = 0.004 and 0.002, respectively), and assignment tests were able to allocate 77% of the fish in these two historical groupings to the contemporary Okanogan River and Lake Wenatchee ESUs. A third historical genetic grouping was most closely aligned with contemporary sockeye salmon in Redfish Lake, Idaho, although the association was less robust (pairwise F(ST)  = 0.060). However, a fourth genetic grouping did not appear to be related to any contemporary sockeye salmon or kokanee population, assigned poorly to the O. nerka baseline, and had distinctive early return migration timing, suggesting that this group represents a historical ESU originating in headwater lakes in British Columbia that was probably extirpated sometime after 1924. The lack of a contemporary O. nerka population possessing the genetic legacy of this extinct ESU indicates that efforts to reestablish early-migrating sockeye salmon to the headwater lakes region of the Columbia River will be difficult. © 2012 Blackwell Publishing Ltd.

  7. Stratigraphic units overlying the Zambales Ophiolite Complex (ZOC) in Luzon, (Philippines): Tectonostratigraphic significance and regional implications

    Science.gov (United States)

    Queaño, Karlo L.; Dimalanta, Carla B.; Yumul, Graciano P.; Marquez, Edanjarlo J.; Faustino-Eslava, Decibel V.; Suzuki, Shigeyuki; Ishida, Keisuke

    2017-07-01

    The Zambales Ophiolite Complex (ZOC) on the island of Luzon, Philippines is one of the most well-studied crust-mantle sequences in the region. Several massifs comprise the ZOC, one of which is the Coto Block overlain by clastic sedimentary units previously dated as Eocene. Geochronologic studies from diabase, granodiorites and other late-stage magmatic products similarly yielded the same age. Succeeding tectonic models have therefore all been grounded on the assumption that the entire ZOC is Eocene. Recent investigations, however, revealed the presence of chert blocks within the Early to Middle Miocene clastic formation overlying the Acoje Block in the northern part of the ophiolite complex. Radiolarians extracted from the cherts yielded a stratigraphic range that suggests a Late Jurassic to Early Cretaceous age. The recognition of a much older age than previously reported of the ZOC warrants a re-examination of its actual distribution and genesis. Correlating with other similarly-aged ophiolites, we suggest defining a western Mesozoic ophiolite belt, largely extending from the west-central portion of the archipelago to the northeastern tip of Luzon island. Tentatively, we attribute the Mesozoic ophiolitic and associated rocks in western Luzon to an arc-continent collision involving the Philippine Mobile Belt and the Palawan Microcontinental Block. In addition, differences in the clastic compositions of the Cenozoic sedimentary formations provide material not only for deciphering the ZOC's unroofing history but also for constraining the timing of province linkage. The intermittent appearance of lithic fragments and detrital minerals from the ophiolite in the units of the Middle Miocene Candelaria Limestone and the Late Miocene to Early Pliocene Sta. Cruz Formation indicates significant but geographically variable contributions from the ophiolite complex. In the northern Zambales Range, the Sta. Cruz Formation caps the Coto Block and the Acoje Block of the ZOC

  8. A significant longshore transport divergence zone at the Northeastern Brazilian coast: implications on coastal Quaternary evolution

    Directory of Open Access Journals (Sweden)

    ABÍLIO C.S.P. BITTENCOURT

    2002-09-01

    Full Text Available By using the mean directions of the wave-fronts approaching the Brazilian northeastern coastal stretch comprised between the localities of Real river (Sergipe State and Galinhos (Rio Grande do Norte State - coincident with those of the main winds occurring in the area - and their periods, we have defined a wave climate model based on the construction of refraction diagrams. The resulting model of sediment transport, as obtained by numerical modelling from the refraction diagrams, taking into consideration the angle of approach and waves heights along the 10-m isobath, was capable of reproducing the patterns of sediment dispersion provided by geomorphic indicators of the longshore drift. All this coastal region, approximately 900 km in length, is characterized by a significant divergence zone in the direction of net longshore drift of sediments, the potential intensity of which increases considerably in value, in almost its entire length, continuously toward downdrift, which might explain the greater or lesser long term susceptibility to erosion, during the Quaternary, along the coastal stretch studied.Utilizando-se as direções médias das principais frentes-de-onda que se aproximam do trecho costeiro do nordeste brasileiro compreendido entre as localidades de Rio Real (Sergipe e Galinhos (Rio Grande do Norte - coincidentes com aquelas dos principais ventos que ocorrem na área - e de seus períodos, nós definimos um modelo de clima de ondas baseado na construção de diagramas de refração. O modelo resultante de transporte de sedimentos, obtido por modelagem numérica feita a partir dos diagramas de refração, considerando o ângulo de aproximação e a altura das ondas ao longo da isóbata de 10m, foi capaz de reproduzir os padrões de dispersão de sedimentos fornecidos pelos indicadores geomórficos de deriva litorânea. Toda essa região costeira, com cerca de 900km de extensão, caracteriza-se por se constituir em uma grande zona de

  9. A Survey of ChalleNGe Program Teachers: Their Characteristics and Pedagogical Approaches

    Science.gov (United States)

    2015-08-01

    aloud, and reading books of their choice during class. As we have done with other pedagogical methods, we estimated the relationship between the...significant relationships between pedagogical practices and average cadet outcomes. When considering the impact of specific math subjects and the extent...ChalleNGe). Although we did find some statistically significant relationships between pedagogical approaches and cadets’ average outcomes, we

  10. Significance of Ubiad1 for Epidermal Keratinocytes Involves More Than CoQ10 Synthesis: Implications for Skin Aging

    Directory of Open Access Journals (Sweden)

    Florian Labarrade

    2018-01-01

    Full Text Available The significance of Coenzyme Q10 (CoQ10 as an anti-oxidant barrier of the skin, as well as a key component in anti-aging strategies for skin care products, has been firmly established. Biosynthesis of CoQ10 in the mitochondria is well known, but there is only limited information on the non-mitochondrial synthesis of CoQ10 in the skin. Recent findings in zebrafish identified that a tumor suppressor, Ubiad1, is also a key enzyme in the non-mitochondrial synthesis of CoQ10. The purpose of this study was to investigate expression of Ubiad1 in human skin, and its implication in the skin’s cutaneous response to oxidative stress. We observed Ubiad1 localization in the epidermis, particularly a subcellular localization in the Golgi apparatus. Ubiad1 modulation by a pentapeptide was associated with an observed reduction in ROS/RNS stresses (−44%/−19% respectively, lipid peroxidation (−25% and preservation of membrane fluidity under stress conditions. Electron microscopy of keratinocytes revealed a significant degree of stimulation of the Golgi complex, as well as significantly improved mitochondrial morphology. Given the importance of CoQ10 in mitigating the visible signs of skin aging, our findings identify Ubiad1 as an essential component of the defensive barriers of the epidermis.

  11. Masks in Pedagogical Practice

    Science.gov (United States)

    Roy, David

    2016-01-01

    In Drama Education mask work is undertaken and presented as both a methodology and knowledge base. There are numerous workshops and journal articles available for teachers that offer knowledge or implementation of mask work. However, empirical examination of the context or potential implementation of masks as a pedagogical tool remains…

  12. Research cardiac magnetic resonance imaging in end stage renal disease - incidence, significance and implications of unexpected incidental findings

    Energy Technology Data Exchange (ETDEWEB)

    Rutherford, Elaine; Weir-McCall, Jonathan R.; Houston, J.G.; Struthers, Allan D. [Ninewells Hospital, Division of Cardiovascular and Diabetes Medicine, Dundee (United Kingdom); Patel, Rajan K.; Jardine, Alan G.; Mark, Patrick B. [Institute of Cardiovascular and Medical Sciences, Glasgow (United Kingdom); Roditi, Giles [NHS Greater Glasgow and Clyde, Department of Radiology, Glasgow Royal Infirmary, Glasgow (United Kingdom)

    2017-01-15

    Left ventricular mass (LVM) at cardiac magnetic resonance imaging (CMR) is a frequent end point in clinical trials in nephrology. Trial participants with end stage renal disease (ESRD) may have a greater frequency of incidental findings (IF). We retrospectively investigated prevalence of IF in previous research CMR and reviewed their subsequent impact on participants. Between 2002 and 2006, 161 ESRD patients underwent CMR in a transplant assessment study. Images were used to assess LV mass and function. In the current study a radiologist reviewed the scans for IF. Review of patient records determined the subsequent clinical significance of IF. There were 150 IF in 95 study participants. Eighty-four (56 %) were new diagnoses. One hundred and two were non-cardiac. Fifteen were suspicious of malignancy. There was a clinically significant IF for 14.9 % of the participants. In six cases earlier identification of an IF may have improved quality of life or survival. Without radiology support clinically important IF may be missed on CMR. Patients undergoing CMR in trials should be counselled about the frequency and implications of IF. Patients with ESRD have a higher prevalence of IF than reported in other populations. Nephrology studies require mechanisms for radiologist reporting and strategies for dealing with IF. (orig.)

  13. CRISIS OF PEDAGOGICAL CULTURE AND SOME PROBLEMS OF THE MODERN PEDAGOGICAL THOUGHT

    Directory of Open Access Journals (Sweden)

    R. M. Asadullin

    2017-01-01

    classical understanding of pedagogical culture of the modern. The role and importance of science teaching in the formation of a new look at the nature of a professional culture in the conditions of crisis anthropocentric absolutes.Scientific novelty. The concepts affecting the nature and content of modern pedagogical culture are theoretically proved. The primary tasks that face the modern pedagogical science and require operative decision are designated.Practical significance. According to authors of article, active development of the noted directions of a modern pedagogical thought will have a positive impact on the modern pedagogy and pedagogical culture of the teacher.

  14. The geochemical evolution of syncollisional magmatism and the implications for significant magmatic-hydrothermal lead-zinc mineralization (Gangdese, Tibet)

    Science.gov (United States)

    Zhou, Jinsheng; Yang, Zhusen; Hou, Zengqian; Liu, Yingchao; Zhao, Xiaoyan; Zhang, Xiong; Zhao, Miao; Ma, Wang

    2017-09-01

    In addition to well-known subduction processes, the collision of two continents also generates abundant ore deposits, as in the case of the Tibetan Plateau, which is the youngest and most spectacular collisional belt on Earth. During the building history of the Gangdese magmatic belt, several magmatic flare-up events developed, however, significant magmatic-hydrothermal lead-zinc mineralization dominantly accompanied the magmatism during the syncollisional period ( 65-41 Ma). Based on integrated geochemical and isotopic data, we provide insights into the genesis and evolution of syncollisional magmas, and their implications for significant magmatic-hydrothermal lead-zinc mineralization. The Sr-Nd isotopic compositions of most syncollisional igneous rocks (87Sr/86Sr = 0.7034-0.7123; εNd(t) = - 9.0 to + 1.8) indicate a mixing origin between mantle-derived basaltic magmas and ancient crustal melts, and fractional crystallization is a fundamental mechanism by which syncollisional magmas evolve towards intermediate to silicic compositions. Most lead-zinc mineralization-related plutons are high silica (76.14% wt.% SiO2 on average), high oxygen fugacity (average ΔFMQ + 2.5) granites with highly evolved chemical signatures [average Eun/Eun* = 0.33, high Rb/Sr (average = 3.9)], and they represent the final products from primary magmas. Due to the contribution of ancient crustal melts to the genesis of mineralization-related parent magmas, the spatial distribution of Pb-Zn deposits within the northern Gangdese magmatic belt is controlled by the lithospheric architecture. In compressional environments, magmas have low evacuation efficiency and long magma chamber lifespan, which is favorable for basaltic parents evolved to high silica granites through sufficient fractional crystallization. This scenario contributes to our understanding of the significant magmatic-hydrothermal lead-zinc mineralization that occurred in the syncollisional period.

  15. THE OBJECT AND FIELD OF ACTION’s PEDAGOGICAL SIGNIFICANCE, AND ITS SYSTEMATIZATION IN THE LOGIC OF SCIENTIFIC RESEARCH / LA SIGNIFICATIVIDAD PEDAGÓGICA DEL OBJETO Y EL CAMPO DE ACCIÓN Y SU SISTEMATIZACIÓN EN LA LÓGICA DE INVESTIGACIÓN CIENTÍFICA

    Directory of Open Access Journals (Sweden)

    Yaritza Tardo Fernández

    2012-12-01

    Full Text Available It reflects on how to reveal the significance of scientific and pedagogical purpose and field of action in educational research through the scientific 'analysis argumentative logic, built by the researcher, in an attempt to improve teaching methodological guidance to those who want to venture into the construction process of scientific knowledge in this field. Subsequently, a critical analysis of the correspondence between the research logic and the formative nature of the objects and fields declared is done, by concrete examples of doctoral theses in the educational field, to contribute to the training of researchers.

  16. The Pedagogic Signature of Special Needs Education

    Science.gov (United States)

    Weiß, Sabine; Kollmannsberger, Markus; Lerche, Thomas; Oubaid, Viktor; Kiel, Ewald

    2014-01-01

    The goal of the following study is to identify a pedagogic signature, according to LS Shulman, for working with students who have special educational needs. Special educational needs are defined as significant limitations in personal development and learning which require particular educational measures beyond regular education. The development of…

  17. Integrative Pedagogical Bioethics

    Directory of Open Access Journals (Sweden)

    Anna Hubenko

    2014-07-01

    Full Text Available The state of bioethics in Ukraine, as well as in the world has been analyzed in this article. The author offers a model of integrative pedagogical bioethics and substantiates the necessity of the organization of the bioethics education and confirms the topicality of adoption of the new specialty – educator-bioethicist. The author defines the structure and method of the educational process and the new curriculum «Integrative Bioethics» for preparing educator-bioethicist specialist.

  18. Case Problems for Problem-Based Pedagogical Approaches: A Comparative Analysis

    Science.gov (United States)

    Dabbagh, Nada; Dass, Susan

    2013-01-01

    A comparative analysis of 51 case problems used in five problem-based pedagogical models was conducted to examine whether there are differences in their characteristics and the implications of such differences on the selection and generation of ill-structured case problems. The five pedagogical models were: situated learning, goal-based scenario,…

  19. The Applications of Phonemic Contrasts and Their Implications for ...

    African Journals Online (AJOL)

    final-year Yoruba-English bilingual University undergraduates and the implications of their applications on pedagogic practices especially in English as a second language (ESL) environment. This subject is rarely studied in Nigeria, yet, it might be significant for shaping the effective teaching of oral English.

  20. Pedagogical Principles in Online Teaching

    DEFF Research Database (Denmark)

    Beckmann, Suzanne C.; Uth Thomsen, Thyra; von Wallpach, Sylvia

    of the seven pedagogical principles that govern the teaching at our university. We also present a case study that illustrates how both opportunities and challenges were met in two “first-mover” fully online courses during Fall 2014. The experiences from this case study are discussed in terms of to what extent...... they met the pedagogical principles and observations unrelated to the pedagogical principle are shared....

  1. Developing Nordic Pedagogical Best Practice

    DEFF Research Database (Denmark)

    Bagger, Bettan; Kelly, Hélène; Wonsyld, Merete

    2012-01-01

    This article describes a Nordic educational project that supported dialogue and cooperation between nursing students and educators from eight Nordic educational institutions. An intensive course concept was developed. The course focus of prevention and health promotion among nordic youth not only...... illuminated the benefits of student exchange with respect to student learning but also how pedagogical cooperation can contribute to institutional, pedagogical innovation. Keywords Cooperation, pedagogcial development, comparative nursing, pedagogical best practice....

  2. Intraspecific venom variation in the medically significant Southern Pacific Rattlesnake (Crotalus oreganus helleri): biodiscovery, clinical and evolutionary implications.

    Science.gov (United States)

    Sunagar, Kartik; Undheim, Eivind A B; Scheib, Holger; Gren, Eric C K; Cochran, Chip; Person, Carl E; Koludarov, Ivan; Kelln, Wayne; Hayes, William K; King, Glenn F; Antunes, Agosthino; Fry, Bryan Grieg

    2014-03-17

    Due to the extreme variation of venom, which consequently results in drastically variable degrees of neutralization by CroFab antivenom, the management and treatment of envenoming by Crotalus oreganus helleri (the Southern Pacific Rattlesnake), one of the most medically significant snake species in all of North America, has been a clinician's nightmare. This snake has also been the subject of sensational news stories regarding supposed rapid (within the last few decades) evolution of its venom. This research demonstrates for the first time that variable evolutionary selection pressures sculpt the intraspecific molecular diversity of venom components in C. o. helleri. We show that myotoxic β-defensin peptides (aka: crotamines/small basic myotoxic peptides) are secreted in large amounts by all populations. However, the mature toxin-encoding nucleotide regions evolve under the constraints of negative selection, likely as a result of their non-specific mode of action which doesn't enforce them to follow the regime of the classic predator-prey chemical arms race. The hemorrhagic and tissue destroying snake venom metalloproteinases (SVMPs) were secreted in larger amounts by the Catalina Island and Phelan rattlesnake populations, in moderate amounts in the Loma Linda population and in only trace levels by the Idyllwild population. Only the Idyllwild population in the San Jacinto Mountains contained potent presynaptic neurotoxic phospholipase A2 complex characteristic of Mohave Rattlesnake (Crotalus scutulatus) and Neotropical Rattlesnake (Crotalus durissus terrificus). The derived heterodimeric lectin toxins characteristic of viper venoms, which exhibit a diversity of biological activities, including anticoagulation, agonism/antagonism of platelet activation, or procoagulation, appear to have evolved under extremely variable selection pressures. While most lectin α- and β-chains evolved rapidly under the influence of positive Darwinian selection, the β-chain lectin of

  3. The role of pedagogical historiography in forming pedagogical knowledge

    Directory of Open Access Journals (Sweden)

    Vujisić-Živković Nataša

    2008-01-01

    Full Text Available This paper discuses the role of pedagogical historiography in forming pedagogical knowledge, both from the aspect of history and from the aspect of the present status of this discipline. Our aim is to observe the problems of pedagogical historiography, as a scientific and teaching discipline, in the context of forming of pedagogical knowledge. The process of transformation of heuristic function of the history of pedagogy is analyzed - from the traditional approach which emphasizes its role in forming pedagogical culture to the orientation of historical research and education in pedagogy towards theoretical and professional knowledge. The development of history of pedagogy as a scientific discipline is mostly observed through three phases: the first, focused on research of the development of pedagogical ideas and/or school system, lasted until the 1960s, when it was replaced by social history of education, while today it is mostly spoken about the 'cultural history of education'. The evolution of pedagogical historiography is also followed by the changes in its relation towards theory and practice of education, which is especially dealt with in this paper. In the conditions of radical changes in epistemology of social sciences and university reform, pedagogical historiography faces the question of its own relevance.

  4. PEDAGOGICAL PRACTICE WAY OF CONNECTING PEDAGOGICAL THEORY AND PRACTICE

    Directory of Open Access Journals (Sweden)

    Božo Obradović

    2013-12-01

    Full Text Available The issue of linking educational theory to educational practice (educational work with young people is highly topical and important issue for the science of pedagogy. One way of achieving this task is a pedagogical practice (PP students. In paper we deal with identifying, comparing, and analyzing the curricula of vocational (Curriculum for Preschool Teacher (2007 and academic (Curriculum for Educators (2007. Studies Teacher Training in Serbia, as well as educational disciplines and areas of pedagogical science derived from them. The results showed many similarities, but also differences when it comes to educational disciplines that are taught, the name of pedagogical practice, the number of classes to implement, ECTS (European Credit Transfer System, which affect the quality and coherence of educational theory and educational practice. In order to identify similarities and overcome weaknesses that accompany the pedagogical practice analysis, we came to know about the specifics of each of the six pedagogical practice. For each pedagogical practice defined specific goals and tasks arising from the curriculum, and in particular pedagogical disciplines taught at university. Each of these pedagogical practices is the ability to connect educational theory and educational practice and direct way to increase the quality of training and competence of future teachers for direct work with children.

  5. Dangerous anthropogenic interference, dangerous climatic change, and harmful climatic change. Non-trivial distinctions with significant policy implications

    International Nuclear Information System (INIS)

    Harvey, L.D.D.

    2007-01-01

    climate sensitivity and three alternative pdfs for the harm temperature threshold. The allowable radiative forcing ratio depends on the probability of significant harm that is tolerated, and can be translated into allowable CO2 concentrations given some assumption concerning the future change in total non-CO2 GHG radiative forcing. If future non-CO2 GHG forcing is reduced to half of the present non-CO2 GHG forcing, then the allowable CO2 concentration is 290-430 ppmv for a 10% risk tolerance (depending on the chosen pdfs) and 300-500 ppmv for a 25% risk tolerance (assuming a pre-industrial CO2 concentration of 280 ppmv). For future non-CO2 GHG forcing frozen at the present value, and for a 10% risk threshold, the allowable CO2 concentration is 257-384 ppmv. The implications of these results are that (1) emissions of GHGs need to be reduced as quickly as possible, not in order to comply with the UNFCCC, but in order to minimize the extent and duration of non-compliance; (2) we do not have the luxury of trading off reductions in emissions of non-CO2 GHGs against smaller reductions in CO2 emissions, and (3) preparations should begin soon for the creation of negative CO2 emissions through the sequestration of biomass carbon

  6. Public Pedagogical Portfolio

    DEFF Research Database (Denmark)

    Andersen, Shuang Ma

    • formulate my own understanding of fundamental pedagogical view derived from both theoretical and practical education up to now (there might be change in the future) • create my own recipe for a good lecture • recommend a few teaching methods optimized for engineering students • identify my own SWOT...... as tool to analyze teaching practice and thereafter improve teaching outcome. • motivate engineer students, really achieve deep learning, and gain knowledge at high SOLO level. • At the same time, hope colleagues of similar field can find some points useful as well....

  7. Sociopsychological and Pedagogic Considerations in L2 Acquisition.

    Science.gov (United States)

    Alptekin, Cem

    1981-01-01

    Criticizes Brown's (TESOL Quarterly, 1980) optimal distance model of target language acquisition for having neglected the issue of possibly harmful effects of sociocultural factors upon learners. A distinction is made between second and foreign language learners' motivations. Pedagogic implications are drawn. (Author/AMH)

  8. Literacy in ESL: Pedagogical and Cultural Pathfinding in Fiji.

    Science.gov (United States)

    Lotherington-Woloszyn, Heather

    Although English is a colonial heritage in Fiji, it links the country's different ethnic groups and is the language of instruction for formal education. This paper examines pedagogical and cultural implications of the present primary English curriculum, based on findings from an empirical study of primary English teaching in Fiji. It reviews the…

  9. Gendered Pedagogic Identities and Academic Professionalism in Greek Medical Schools

    Science.gov (United States)

    Tsouroufli, Maria

    2018-01-01

    Feminist scholarship has considered how pedagogical identities and emotions are implicated in the gender politics of belonging and othering in higher education. This paper examines how gendered and embodied pedagogy is mobilised in Greek medical schools to construct notions of the ideal academic and assert women's position women in Academic…

  10. Problems of Pedagogical Creativity Development

    Science.gov (United States)

    Ibragimkyzy, Shynar; Slambekova, Tolkyn S.; Saylaubay, Yerlan E.; Albytova, Nazymgul

    2016-01-01

    This article provides analysis of research papers by different scholars, dedicated to topical issues of pedagogical creativity development in the educational process. The authors determined that pedagogical creativity could be considered at five levels: information-reproducing, adaptive-prognostic, innovative, research and creative-prognostic. In…

  11. Virtue Ethics and Its Pedagogic Implications

    OpenAIRE

    MUTLU, Barış

    2016-01-01

    We have started to forget some ancient values such as virtues including courage, self-control, modesty/temperance, benevolence, honesty, and truthfulness, justice in our current lives which have very strong self-interested, and egoistic relationships. Especially because of having different good life conceptions in our daily lives, we try to solve those problems by focusing on common political rules which are generally very abstract. But we have never thought that those rules will not be stron...

  12. EDUCATIONAL EVENT AS THE PEDAGOGICAL CATEGORY

    Directory of Open Access Journals (Sweden)

    Victor V. Lobanov

    2015-01-01

    Full Text Available The aim of the investigation is to reveal the essence of the educational event as a pedagogical category. The reason to study the issue is the methodological generality of the term that came into pedagogical everyday life, but which semantic content is still not clear enough. Methods. The methods involve a theoretical analysis of the philosophical and pedagogical literature on the study, the categorical analysis, surveys of students and teachers. Results. The concept content of «event» is looked upon in both historical scholarship and pedagogy, «educational event» is analyzed in unity with the «educational situation» and «educational process». The attitude of students and teachers to educational events was clarified through the surveys; emotional and rational responses of the respondents were differentiated and the peculiarities of events organization in the education system were classified. While teachers and students are considered as subjects of educational events, their goals are delineated. Scientific novelty. The author's own definition of is given. Educational event is defined as a specially organized and unique pedagogical fact limited, but not rigidly determined by the educational situation, and capable of changing the educational process going beyond the boundaries of its conformism. The formulation above is the result of analysis how the concepts of «event», «situation» and «process» may interact in pedagogical discourse. Practical significance. The results can be used while designing the educational programs and projects, as well as in the development of academic courses of innovative pedagogy. 

  13. Categorizing Pedagogical Patterns by Teaching Activities and Pedagogical Value

    DEFF Research Database (Denmark)

    Eriksen, Ole

    2006-01-01

    The main contribution of this paper is a proposal for a universal pedagogical pattern categorization based on teaching values and activities. This categorization would be more sustainable than the arbitrary categorization implied by pedagogical pattern language themes. Pedagogical patterns from two...... central patterns languages are analyzed and categorized, and the result is a catalogue theoretically founded and practical in its application. The teaching values are derived from learning theories, implying the theoretical foundation of the catalogue. In order to increase the usability of the value...

  14. Understanding partnership practice in primary health as pedagogic work: what can Vygotsky's theory of learning offer?

    Science.gov (United States)

    Hopwood, Nick

    2015-01-01

    Primary health policy in Australia has followed international trends in promoting models of care based on partnership between professionals and health service users. This reform agenda has significant practice implications, and has been widely adopted in areas of primary health that involve supporting families with children. Existing research shows that achieving partnership in practice is associated with three specific challenges: uncertainty regarding the role of professional expertise, tension between immediate needs and longer-term capacity development in families, and the need for challenge while maintaining relationships based on trust. Recently, pedagogic or learning-focussed elements of partnership practice have been identified, but there have been no systematic attempts to link theories of learning with the practices and challenges of primary health-care professionals working with families in a pedagogic role. This paper explores key concepts of Vygotsky's theory of learning (including mediation, the zone of proximal development, internalisation, and double stimulation), showing how pedagogic concepts can provide a bridge between the policy rhetoric of partnership and primary health practice. The use of this theory to address the three key challenges is explicitly discussed.

  15. Editorial: Pedagogical Media Ecologies

    Directory of Open Access Journals (Sweden)

    Dorothee M. Meister

    2014-07-01

    learning and media ecologies with the material, global and ecological challenges that have become a part of the anthropocene. They do so by examining the mediation of a physical, architectural environment, their own departmental environment at Simon Fraser University. De Castell, Droumeva and Jenson uncover a range of practical and theoretical challenges, and explore the implications for both body and mind. Markus Deimann takes the reader back into the history of continental educational theory, to Humboldt’s (and others‘ expansive understanding of Bildung, to suggest a conceptual ecology germane to the manifold possibilities that are now on offer through open education. Deimann sees the «open paradigm» as changing education utterly – and for the better. It will do so, Deimann predicts, by «unbundling» resource and service provision, and assessment and accreditation functions that have for too long been monopolized by the educational monoliths known as «universities». Theo Hug’s contribution, «Media Form School – A Plea for Expanded Action Orientations and Reflective Perspectives» similarly looks to the past to envision possibilities for the future. Hug’s concern is with the narrow confines in which media are conceptualized and operationalized in many K-12 educational ecologies, and in the corresponding policy and curricular documents that further constrain and direct this action. Hug suggests looking to the recent past, the 1970s and 1960s, in which alternatives were envisioned not only by figures like McLuhan and Illich, but also intimated in the works of Austrian poets and artists. Norm Friesen provides the third «rearview mirror» perspective in his examination of the lecture as a trans-medial pedagogical form. From the late medieval university through to today’s IGNITE and TED talks, the lecture has accommodated and reflected a wide range of media ecologies, technical conditions and epistemological patterns. New media technologies –from the

  16. Actual and Potential Pedagogical Use of Tablets in Schools

    Directory of Open Access Journals (Sweden)

    Jenni Rikala

    2013-01-01

    Full Text Available This study reviews the potential of tablet technology for teaching and learning. In autumn 2012, we conducted a focused survey comprising quantitative and qualitative questions with Finnish teachers (N = 171, from 54 schools. We focused on perceived pedagogical opportunities and the actualized pedagogical potential of tablets at schools. The survey results indicate that the actual usefulness of tablets in schools was significantly less than what teachers perceived as the pedagogical potential. However, the results demonstrate the positive impact these devices are having on teaching and learning, as well as prompting changes in pedagogical perspectives. Teachers stated that tablets can diversify and enhance teaching and learning in many ways, particularly in supporting learners’ motivation and independent learning, and promoting engaging teaching methods. Nevertheless, teachers voiced concern that the student-to-device ratio at the moment is too low, thus serving as a barrier to widespread use of tablets.

  17. Strategies for Mentoring Pedagogical Knowledge

    Science.gov (United States)

    Hudson, Peter

    2013-01-01

    Fundamental for mentoring a preservice teacher is the mentor's articulation of pedagogical knowledge, which in this research draws upon specific practices, viz.: planning, timetabling lessons, preparation, teaching strategies, content knowledge, problem solving, questioning, classroom management, implementation, assessment and viewpoints for…

  18. Framework for pedagogical learning analytics

    OpenAIRE

    Heilala, Ville

    2018-01-01

    Learning analytics is an emergent technological practice and a multidisciplinary scientific discipline, which goal is to facilitate effective learning and knowledge of learning. In this design science research, I combine knowledge discovery process, a concept of pedagogical knowledge, ethics of learning analytics and microservice architecture. The result is a framework for pedagogical learning analytics. The framework is applied and evaluated in the context of agency analytics. The framework ...

  19. Expressiveness in musical performance: Pedagogic aspect

    Directory of Open Access Journals (Sweden)

    Jović Natalija R.

    2016-01-01

    Full Text Available The subject of our research relates to pedagogic aspects of expressive vocal-instrumental musical performance. We intended to examine: (1 how undergraduate students see/conceptualize and evaluate expressiveness in musical performance; (2 whether and how they were trained in the skill of expressive musical performance during their musical training; (3 whether and in which way they rehearse the expressive component of musical performance and interpretation and (4 whether there are any differences regarding gender, age, instrument, department, year of study and years of instrument playing in relation to the group of dependant variables related to expressiveness, tuition and practice. The sample for the research included 82 students of instrumental and theory departments at the Faculty of Music in Belgrade. Psychological and pedagogical aspects of musical expressiveness during vocal-instrumental performance were analyzed. The results show that students highly evaluate expressiveness but its place is secondary compared to mastering technical and tonal requirements. Statistically significant differences were shown regarding gender, age and departments. It can be concluded that there is a potential for the development and enhancement of expressiveness of students if we abandon the traditional view that expressiveness is linked exclusively to talent. The findings indicate that pedagogical work should be directed towards finding purposeful strategies for training individual expressiveness.

  20. Who is more skilful? Doping and its implication on the validity, morality and significance of the sporting test

    DEFF Research Database (Denmark)

    Christiansen, Ask Vest; Møller, Rasmus Bysted

    2016-01-01

    In this article, we explore if and in what ways doping can be regarded as a challenge to the validity, morality and significance of the sporting test. We start out by examining Kalevi Heinilä’s analysis of the logic of elite sport, which shows how the ‘spiral of competition’ leads to the use...... of ‘dubious means’. As a supplement to Heinilä, we revisit American sports historian John Hoberman’s writings on sport and technology. Then we discuss what function equality and fairness have in sport and what separates legitimate form illegitimate ways of enhancing performance. We proceed by discussing...... the line of argumentation set forth by philosopher Torbjörn Tännsjö on how our admiration of sporting superiority based on natural talent or ‘birth luck’ is immoral. We analyse his argument in favour of eliminating the significance of meritless luck in sport by lifting the ban on doping and argue that its...

  1. Significance of thymosin β4 and implication of PINCH-1-ILK-α-parvin (PIP complex in human dilated cardiomyopathy.

    Directory of Open Access Journals (Sweden)

    Nikolai Sopko

    Full Text Available Myocardial remodeling is a major contributor in the development of heart failure (HF after myocardial infarction (MI. Integrin-linked kinase (ILK, LIM-only adaptor PINCH-1, and α-parvin are essential components of focal adhesions (FAs, which are highly expressed in the heart. ILK binds tightly to PINCH-1 and α-parvin, which regulates FA assembly and promotes cell survival via the activation of the kinase Akt. Mice lacking ILK, PINCH or α-parvin have been shown to develop severe defects in the heart, suggesting that these proteins play a critical role in heart function. Utilizing failing human heart tissues (dilated cardiomyopathy, DCM, we found a 2.27-fold (p<0.001 enhanced expression of PINCH, 4 fold for α-parvin, and 10.5 fold (p<0.001 for ILK as compared to non-failing (NF counterparts. No significant enhancements were found for the PINCH isoform PINCH-2 and parvin isoform β-parvin. Using a co-immunoprecipitation method, we also found that the PINCH-1-ILK-α-parvin (PIP complex and Akt activation were significantly up-regulated. These observations were further corroborated with the mouse myocardial infarction (MI and transaortic constriction (TAC model. Thymosin beta4 (Tβ4, an effective cell penetrating peptide for treating MI, was found to further enhance the level of PIP components and Akt activation, while substantially suppressing NF-κB activation and collagen expression--the hallmarks of cardiac fibrosis. In the presence of an Akt inhibitor, wortmannin, we show that Tβ4 had a decreased effect in protecting the heart from MI. These data suggest that the PIP complex and activation of Akt play critical roles in HF development. Tβ4 treatment likely improves cardiac function by enhancing PIP mediated Akt activation and suppressing NF-κB activation and collagen-mediated fibrosis. These data provide significant insight into the role of the PIP-Akt pathway and its regulation by Tβ4 treatment in post-MI.

  2. Breast Cancer Epidemiology of the Working-Age Female Population Reveals Significant Implications for the South Korean Economy.

    Science.gov (United States)

    Park, Jeong Hyun; Lee, Se Kyung; Lee, Jeong Eon; Kim, Seok Won; Nam, Seok Jin; Kim, Ji-Yeon; Ahn, Jin-Seok; Park, Won; Yu, Jonghan; Park, Yeon Hee

    2018-03-01

    In this study, we aimed to evaluate the economic loss due to the diagnosis of breast cancer within the female South Korean working-age population. A population-based cost analysis was performed for cancer-related diagnoses between 1999 and 2014, using respective public government funded databases. Among the five most common cancers, breast cancer mortality was strongly associated with the growth in gross domestic product between 1999 and 2014 (R=0.98). In the female population, breast cancer represented the greatest productivity loss among all cancers, which was a consequence of the peak in the incidence of breast cancer during mid-working age in the working-age population, in addition to being the most common and fastest growing cancer among South Korean women. Our study shows that breast cancer not only represents a significant disease burden for individual patients, but also contributes a real, nonnegligible loss in productivity in the South Korean economy.

  3. Stepping reaction time and gait adaptability are significantly impaired in people with Parkinson's disease: Implications for fall risk.

    Science.gov (United States)

    Caetano, Maria Joana D; Lord, Stephen R; Allen, Natalie E; Brodie, Matthew A; Song, Jooeun; Paul, Serene S; Canning, Colleen G; Menant, Jasmine C

    2018-02-01

    Decline in the ability to take effective steps and to adapt gait, particularly under challenging conditions, may be important reasons why people with Parkinson's disease (PD) have an increased risk of falling. This study aimed to determine the extent of stepping and gait adaptability impairments in PD individuals as well as their associations with PD symptoms, cognitive function and previous falls. Thirty-three older people with PD and 33 controls were assessed in choice stepping reaction time, Stroop stepping and gait adaptability tests; measurements identified as fall risk factors in older adults. People with PD had similar mean choice stepping reaction times to healthy controls, but had significantly greater intra-individual variability. In the Stroop stepping test, the PD participants were more likely to make an error (48 vs 18%), took 715 ms longer to react (2312 vs 1517 ms) and had significantly greater response variability (536 vs 329 ms) than the healthy controls. People with PD also had more difficulties adapting their gait in response to targets (poorer stepping accuracy) and obstacles (increased number of steps) appearing at short notice on a walkway. Within the PD group, higher disease severity, reduced cognition and previous falls were associated with poorer stepping and gait adaptability performances. People with PD have reduced ability to adapt gait to unexpected targets and obstacles and exhibit poorer stepping responses, particularly in a test condition involving conflict resolution. Such impaired stepping responses in Parkinson's disease are associated with disease severity, cognitive impairment and falls. Copyright © 2017 Elsevier Ltd. All rights reserved.

  4. Middle school teachers' familiarity with, interest in, performance on, and conceptual and pedagogical knowledge of light

    Science.gov (United States)

    Mbewe, Simeon

    ) were only significant between performance and conceptual understanding, r (64) = .50, p = .000. There was no significant relationship between conceptual understanding and familiarity, and between performance and familiarity. In view of these findings, it is evident that some teachers did not have sound conceptual understanding and pedagogical ideas to effectively help their students develop the understanding of light concepts accentuated in the US national science education standards. These findings have implications on teacher education and science teaching and learning.

  5. Accumulation of genistein and daidzein, soybean isoflavones implicated in promoting human health, is significantly elevated by irrigation.

    Science.gov (United States)

    Bennett, John O; Yu, Oliver; Heatherly, Larry G; Krishnan, Hari B

    2004-12-15

    To circumvent drought conditions persisting during seed fill in the mid-south U.S. soybean production region, researchers have developed the early soybean (Glycine max [L.] Merr.) production system (ESPS), which entails early planting of short-season varieties. Because soybean supplies a preponderance of the world's protein and oil and consumption of soy-based foods has been associated with multiple health benefits, the effects of this agronomic practice on seed quality traits such as protein, oil, and isoflavones should be investigated. Four cultivars of soybean, two from maturity group IV and two from maturity group V, were planted in April (ESPS) and May (traditional) in a two-year study at Stoneville, MS. Near-infrared analysis of soybean seed was utilized to determine the percentages of protein and oil. Dependent upon variety, the oil content of the early-planted crop was increased by 3-8%, whereas protein was not significantly changed. Visualization of protein extracts fractionated by sodium dodecyl sulfate-polyacrylamide electrophoresis and fluorescence two-dimensional difference gel electrophoresis revealed that early planting did not affect the relative accumulation of the major seed-storage proteins; thus, protein composition was equal to that of traditionally cultivated soybeans. Maturity group IV cultivars contained a higher percentage of oil and a lower percentage of protein than did the maturity group V cultivars, regardless of planting date. Gas chromatographic separation of fatty acids revealed that the percentages of saturated and unsaturated fatty acids were not significantly altered by planting date. Methanol extracts of seed harvested from different planting dates when analyzed by high-performance liquid chromatography showed striking differences in isoflavone content. Dependent upon the variety, total isoflavone content was increased as much as 1.3-fold in early-planted soybeans. Irrigation enhanced the isoflavone content of both early- and

  6. Food Classification Systems Based on Food Processing: Significance and Implications for Policies and Actions: A Systematic Literature Review and Assessment.

    Science.gov (United States)

    Moubarac, Jean-Claude; Parra, Diana C; Cannon, Geoffrey; Monteiro, Carlos A

    2014-06-01

    This paper is the first to make a systematic review and assessment of the literature that attempts methodically to incorporate food processing into classification of diets. The review identified 1276 papers, of which 110 were screened and 21 studied, derived from five classification systems. This paper analyses and assesses the five systems, one of which has been devised and developed by a research team that includes co-authors of this paper. The quality of the five systems is assessed and scored according to how specific, coherent, clear, comprehensive and workable they are. Their relevance to food, nutrition and health, and their use in various settings, is described. The paper shows that the significance of industrial food processing in shaping global food systems and supplies and thus dietary patterns worldwide, and its role in the pandemic of overweight and obesity, remains overlooked and underestimated. Once food processing is systematically incorporated into food classifications, they will be more useful in assessing and monitoring dietary patterns. Food classification systems that emphasize industrial food processing, and that define and distinguish relevant different types of processing, will improve understanding of how to prevent and control overweight, obesity and related chronic non-communicable diseases, and also malnutrition. They will also be a firmer basis for rational policies and effective actions designed to protect and improve public health at all levels from global to local.

  7. Coronary risk assessment by point-based vs. equation-based Framingham models: significant implications for clinical care.

    Science.gov (United States)

    Gordon, William J; Polansky, Jesse M; Boscardin, W John; Fung, Kathy Z; Steinman, Michael A

    2010-11-01

    US cholesterol guidelines use original and simplified versions of the Framingham model to estimate future coronary risk and thereby classify patients into risk groups with different treatment strategies. We sought to compare risk estimates and risk group classification generated by the original, complex Framingham model and the simplified, point-based version. We assessed 2,543 subjects age 20-79 from the 2001-2006 National Health and Nutrition Examination Surveys (NHANES) for whom Adult Treatment Panel III (ATP-III) guidelines recommend formal risk stratification. For each subject, we calculated the 10-year risk of major coronary events using the original and point-based Framingham models, and then compared differences in these risk estimates and whether these differences would place subjects into different ATP-III risk groups (20% risk). Using standard procedures, all analyses were adjusted for survey weights, clustering, and stratification to make our results nationally representative. Among 39 million eligible adults, the original Framingham model categorized 71% of subjects as having "moderate" risk (20%) risk. Estimates of coronary risk by the original and point-based models often differed substantially. The point-based system classified 15% of adults (5.7 million) into different risk groups than the original model, with 10% (3.9 million) misclassified into higher risk groups and 5% (1.8 million) into lower risk groups, for a net impact of classifying 2.1 million adults into higher risk groups. These risk group misclassifications would impact guideline-recommended drug treatment strategies for 25-46% of affected subjects. Patterns of misclassifications varied significantly by gender, age, and underlying CHD risk. Compared to the original Framingham model, the point-based version misclassifies millions of Americans into risk groups for which guidelines recommend different treatment strategies.

  8. A review of significant events analysed in general practice: implications for the quality and safety of patient care

    Directory of Open Access Journals (Sweden)

    Bradley Nick

    2009-09-01

    Full Text Available Abstract Background Significant event analysis (SEA is promoted as a team-based approach to enhancing patient safety through reflective learning. Evidence of SEA participation is required for appraisal and contractual purposes in UK general practice. A voluntary educational model in the west of Scotland enables general practitioners (GPs and doctors-in-training to submit SEA reports for feedback from trained peers. We reviewed reports to identify the range of safety issues analysed, learning needs raised and actions taken by GP teams. Method Content analysis of SEA reports submitted in an 18 month period between 2005 and 2007. Results 191 SEA reports were reviewed. 48 described patient harm (25.1%. A further 109 reports (57.1% outlined circumstances that had the potential to cause patient harm. Individual 'error' was cited as the most common reason for event occurrence (32.5%. Learning opportunities were identified in 182 reports (95.3% but were often non-specific professional issues not shared with the wider practice team. 154 SEA reports (80.1% described actions taken to improve practice systems or professional behaviour. However, non-medical staff were less likely to be involved in the changes resulting from event analyses describing patient harm (p Conclusion The study provides some evidence of the potential of SEA to improve healthcare quality and safety. If applied rigorously, GP teams and doctors in training can use the technique to investigate and learn from a wide variety of quality issues including those resulting in patient harm. This leads to reported change but it is unclear if such improvement is sustained.

  9. Cytochrome c oxidase inhibition by calcium at physiological ionic composition of the medium: Implications for physiological significance of the effect.

    Science.gov (United States)

    Vygodina, Tatiana V; Mukhaleva, Elizaveta; Azarkina, Natalia V; Konstantinov, Alexander A

    2017-12-01

    Cytochrome c oxidase (CcO) from mammalian mitochondria binds Ca 2+ and Na + in a special cation binding site. Binding of Ca 2+ brings about partial inhibition of the enzyme while Na + competes with Ca 2+ for the binding site and protects the enzyme from the inhibition [Vygodina, T., Kirichenko, A. and Konstantinov, A.A. (2013). Direct Regulation of Cytochrome c oxidase by Calcium Ions. PLoS One 8(9): e74436]. In the original studies, the inhibition was found to depend significantly on the ionic composition of the buffer. Here we describe inhibition of CcO by Ca 2+ in media containing the main ionic components of cytoplasm (150mM KCl, 12mM NaCl and 1mM MgCl 2 ). Under these conditions, Ca 2+ inhibits CcO with effective K i of 20-26μM, that is an order of magnitude higher than determined earlier in the absence of Na + . At physiological value of ionic strength, the inhibition can be observed at any turnover number of CcO, rather than only at low TN (calcium matches closely the known value of "K m " for Ca 2+ -induced activation of the mitochondrial calcium uniporter. The inhibition of CcO by Ca 2+ is proposed to modulate mitochondrial Ca 2+ -uptake via the mitochondrial calcium uniporter, promote permeability transition pore opening and induce reduction of Mia40 in the mitochondrial intermembrane space. Copyright © 2017 Elsevier B.V. All rights reserved.

  10. WHY GRADUATES OF PEDAGOGICAL INSTITUTES BECOME MANAGERS?

    Directory of Open Access Journals (Sweden)

    Leonid I. Lourie

    2015-01-01

    Full Text Available The problems of future graduates’ motivation increase to their occupational work is investigated. The features of the educational process organization in schools and universities of the country on the basis of the cultural orientation of training and the author’s style of teaching are observed. In modern society, it is important to create new standards of moral and ethical rights as an essential component of the educational process and a new image of a man that should focus on pedagogical science. The system of continuous education «school – pedagogical university» should be expanded, the mode of university life should be changed and combined with the development and introduction if innovative processes in educational establishments. Practical steps of reform in higher pedagogical education are pointed out.The purpose of the paper is to identify the causes of the crisis in pedagogy science and in the system of teacher working up.Methods. Cultural, philosophical approaches are used to investigate the crisis of teacher education and teacher training.Results. Theoretical and practical activities of teaching activity methodology are considered under the conditions of economic and spiritual crisis. Being at a stable condition of a society, the teacher follows traditions and represents self as the compiler of memory of generations. Cultural and historical influence of pedagogical events of previous years ceases to be a significant; the teacher needs to have non-standard decisions, real affairs and the acts are required, helping to avoid repeatability and stability of professional failures. Also it’s important to possess a high level of education, culture, emotions and relationships that would provide live and emotionally rich communication of participants of the educational process; the aim of such communication is to establish the authenticity of the moral and spiritual values.Scientific novelty. Cultural bases of activity of the teaching

  11. Constructing Pedagogical Models For E-learning

    OpenAIRE

    Patricia Alejandra Behar

    2011-01-01

    This article brings forth an overview of the paradigmatic crisis and the introduction of new pedagogical practices. It also discusses the relationship between paradigm and pedagogical model, presenting a theoretical discussion on the concepts of pedagogical model for E-learning and its pedagogical architecture. To do so, the elements that are part of it such as organizational aspects, content, methodological and technological aspects are discussed. This theoretical discussion underlies the co...

  12. To the Issue of the Subject Definition of Pedagogic Acmeology

    Directory of Open Access Journals (Sweden)

    N. K. Tchapayev

    2012-01-01

    Full Text Available The paper investigates the subject of pedagogic acmeology as an evolving phenomenon integrating a complex set of pedagogic, psychological, anthropological and socially significant characteristics. The methodology framework is based on dialectics – «the only method that can grasp a living reality on the whole» (A. F. Losev. As the result, the author comes up with his own definition of pedagogic acmeology as a science dealing with the conformities and ways of developing the human potential and aimed at the positive personal achievements in educational process; wherein the man is regarded as the human subject, individual and individuality - i.e. a holistic multidimensional personality. The significant conclusion of the study involves the idea that pedagogic acmeology should not be confined to teacher’s professional activities, as it was previously stated, but should include the activities of a learner as a growing and developing human being. In other words, pedagogic acmeology should overcome the age restrictions confining its subject matters to the adult’s activities. 

  13. Postgraduate Professional Pedagogical Education in Mexico

    Science.gov (United States)

    Zhyzhko, Olena

    2015-01-01

    This article is the result of scientific comparative-pedagogical research, which purpose was to highlight the main features of postgraduate professional pedagogical education in Mexico. The author found that the postgraduate professional pedagogical education in Mexico is performed by public and private higher education institutions: higher…

  14. Satisfying pedagogical practices using ICT

    NARCIS (Netherlands)

    Voogt, Joke; Law, N.; Pelgrum, W.J.; Plomp, T.

    2008-01-01

    This chapter describes the results of the international option that was included in SITES 2006. The international option, which was part of the teacher questionnaire, solicited responses from teachers on satisfying experiences in their pedagogical use of ICT. Twenty-one of the participating

  15. Eliciting teachers' technological pedagogical knowledge

    NARCIS (Netherlands)

    Heitink, M.; Voogt, J.; Fisser, P.; Verplanken, L.; Braak, J.

    2017-01-01

    This paper starts from the understanding that teachers' knowledge is situated, grounded in knowledge derived from formal training and from experiences in practice. Based on this understanding we examine teachers' reasoning in relation to the pedagogical choices teachers make while using ICT in

  16. Unteachable Moments and Pedagogical Relationships

    Science.gov (United States)

    Wang, Hongyu

    2016-01-01

    This paper discusses how Julia Kristeva's theory can inform our understanding of unteachable moments. It proposes a pedagogical relationship that can contain breakdowns of meanings and work toward breakthroughs to new awareness, particularly related to social justice pedagogy in teacher education. First, one example from the author's own teaching…

  17. Making Pedagogical Adaptability Less Obvious

    Science.gov (United States)

    Vagle, Mark D.

    2016-01-01

    In this article, I try to make pedagogical adaptability a bit less obvious. In particular, I use some post-structural philosophical ideas and some concepts at the intersections of social class and race to re-interpret Dylan Wiliam's conception of formative assessment. I suggest that this interpretation can provide opportunities to resist the urge…

  18. Pedagogic process modeling: Humanistic-integrative approach

    Directory of Open Access Journals (Sweden)

    Boritko Nikolaj M.

    2007-01-01

    Full Text Available The paper deals with some current problems of modeling the dynamics of the subject-features development of the individual. The term "process" is considered in the context of the humanistic-integrative approach, in which the principles of self education are regarded as criteria for efficient pedagogic activity. Four basic characteristics of the pedagogic process are pointed out: intentionality reflects logicality and regularity of the development of the process; discreteness (stageability in dicates qualitative stages through which the pedagogic phenomenon passes; nonlinearity explains the crisis character of pedagogic processes and reveals inner factors of self-development; situationality requires a selection of pedagogic conditions in accordance with the inner factors, which would enable steering the pedagogic process. Offered are two steps for singling out a particular stage and the algorithm for developing an integrative model for it. The suggested conclusions might be of use for further theoretic research, analyses of educational practices and for realistic predicting of pedagogical phenomena. .

  19. PEDAGOGICAL PRACTICE WAY OF CONNECTING PEDAGOGICAL THEORY AND PRACTICE

    OpenAIRE

    Božo Obradović

    2013-01-01

    The issue of linking educational theory to educational practice (educational work with young people) is highly topical and important issue for the science of pedagogy. One way of achieving this task is a pedagogical practice (PP) students. In paper we deal with identifying, comparing, and analyzing the curricula of vocational (Curriculum for Preschool Teacher (2007) and academic (Curriculum for Educators (2007). Studies Teacher Training in Serbia, as well as educational disciplines and areas ...

  20. STUDY CREATIVE THINKING OF STUDENTS OF PEDAGOGICAL HIGH SCHOOL

    Directory of Open Access Journals (Sweden)

    Diana Valerievna Zhuina

    2015-05-01

    Full Text Available Purpose of conduct theoretical and methodological analysis of the problem of creative thinking subjects of the educational environment; generalization of the results of an empirical study of creative thinking of students of pedagogical high school; formulation of conclusions and recommendations based on the results of empirical research.Methodology of work in the article used the following me-thods of psycho-pedagogical studies: theoretical analysis of psychological and pedagogical literature on research; empirical methods, «Torrance Test of creativity»; quantitative method of data processing (percent.Results for Beginning Students (1st and 2nd pedagogical university have a level of creativity lower than normal. Du-ring training, under the influence of modern psychological and pedagogical technologies, through participation in research and training activities of a creative nature (competitions, contests and so on. Level of creativity senior students increases. However, you need a specially organized system of work aimed at improving the efficiency of the learning process at the university, to develop the necessary professional competencies of students (including the development of creative thinking, contributing to the formation of highly qualified professionals in demand in the labor market.Practical implications of the study results have both theoretical and practical focus is to enhance the knowledge about the features of creative thinking of students about the factors and conditions of development of creative thinking techniques in the teaching process at the university. In addition, the results of empirical research, you can use a high school teacher, se-condary vocational institutions in order to organize educatio-nal activities aimed at improving the creative (creative thin-king subjects of education.

  1. Effects of a Pedagogical Agent's Emotional Expressiveness on Learner Perceptions

    Science.gov (United States)

    Romero, Enilda J.; Watson, Ginger S.

    2012-01-01

    The use of animated pedagogical agents or avatars in instruction has lagged behind their use in entertainment. This is due in part to the cost and complexity of development and implementation of agents in educational settings, but also results from a lack of research to understand how emotions from animated agents influence instructional effectiveness. The phenomenological study presented here assesses the perceptions of eight learners interacting with low and high intensity emotionally expressive pedagogical agents in a computer-mediated environment. Research methods include maximum variation and snowball sampling with random assignment to treatment. The resulting themes incorporate perceptions of importance, agent humanness, enjoyment, implementation barriers, and suggested improvements. Design recommendations and implications for future research are presented.

  2. Framing of Transitional Pedagogic Practices in the Sciences: Enabling Access

    Science.gov (United States)

    Ellery, Karen

    2017-01-01

    Educational literature shows that students from working-class backgrounds are significantly less likely to persist to completion in higher education than middle-class students. This paper draws theoretically and analytically on Bernstein's ([1990. "Class, Codes and Control, Volume IV: The Structuring of Pedagogic Discourse." London:…

  3. Preparatory Journalism: The College Newspaper as a Pedagogical Tool

    Science.gov (United States)

    Bockino, David

    2018-01-01

    This study utilizes a national survey of college newspaper advisers to assess the internal workings of the college newspaper and its value as a pedagogical tool. It finds significant differences between the degree of audience and marketing coupling occurring within college and U.S. daily newspapers as well as differences in student autonomy among…

  4. Pedagogical innovation in teacher teams

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2015-01-01

    This paper presents findings from a longitudinal design-based research project examining how to enable reflection and pedagogical innovation in teacher teams. The article identifies and analyses the teachers’ learning trajectories and innovative strategies when working together in the IT...... learning designs, the research aims to clarify what kind of knowledge is being developed and shared in the teacher teams, and how this contributes to the organisational learning process. The context is Global Classroom, an innovative synchronous hybrid videoconference concept, where adult students can......-pedagogical Think Tank for Teacher Teams (after this: ITP4T) (Weitze, 2014a), a competence development model, which was developed in an earlier phase of the research project. By using theoretical lenses from innovative knowledge development frameworks to examine the teachers’ utterances, interactions and new...

  5. Pedagogical-Research Designs to Capture the Symbiotic Nature of Professional Knowledge and Learning about e-Learning in Initial Teacher Education in the UK

    Science.gov (United States)

    Turvey, Keith

    2010-01-01

    This paper argues that if new communications technologies and online spaces are to yield "new relationship[s] with learners" then research that is tuned to recognize, capture and explain the pedagogical processes at the center of such interactions is vital. This has implications for the design of pedagogical activities within Initial…

  6. PEDAGOGICAL RESEARCH: IN SEARCH FOR MEANS OF QUALITY IMPROVEMENT

    Directory of Open Access Journals (Sweden)

    Vladislav V. Serikov

    2015-01-01

    gives a system consideration of the nature, specificity and conditions of scientific and pedagogical research productivity.Practical significance. The author provide the paper with accurate instructions for designing theoretical and empirical aspects of pedagogical research and ways of results summary that are the most comprehensible to their practical use while working on dissertation.

  7. Spontaneous Responses to Neoliberalism, and their Significance for Education

    Directory of Open Access Journals (Sweden)

    Johannes L van der Walt

    2017-05-01

    Full Text Available This paper is a sequel to the keynote address at the 2017 BCES Conference. The keynote address concluded with the thought that some educationists respond intuitively and spontaneously to neoliberalism and its impact on education whereas others reject neoliberalist precepts and their pedagogical implications on definite principled grounds. This paper deals with the former response; it offers pedagogical insights gleaned from an overview of intuitive, spontaneous reactions to neoliberalism.

  8. Socio-Pedagogical Complex as a Pedagogical Support Technology of Students' Social Adaptation

    Science.gov (United States)

    Sadovaya, Victoriya V.; Simonova, Galina I.

    2016-01-01

    The relevance of the problem stated in the article is determined by the need of developing technological approaches to pedagogical support of students' social adaptation. The purpose of this paper is to position the technological sequence of pedagogical support of students' social adaptation in the activities of the socio-pedagogical complex. The…

  9. Modeling units of study from a pedagogical perspective: the pedagogical meta-model behind EML

    NARCIS (Netherlands)

    Koper, Rob

    2003-01-01

    This text is a short summary of the work on pedagogical analysis carried out when EML (Educational Modelling Language) was being developed. Because we address pedagogical meta-models the consequence is that I must justify the underlying pedagogical models it describes. I have included a (far from

  10. PEDAGOGICAL ASPECTS OF CLOUD COMPUTING

    Directory of Open Access Journals (Sweden)

    N. Morze

    2011-05-01

    Full Text Available Recent progress in computer science in the field of redundancy and protection has led to the sharing of data in many different repositories. Modern infrastructure has made cloud computing safe and reliable, and advancement of such computations radically changes the understanding of the use of resources and services. The materials in this article are connected with the definition of pedagogical possibilities of using cloud computing to provide education on the basis of competence-based approach and monitoring of learners (students.

  11. A pedagogical design pattern framework

    DEFF Research Database (Denmark)

    May, Michael; Neutzsky-Wulff, Anne Chresteria; Rosthøj, Susanne

    2016-01-01

    ”Design patterns” were originally proposed in architecture and later in software engineering as a methodology to sketch and share solutions to recurring design problems. In recent years ”pedagogical design patterns” have been introduced as a way to sketch and share good practices in teaching...... framework is applied to describe the learning design in four online and blended learning courses within different academic disciplines: Classical Greek, Biostatistics, Environmental Management in Europe, and Climate Change Impacts, Adaptation and Mitigation. Future perspectives for using the framework...

  12. A Case Study on the Impact of Teacher Mathematical Knowledge on Pedagogical Practices

    Science.gov (United States)

    Hughes, Sally

    2016-01-01

    This study explores the implications for mathematical knowledge and pedagogical practices of primary teachers in Papua New Guinea making a shift from a transmission approach to a connectionist approach to teaching mathematics. The research participants were engaged in a professional development program designed to support the teaching and learning…

  13. Pedagogical Experience of Teaching Financial Coaching

    Directory of Open Access Journals (Sweden)

    Lucy M. Delgadillo

    2015-12-01

    Full Text Available This study reports on the pedagogical experience of teaching a financial coaching course to personal and family finance undergraduate students at XXXX State University. The paper describes the conceptualization of the class, including theoretical frameworks, ethical considerations, practitioner’s models, learning objectives, and competencies. The assessment of the course provided data used by the instructor to refine and adjust future course content and assignments. Quantitative data was collected in pre- and post-tests assessments. The quantitative assessment shows statistically significant gains in specific coaching skills and competencies. The qualitative assessment indicates that, at the end of the course, students had better understanding of the coaching code of ethics and better communication and listening skills. The peer-to-peer coaching exercise was apparently very fear-provoking but valuable for the students. Challenges for teaching financial coaching by future instructors are discussed in the last section

  14. BUILDING BLOCKS: ENMESHING TECHNOLOGY AND CREATIVITY WITH ARTISTIC PEDAGOGICAL TECHNOLOGIES

    Directory of Open Access Journals (Sweden)

    Katherine J.JANZEN

    2017-01-01

    Full Text Available Using the analogy of children’s building blocks, the reader is guided through the results of a research study that explored the use of three Artistic Pedagogical Technologies (APTs. ‘Building blocks’ was the major theme that emerged from the data. Sub-themes included developing community, enhancing creativity, and risk taking. The discourse of the paper centers on how selected APTs stimulate interaction, create social presence, and help develop community in the online post-secondary classroom. Additional findings are discussed and implications are presented.

  15. Pedagogical entrepreneurship in learning tasks

    Directory of Open Access Journals (Sweden)

    Marit Engum Hansen

    2016-11-01

    Full Text Available Background: The action plan "Entrepreneurship in Education – from primary to higher education "(2009-2014, proposed to establish a site for digital learning materials within entrepreneurship in basic education. PedEnt (Pedagogical Entrepreneurship was launched in autumn of 2014, and both the authors have contributed to the professional development of the site. Two of the learning assignments published on PedEnt constitute the research objects of this study. Methods: Based on pedagogical entrepreneurship we present a case study of learning work carried out by students at lower and upper secondary level. Using an analysis of assignment texts and as well as with video recordings we have identified the characteristics of entrepreneurial learning methods as they were expressed through each case. Results: The analysis showed that learning assignments can be characterized as entrepreneurial because they promoted the actor role and creativity of the students. We found that the relationship between the relevance of the assignments and the context in which they are given pose an important prerequisite for the students in order to experience the learning work as meaningful. Conclusions: Entrepreneurial learning methods challenge the traditional view that theory tends to take primacy over practice. To orient learning assignments within relevant contexts gives students opportunities to experience by themselves the need for increased knowledge.

  16. Pedagogical processes in healthcare: an exploratory study of pedagogic work with patients and next of kin.

    Science.gov (United States)

    Hult, Håkan; Lindblad Fridh, Marianne; Lindh Falk, Annika; Thörne, Karin

    2009-12-01

    Care and education have much in common, and work in the healthcare sector is closely associated with learning and teaching. It is felt that many in the healthcare and medical services are not aware of their pedagogic skills and how they can be developed. FRAME OF REFERENCE: Belonging to a community of practice means that you share perspectives, methods and language. The aim is to describe the pedagogical discourse by identifying pedagogical processes and studying the staff's awareness of such processes or situations in which a pedagogical approach would be useful in their work with patients and next of kin. A qualitative study based on individual and group interviews. The analysis is directed by grounded theory. The pedagogical processes varied in length and quality. Most were unplanned and were usually embedded in treatment. The pedagogical process is linear (planning, goal setting, teaching and evaluating) in an educational setting but we found that the beginning and end can be unclear and the goals can be vague or non-existent. The pedagogical process is best described using the concepts Read, Guide and Provide learning support. The pedagogical discourse in healthcare is almost silent. Data indicate that at the collective level there is very little support for professional development of pedagogical ability. Tacit knowledge may therefore remain silent even though it may be possible to formulate and describe it. There is a strong need to focus on the pedagogical parts of the work and to encourage and support the development of professional pedagogical knowledge.

  17. Pedagogical Support Components of Students' Social Adaptation

    Science.gov (United States)

    Vlasova, Vera K.; Simonova, Galina I.; Soleymani, Nassim

    2016-01-01

    The urgency of the problem stated in the article is caused by the need of pedagogical support of students' social adaptation on the basis of systematicity, which is achieved if we correctly define the components of the process. The aim of the article is to determine the pedagogical support components of students' social adaptation. The leading…

  18. Art's Pedagogical Paradox

    Science.gov (United States)

    Kalin, Nadine M.

    2014-01-01

    This article contributes to conversations concerning art education futures through engaging alternative relations between art, education, and democracy that mobilize education as art projects associated with the "pedagogical turn" as sites of liminality and paradox. An analysis of the art project, Pedagogical Factory, is used to outline…

  19. The Pedagogic Signature of the Teaching Profession

    Science.gov (United States)

    Kiel, Ewald; Lerche, Thomas; Kollmannsberger, Markus; Oubaid, Viktor; Weiss, Sabine

    2016-01-01

    Lee S. Shulman deplores that the field of education as a profession does not have a pedagogic signature, which he characterizes as a synthesis of cognitive, practical and moral apprenticeship. In this context, the following study has three goals: 1) In the first theoretical part, the basic problems of constructing a pedagogic signature are…

  20. A Pedagogical Perspective on Online Teaching

    DEFF Research Database (Denmark)

    Kjærgaard, Annemette; Uth Thomsen, Thyra

    2016-01-01

    In this paper the authors discuss if and how pedagogical principles, originally developed for on-campus courses, can be equally applicable to online courses. The authors present and argue for six pedagogical principles that guide the development of current and future courses at a large Scandinavian...... business school; academic challenge, interaction and collaboration, engagement and motivation, diversity and flexibility, academic socialization, and personal development and integrity. The authors describe how these pedagogical principles guided a recent online initiative in which three fully online...... courses were developed. Based on post-course indepth interviews with 19 students, the authors discuss to which degree the pedagogical principles were met in the online setting. They conclude that online courses are largely able to support existing pedagogical principles and thereby become an integrated...

  1. A Pedagogical Perspective on Online Teaching

    DEFF Research Database (Denmark)

    Kjærgaard, Annemette; Uth Thomsen, Thyra

    2015-01-01

    business school; academic challenge, interaction and collaboration, engagement and motivation, diversity and flexibility, academic socialization, and personal development and integrity. The authors describe how these pedagogical principles guided a recent online initiative in which three fully online......In this paper the authors discuss if and how pedagogical principles, originally developed for on-campus courses, can be equally applicable to online courses. The authors present and argue for six pedagogical principles that guide the development of current and future courses at a large Scandinavian...... courses were developed. Based on post-course in-depth interviews with 19 students, the authors discuss to which degree the pedagogical principles were met in the online setting. They conclude that online courses are largely able to support existing pedagogical principles and thereby become an integrated...

  2. VOCATIONAL-PEDAGOGICAL EDUCATION IN RUSSIA: HISTORICAL AND LOGICAL PERIODS

    Directory of Open Access Journals (Sweden)

    V. A. Fedorov

    2017-01-01

    reflection concerning the accumulated positive and negative experience: promotes more exact diagnostics of tendencies in this area; helps to avoid former mistakes and to level the existing contradictions; enables to choose the most effective strategy of development of VPE.Practical significance. The materials of the publication can be useful for scientific and practical workers who are taking part in training of teachers of vocational education and engaged in forecasting and design of development of the system of vocational pedagogical education. 

  3. ECONOMY COMPETITIVENESS AND MODERN PEDAGOGICS DEFINITIONS CORRELATION

    Directory of Open Access Journals (Sweden)

    Svetlana Tolochko

    2016-11-01

    Full Text Available The purpose of the paper is to understand and explain economy competitiveness and modern pedagogic definition correlation. Education for entrepreneurship or economic development, and education for environmental sustainability, or sustainable development are seen as arguing goals in education reforms. Teachers today also encounter a number of other and equally important challenges in their work, such as educating youth for insecurity, tolerance, new technologies, peace and active citizenship, to mention but a few. National economic competitiveness is linked to intellectual and capital and is driven by knowledge, and innovation. Sustainable development requires an understanding of the complexity of the global ecosystem and of creative problem-solving the solutions searching to ‘wicked problems’ such as that of reconciling economic activity with a sustainable environment. Methodology. It is used the data from publications and reports of the European Commission, OECD, World Bank, World Economic Forum, UNESCO, International Journals in Economics and Pedagogic: American Economic Review, Journal of Education Policy, Journal of Education Change, European Journal of Education. In the article the descriptive analysis, supported by the quantitative analysis is applied. Results. It was defined that national economic competitiveness is linked to capital driven by knowledge and innovation. It was analysed the formation of Global Competitiveness Index (GCI which is made up of over 110 variables. According to the GCI Switzerland is the most competitive economy in the world in 2015. It is highlighted the following overarching needs to: give a higher profile to the notion of interdependence: how closely one part of an ecosystem is linked to and depends upon another; making humanity more aware of its own fragility on this planet; highlight the role of cooperation: problems faced will only be resolved by international cooperation; develop the notion of a global

  4. Knowledge construction in the classroom: a meaningful pedagogical dialogue

    Directory of Open Access Journals (Sweden)

    Jesuína Lopes de Almeida Pacca

    2015-12-01

    setting up and maintenance of a dialogue the we have called significant pedagogical dialogue in the interaction that must happen in a teaching situation.

  5. A Técnica Esportiva como Construção Cultural: implicações para a pedagogia do esporte Sport Technique as a Cultural Construction: Implications to Sport Pedagogy La técnica deportiva como construcción cultural: implicaciones hacia la pedagogía del deporte

    Directory of Open Access Journals (Sweden)

    2008-03-01

    Full Text Available

    O texto discute a técnica esportiva a partir de alguns referenciais das ciências sociais e humanas, fazendo um contraponto ao conceito tradicional de técnica utilizado pela área de Educação Física e Esporte, cuja base teórica é composta primordialmente por contribuições das ciências da natureza. Considerando a técnica como o conjunto de modos de fazer e a tática como as razões do fazer, o texto trata das implicações para a pedagogia do esporte, propondo o ensino da cultura esportiva de forma mais democrática, singular e autoral, respeitando as especificidades culturais e as constantes ressignificações do esporte.

    PALAVRAS-CHAVE: esporte - cultura esportiva - pedagogia do esporte - técnica esportiva

    This text discusses technique in sport based on references from the social and human sciences and it questions the traditional concept of technique used in the field of physical education and sports, which is taken primarily from contributions of the natural sciences. By considering technique as a set of procedures to do something, and tactics as the reasons for doing something, the text discusses its possible implications for sport pedagogy and argues for a teaching of sport culture that is more democratic, singular, and authoral, with a respect for cultural specificities and for the constant resignifications of sports.


    Keywords: sport – sport culture – sport pedagogy – sport technique.

    El texto discute la técnica deportiva partiendo de algunos referenciales de las ciencias sociales y humanas, y hace un contrapunto al concepto tradicional de técnica utilizado por el área de Educación Física y Deporte, cuya base teórica se compone primordialmente por contribuciones de las ciencias naturales. Considerando la técnica como el conjunto de maneras de hacer, y la táctica como las razones de hacer, el texto trata de las implicaciones para la pedagogía deportiva, y propone la ense

  6. The Role of Reflection in the Pedagogical Thinking and Practice of the MPA Programme at Copenhagen Business School

    DEFF Research Database (Denmark)

    Ry Nielsen, Jens Carl

    2013-01-01

    Reflection plays a significant role in the pedagogical thinking and practice at the Copenhagen Business School Master of Public Administration Programme. It is thus embedded in one of the pedagogical models we have developed based on ideas from Argyris, Schön, Vygotsky, Senge, Lave and Wenger...

  7. The Role of Reflection in the Pedagogical Thinking and Practice of the MPA Programme at Copenhagen Business School

    Science.gov (United States)

    Ry Nielsen, J. C.

    2013-01-01

    Reflection plays a significant role in the pedagogical thinking and practice at the Copenhagen Business School Master of Public Administration Programme. It is thus embedded in one of the pedagogical models we have developed based on ideas from Argyris, Schön, Vygotsky, Senge, Lave and Wenger, and Schein. The model has four interrelated…

  8. Does 1:1 Computing in a Junior High-School Change the Pedagogical Perspectives of Teachers and their Educational Discourse?

    Directory of Open Access Journals (Sweden)

    Yehuda Peled

    2015-12-01

    Full Text Available Transforming a school from traditional teaching and learning to a one-to-one (1:1 classroom, in which a teacher and students have personal digital devices, inevitably requires changes in the way the teacher addresses her role. This study examined the implications of integrating 1:1 computing on teachers’ pedagogical perceptions and the classroom’s educational discourse. A change in pedagogical perceptions during three years of teaching within this model was investigated. The research analyzed data from 14 teachers teaching in a junior high school in the north of Israel collected over the course of three years through interviews and lesson observations. The findings show that the 1:1 computing allows teachers to improve their teaching skills; however, it fails to change their fundamental attitudes in regard to teaching and learning processes. It was further found that the use of a laptop by each student does not significantly improve the classroom’s learning discourse. The computer is perceived as an individual or group learning technology rather than as a tool for conducting learning discourse. An analysis of the data collected shows a great contribution to collaboration among teachers in preparing technology-enhanced lessons. The findings are discussed in terms of Bruner’s (Olson & Bruner, 1996 “folk psychology” and “folk pedagogy” of teachers and “the new learning ecology” framework in 1:1 classroom (Lee, Spires, Wiebe, Hollebrands, & Young, 2015. One of the main recommendations of this research is to reflect on findings from the teaching staff and the school community emphasizing 1:1 technology as a tool for significant pedagogical change. It seems that the use of personal technology per se is not enough for pedagogical changes to take place; the change must begin with teachers’ perceptions and attitudes.

  9. Pedagogical Posters in Nurse Education

    DEFF Research Database (Denmark)

    Kelly, Hélène; Bagger, Bettan

    2009-01-01

    education away from focusing upon formal qualifications towards the concept of developing nurse competences. These recommendations have resulted in challenges to traditional pedagogical approaches away from the teacher’s role as the disseminator of knowledge towards the role of facilitator of learning....... Working with posters forces students to organize, evaluate and reflect upon information and develops their abilities to communicate health knowledge. Students have learned to present their ideas in an A4 poster format that resembles the types of posters one normally sees at professional conferences...... was integrated in a Nordic network’s intensive course held in the autumn of 2008. The network received funding for a research project with the goal of making recommendations with respect to best practice curriculum guidelines in prevention and health promotion education for students of nursing in the Nordic...

  10. New experiences in pedagogical lexicography

    DEFF Research Database (Denmark)

    Tarp, Sven

    2012-01-01

    The Santiago-based Centro de Lingüística Aplicada has produced two school dictionaries, the Diccionario Escolar Ilustrado and the Diccionario Básico Escolar, which together cover the 12 grades from Primary School over Secondary Basic School to High School. They are in various ways innovating in t......, the Internet and the Cuban national Intranet (soon). The article analyses the two dictionaries in terms of their methodology, functions, content, structure, and layout and presents some suggestions for future editions as well as for pedagogical lexicography in general...... in terms of the solid preparatory work, the design and content of the articles, the cheap production methods, and the work that has been carried out with a view to effectively reaching the target user group with an output of until now more than 100 000 printed copies as well as their accessibility on CD...

  11. A scientific pedagogic approach to pupil’s leadership in school

    OpenAIRE

    Marrero, Rodolfo; Núñez, Adolfo; Basulto, Marilín

    2010-01-01

    The paper presents a pedagogic and scientific approach to the problem of student’s participation in school management, a tenet of Marxist Pedagogic, which has been given little attention in domestic and foreign literature. It focuses on the significance of student’s organizations and its leaders, as an essential element of the political and social education. It refers to the dialectic link between participation and student leadership in the educational context. The experience of A. S. Makar...

  12. Current Perspectives on the Pedagogical Value of Algorithm Visualization

    DEFF Research Database (Denmark)

    Demetriadis, Stavros N.; Papadopoulos, Pantelis M.

    2004-01-01

    and presenting significant research results concerning their pedagogical efficiency. Available studies indicate that it is not the quality of the graphical display (“what the students see”) but students’ engagement in active learning situations with algorithm visualization systems (“what the students do...... of the software it seems that “low-tech and fidelity” AV construction systems may be quite adequate for supporting students’ engagement in essential learning activities....

  13. H.A. Welker and Pedagogical Lexicography

    DEFF Research Database (Denmark)

    Tarp, Sven

    2010-01-01

    The lexicographer Herbert Andreas Welker's book of more than 500 pages about pedagogical lexicography provides a panoramic overview of the various types of pedagogical dic¬tionaries as well as the corresponding theoretical literature. Welker's method is descriptive, with himself mainly an observer...... of lexicographical practice and a "collector" of — frequently opposed — opinions and ideas expressed by a large number of scholars. This method allows the reader to become acquainted with an important part of the most relevant literature on pedagogical lexico¬graphy which is presented in a systematic and condensed...

  14. Corpo e psique: da dissociação à unificação - algumas implicações na prática pedagógica Body and psyche: from dissociation to unification - implications for pedagogical practice

    Directory of Open Access Journals (Sweden)

    Lucia Helena Pena Pereira

    2008-04-01

    of contents and teaching techniques. More profound changes in the pedagogical practice entail a change of attitude from educators, a new stance before life and education, and not merely a cognitive change with the acquisition of knowledge, but also emotional, bodily and spiritual changes, learning to integrate the various dimensions of the human being. It is necessary to know how to overcome or minimize barriers that life imposed as protections, as shown by the works of Wilhelm Reich and his followers - Alexander Lowen, Stanley Keleman and David Boadella -, which constitute the theoretical background for the present study. It is necessary to know how to create opportunities to transform patterns acquired in the academic formation, which eventually congeal, as disclosed by the psychological investigations considered here. One possible way to do that is through expressive activities, such as ludic activities and art-education. Relations are constituted in the social environment; the process of growth takes place in the contact with the other, in the perception of the differences, in accepting the multiplicity of thinking, in evaluating one's own doings. The theories considered here are meaningful for the studies in the field of Education insofar as they point to the possibility of a new outlook on the classroom practices and the relations established therein.

  15. Pedagogic Approach to the Mechanisms of Personality Identity Development

    Science.gov (United States)

    Shakurova, Marina V.

    2016-01-01

    The article addresses the problem of defining and attributing pedagogic essence to the mechanisms of personality identity development. It is based on the general mechanism of social interaction. Its structure contains, on the one hand, pedagogic interaction, including the forms of pedagogic assistance and pedagogic support; on the other hand, it…

  16. Critérios para a implementação de práticas pedagógicas na formação inicial em educação física e implicações no conhecimento pedagógico do conteúdo dos futuros professores Criteria for implementation of pedagogical practices in physical education teacher education and implications in pedagogical content knowledge of prospective teachers

    Directory of Open Access Journals (Sweden)

    Daniel Marcon

    2011-09-01

    conteúdo e a formação docente dos futuros professores ao longo da formação inicial em Educação Física.Pedagogical content knowledge is conceived as responsible for transforming teachers` content knowledge into teachable knowledge comprehensible to students. For the entire development of the pedagogical content knowledge during Physical Education teacher education, the approximation between contexts of formation and basic education, especially through strategies of pedagogical practices, has been recommended. Considering these concerns, this theoretical essay has aimed to present and discuss some criteria which subsidize formation programs in Physical Education in tasks for structuring and implementing these pedagogical practices. The information analyzed allows to identify five different aspects which can orientate formation programs: place of execution (higher education institution, school or community spaces; number of prospective teachers who will give the pedagogical practice (groups, trios, pairs or individually; students participating in the activities (classmates or community students; number of students participating (one, two, small groups or the whole class; and the number of activities which will be given (one, a pedagogical sequence, or a complete teaching unit. Literature also suggests that the achievement of pedagogical practices goals in prospective formation programs depends on conceptions that formation programs, teacher educators, and prospective teachers have concerning the participation of these forming strategies in the formation of future Physical Education teachers. Therefore, it is believed these five criteria may contribute for the implementation of different modalities of pedagogical practices which will allow pedagogical content knowledge to function as interlocutor between the knowledge base for teaching and the teaching and learning context, which will maximize both gradual development of pedagogical content knowledge itself and

  17. A pedagogical look at Jeans' density scale

    International Nuclear Information System (INIS)

    Chu, K-H W

    2007-01-01

    We illustrate the derivations of Jeans' criteria for the gravitational instabilities in a static homogeneous Newtonian system for pedagogical objectives. The critical Jeans density surface is presented in terms of dimensionless sound speeds and (characteristic) length scales

  18. Bringing University Pedagogical Approach into Companies

    DEFF Research Database (Denmark)

    Kofoed, Lise B.; S. Stachowicz, Marian

    2013-01-01

    This paper describes and discusses how the university pedagogical approach used in engineering education can be applied in a corporate setting. Problem Based and Project Organised Learning (PBL) pedagogical approach has been used in engineering education at Aalborg University for 30 years...... and this PBL structure was implemented in a Danish company which wanted to establish a learning environment, so that their employees would share their knowledge and understanding of the work processes across different departments. The pedagogical approach is described and two workshops are used as examples...... a project and found solutions for for problems related to their work. Several of the problem solutions were implemented. The participants evaluated the process and the outcome of the workshops very as very good. Furthermore the results show that the pedagogical method which has been used within engineering...

  19. Bearding the Capability Deprivation Machine: The Pedagogical ...

    African Journals Online (AJOL)

    Bearding the Capability Deprivation Machine: The Pedagogical Deal for ... Africa are managing the task of higher education in an environment marked by poverty. ... are valuable in the full range of social spaces young South Africans inhabit.

  20. Application of the technological, pedagogical, and content ...

    African Journals Online (AJOL)

    Application of the technological, pedagogical, and content knowledge framework in a positivist study on the use of ICT in pedagogy by teachers of mathematical disciplines at Makerere University: a conceptual paper.

  1. Significance and Implications of Patient-reported Xerostomia in Sjögren's Syndrome: Findings From the National Institutes of Health Cohort.

    Science.gov (United States)

    Billings, Monisha; Dye, Bruce A; Iafolla, Timothy; Baer, Alan N; Grisius, Margaret; Alevizos, Ilias

    2016-10-01

    Xerostomia is a chief complaint of patients with Sjögren's syndrome (SS). However, newer proposals for SS classification remove xerostomia and hyposalivation from the criteria list. Given these developments and the importance of patient-centered research outcomes, we sought to evaluate the utility of patient-reported xerostomia with implications for classification criteria, and clinical trials targeting SS treatment modalities. A nested case-control study was designed within The National Institute of Dental and Craniofacial Research/National Institutes of Health (NIDCR/NIH) SS Cohort - one of the largest SS cohorts in the US. Clinical characteristics of those with and without xerostomia in SS and other salivary gland dysfunctions were compared. Several analytical methods were employed, including multivariable logistic regression modeling. The NIDCR/NIH Sjögren's Syndrome Clinic has an open cohort with ongoing enrollment since 1984. This open cohort comprised of 2046 participants by August 27, 2015. Baseline data of 701 SS, 355 Sicca, and 247 ISS participants within the source cohort were analyzed. Xerostomia was highest among SS participants (87.4%, 95% CI: 84.8%-89.8%) compared to Sicca (72.4%, 95% CI: 67.4%-77.0%, pxerostomia were more likely to have SS than Sicca/ISS (OR=4.98, 95% CI: 3.78-6.56). The ability of xerostomia to screen for SS among those with salivary gland dysfunction was higher than screening for Sicca/ISS. Screening diagnostics of xerostomia were of greater utility compared to hyposalivation. After adjusting for confounding in multivariable modeling, SS participants with xerostomia were more likely to be White (Black/African Americans (OR: 0.40, 95% CI: 0.23-0.68, p-value=0.001) and Asians (OR: 0.49, 95% CI: 0.25-0.96, p-value=0.038) were less likely to have xerostomia compared to Whites), have dry eye symptoms for >3months (OR: 5.80, 95% CI: 3.62-9.28, p-value 2 (OR: 1.92, 95% CI: 1.20-3.09, p-value=0.007), and salivary gland swelling (OR: 49

  2. A Pedagogical Perspective on Online Teaching

    DEFF Research Database (Denmark)

    Kjærgaard, Annemette; Uth Thomsen, Thyra

    2016-01-01

    business school; academic challenge, interaction and collaboration, engagement and motivation, diversity and flexibility, academic socialization, and personal development and integrity. The authors describe how these pedagogical principles guided a recent online initiative in which three fully online...... rather than independent form of teaching and learning. Finally, the challenges and dilemmas that surfaced as a consequence of the alignment of the online format and the pedagogical principles are discussed...

  3. Interoperability in pedagogical e-learning services

    OpenAIRE

    Queirós, Ricardo

    2009-01-01

    The ultimate goal of this research plan is to improve the learning experience of students through the combination of pedagogical eLearning services. Service oriented architectures are already being used in eLearning but in this work the focus is on services of pedagogical value, rather then on generic services adapted from other business systems. This approach to the architecture of eLearning platforms raises challenges addressed by this work, namely: conceptual modeling of the pedagogica...

  4. Viewing mobile learning from a pedagogical perspective

    OpenAIRE

    Matthew Kearney; Sandra Schuck; Kevin Burden; Peter Aubusson

    2012-01-01

    Mobile learning is a relatively new phenomenon and the theoretical basis is currently under development. The paper presents a pedagogical perspective of mobile learning which highlights three central features of mobile learning: authenticity, collaboration and personalisation, embedded in the unique timespace contexts of mobile learning. A pedagogical framework was developed and tested through activities in two mobile learning projects located in teacher education communities: Mobagogy, a pro...

  5. Domain knowledge patterns in pedagogical diagnostics

    Science.gov (United States)

    Miarka, Rostislav

    2017-07-01

    This paper shows a proposal of representation of knowledge patterns in RDF(S) language. Knowledge patterns are used for reuse of knowledge. They can be divided into two groups - Top-level knowledge patterns and Domain knowledge patterns. Pedagogical diagnostics is aimed at testing of knowledge of students at primary and secondary school. An example of domain knowledge pattern from pedagogical diagnostics is part of this paper.

  6. Adult literacy, learning identities and pedagogic practice

    OpenAIRE

    Crowther, Jim; Maclachlan, Kathy; Tett, Lyn

    2010-01-01

    This article discusses the relationship between persistence in adult literacy and numeracy\\ud programs, changes in the participants’ attitudes to engaging in learning and pedagogic practices\\ud using data from eight Scottish literacy education organizations. It argues that literacy learning can act as a resource that enables vulnerable adults to change their dispositions to learning, achieve their goals and make a transition towards their imagined futures. Pedagogic practices that operate fro...

  7. Who is more efficient: Teacher or pedagogical agents?

    Science.gov (United States)

    Lee, Tien Tien; Mustapha, Nur Hanani

    2017-05-01

    The purpose of the study is to investigate the impact of pedagogical agent's and teacher's role on students' understanding and motivation in the learning of Electrochemistry. Interactive Multimedia Module with Pedagogical Agents, EC Lab (IMMPA EC Lab) was used in this study. IMMPA EC Lab consists of five subunits in Electrochemistry topic. The research was a non-equivalent control group quasi experimental design involving two treatment groups and one control group. The first treatment group studied Electrochemistry with expert agent (Professor T) while the second treatment group studied Electrochemistry with learning companion agent (Lisa). On the other hand, the control group learned Electrochemistry with their Chemistry teacher using the material in the IMMPA EC Lab. The study was conducted at a secondary science school in the Pasir Puteh district involving 74 form four students. The instruments used in this research were the Electrochemistry achievement tests in the form of pre-test and post-test, IMMPA EC Lab and motivation questionnaire. ANCOVA results found that there was no significant difference among the three groups in post-test. On the other hand, One-way ANOVA test proved that there were significant differences for the post-motivation scores between the control group and the treatment groups. Post motivation mean scores for expert agent treatment group and learning companion treatment group surpassed the control group. The study focus on the impact of pedagogical agents with different roles on students' learning and motivation should be promoted. Various versions of pedagogical agents that fulfil the good characteristics should be designed to enhance students' learning and motivation.

  8. Three pedagogical approaches to introductory physics labs and their effects on student learning outcomes

    Science.gov (United States)

    Chambers, Timothy

    This dissertation presents the results of an experiment that measured the learning outcomes associated with three different pedagogical approaches to introductory physics labs. These three pedagogical approaches presented students with the same apparatus and covered the same physics content, but used different lab manuals to guide students through distinct cognitive processes in conducting their laboratory investigations. We administered post-tests containing multiple-choice conceptual questions and free-response quantitative problems one week after students completed these laboratory investigations. In addition, we collected data from the laboratory practical exam taken by students at the end of the semester. Using these data sets, we compared the learning outcomes for the three curricula in three dimensions of ability: conceptual understanding, quantitative problem-solving skill, and laboratory skills. Our three pedagogical approaches are as follows. Guided labs lead students through their investigations via a combination of Socratic-style questioning and direct instruction, while students record their data and answers to written questions in the manual during the experiment. Traditional labs provide detailed written instructions, which students follow to complete the lab objectives. Open labs provide students with a set of apparatus and a question to be answered, and leave students to devise and execute an experiment to answer the question. In general, we find that students performing Guided labs perform better on some conceptual assessment items, and that students performing Open labs perform significantly better on experimental tasks. Combining a classical test theory analysis of post-test results with in-lab classroom observations allows us to identify individual components of the laboratory manuals and investigations that are likely to have influenced the observed differences in learning outcomes associated with the different pedagogical approaches. Due to

  9. On the Issue of Pedagogical Authority

    Directory of Open Access Journals (Sweden)

    Sobkin V.S.

    2016-03-01

    Full Text Available The paper focuses on Mikhail Kondratyev’s contributions to the exploration of pedagogical authority. Basing on the survey of 3056 students of 5—9 classes of Moscow schools the paper analyzes adolescents’ attitudes towards teacher as a referent adult: evaluations of his/her significance as a role model, descriptions of his/her social status with regard to the usefulness of the information received by the adolescent. It also reviews some features of interpersonal relationships within the teacher-student interaction: the adolescents’ reactions to criticisms, their evaluations of the significance of various reasons underlying conflicts with the teacher. The attitude of the students toward their teacher is analyzed through the lens of the educational process, including such parameters as the students’ physical and mental state during the lesson (authori- tarian/democratic style of the teacher’s behavior; the students’ trust in the teacher as the source of credible evaluations of their learning success; the impact of the teacher on the students’ interest in the school subject. The outcomes of the survey are reviewed in the context of the influence of certain demographic and social stratification factors. Special attention is drawn to the impact of academic achievements and the adolescent’s status in the group on his/her attitudes towards the teacher as the authoritative adult.

  10. PEDAGOGICAL PHILOSOPHY: THE ROLE AND IMPORTANCE OF THEORY IN CREATIVE COGNITION

    Directory of Open Access Journals (Sweden)

    Oleksandr Plahotskyi

    2016-11-01

    Full Text Available The main provisions and the essential characteristics of the theory of pedagogical philosophy are considered in the article. The outstanding Ukrainian scientists in the branch of pedagogical studies (V. Alfimov, O. Hluzman, V. Yevdokimov, О. Kucheriavyi and in the field of education practice (H. Minenko follow the point of view of problem relevance. Appearing of the pedagogical philosophy is caused by the need of understanding complicated issues like what a modern person (a child, a pupil, a student, a teacher, a tutor is; what the modern environment of human life is like; what the part the education plays in their life. The aim of the study is to justify the prospective opportunities of pedagogical philosophy while solving current educational tasks in order to arise the practitioners’ interest and desire to find the ways of using them in their creative activity. In the article the role and importance of pedagogical philosophy in the practice of school and higher educational institutions in modern Ukraine are analyzed. The challenges of time and the motion of the education system in advancing development are noted. The key parallels between the understanding of the essence of the educational process in the pedagogical philosophy and the current needs of human development and educational objectives are determined. The author concludes that theory of pedagogical philosophy, which is being developed at present time, is really new, independent, relevant and corresponding to the current life needs. In general its role and significance is proved by the fact that pedagogical philosophy has a necessary and sufficient recourse of showing the ways in the future for educators at secondary schools and higher educational establishments according to the occasions and processes that take place in Ukraine.

  11. Critical analysis of the pedagogical practice of the teachers trainnees

    Directory of Open Access Journals (Sweden)

    Mónica Ruiz Quiroga

    2013-07-01

    Full Text Available This article reports the results of a research project supported by the Research Center of the Universidad Pedagógica Nacional, whose purpose was the redefinition of the training process of the students, in the frame of the pedagogical practice, in one of the research lines for the Degree in Elementary Education with emphasis on Social Sciences. On a theoretical level, analysis and discussion were developed from critical pedagogy, particularly the concepts of pedagogical practice, training and systematization of experiences. Methodologically the project was developed from the Educational Action Research. It was found that students and teachers conceive pedagogical practice in a critical way, related to their reflective and transformative personalities, something that breaks, in some way, with the traditional outlook that defines it as the confirmation of the theory in the field. This way of conceiving is the result of both the training process and the life history of each other, as well as the staging and the discussion of the significance of the practice within the social sciences framework.

  12. HISTORICAL AND PEDAGOGICAL HERITAGE OF N. F. LUCHINSKY

    Directory of Open Access Journals (Sweden)

    Denis V. Voloshin

    2016-01-01

    Full Text Available The aim of the research is to show the contribution in theory and practice of the Russian penitentiary staff training system foundation by Nikolay Florianovich Luchinsky (1860 – after 1917, an outstanding Russian legislator and a talented civil servant. Methods. The methods involve general scientific methods of knowledge, pedagogical and historical sciences focused on the historical and pedagogical study of documentary sources. Results. N. F. Luchinsky’s main educational ideas, principles and scientific approaches to the issues of penitentiary staff training are considered in the article. The main milestones of the professional biography of one of the main vocational education ideologists of such type are described; N. F. Luchinsky’s leading role at the beginning of the 20th century in the development of system-based and complex education of prison employees is defined. Scientific novelty. The historical material opening the pedagogical concept of N. F. Luchinsky – the outstanding lawyer who was at sources of methodical ensuring process of preparation of penitentiary personnel in imperial Russia is for the first time analysed. Basic provisions of the book «Bases of Prison Case» and the author’s project by N. F. Luchinsky on the organization of educational institution for preparation of penitentiary personnel are considered. The value and viability of scientific ideas of N. F. Luchinsky in case of their projection on the present is shown. Practical significance. Materials of article on pre-revolutionary domestic penitentiary and pedagogical experience which for a long time has been buried in oblivion can be interesting to the teachers of history of the right, experts and methodologists dealing with training issues for modern criminal and executive system.

  13. Pedagogical Interaction in High School, the Structural and Functional Model of Pedagogical Interaction

    Science.gov (United States)

    Semenova, Larissa A.; Kazantseva, Anastassiya I.; Sergeyeva, Valeriya V.; Raklova, Yekaterina M.; Baiseitova, Zhanar B.

    2016-01-01

    The study covers the problems of pedagogical technologies and their experimental implementation in the learning process. The theoretical aspects of the "student-teacher" interaction are investigated. A structural and functional model of pedagogical interaction is offered, which determines the conditions for improving pedagogical…

  14. Primary School Teachers' Interviews Regarding Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK)

    Science.gov (United States)

    Sothayapetch, Pavinee; Lavonen, Jari; Juuti, Kalle

    2013-01-01

    Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK) are fundamental types of knowledge for a teacher that he or she must use in order to plan, teach in the classroom, and assess students' learning outcomes. This paper investigates experienced primary school teachers' PCK and GPK while teaching science in Finland and in…

  15. Linking Serious Game Narratives with Pedagogical Theories and Pedagogical Design Strategies

    Science.gov (United States)

    De Troyer, Olga; Van Broeckhoven, Frederik; Vlieghe, Joachim

    2017-01-01

    Narrative-based serious games present pedagogical content and interventions through an interactive narrative. To ensure effective learning in such kind of serious games, designers are not only faced with the challenge of creating a compelling narrative, but also with the additional challenge of incorporating suitable pedagogical strategies.…

  16. Children’s Sensitivity to the Knowledge Expressed in Pedagogical and Non-Pedagogical Contexts

    Science.gov (United States)

    Gelman, Susan A.; Ware, Elizabeth A.; Manczak, Erika M.; Graham, Susan A.

    2013-01-01

    The present studies test two hypotheses: (1) that pedagogical contexts especially convey generic information (Csibra & Gergely, 2009), and (2) that young children are sensitive to this aspect of pedagogy. We examined generic language (e.g., “Elephants live in Africa”) in three studies, focusing on: informational versus narrative children’s books (Study 1), the language of 6-year-old children and adults assuming either a pedagogical (teacher) or non-pedagogical (friend) role (Study 2), and the language of 5-year-old children and adults speaking to either an ignorant alien (pedagogical context) or a peer (non-pedagogical context; Study 3). Results suggest that generics are more frequent in informational than narrative texts. Furthermore, both adults and young children provide more generic language in pedagogical contexts and when assuming a pedagogical role. Together, the studies demonstrate that pedagogical contexts are distinctive in conveying generic information, and that children are sensitive to this aspect of the language input. We suggest that generic knowledge is more useful in making predictions about the future, and thus more highly valued during instruction. PMID:22468565

  17. Pedagogical Conditions of Multilevel Foreign Languages Teaching in Pedagogical Higher Education

    Science.gov (United States)

    Kadakin, Vasily V.; Shukshina, Tatiana I.; Piskunova, Svetlana I.; Babushkina, Larisa E.; Falileev, Alexander E.

    2016-01-01

    This article is devoted to pedagogical conditions of multilevel foreign languages teaching in pedagogical higher education. The purpose of the study is to form the students' skills in foreign language mastering, to form the ability to operate independently and autonomously in this activity, both in the specific learning situation, and in the…

  18. Problem of Structure Planning of the Russian National-Civilizational Identity: Social - Pedagogical Aspect of the Cossacks Pedagogics

    Directory of Open Access Journals (Sweden)

    Nadezhda K. Andrienko

    2018-03-01

    Full Text Available One of the most important problems of modern nation building in Russia is to reduce the level of disintegrational potential of ethnic and religious differences in Russian society. In this regard, the Russian scientific discourse has actualized the problem of the formation in Russia a national-civilizational identity capable of overcoming ethnic and confessional contradictions in the society. In the socio-pedagogical interpretation of this problem, the actual direction is the search for appropriate socio-cultural phenomena, the creation of pedagogical concepts and models based on the successive transfer of socio-cultural experience. One of such phenomena is the culture of the Russian Cossacks, which is the expression of the socially significant values of Russian culture that are in demand today and reflect the image of Russia as a Eurasian and Russian civilization. In the article, the culture of educational potential of the Russian Cossacks as a sociocultural phenomenon of the Russian civilization, which has transethnic foundation, is analyzed. As an up-to-date tendency is presented the modern conception of sociocultural education – the Cossacks pedagogics, which is based on successive transfer of sociocultural experience and which realizes national and cultural traditions of civilizational unity of the Russian community in the Russian educational paradigm.

  19. Spontaneous Responses to Neoliberalism, and Their Significance for Education

    Science.gov (United States)

    van der Walt, Johannes L.

    2017-01-01

    This paper is a sequel to the keynote address at the 2017 BCES Conference. The keynote address concluded with the thought that some educationists respond intuitively and spontaneously to neoliberalism and its impact on education whereas others reject neoliberalist precepts and their pedagogical implications on definite principled grounds. This…

  20. of students pedagogical skills to physical education

    Directory of Open Access Journals (Sweden)

    Galina Bezverkhnya

    2015-04-01

    Full Text Available Purpose: to describe the motivation to physical education of pedagogical skills girls in the context of motivation to learn and motivation to succeed. Material and Methods: 90 second-year students of pedagogical specialties were researched (30 girls from pre-school education, philological and economic faculties Pavlo Tychyna Uman State Pedagogical University. Results: described the motivation of students in physical education by the analysis of involvement of subject and the target set. Student's motivation to learning activities and their level to success motivation were additionally investigated. Conclusions: is outlined reason of not formed internal motivation of students’ physical training in general psychological orientation of the girls that sufficiently shown in context of motivation to learn and progress.

  1. The Success Criteria of Scientific Pedagogic Activities

    Directory of Open Access Journals (Sweden)

    M. V. Ovchinnikov

    2013-01-01

    Full Text Available The paper considers the problem of scientific pedagogic activity assessment of the higher school academic staff. The existing options of quality estimation are listed along with their deficiencies; the most acceptable in the authors’ opinion being the systematic approach. The latter allows considering almost every aspect of scientific-pedagogic activity. On that ground, the authors recommend the following success estimation criteria: gnostic, projecting, communicative, informational, and organizational. The criteria of work satisfaction and its results are taken into consideration as additional ones. The indicators of each criterion are given demonstrating that the as- sessment can be both internal (subjective and external (objective, denoted in the normative acts. The problem of complex and just quality assessment of scientific- pedagogic activity is quite relevant as it affects the academic staff motivation. The authors believe that the research findings can improve the objectivity of teachers’ work assessment and give way to differentiated approaches to their motivation and stimulation. 

  2. astrophysical significance

    Directory of Open Access Journals (Sweden)

    Dartois E.

    2014-02-01

    Full Text Available Clathrate hydrates, ice inclusion compounds, are of major importance for the Earth’s permafrost regions and may control the stability of gases in many astrophysical bodies such as the planets, comets and possibly interstellar grains. Their physical behavior may provide a trapping mechanism to modify the absolute and relative composition of icy bodies that could be the source of late-time injection of gaseous species in planetary atmospheres or hot cores. In this study, we provide and discuss laboratory-recorded infrared signatures of clathrate hydrates in the near to mid-infrared and the implications for space-based astrophysical tele-detection in order to constrain their possible presence.

  3. PEDAGOGICAL SUPPORT OF FORMATION OF MORAL AWARENESS OF STUDENTS

    Directory of Open Access Journals (Sweden)

    Aksana F. Hodko

    2015-01-01

    Full Text Available The purpose of this article is to consider the features of pedagogical support of the formation of moral awareness of students, its main components and principles, to describe the components of the professional culture of the teacher, to determine the pedagogical conditions of development of moral awareness of students on the basis of the realization of the principle of the educative training of modern specialists.Methods. Methods involve comparative analysis of literary sources, analysis of documents, systematization and generalization of theoretical material, logicaland-historical analysis, causal analysis, functional analysis, system-andstructural analysis.Results. It is shown that the global goal of modern high school is the formation of a constructive, creative personality, embodying a highly qualified specialist, a good family man, a conscious citizen and patriot of his/her homeland, responsible for its present and future. The importance of ideological and educational functions of the teacher significantly increases and is aimed at updating the ideological position of student, his professional, civic, and spiritual-and-moral formation. Moral development of personality is a process of the formation and changing of the individual as the subject of morality, involving the development of individual systems of moral values on the basis of the adoption of moral experience of mankind, which is the evidence of moral self-affirmation and personal integrity. Modern social-and-cultural conditions require updating the content, forms and methods of education in an establishment of higher education with the reorientation from the traditional educational work to personal-oriented educational process based on the use of active (interactive pedagogical tools. An important requirement for effective organization of educational process of students is the realization of proved organizational and psycho-pedagogical conditions. Wellorganized process of education

  4. Pedagogical quality in e-learning

    DEFF Research Database (Denmark)

    Dalsgaard, Christian

    2005-01-01

    The article is concerned with design and use of e-learning technology to develop education qualitatively. The purpose is to develop a framework for a pedagogical evaluation of e-learning technology. The approach is that evaluation and design must be grounded in a learning theoretical approach....... Finally, on the basis of the frameworks, the article discusses e-learning technology and, more specifically, design of virtual learning environments and learning objects. It is argued that e-learning technology is not pedagogically neutral, and that it is therefore necessary to focus on design...

  5. Teacher - the central figure of the pedagogical process (the historical and pedagogical aspects.

    Directory of Open Access Journals (Sweden)

    Kolesnik I.A.

    2011-07-01

    Full Text Available The article based on the study of historical and educational literature and creative heritage of teachers of classic grounded theory of the formation and development of the individual teacher in accordance with the social ideals are summarized psycho-pedagogical model of Ukrainian teachers, defined its characteristics and requirements for the implementation of their professional duties. It is defined that psychological pedagogical model of Ukrainian teacher demand a high level of national consciousness, basic knowledge of the history of Ukraine and Ukrainian psycho-pedagogical thought.

  6. Brain-Based Education: Its Pedagogical Implications and Research Relevance

    Science.gov (United States)

    Laxman, Kumar; Chin, Yap Kueh

    2010-01-01

    The brain, being the organ of learning, must be understood if classrooms are to be places of meaningful learning. Understanding the brain has the potential to alter the foundation of education, transform traditional classrooms to interactive learning environments and promote better instructional approaches amongst teachers. Brain-based education…

  7. Symbolic Form in the Pedagogical Implications of Sociolinguistics

    Science.gov (United States)

    Tolic, Mirela

    2011-01-01

    The author with the help of analysis of symbolic forms and sociolinguistics explains the transformation of "homo communicans in conscious homo symbolicum." He points out the importance of etymological analysis Cassierer's philosophy of symbolic forms and its effects in the modern understanding of sociolinguistics. It is necessary their…

  8. Developing Pedagogical Competence: Issues and Implications for Marketing Education

    Science.gov (United States)

    Madhavaram, Sreedhar; Laverie, Debra A.

    2010-01-01

    Competence in pedagogy and research is the sine qua non of marketing educators' careers. However, there is evidence in the literature that marketing academics focus "more on" and "are more competent" in research than teaching. This imbalance, in a majority of instances, can be traced back to doctoral education. Doctoral programs in marketing are…

  9. Pedagogical implications on interactive techniques of teaching non ...

    African Journals Online (AJOL)

    owner

    the ESP course, create proper learning environment and evoke students' interest ... (ESL) in a broad context and teaching students professional terminology in .... practice of foreign language education, but applying interactive methods of ... students acquire the experience in cross-cultural competence, which is essential in.

  10. PLACE OF RESIDENCE: THE SPACE OF SOCIO-PEDAGOGICAL TRANSFORMATIONS

    Directory of Open Access Journals (Sweden)

    M. P. Guriyanova

    2017-01-01

    efficiency of Social Care teachers of different specializations was carried out on the basis of questioning among parents.Results and scientific novelty. Modern forms of collective participation of citizens in education of younger generation are revealed, studied, and generalized. It is shown that the task of transformation of the place of residence into education space in a city and rural settlements can be successfully solved by means of creation of territorial communities – new social structures of modern civil society.The characteristic of such territorial communities is given; the need for its deve-lopment is proved. It is evident that similar communities promote expansion of purposeful social and educational work with children and families at their places of residence.Practical significance. The results and experience of creation of territorial communities obtained in the course of the investigation can support the development of municipal models for organization of socio-pedagogical and socio-cultural work with children and members of their families.

  11. Population genetic analysis of a medicinally significant Australian rainforest tree, Fontainea picrosperma C.T. White (Euphorbiaceae): biogeographic patterns and implications for species domestication and plantation establishment.

    Science.gov (United States)

    Lamont, R W; Conroy, G C; Reddell, P; Ogbourne, S M

    2016-02-29

    Fontainea picrosperma, a subcanopy tree endemic to the rainforests of northeastern Australia, is of medicinal significance following the discovery of the novel anti-cancer natural product, EBC-46. Laboratory synthesis of EBC-46 is unlikely to be commercially feasible and consequently production of the molecule is via isolation from F. picrosperma grown in plantations. Successful domestication and plantation production requires an intimate knowledge of a taxon's life-history attributes and genetic architecture, not only to ensure the maximum capture of genetic diversity from wild source populations, but also to minimise the risk of a detrimental loss in genetic diversity via founder effects during subsequent breeding programs designed to enhance commercially significant agronomic traits. Here we report the use of eleven microsatellite loci (PIC = 0.429; P ID  = 1.72 × 10(-6)) to investigate the partitioning of genetic diversity within and among seven natural populations of F. picrosperma. Genetic variation among individuals and within populations was found to be relatively low (A = 2.831; H E  = 0.407), although there was marked differentiation among populations (PhiPT = 0.248). Bayesian, UPGMA and principal coordinates analyses detected three main genotypic clusters (K = 3), which were present at all seven populations. Despite low levels of historical gene flow (N m  = 1.382), inbreeding was negligible (F = -0.003); presumably due to the taxon's dioecious breeding system. The data suggests that F. picrosperma was previously more continuously distributed, but that rainforest contraction and expansion in response to glacial-interglacial cycles, together with significant anthropogenic effects have resulted in significant fragmentation. This research provides important tools to support plantation establishment, selection and genetic improvement of this medicinally significant Australian rainforest species.

  12. Didactical And Ethics Demands For Automated Pedagogical Diagnostics.

    Directory of Open Access Journals (Sweden)

    O. Kolgatin

    2009-06-01

    Full Text Available Didactical demands for pedagogical diagnostics and its realisation specific characters under conditions of active using of ICT in instruction process of universities are analysed. The ethics questions of pedagogical diagnostics are considered. Ethic aspects, connected with using of the automated pedagogical diagnostic systems, are underlined.

  13. PRESENTATION POTENTIAL USING IN PEDAGOGICAL INTERACTION PROCESS

    Directory of Open Access Journals (Sweden)

    Olga V. Ershova

    2016-01-01

    Full Text Available The given article is aimed at considering multimedia presentation potential and its influence on strengthening classroom teacher-student interaction. In the article the importance of using this kind of activity in the study process is pointed in connection with educational state policy on the one hand. On the other hand, gained students’ skills as a final result of work with presentations met employers’ demand for both parent and world labour-markets and bring competitive benefit to the candidates. Scientific novelty and results. Multimedia presentation is considered as a specific complex of classroom activities. The students are oriented on the self analysis and presentation assessment. It is shown that well-organized process of peer students’ assessment allows to simultaneously helping in solving the didactic and methodical problems. To this purpose the system of assessment criteria should be developed. It has to be clear for students for making assessment feasible and time-saving. The example of a possible variant of criteria system is described; quality of the presentations prepared by students can be defined based on such system criteria. The author also analyzed software products of the three main platforms (Windows, Linux, MacOs which have different tools and allow to follow users’ needs for creating presentations. In the article there is a comparative table of the two most popular software development: the program Microsoft PowerPoint and the web-service Prezi for realizing the relevance of their use in the study process. Practical significance of the present article concludes in author’s suggestions of some recommendations for presentation potential use as a tool of improving pedagogical interaction process with contemporary students. 

  14. Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics

    Science.gov (United States)

    Harr, Nora; Eichler, Andreas; Renkl, Alexander

    2014-01-01

    In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated the effects of providing aspects of general pedagogical/psychological knowledge (PPK) and pedagogical content knowledge (PCK) in an integrated or separated way. In both conditions (“integrated” vs. “separated”), participants individually worked on computer-based learning environments addressing the same topic: use and handling of multiple external representations, a central issue in mathematics. We experimentally varied whether PPK aspects and PCK aspects were treated integrated or apart from one another. As expected, the integrated condition led to greater application of pedagogical/psychological aspects and an increase in applying both knowledge types simultaneously compared to the separated condition. Overall, our findings indicate beneficial effects of an integrated design in teacher education. PMID:25191300

  15. Teaching social justice: Reframing some common pedagogical ...

    African Journals Online (AJOL)

    Drawing on scholarship in Critical Pedagogy, this article speaks to the debate about pedagogical approaches within social justice education (SJE). The article addresses itself to privileged positionality within the context of university-based SJE, with a specific focus on race and whiteness. As a conceptual piece, it addresses ...

  16. Pedagogical discourses in Bhutanese upper secondary schools

    DEFF Research Database (Denmark)

    Keller, Hanne Dauer; Utha, Karma

    2017-01-01

    two pedagogical discourses in our analysis of the Bhutanese school system: The traditional cognitive learning discourse and an alternative, experience-based discourse. The theoretical framework is then used in our analysis of empirical data from classroom observations and semi-structured interviews...

  17. Brick: Mining Pedagogically Interesting Sequential Patterns

    NARCIS (Netherlands)

    Anjewierden, Anjo; Gijlers, Hannie; Saab, Nadira; de Hoog, Robert; Pechenizkiy, Mykola; Calders, Toon; Conati, Cristina; Ventura, Sebastian; Romero, Cristobal; Stamper, John

    2011-01-01

    One of the goals of the SCY project (www.scy-net.eu) is to make (inquiry) learning environments adaptive. The idea is to develop “pedagogical agents” that monitor learner behaviour through the actions they perform and identify patterns that point to systematic behaviour, or lack thereof. To achieve

  18. Pedagogical Content Knowledge and Industrial Design Education

    Science.gov (United States)

    Phillips, Kenneth R.; De Miranda, Michael A.; Shin, Jinseup

    2009-01-01

    Pedagogical content knowledge (PCK) has been embraced by many of the recent educational reform documents as a way of describing the knowledge possessed by expert teachers. These reform documents have also served as guides for educators to develop models of teacher development. However, in the United States, few if any of the current models…

  19. Visual Stereotypes and Virtual Pedagogical Agents

    Science.gov (United States)

    Haake, Magnus; Gulz, Agneta

    2008-01-01

    The paper deals with the use of visual stereotypes in virtual pedagogical agents and its potential impact in digital learning environments. An analysis of the concept of visual stereotypes is followed by a discussion of affordances and drawbacks as to their use in the context of traditional media. Next, the paper explores whether virtual…

  20. A Pedagogical Approach to Detective Fiction

    Science.gov (United States)

    Reyes-Torres, Agustín

    2011-01-01

    One of the main concerns when teaching a foreign language is how to encourage students to read and become interested in its literature. This article presents detective fiction as a pedagogical tool that provides the key elements to make it appealing for young readers. In this way, the mystery, the action and the suspense in the story; the figure…

  1. 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…

  2. Students' Consent to a Teacher's Pedagogical Authority

    Science.gov (United States)

    Harjunen, Elina

    2011-01-01

    In this paper student comments are examined to identify a typology of demands for granting their consent to a teacher's pedagogical authority. The data for this study (136 written responses and 66 interviews) have been collected from students in a Finnish comprehensive school and examined by means of a theory-bounded content analysis. The results…

  3. [The room of errors, fun and pedagogical].

    Science.gov (United States)

    Oriol, Pascale; Fortier, Élise; Grenier, Dominique

    2016-05-01

    Simulation in health care opens the way for innovative pedagogical developments particularly well suited to the training of nursing teams. It is ideal for acquiring or reinforcing knowledge, without any risk to patients, in a climate which facilitates exchanges. In this article, users share their experiences. Copyright © 2016 Elsevier Masson SAS. All rights reserved.

  4. Pedagogical Pleasures: Augustine in the Feminist Classroom

    Science.gov (United States)

    Labinksi, Maggie A.

    2017-01-01

    Many feminist philosophers of education have argued that the teacher's pleasure plays an important role in the classroom. However, accessing such pleasure is often easier said than done. Given our current academic climate, how might teachers develop pedagogical practices that cultivate these delights? This article investigates the (rather…

  5. Is International Accounting Education Delivering Pedagogical Value?

    Science.gov (United States)

    Patel, Chris; Millanta, Brian; Tweedie, Dale

    2016-01-01

    This paper examines whether universities are delivering pedagogical value to international accounting students commensurate with the costs of studying abroad. The paper uses survey and interview methods to explore the extent to which Chinese Learners (CLs) in an Australian postgraduate accounting subject have distinct learning needs. The paper…

  6. Online Instructors: Andragogical or Pedagogical Teaching?

    Science.gov (United States)

    Wang, Victor C. X.; Kania-Gosche, Beth

    2011-01-01

    This study investigates the andragogical and pedagogical teaching philosophies of online instructors at the California State University, Long Beach in the Spring Semester of 2010. Drawing from reflective adult education theory, this article proposes a new model for this reflective adult education theory. It is either the helping relationship…

  7. Pedagogical Relationship in Secondary Social Science Classrooms

    Science.gov (United States)

    Girard, Brian James

    2010-01-01

    This study investigates two high school social science classrooms in order to better understand the pedagogical relationships among teachers, students, and disciplinary content, and how teachers can influence students' opportunities to learn disciplinary literacy. Drawing on conceptual resources from sociocultural theories of learning and…

  8. The Three Pedagogical Dimensions of Nietzsche's Philosophy.

    Science.gov (United States)

    Aloni, Nimrod

    1989-01-01

    Nietzche is presented as a counternihilistic philosopher-educator who explored cultural conditions and ways of life that could lift man to higher modes of existence. Three pedagogical dimensions of Nietzsche's work are explored: recovery of health and worth as education's aim, endorsement of holistic education, harmonious combination of themes and…

  9. Exploring pedagogical possibilities for transformative approaches to ...

    African Journals Online (AJOL)

    How can research on academic literacies throw light on the challenge to widen access to undergraduate science studies? This article explores what an academic literacies approach might mean in the context of undergraduate physics. The study examines the pedagogical practices and student learning in two ...

  10. Significance of Cooking Oil to Bioaccessibility of Dichlorodiphenyltrichloroethanes (DDTs) and Polybrominated Diphenyl Ethers (PBDEs) in Raw and Cooked Fish: Implications for Human Health Risk.

    Science.gov (United States)

    Mi, Xiu-Bo; Su, Yang; Bao, Lian-Jun; Tao, Shu; Zeng, Eddy Y

    2017-04-26

    The present study examined the bioacessibility of DDTs and PBDEs in cooked fish (yellow grouper; Epinephelus awoara) with and without heating using the colon extended physiologically based extraction test. The bioaccessibility of DDTs and PBDEs increased from 60 and 26% in raw fish to 83 and 63%, respectively, after the addition of oil to raw fish. However, they decreased from 83 to 66% and from 63 to 40%, respectively, when oil-added fish were cooked. Human health risk assessment based on bioaccessible concentrations of DDTs and PBDEs in fish showed that the maximum allowable daily fish consumption rates decreased from 25, 59, and 86 g day -1 to 22, 53, and 77 g day -1 for children, youths, and adults, respectively, after fish were cooked with oil. These findings indicated that the significance of cooking oil to the bioaccessibility of DDTs and PBDEs in food should be considered in assessments of human health risk.

  11. Polyomic profiling reveals significant hepatic metabolic alterations in glucagon-receptor (GCGR knockout mice: implications on anti-glucagon therapies for diabetes

    Directory of Open Access Journals (Sweden)

    Molloy Mark P

    2011-06-01

    Full Text Available Abstract Background Glucagon is an important hormone in the regulation of glucose homeostasis, particularly in the maintenance of euglycemia and prevention of hypoglycemia. In type 2 Diabetes Mellitus (T2DM, glucagon levels are elevated in both the fasted and postprandial states, which contributes to inappropriate hyperglycemia through excessive hepatic glucose production. Efforts to discover and evaluate glucagon receptor antagonists for the treatment of T2DM have been ongoing for approximately two decades, with the challenge being to identify an agent with appropriate pharmaceutical properties and efficacy relative to potential side effects. We sought to determine the hepatic & systemic consequence of full glucagon receptor antagonism through the study of the glucagon receptor knock-out mouse (Gcgr-/- compared to wild-type littermates. Results Liver transcriptomics was performed using Affymetric expression array profiling, and liver proteomics was performed by iTRAQ global protein analysis. To complement the transcriptomic and proteomic analyses, we also conducted metabolite profiling (~200 analytes using mass spectrometry in plasma. Overall, there was excellent concordance (R = 0.88 for changes associated with receptor knock-out between the transcript and protein analysis. Pathway analysis tools were used to map the metabolic processes in liver altered by glucagon receptor ablation, the most notable being significant down-regulation of gluconeogenesis, amino acid catabolism, and fatty acid oxidation processes, with significant up-regulation of glycolysis, fatty acid synthesis, and cholesterol biosynthetic processes. These changes at the level of the liver were manifested through an altered plasma metabolite profile in the receptor knock-out mice, e.g. decreased glucose and glucose-derived metabolites, and increased amino acids, cholesterol, and bile acid levels. Conclusions In sum, the results of this study suggest that the complete ablation

  12. Geochemical processes in marine salt deposits: Their significance and their implications in connection with disposal of radioactive waste within salt domes

    Energy Technology Data Exchange (ETDEWEB)

    Herrmann, A G [Goettingen Univ. (Germany, F.R.). Geochemisches Inst.

    1980-01-01

    Attempts to effect permanent disposal of radioactive wastes in marine evaporites should do nothing to disturb, either in the short or the long term, the present relative stability of such bodies of rock. It is necessary to take account of all of the geochemical and physico-chemical reactions known to have been involved in the processes which formed the evaporites before proceeding to an acceptable strategy for disposal of radionucleides. These processes can be represented as three kinds of metamorphism: 1. solution metamorphism, 2. thermal metamorphism, 3. dynamic metamorphism. In all of the evaporite occurrences in Germany such processes have been influential in altering, on occasion significantly, the primary mineralogical composition and have also promoted a considerable degree of transposition of material. Given similar geochemical and physico-chemical premises, these metamorphic processes could become effective now or in the future. It is therefore necessary to discuss the following criteria when examining salt domes as permanent repositories of highly radioactive substances: (1) Temperatures <= 90/sup 0/ +- 10/sup 0/C at the contact between waste containers and rock salt; (2) Temperatures <= 75/sup 0/C within zones of carnallite rocks; (3) Immobilisation of high-level waste in crystalline forms whenever possible; (4) Systems of additional safety barriers around the waste containers or the unreprocessed spent fuel elements. The geochemical and physical effectiveness of the barriers within an evaporite environment must be guaranteed. For example: Ni-Ti-alloys, corundum, ceramic, anhydrite.

  13. The low risk of precancer after a screening result of human papillomavirus-negative/atypical squamous cells of undetermined significance papanicolaou and implications for clinical management.

    Science.gov (United States)

    Gage, Julia C; Katki, Hormuzd A; Schiffman, Mark; Castle, Philip E; Fetterman, Barbara; Poitras, Nancy E; Lorey, Thomas; Cheung, Li C; Behrens, Catherine; Sharma, Abha; Zhao, Fang-Hui; Cuzick, Jack; Yang, Zi Hua; Kinney, Walter K

    2014-11-01

    Different US practice guidelines have conflicting recommendations for when women should return after a screening result of human papillomavirus (HPV)-negative with an equivocal Papanicolaou (Pap) result of atypical squamous cells of undetermined significance (ASC-US) (ie, return in either 3 or 5 years). One way to determine management is to compare the risk of precancer/cancer after an HPV-negative/ASC-US result with the risks after other negative screening results. For example, if the risk after an HPV-negative/ASC-US result was similar to the risk after a negative Pap test, a 3-year return would be preferred because guidelines agree that women with negative Pap test results should return in 3 years. Alternatively, if the risk after an HPV-negative/ASC-US result is similar to that after a cotest-negative result (HPV negative/Pap test negative), a 5-year return would be preferred because guidelines agree that women testing cotest negative should return in 5 years. The authors compared risks of cervical intraepithelial neoplasia of grade 3 or higher (CIN3+) and cervical cancer among women aged 30 years to 64 years at Kaiser Permanente Northern California with the following test results from 2003 through 2012: 17,191 women testing HPV negative/ASC-US; 980,268 women testing Pap test negative (regardless of HPV result); and 892,882 women testing cotest negative. The 5-year CIN3+ and cancer risks after an HPV-negative/ASC-US result were closer to the risks after a negative Pap test result (CIN3+: 0.48% vs 0.31% [P =.0019]; and cancer: 0.043% vs 0.031% [P =.4]) than after a negative cotest (CIN3+: 0.48% vs 0.11% [P<.0001]; and cancer: 0.043% vs 0.014% [P =.016]). Women testing HPV negative/ASC-US were found to have precancer/cancer risks that were more closely aligned with women with negative Pap test results, suggesting that women testing HPV negative/ASC-US should be managed similarly to women testing negative on Pap tests with a 3-year return for screening. © 2014

  14. PROFESSIONAL-PEDAGOGICAL REFLECTION OF STUDENTS: RESULTS OF EMPIRICAL RESEARCH WORK

    Directory of Open Access Journals (Sweden)

    M. N. Dudina

    2017-01-01

    Full Text Available Introduction. Today, questions of valuable preferences and priorities of young people choosing a career in teaching are attracting widespread interest due to the introduction of new educational standards and subsequently fullygrown social and state requirements for teaching professionals. Individual characteristics (own intensions, potentialities, achievements of future teachers have to correspond ideally to a humanistic educational paradigm and personally focused model of training and education.The aim of this research is to clarify the specifics of students’ reflection on the acquired profession and seeing themselves as future teachers.Methodology and research methods. The methodological framework of the study is based on competencyand system-based approaches. The author’s technique built upon a questionnaire was the main research tool. The technique of psychometric diagnostics offered by S. A. Minyurova and A. I. Kalashnikov became initial material for drawing up tasks of the questionnaire; that diagnostics is designed for measurement of professional commitment of school teachers and adapted to study reflexive sphere of students’ personality who chose pedagogical field of study. The non-parametric Mann-Whitney U-criterion test was applied when processing the data obtained during the questionnaire to compare average values of independent samples of respondents.Results and scientific novelty. The carried out analysis of dynamically changing external and internal (objective and subjective allowed the author to emphasize the factors that influence students’ motivation to pedagogical activity, desire to realize themselves in it, and aspirations to study “through all life”. The proposed by the author new technique of a self-assessment for students with different levels of higher pedagogical education including postgraduate is approved. Significantly, the technique enables to reveal: socially and personally significant purposes of future

  15. A scientific pedagogic approach to pupil’s leadership in school

    Directory of Open Access Journals (Sweden)

    Marrero, Rodolfo

    2010-07-01

    Full Text Available The paper presents a pedagogic and scientific approach to the problem of student’s participation in school management, a tenet of Marxist Pedagogic, which has been given little attention in domestic and foreign literature. It focuses on the significance of student’s organizations and its leaders, as an essential element of the political and social education. It refers to the dialectic link between participation and student leadership in the educational context. The experience of A. S. Makarenko, in the USSR was taken a reference point. Key words: School management; leadership, involvement.

  16. Assessment of antibiotic resistance genes and integrons in commensal Escherichia coli from the Indian urban waste water: Implications and significance for public health

    Directory of Open Access Journals (Sweden)

    Nambram Somendro Singh

    2017-10-01

    Full Text Available Antibiotics like β-lactams, quinolones/fluoroquinolones, aminoglycosides and tetracycline constitute the major mainstay of treatment against most infectious diseases including Escherichia coli. Indiscriminate use of antibiotics for human and animal well-being has generated an enormous evolutionary pressure on bacteria especially E.coli, which has a highly plastic/evolving genome. Though, antibiotic resistance (AR has been extensively studied in pathogenic E.coli, commensal strains have been studied less owing to lesser clinical significance. However, commensal strains pose a serious threat as reservoirs and transmitters of resistance genes to other bacteria. Therefore, the present study was undertaken to investigate the prevalence of resistance genes and integrons in commensal E.coli isolated from river Yamuna, Delhi, India, which receives plentiful urban waste water. Eighty three well-characterized E.coli strains of phylogroups A and B1 isolated from river Yamuna were investigated. Antimicrobial susceptibilities and minimal inhibitory concentrations (MICs for β-lactams, aminoglycosides, tetracycline and quinolone/fluoroquinolone were determined by disk diffusion and Etest, according to Clinical and Laboratory Standards Institute (CLSI guidelines. Production of Extended spectrum β-lactamases (ESBL and AmpC was investigated. Prevalence of antibiotic-resistance genes for β-lactams (blaTEM,blaSHV, blaCTX-M, blaOXA, blaCMY-42, aminoglycosides (rmtA, rmtB, rmtC, armA, str, aacC2, tetracycline (tetA, tetR, tetM, tetW, and plasmid-mediated quinolone resistance, PMQR (qnrA, qnrB, qnrC, qnrD, qnrS, qep, aac were assessed. Integrons and  gene-cassette arrays were characterized. Commensal E.coli strains showed a higher resistance to ampicillin (95%, less to cefazolin (45% and still lesser to tetracycline (15%. About 19% of these strains showed multidrug resistant (three or more classes of antibiotics, of which 15% also produced ESBLs. None of the

  17. SOCIO-PEDAGOGICAL EVALUATION OF TEACHING STAFF ACTIVITIES IN COMPREHENSIVE SCHOOLS AS AN INDEPENDENT MECHANISM OF EDUCATION QUALITY ASSESSMENT

    Directory of Open Access Journals (Sweden)

    Irina О. Antipina

    2014-01-01

    Full Text Available The aim of the research is to reveal various ways for developing the independent mechanisms of education quality assessment.Methods involve the analysis of the existing views concerning the quality assessment of teaching staff activities.Results: The research findings demonstrate functional specificity of comprehensive schools, the main phases of socio-pedagogic assessment of teaching staff activities, and the main criteria and indices of their monitoring. The author considers professional educational activity as a general assessment criterion. The main feature of socio-pedagogic assessment procedures involves participation of different categories of teaching and research staff, along with students’ parents and the neighboring society members.Scientific novelty: The author specifies the concept of socio-pedagogic assessment of teaching staff activities.Practical significance: Implementation of the research outcomes can stimulate professional activity of pedagogical society in developing the independent system of education quality assessment.

  18. Psychological theory and pedagogical effectiveness: the learning promotion potential framework.

    Science.gov (United States)

    Tomlinson, Peter

    2008-12-01

    After a century of educational psychology, eminent commentators are still lamenting problems besetting the appropriate relating of psychological insights to teaching design, a situation not helped by the persistence of crude assumptions concerning the nature of pedagogical effectiveness. To propose an analytical or meta-theoretical framework based on the concept of learning promotion potential (LPP) as a basis for understanding the basic relationship between psychological insights and teaching strategies, and to draw out implications for psychology-based pedagogical design, development and research. This is a theoretical and meta-theoretical paper relying mainly on conceptual analysis, though also calling on psychological theory and research. Since teaching consists essentially in activity designed to promote learning, it follows that a teaching strategy has the potential in principle to achieve particular kinds of learning gains (LPP) to the extent that it embodies or stimulates the relevant learning processes on the part of learners and enables the teacher's functions of on-line monitoring and assistance for such learning processes. Whether a teaching strategy actually does realize its LPP by way of achieving its intended learning goals depends also on the quality of its implementation, in conjunction with other factors in the situated interaction that teaching always involves. The core role of psychology is to provide well-grounded indication of the nature of such learning processes and the teaching functions that support them, rather than to directly generate particular ways of teaching. A critically eclectic stance towards potential sources of psychological insight is argued for. Applying this framework, the paper proposes five kinds of issue to be attended to in the design and evaluation of psychology-based pedagogy. Other work proposing comparable ideas is briefly reviewed, with particular attention to similarities and a key difference with the ideas of Oser

  19. Culturally Relevant Pedagogical Practice among White College Faculty: A Narrative Study

    Science.gov (United States)

    Miller, Susan F.

    2013-01-01

    Faculty contribute to the campus racial climate for all students, but particularly for students of color, and play a significant role in shaping intellectual, social, and behavioral standards through their pedagogical practice (Hurtado, Milem, Clayton-Petersen, & Allen, 1998; Solózano, Ceja, & Yosso, 2000; Rankin & Reason, 2005).…

  20. A Comparison of Pedagogical Practices and Beliefs in International and Domestic Mathematics Teaching Assistants

    Science.gov (United States)

    Kim, Minsu

    2014-01-01

    International and domestic mathematics teaching assistants (MTAs) are a critical part of mathematics education because they teach a substantial portion of low-level mathematics courses at research institutions. Even if there are several factors to build on MTAs' pedagogical practices, MTAs' beliefs significantly influence the MTAs' practices. The…

  1. Analysis of Relationships between Technological Pedagogical Content Knowledge and Educational Internet Use

    Science.gov (United States)

    Sahin, Ismail; Celik, Ismail; Akturk, Ahmet Oguz; Aydin, Mustafa

    2013-01-01

    This study analyzes the relationships between preservice teachers' technological pedagogical content knowledge (TPACK) and their self-efficacy beliefs in educational Internet use. Findings show statistically significant relationships among the knowledge domains in technology, pedagogy, content, and their intersections. Also, results from the…

  2. Political and Pedagogical Dimensions in Holocaust Education: Teacher Seminars and Staff Development in Greece

    Science.gov (United States)

    Balodimas-Bartolomei, Angelyn

    2016-01-01

    The present study examines Holocaust education and professional teacher development in Greece. It briefly reviews the history of Greek Jewry and the stance and significance of Holocaust education within the Greek education system from historical, political, and pedagogical dimensions. The study also compares various approaches, themes, and…

  3. Unimodular theory: A little pedagogical vision

    International Nuclear Information System (INIS)

    Fernández Cristóbal, Jose Ma

    2014-01-01

    Under the generic designation of unimodular theory, two theoretical models of gravity are considered: the unimodular gravity and the TDiff theory. Our approach is primarily pedagogical. We aim to describe these models both from a geometric and a field-theoretical point of view. In addition, we explore connections with the cosmological-constant problem and outline some applications. We do not discuss the application of this theory to the quantization of gravity

  4. Pedagogical discourses in Bhutanese school system

    DEFF Research Database (Denmark)

    Keller, Hanne Dauer; Utha, Karma

    2013-01-01

    In this article we distinguish between three pedagogical discourses in our analysis of the Bhutanese school system. The results point to the dominance of the traditional cognitive discourse, but occasionally the teacher's unilateral control of the teaching-learning process is shared with the stud......In this article we distinguish between three pedagogical discourses in our analysis of the Bhutanese school system. The results point to the dominance of the traditional cognitive discourse, but occasionally the teacher's unilateral control of the teaching-learning process is shared...... with the students. On a value basis the teachers agree with the pedagogical ideal of student centered learning which is in line with an experiential learning discourse. In addition students tell about how they go to the better students, rather than to the teacher, for help. This behavior, where peers are used...... as ‘teachers’, points to a third understanding of how learning is undertaken, which builds on the social ressources of the local community of practice. Despite these smaller variations, the overall picture is that the underlying discourse of the Bhutaneese school system is in accordance with a traditional...

  5. Pharmacy Educator Motives to Pursue Pedagogical Knowledge.

    Science.gov (United States)

    Baia, Patricia; Strang, Aimee F

    2016-10-25

    Objective. To investigate motives of pharmacy educators who pursue pedagogical knowledge through professional development programs and to develop a model of motivation to inform future development. Methods. A mixed-methods approach was used to study both qualitative and quantitative data. Written narratives, postmodule quizzes, and survey data were collected during a 5-year period (2010-2014) from pharmacy educators who participated in an online professional development program titled Helping Educators Learn Pedagogy (HELP). Grounded theory was used to create a model of motivation for why pharmacy educators might pursue pedagogical knowledge. Results. Participants reported being driven intrinsically by a passion for their own learning (self-centered motivation) and by the need to improve student learning (student-centered motivation) and extrinsically by program design, funding, and administrator encouragement. Conclusion. A new model of pharmacy educator motivation to pursue pedagogy knowledge, Pedagogical Knowledge Acquisition Theory (PKAT), emerged as a blended intrinsic and extrinsic model, which may have value in developing future professional development programs.

  6. 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.

  7. Pedagogical professional training in Cuban educative context

    Directory of Open Access Journals (Sweden)

    Mayre Acosta Calderón

    2015-05-01

    Full Text Available The conception of the pedagogical professional training has evolved alongside with the educative changes that have taken place in the history of Cuban education. This research was intended to examine the evolution of professional training from the foundation of colleges of Education to the present. The study takes into account the relation of the instructive, educative and developing aspects; the development of the professional needs and their influence on cognitive and formative activity of learners and their professional performance; the components of contents included in the evaluation of the professional competence; and the comprehensive disciplinary approach of the formation process. Thus, this investigation is aimed at providing a historical analysis of the development of the pedagogical professional training, illustrating the continuity of the formative process in Cuban context. This study revealed the main trends of the pedagogical professional training for the General Senior High Education, It shows the movement from a former segmentation of instructive and educative components and emotional and intellectual educations to a and interconnected approach of both processes.

  8. Pedagogía de la interactividad Pedagogy of Interactivity

    Directory of Open Access Journals (Sweden)

    Roberto Aparici Marino

    2012-03-01

    citizen to become a potential media communicator. This communicative ecosystem suggests a society of communicators in which everyone feeds each other with his or her creations and shares individual and collective knowledge. We review communication practices that utilize feedback as a strategy of interaction, when in fact these practices still favor the perspective of the sender. We then propose a model for the collective power of knowledge called the «feed-feed model», based on the individual and collective construction of knowledge. This knowledge, which can be organized in a virtual or real setting, characterizes the fundamental principles of interactivity, even though some sectors still view these as marketing strategies. We examine the virtual silence that exists in the culture of participation, and its implications for educommunication. The article concludes with a search for other pedagogical models, and the analysis of the consequences of perpetuating the transmission model in the face of the possibilities offered by the pedagogy of interaction.

  9. EXPERIENCE OF NORMATIVE-LEGAL TRAINING OF PEDAGOGICAL STAFF IN THE SYSTEM OF HIGHER EDUCATION AND INCREASE QUALIFICATION

    Directory of Open Access Journals (Sweden)

    Andzhela Muharbievna Shekhmirzova

    2017-10-01

    Full Text Available The article presents the experience of normative and legal training of pedagogical personnel in the sphere of higher and additional professional education. The results of the analysis of the actual state of the system of normative and legal training of teachers are shown. The problems of forming normative-legal competence are analyzed. The relationship between the improvement of the system of normative-legal training of pedagogical cadres and the solution of a number of problems of a methodological nature is determined. At the same time, the problem of conceptual modeling of an effective pedagogical system of normative-legal training of pedagogical cadres is considered as a core, around which others group in a certain subordination. From the system positions it is shown the need to create an effective system of training teachers for the proper use of regulatory and legal acts in pedagogical activity, to solve complex problems, taking into account dynamically updated legislation. Based on the revealed methodological problems of normative-legal training of teachers, the need for a holistic view of the formation of regulatory-legal competence in the context of continuous teacher education. The purpose of research – presentation of a model of continuous regulatory education of teachers in the field of higher and additional professional education on the basis of identified methodological problems. Method or methodology of work: In the article a set of various methods of pedagogical research is presented: theoretical - analysis of scientific and pedagogical literature on the research problem, study and analysis of normative and legal documentation on the topic under consideration, theoretical generalization of research results; empirical - a survey, an analysis of the content of pedagogical documentation and performance, expert evaluation, modeling. Results: The model of continuous normative-legal training of pedagogical personnel in the sphere of

  10. Effects of pedagogical ideology on the perceived loudness and noise levels in preschools.

    Science.gov (United States)

    Jonsdottir, Valdis; Rantala, Leena M; Oskarsson, Gudmundur Kr; Sala, Eeva

    2015-01-01

    High activity noise levels that result in detrimental effects on speech communication have been measured in preschools. To find out if different pedagogical ideologies affect the perceived loudness and levels of noise, a questionnaire study inquiring about the experience of loudness and voice symptoms was carried out in Iceland in eight private preschools, called "Hjalli model", and in six public preschools. Noise levels were also measured in the preschools. Background variables (stress level, age, length of working career, education, smoking, and number of children per teacher) were also analyzed in order to determine how much they contributed toward voice symptoms and the experience of noisiness. Results indicate that pedagogical ideology is a significant factor for predicting noise and its consequences. Teachers in the preschool with tighter pedagogical control of discipline (the "Hjalli model") experienced lower activity noise loudness than teachers in the preschool with a more relaxed control of behavior (public preschool). Lower noise levels were also measured in the "Hjalli model" preschool and fewer "Hjalli model" teachers reported voice symptoms. Public preschool teachers experienced more stress than "Hjalli model" teachers and the stress level was, indeed, the background variable that best explained the voice symptoms and the teacher's perception of a noisy environment. Discipline, structure, and organization in the type of activity predicted the activity noise level better than the number of children in the group. Results indicate that pedagogical ideology is a significant factor for predicting self-reported noise and its consequences.

  11. Peculiarities of pedagogical practice in professional training of preschool teachers

    OpenAIRE

    Kodirova Zokhida Sobirovna

    2015-01-01

    This article deals with the preparation of the future educators for their professional activities. Pedagogical practice is an important stage of educators’ training for their further professional activities.

  12. Pedagogical Conditions of Future Philologists’ Research Culture Formation

    Directory of Open Access Journals (Sweden)

    Marina Trufkina

    2014-08-01

    Full Text Available The article deals with the problem of - the pedagogical conditions- and it discloses the give phenomenon. In the following work there are outlined three kinds of pedagogical conditions that determine the formation of the future philologist's research culture and it also gives their detailed analysis. The urgency of the paper is determined by progressive methods of contemporary higher education. The aim of the work is to analyse pedagogical conditions that contribute to the research culture formation. The outlook of our investigations is connected with the detailed analysis of the Ŗresearch cultureŗ phenomenon, its components and pedagogical conditions contributing to its development.

  13. Analogy as a means of theoretical adoption of pedagogical disciplines

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    Solovcova Irina A.

    2006-01-01

    Full Text Available The paper considers an application of analogy in the initial-teacher training as a tool of approaching pedagogical disciplines. The author proposes a classification of pedagogical analogies which provides choices of the most efficient model for a specific didactic situation. The article clarifies the model of the theoretical approach to pedagogical disciplines through active use of analogy, which contributes to a higher efficiency in a teacher and student interaction. The model consists of three stages: training (the stage of acquiring analogy model, the analytical stage (acquisition of pedagogical concepts, phenomena and systems through the application of analogy, and the stage of self-realization (the application of analogy method in students’ scientific-research activities considering external and internal didactic conditions which transform analogy from a teaching method into a tool for the acquisition of pedagogical disciplines. The author demonstrates that the application of analogy has a positive effect not only on the acquisition of pedagogical knowledge (especially methodic and the development of heuristic skills in students, but also on motivation for the study of pedagogical disciplines (cognitive aspect and professional pedagogical activity (formation of an individual-pedagogical attitude. .

  14. Pedagogical actions under pressure? Primary school teachers’ perceptions of their pedagogical actions

    NARCIS (Netherlands)

    Gemmink, Michelle; Fokkens-Bruinsma, Marjon; Pauw, Ietje; van Veen, Klaas

    2017-01-01

    In Dutch primary schools, pedagogical actions seem to receive much less attention than content knowledge. This is the consequence of several developments and innovations that aimed at enhancing pupils’ learning outcomes and at improving teachers’ content knowledge and didactic actions. This results

  15. Mental health among students of pedagogical universities

    Directory of Open Access Journals (Sweden)

    Malinauskas R.

    2010-06-01

    Full Text Available This article deals with questions of mental health among students of pedagogical universities. There were analysed differences in the level of mental health among sporting and non-sporting students. Two methods were used in the inquiry. Stepanov's questionnaire was used to estimate the level of mental health, Gundarov's questionnaire was used to evaluate psychical satisfaction. The sample consisted of 263 sporting students (athletes and 288 non-sporting students. Results have shown that the level of mental health among sporting students was higher than the level of mental health among non-sporting students.

  16. Jane Austen on love and pedagogical power.

    Science.gov (United States)

    Fessenbecker, Patrick

    2011-01-01

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

  17. Characterizing pedagogical practices of university physics students in informal learning environments

    Science.gov (United States)

    Hinko, Kathleen A.; Madigan, Peter; Miller, Eric; Finkelstein, Noah D.

    2016-06-01

    [This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] University educators (UEs) have a long history of teaching physics not only in formal classroom settings but also in informal outreach environments. The pedagogical practices of UEs in informal physics teaching have not been widely studied, and they may provide insight into formal practices and preparation. We investigate the interactions between UEs and children in an afterschool physics program facilitated by university physics students from the University of Colorado Boulder. In this program, physics undergraduates, graduate students, and postdoctoral researchers work with K-8 children on hands-on physics activities on a weekly basis over the course of a semester. We use an activity theoretic framework as a tool to examine situational aspects of individuals' behavior in the complex structure of the afterschool program. Using this framework, we analyze video of UE-child interactions and identify three main pedagogical modalities that UEs display during activities: instruction, consultation, and participation modes. These modes are characterized by certain language, physical location, and objectives that establish differences in UE-child roles and division of labor. Based on this analysis, we discuss implications for promoting pedagogical strategies through purposeful curriculum development and university educator preparation.

  18. FORMING THE READINESS OF UNIVERSITY TEACHERS TO WORK IN POSTGRADUATE PEDAGOGICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Iryna Trubavina

    2017-04-01

    Full Text Available The problem of teaching adult students in the system of postgraduate pedagogical education should be considered not only from the point of view of the students, but also from the point of teachers’ view. Training is a two-way process. In this article national studies on this problem are initially summarized. The methodology of research of postgraduate pedagogical education is singled out. These are such scientific approaches as synergetics and andragogics. The author proves the need for universities to train teachers specially for interaction with adult students who already work as teachers in schools, have very much motivation for study, their own personal and professional experience, may be older than their university teachers, require subject-subject communication. This all affects the specifics of teaching and requires a different willingness to work with such students and correspondent courses at universities. The article is devoted to forming modern university teachers’ readiness to work in postgraduate pedagogical education. The features of such readiness content are first determined by the author as the content, value and operational components of teacher readiness for work. This gives the article practical significance. The results can be extended to the training of all teachers of higher pedagogical educational institutions, that indicate the social significance of the article. The originality of the article is determining the specific content of the components of the teachers’ readiness to work in postgraduate pedagogical education. Forming the teacher’s readiness for training adult students in the system of postgraduate teacher education should include knowledge, skills and values of work. The prospects for research are building and implementing a model of forming the university teachers’ readiness for such work on the basis of andragogy and synergetics, taking into account the specified content of the components of teacher

  19. Astrobites as a Pedagogical Tool in Classrooms

    Science.gov (United States)

    Khullar, Gourav; Tsang, Benny Tsz Ho; Sanders, Nathan; Kohler, Susanna; Shipp, Nora; Astrobites Collaboration

    2018-06-01

    Astrobites is a graduate-student organization that publishes an online astrophysical literature blog (astrobites.org), and has published brief and accessible summaries of more than 1600 articles from the astrophysical literature since its founding in 2010. Our graduate-student generated content is widely being utilised as a pedagogical tool to bring current research into the classroom of higher education. We aim to study the effectiveness of Astrobites in teaching of current research, via the AAS Education & Professional Development Mini-Grant funded in Fall 2017. This talk gives an overview of the functioning of Astrobites, our past pedagogical initiatives, as well as a brief description of the grant proposal. We describe the workings of our teaching workshop at the 231st AAS Meeting in January 2018, as well as a 10-educator focus group that has been assembled to conduct a post-workshop follow-up that serves as a dataset for our research study. We present here a brief analysis of the workshop, the focus group and preliminary inferences.

  20. Pedagogical sensemaking or "doing school": In well-designed workshop sessions, facilitation makes the difference

    Science.gov (United States)

    Olmstead, Alice; Turpen, Chandra

    2017-12-01

    Although physics education researchers often use workshops to promote instructional change in higher education, little research has been done to investigate workshop design. Initial evidence suggests that many workshop sessions focus primarily on raising faculty's awareness of research-based instructional strategies, a fairly straightforward goal that has been largely met. However, increasing faculty's awareness of existing strategies alone has somewhat limited benefits. We argue that workshop leaders should also aim to cultivate faculty's ability and motivation to engage in pedagogical sensemaking, i.e., the pursuit of robust pedagogical logic based on observations and interpretations of classroom events. This goal is likely more challenging to achieve, and thus presents a greater need for research. In this paper, we pursue in situ, qualitative analysis of two parallel workshop sessions that seem to have the potential to support ambitious outcomes. We demonstrate how faculty may engage in aspects of pedagogical sensemaking, such as using observations of student behavior to support their arguments. We also show how faculty may instead seem to engage in interactions reminiscent of students "doing school," such as evaluating instruction based on "correctness" alone. We also show how differences in workshop facilitation seemed to contribute to faculty engaging in pedagogical sensemaking in one session only. These differences include (i) strictly enforcing session rules versus gently navigating faculty's incoming expectations, (ii) highlighting the workshop leaders' expertise versus working to minimize power differentials, and (iii) emphasizing the benefits of adoption of a prescribed strategy versus encouraging faculty to reason about possible adaptations. We consider the implications of this analysis for future research and workshop design.

  1. CONCERNING CORRELATION BETWEEN METHODOLOGY AND TECHNOLOGY IN PEDAGOGICAL RESEARCH

    Directory of Open Access Journals (Sweden)

    Vladimir I. Zagvyazinsky

    2015-01-01

    Full Text Available The purpose of the paper is the continuation of a cycle of the methodological articles, called to help work of young researchers.The general dissatisfaction with quality and results of research work in an education sphere and pedagogics has been largely caused not only insufficient level of methodological culture of competitors of scientific degrees and researchers-experts, but also their inability to choose a work technology of procedure of research that will be adequate to the purposes, problems and a plan of it. The present article is also devoted to this problem.Methods. The methods of the analysis, synthesis, idealisation, generalisation of author’s experience, a concrete definition and modelling are used.Results and scientific novelty. The general technology of scientific search in an education sphere is presented; the technology is developed on the basis of long-term experience of the Tyumen scientific and pedagogical school, and justified in practice. The author doesn’t take into consideration the rigid technology of algorithmic type which is hardly useful in works of creative character; but in the present case – frame technology that defines the expedient organisation, sequence of stages of work and its corresponding maintenance. The following technology components are described: self-determination of the researcher or research group on the basis of creation and the statement of the developed project of all procedures of search; statement of questions on initial allocation of the problem conducting ideas, a plan-way of its realisation; project performance, its ascertaining and a reformative part, research procedures (the basic stage; summarising, generalisation of the research performed, a writing of the text of report documents, preparation of total publications. Examples of typical errors of the young scientists who do not own the technology of scientific activity are given.Practical significance. Proposed recommendations stated

  2. The Globalization of Business Schools: Curriculum and Pedagogical Issues

    Science.gov (United States)

    Starbird, S. Andrew; Powers, Elizabeth E.

    2013-01-01

    In this article we explore the connection between learning goals, cognitive skill development, and pedagogical strategies. We identify cognitive skills that are important to students of international business, and link them to the pedagogical strategies that support them. The characteristics that impact the effectiveness of international business…

  3. Pedagogical Management of University Students' Communication Ability Development

    Science.gov (United States)

    Anatolievna, Spirchagova Tatiana; Munirovna, Nasyrova Albina; Kasimovna, Vakhitova Dilyara; Mirzayanovna, Sadrieva Liliya; Anatolievna, Brodskaya Tatiana

    2017-01-01

    The development of social interaction forms emphasizes urgency and importance of the topic. The purpose of the study is to find out peculiarities of pedagogical management of university students' communication ability development. The leading approach to the research was the narrative approach which allows considering pedagogical management of…

  4. Refracting Schoolgirls: Pedagogical Intra-Actions Producing Shame

    Science.gov (United States)

    Wolfe, Melissa Joy

    2017-01-01

    This article contributes to the discussion of gender inequality in schools with the central theme tracing ways that pedagogical affect im/mobilises agency. I argue that what I call "the schoolgirl affect," as distinctly gendered pedagogical practices in schools, constitute a schoolgirl body that refracts capacity for action in particular…

  5. Pedagogical Decision Making through the Lens of Teacher Preparation Program

    Science.gov (United States)

    Prachagool, Veena; Nuangchalerm, Prasart; Subramaniam, Ganakumaran; Dostal, Jirí

    2016-01-01

    Pedagogical decision making is very important for professional teachers, it concerns belief, self-efficacy, and actions that teachers expose to classroom. This paper employed theoretical lens and education policy in Thailand to examine the preservice teachers' views about pedagogical decision making. Discussion helps school mentors understand…

  6. The Lecture as a Transmedial Pedagogical Form: A Historical Analysis

    Science.gov (United States)

    Friesen, Norm

    2011-01-01

    The lecture has been much maligned as a pedagogical form, yet it persists and even flourishes today in the form of the podcast, the TED talk, and the "smart" lecture hall. This article examines the lecture as a pedagogical genre, as "a site where differences between media are negotiated" (Franzel) as these media coevolve. This examination shows…

  7. Are Massive Open Online Courses (MOOCs) Pedagogically Innovative?

    Science.gov (United States)

    Armellini, Alejandro; Padilla Rodriguez, Brenda Cecilia

    2016-01-01

    While claims about pedagogic innovation in Massive Open Online Courses (MOOCs) are common, most reports provide no evidence to justify those claims. This paper reports on a survey aimed at exploring how different stakeholders describe MOOCs, focusing on whether they would consider them pedagogically innovative, and if so, why. Respondents (n =…

  8. Effective Pedagogical Practices for Online Teaching: Perception of Experienced Instructors

    Science.gov (United States)

    Bailey, Craig J.; Card, Karen A.

    2009-01-01

    Institutions have focused on providing faculty with technological training to enhance their online teaching, but many online instructors would like to learn more effective pedagogical practices. This phenomenological study determines what experienced, award-winning South Dakota e-learning instructors perceive to be effective pedagogical practices.…

  9. Teachers' Pedagogical Mathematical Awareness in Swedish Early Childhood Education

    Science.gov (United States)

    Björklund, Camilla; Barendregt, Wolmet

    2016-01-01

    Revised guidelines for Swedish early childhood education that emphasize mathematics content and competencies in more detail than before raise the question of the status of pedagogical mathematical awareness among Swedish early childhood teachers. The purpose of this study is to give an overview of teachers' current pedagogical mathematical…

  10. Constructivism and Pedagogical Reform in China: Issues and Challenges

    Science.gov (United States)

    Tan, Charlene

    2017-01-01

    This article critically discusses the constructivist ideas, assumptions and practices that undergird the current pedagogical reform in China. The pedagogical reform is part of a comprehensive curriculum reform that has been introduced across schools in Mainland China. Although the official documents did not specify the underpinning theories for…

  11. Pedagogical System of Future Teachers' Professional Thinking Culture Formation

    Science.gov (United States)

    Abildina, Saltanat K.; Sarsekeyeva, Zhanar Y.; Aidarbekova, Kulzhan A.; Asetova, Zhannur B.; Adanov, Kuanysbek B.

    2016-01-01

    Research objective is to theoretically justify and to develop a pedagogical system of development of future teachers' professional thinking culture. In the research there are used a set of theoretical methods: systematic analysis of the philosophical, psychological and pedagogical literature on the researched topic; compilation and classification…

  12. Adapting Technological Pedagogical Content Knowledge Framework to Teach Mathematics

    Science.gov (United States)

    Getenet, Seyum Tekeher

    2017-01-01

    The technological pedagogical content knowledge framework is increasingly in use by educational technology researcher as a generic description of the knowledge requirements for teachers using technology in all subjects. This study describes the development of a mathematics specific variety of the technological pedagogical content knowledge…

  13. A comparison of two pedagogical systems of sentence analysis

    DEFF Research Database (Denmark)

    Jensen, Kim Ebensgaard

    2011-01-01

    This paper describes, compares, and analyzes the slashes-and-vertical-lines model of sentence analysis and the SPOAC model, both of which were designed with pedagogical purposes in mind.......This paper describes, compares, and analyzes the slashes-and-vertical-lines model of sentence analysis and the SPOAC model, both of which were designed with pedagogical purposes in mind....

  14. Safety and Security at School: A Pedagogical Perspective

    Science.gov (United States)

    de Waal, Elda; Grosser, M. M.

    2009-01-01

    Education law and policy currently focus on broader physical aspects of safety and security at schools, as well as, for example, on pedagogical insecurity such as is caused by discriminatory teaching, but law and policy have yet to pay attention to the overall and far-reaching pedagogical safety and security of learners. By means of a descriptive…

  15. Science Teachers' Pedagogical Discontentment: Its Sources and Potential for Change

    Science.gov (United States)

    Southerland, Sherry A.; Sowell, Scott; Enderle, Patrick

    2011-01-01

    This research explored science teachers' pedagogical discontentment and described its role in teachers' consideration of new teaching practices. Pedagogical discontentment is an expression of the degree to which one is discontented because one's teaching practices do not achieve one's teaching goals. Through a series of structured interviews…

  16. Pedagogical Content Knowledge and Preparation of High School Physics Teachers

    Science.gov (United States)

    Etkina, Eugenia

    2010-01-01

    This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge--PCK). The program has been in place…

  17. Pedagogical Practices to Support Classroom Cultures of Scientific Inquiry

    Science.gov (United States)

    Herrenkohl, Leslie Rupert; Tasker, Tammy; White, Barbara

    2011-01-01

    This article examines the pedagogical practices of two science inquiry teachers and their students using a Web-based system called Web of Inquiry (WOI). There is a need to build a collective repertoire of pedagogical practices that can assist elementary and middle school teachers as they support students to develop a complex model of inquiry based…

  18. Working with Gender Pedagogics at 14 Swedish Preschools

    Science.gov (United States)

    Sandstrom, Margareta; Stier, Jonas; Sandberg, Anette

    2013-01-01

    In Sweden, gender pedagogics has been on the political agenda the last decade. Consequently, gender matters have been given much attention in Swedish preschools, and specialized pedagogues have also been trained to counteract socially constructed gender distinctions. Therefore, we have explored the enactment of gender pedagogics. We asked 17…

  19. Impacts of Pedagogical Agent Gender in an Accessible Learning Environment

    Science.gov (United States)

    Schroeder, Noah L.; Adesope, Olusola O.

    2015-01-01

    Advances in information technologies have resulted in the use of pedagogical agents to facilitate learning. Although several studies have been conducted to examine the effects of pedagogical agents on learning, little is known about gender stereotypes of agents and how those stereotypes influence student learning and attitudes. This study…

  20. Pedagogical Framing of OER--The Case of Language Teaching

    Science.gov (United States)

    Bradley, Linda; Vigmo, Sylvi

    2016-01-01

    This study investigates what characterises teachers' pedagogical design of OER [Open Educational Resources], and potential affordances and constraints in pedagogical design in an open education practice, when contributing to a Swedish repository Lektion.se. The teachers' framing of the OER shared on the repository included the analyses of a…

  1. Self-Development of Pedagogical Competence of Future Teacher

    Science.gov (United States)

    Mirzagitova, Alsu Linarovna; Akhmetov, Linar Gimazetdinovich

    2015-01-01

    Relevance of a considered problem is caused by that situation, in which appeared pedagogical education of Russia at present. Absence of clear understanding of prospect of school, of requirements to the modern teacher, of the purposes of students training in the conditions of continuous reformed education brought in pedagogical universities to loss…

  2. Diagnostics of communication and information environment of pedagogical program means

    Directory of Open Access Journals (Sweden)

    Елена Вадимовна Журавлёва

    2010-06-01

    Full Text Available The efficiency of pedagogical program means is considered through the correctness of a communication and information environment organization. The totality of pedagogical conditions is adduced; the communication and information environment answers these conditions. The main directions (didactic, psychological, ergonomic of analysis are determined and the methods choice for their diagnostics is grounded.

  3. Between Body and Spirit: The Liminality of Pedagogical Relationships

    Science.gov (United States)

    Todd, Sharon

    2014-01-01

    This article explores the pedagogical, transformative aspects of education as a relation, viewing such transformation as occurring in the liminal space between body and spirit. In order to explore this liminal space more thoroughly, the article first outlines a case for why liminality is of educational and not only of pedagogical concern, building…

  4. Determining suitable pedagogical approaches to the application of ...

    African Journals Online (AJOL)

    The purpose of this pilot action research study was to document the process of choosing a suitable pedagogical approach that best fits a participant. Three pedagogical approaches as described by Ware were chosen: mechanistic, holistic and eclectic (a combination of mechanistic and holistic). Results indicated that each ...

  5. Pedagogical Lexicography: Towards a New and Strict Typology ...

    African Journals Online (AJOL)

    The problem is especially severe within so-called pedagogical lexicography. A short panoramic review shows that especially the terms "pedagogical lexicography/dictionaries", "didactic lexicography/dictionaries", "school dictionaries" and "learners' dictionaries" are used with a lot of different meanings that vary from author ...

  6. The Reaffirmation Professional Pedagogical in the formation of educators

    Directory of Open Access Journals (Sweden)

    Omar Blas Aulet-Álvarez

    2016-11-01

    Full Text Available The work undertakes the problem of the motivation professional pedagogical in the formation of the professional of the education, like one of the primary addresses of work educational that is carried out now. The reflections that socializing forms part of the inquiries carried out by the bus of investigators of the project institutional: The educational orientation in the formation of educators: Systematizing of results. Intentional the formative work through the strategy curricular of reaffirmation professional pedagogical like an alternating methodological that introduction in her practices. It is purpose of the authors, socialize the experiences reached in the educational practice that facilitate the motivation professional pedagogical stated explicitly in a group of strategic actions whose execution and effective control for the several buses pedagogical of the university, you contributed to perfect the process of the initial formation of students in the races pedagogical and with it elevate the quality of egression.

  7. Institutional and pedagogical criteria for productive open source learning environments

    DEFF Research Database (Denmark)

    Svendsen, Brian Møller; Ryberg, Thomas; Semey, Ian Peter

    2004-01-01

    In this article we present some institutional and pedagogical criteria for making an informed decision in relation to identifying and choosing a productive open source learning environment. We argue that three concepts (implementation, maintainability and further development) are important when...... considering the sustainability and cost efficiency of an open source system, and we outline a set of key points for evaluating an open source software in terms of cost of system adoption. Furthermore we identify a range of pedagogical concepts and criteria to emphasize the importance of considering...... the relation between the local pedagogical practice and the pedagogical design of the open source learning environment. This we illustrate through an analysis of an open source system and our own pedagogical practice at Aalborg University, Denmark (POPP)....

  8. Developing the Simulator Instructor’s Pedagogical Competence

    DEFF Research Database (Denmark)

    Sjøstedt, Peter

    2014-01-01

    The full benefits of investment in simulator-based training are achieved only when development of the simulator instructor’s pedagogical competence accompanies the acquisition of advanced technology. In spite of this, the instructor’s pedagogical competence often is not well developed. Courses...... for simulator instructors that address their experiential instructional skills and their understanding of adult participants' learning processes are rare. Lessons learned about the instructor’s role that focus on the relationship between instruction and learning are seldom reported. Simulator instructors......’ pedagogical competence appears to be an area afforded insufficient attention from the simulation community. Based on lessons learned from our four-day pedagogical course for naval simulator instructors in the Danish armed forces, this paper presents a framework for instructors’ pedagogical competence...

  9. Results of experimental testing of system of future physical culture teachers’ training for art pedagogic means’ application in pedagogic functioning

    Directory of Open Access Journals (Sweden)

    T.V. Nizhevska

    2015-10-01

    Full Text Available Purpose: the research is devoted to seeking of ways to rising of quality of future physical culture teachers. Material: in experiment 436 students and 29 teachers participated. Results: it was found that readiness of future physical culture teachers for application of art pedagogic means in professional functioning is achieved through realization of appropriate block system. Such system ensures mastering by students of the following: theoretical principles of art pedagogic; mastering of art pedagogic skills in teaching and quasi professional functioning; acquiring of practical experience of art means’ application in period of pedagogic practice at schools. It was also determined that training system of future teachers includes the following three blocks: conceptual-target, knowledge-procedural; control-correcting. Conclusions: it is recommended to use such criteria of students’ readiness for application of art means in pedagogic functioning: motivation-axiological, cognitive-active, personality’s-reflexive.

  10. Pedagogical Synergy: Linking Assessment, Curriculum, and Instruction

    Directory of Open Access Journals (Sweden)

    Caro Rolheiser

    2010-05-01

    Full Text Available This paper describes the evolution of attempts to build coherence and capacity in an Ontario school district, focusing on the development of literacy strategies in all of the district’s elementary and secondary schools. In reviewing case studies in four elementary schools, the authors have identified three key elements (instruction, curriculum, and assessment as the key dimensions which have the greatest influence on student achievement. The authors of this paper present a new construct, pedagogical synergy, in which those three elements are combined. Improvements can occur at both the district and school levels when there are horizontal and reciprocal strategies for building capacity and increasing coherence. It is the mutual support between district and schools that provides the power in this new concept.

  11. USING A PEDAGOGICAL TOOL TO IMPROVE LEARNING:

    DEFF Research Database (Denmark)

    Bagger, Bettan; Taylor Kelly, Hélène; Hørdam, Britta

    at University College Zealand of nursing students’ bachelor projects highlighted students’ difficulties when categorizing and evaluating research literature. Students relied upon introductory textbooks as a major source of information and used proportionately few researched based resources. In 2011 a pilot......Abstract Content: Nurses work in complex organizations and solve multifaceted problems in an ever changing society when meeting patient needs. Therefore there is a need to develop students´ skills in the use of evidence based literature in clinical decision making. A retrospective study...... project aimed at raising students’ awareness with respect to the choice and assessment of literature was initiated and students were introduced to a new pedagogical tool. Effects of the educational intervention were measured via quantitative and qualitative data and a follow-up clinical intervention...

  12. Opening up education - some pedagogical considerations

    DEFF Research Database (Denmark)

    Bang, Jørgen; Dalsgaard, Christian; Kjær, Arne

    2016-01-01

    would we need universities? Libraries could do the job!” In order to open up education, we need to develop a pedagogical framework for knowledge building to supplement the tradition for knowledge acquisition in higher education. In this article we present our strategic considerations for organising......In the “Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions” from September 25, 2013 the Commission advocated strongly to ‘Opening up Education’ through ‘Innovative teaching and learning for all...... through new Technologies and Open Educational Resources’. We strongly support this vision for the future and aim at realising it within a Danish context with a population of five million. However, we also retain a certain scepticism and remember the saying of David Wiley: “If content is all we need, why...

  13. Teachers’ Pedagogical Approaches to Teaching with Minecraft

    DEFF Research Database (Denmark)

    Hanghøj, Thorkild; Hautopp, Heidi

    2016-01-01

    Abstract: The aim of this paper is to explore teachers’ different pedagogical approaches to teaching the “sandbox” digital game Minecraft as a part of L1 primary education. The empirical data for the paper is based on a series of design interventions with a Minecraft curriculum in three different...... classes (two 1st grades and one 2nd grade) at three different Danish schools, which involved video observations of the teaching and interviews with the participating teachers. The project is financed by The Danish Ministry of Education (2013-2015) and is part of a larger project on “ICT in the Innovative...... School”, which aims to develop students’ 21st century skills. Drawing on theoretical work on professional practice (Schön, 1983), frame theory (Goffman, 1974), and Dialogic Self Theory (Ligorio, 2010), the paper aims to describe and understand how the teachers’ positioned themselves through redesign...

  14. Hacia una pedagogía pacicultora

    Directory of Open Access Journals (Sweden)

    ALEXANDER LUIS ORTIZ OCAÑA

    2013-11-01

    Full Text Available En este artículo se demuestra científicamente que el Bachillerato Pacicultor1 es un modelo didáctico innovador y pertinente dentro del contexto de las políticas de atención educativa a la población vulnerable y desplazada, sustentado en los modelos educativos de la Escuela Nueva y la Escuela del Desarrollo Integral, basado en enfoques constructivistas, tendencias humanistas, teorías sociocríticas o histórico – culturales y corrientes cognitivas de aprendizajes significativos. Este enfoque sistémico y configuracional del bachillerato aporta elementos esenciales que permitirán configurar una Pedagogía Pacicultora.   

  15. Audio Description as a Pedagogical Tool

    Directory of Open Access Journals (Sweden)

    Georgina Kleege

    2015-05-01

    Full Text Available Audio description is the process of translating visual information into words for people who are blind or have low vision. Typically such description has focused on films, museum exhibitions, images and video on the internet, and live theater. Because it allows people with visual impairments to experience a variety of cultural and educational texts that would otherwise be inaccessible, audio description is a mandated aspect of disability inclusion, although it remains markedly underdeveloped and underutilized in our classrooms and in society in general. Along with increasing awareness of disability, audio description pushes students to practice close reading of visual material, deepen their analysis, and engage in critical discussions around the methodology, standards and values, language, and role of interpretation in a variety of academic disciplines. We outline a few pedagogical interventions that can be customized to different contexts to develop students' writing and critical thinking skills through guided description of visual material.

  16. Pedagogía de la metamorfosis

    Directory of Open Access Journals (Sweden)

    Jairo Hernando Gómez-Esteban

    2012-01-01

    Full Text Available Este ensayo presenta los fundamentos teóricos de la pedagogía de la metamorfosis. Esta perspectiva retoma los cambios paradigmáticos de la ciencia en función de una ética planetaria, unos procesos de conocimiento que incluyen el entorno, el cuerpo y la conciencia, y una idea del devenir humano que, sin oponerse a sus nuevas formas de expresión y realización, se resiste a cualquier forma de invasión y colonización del cuerpo, de nuestra condición animal biológica, y de nuestra dignidad y espiritualidad. Como estrategia metodológica, propone el relato de formación, la implementación de la transdisciplinariedad y el papel de la espiritualidad.

  17. Social-pedagogical aspects of trainer's activity

    Directory of Open Access Journals (Sweden)

    Kramskoy S.I.

    2012-11-01

    Full Text Available Analysed social-pedagogical aspect of activity of trainer-teacher on preparation of sporting reserve of different level. Activity of trainer is studied on forming socially-active personalities of sportsman. The personal long-term experience is presented to trainer-teaching works of child's trainer, trainer of student command, trainer of command of major league on a handball. It is shown that multilateral activity of trainer is estimated not only the sporting results of his pupils but also has considerably more wide circle of influence on the ward. Influence of employments is represented sport on forming socially-meaningful qualities of personality. It is marked that to the basic personal qualities of trainer behave: creative activity, flexibility of mind, industriousness, honesty, disinterestedness, of principle, self-control, demand, modesty, culture.

  18. Does pedagogical documentation support maternal reminiscing conversations?

    Directory of Open Access Journals (Sweden)

    Bethany Fleck

    2015-12-01

    Full Text Available When parents talk with their children about lessons learned in school, they are participating in reminiscing of an unshared event. This study sought to understand if pedagogical documentation, from the Reggio Approach to early childhood education, would support and enhance the conversation. Mother–child dyads reminisced two separate times about preschool lessons, one time with documentation available to them and one time without. Transcripts were coded extracting variables indicative of high and low maternal reminiscing styles. Results indicate that mother and child conversation characteristics were more highly elaborative when documentation was present than when it was not. In addition, children added more information to the conversation supporting the notion that such conversations enhanced memory for lessons. Documentation could be used as a support tool for conversations and children’s memory about lessons learned in school.

  19. Cognitive component of Tolerance in Pedagogic Education

    Directory of Open Access Journals (Sweden)

    O. V. Akimova

    2013-01-01

    Full Text Available The paper looks at one of the urgent educational problems of tolerance development by teachers and students; tolerance being viewed as the openness to the new knowledge acquisition, willingness to understand other people and cooperate with them, and therefore the opportunity for self- development.The paper outlines the ways of tolerant attitudes formation by all the human subjects of educational process; the concept of person oriented teaching is considered to be the basic one for tolerance development. To optimize the specialists’ training for communication at any level of professional environment, the cognitive activity educational model is suggested, providing the ways out of any complicated pedagogical situation. The cognitive psychology concepts give the background for the above model. The education in question promotes the intellectual level of the prospective teachers, intensifies their creative potential, methodological thinking and practical experience, as well as tolerance development in professional communication process. 

  20. Pedagogía de los medios y pedagogía Freinet: puntos de encuentro

    Directory of Open Access Journals (Sweden)

    Verónica Gabriela Silva Piovani

    2013-04-01

    Full Text Available El objetivo de este trabajo fue abordar los principales aportes de la pedagogía Freinet, así como de los estudios de pedagogía de los medios, mídia-educação y media literacy, a fin de reflexionar cómo las contribuciones de cada propuesta pueden complementarse y perfeccionar entre sí. El texto surge del análisis bibliográfico, desarrollado como parte de una propuesta de disertación de maestría en Educación Física Escolar. Como síntesis, puede considerarse qué aspectos relacionados con la propuesta de Freinet, como la escucha de los alumnos, estímulo de la comunicación, la práctica de correspondencia interescolar, entre otros, están vinculados y pueden ser considerados antecesores de los estudios de pedagogía de los medios, mídia-educação y media literacy.

  1. Kinking and Torsion Can Significantly Improve the Efficiency of Valveless Pumping in Periodically Compressed Tubular Conduits. Implications for Understanding of the Form-Function Relationship of Embryonic Heart Tubes

    Directory of Open Access Journals (Sweden)

    Florian Hiermeier

    2017-11-01

    Full Text Available Valveless pumping phenomena (peristalsis, Liebau-effect can generate unidirectional fluid flow in periodically compressed tubular conduits. Early embryonic hearts are tubular conduits acting as valveless pumps. It is unclear whether such hearts work as peristaltic or Liebau-effect pumps. During the initial phase of its pumping activity, the originally straight embryonic heart is subjected to deforming forces that produce bending, twisting, kinking, and coiling. This deformation process is called cardiac looping. Its function is traditionally seen as generating a configuration needed for establishment of correct alignments of pulmonary and systemic flow pathways in the mature heart of lung-breathing vertebrates. This idea conflicts with the fact that cardiac looping occurs in all vertebrates, including gill-breathing fishes. We speculate that looping morphogenesis may improve the efficiency of valveless pumping. To test the physical plausibility of this hypothesis, we analyzed the pumping performance of a Liebau-effect pump in straight and looped (kinked configurations. Compared to the straight configuration, the looped configuration significantly improved the pumping performance of our pump. This shows that looping can improve the efficiency of valveless pumping driven by the Liebau-effect. Further studies are needed to clarify whether this finding may have implications for understanding of the form-function relationship of embryonic hearts.

  2. The significance of sense of coherence for the perceptions of task characteristics and stress during interruptions amongst a sample of public health nurses in Hong Kong: implications for nursing management.

    Science.gov (United States)

    Shiu, A T

    1998-08-01

    The study aimed to investigate the significance of sense of coherence (SOC) for the perceptions of task characteristics and for stress perceptions during interruptions of public health nurses (PHNs) with children in Hong Kong. The research design employed the experience sampling method. Convenience sampling was used to recruit 20 subjects. During stage one of the study a watch was worn that gave a signal at six random times each day for seven days to complete an experience sampling diary. PHNs on average responded to 34 signals (80%) to complete the diaries which collected data on work and family juggling, task characteristics, and their effects on mood states. At stage two respondents completed the SOC scale which measured confidence in life as comprehensible, manageable, and meaningful. Two major findings provide the focus for this paper. First, results indicate that there was positive correlation between SOC and perceived task characteristics. Second, results reveal that when interruptions occurred, PHNs with high SOC had higher positive affect and lower negative affect than PHNs with low SOC. These results suggest that SOC as a salutogenic model helps PHNs to cope with the family and work juggling as well as the occupational stress. Implications for nursing management on strengthening SOC of PHNs are discussed.

  3. Visual Inspirations: The Pedagogical and Cultural Significance of Creative Posters in the Art Classroom

    Science.gov (United States)

    Hasio, Cindy

    2015-01-01

    Creative posters in the classroom can inspire students to become engaged and motivated in learning art. Within the classroom, there are many places to put posters so that students can read them (especially when they get bored in the classroom) - on the cabinets, near the chalkboard, on the teacher's desk and any spare space on the wall. There is…

  4. Learning and Unlearning: Some Reflections on Feminist Praxis and Pedagogic Practice in Religious Studies and Religious Education

    Directory of Open Access Journals (Sweden)

    Catherine Robinson

    2018-03-01

    Full Text Available This article evaluates the actual impact and potential implications of feminist pedagogy for Religious Studies in universities and Religious Education in schools. It is based on the authors’ experience in the UK, including some international comparisons, with a focus on teaching and learning from a feminist perspective. Applying Grimmitt’s threefold model of pedagogy as encompassing aims and content as well as method, this article examines the evidence and extent of change in curricula both in universities and in schools in order to identify where change is required and what that change might be. It demonstrates how feminist pedagogy challenges Religious Studies and Religious Education to rethink their content, methods and aims in a variety of ways, pointing to significant advances and areas yet to be addressed. In so doing, it takes account of diverse feminist voices, other pedagogical priorities and other issues surrounding sex, gender and sexuality that challenge the category of the feminine and the appropriateness of a gendered analysis.

  5. Social psychological-pedagogical support of singleparent family

    Directory of Open Access Journals (Sweden)

    Ruslana Kazhuk

    2018-01-01

    Full Text Available The article deals with the definition of the concept of "incomplete family", describes the typology of single-parent families, the necessity of special social psychological and pedagogical support for children from such families and their parents has been proved. The analysis of various concepts of ―support‖has been made. The idea of psychological and pedagogical support of modern incomplete families has been determined. Key words: incomplete family, types of single-parent families, support, social support, psychological and pedagogical support of single-parent families.

  6. Personal Narratives: A Pedagogical Proposal to Stimulate Language Students’ Writing

    Directory of Open Access Journals (Sweden)

    Fredy Orlando Salamanca González

    2015-04-01

    Full Text Available In a public university in Tunja (Colombia, undergraduate language students mentioned that writing was important and yet, they kept at a distance from it due to its requirements. The aim of this pedagogical intervention was to find a strategy to encourage students to write and, more importantly, to feel an identity with their texts. For this pedagogical intervention, students were required to write narratives that allowed them to portray their experiences using the target language and to look for the most accurate words and descriptions. From a pedagogical perspective, writing the narratives provided the teacher with the possibility of knowing his students better and to feel an affiliation towards them.

  7. PROFESSIONAL DEVELOPMENT PEDAGOGICAL AND EXECUTIVES OF THE EDUCATION ORGANIZATIONS OF THE REPUBLIC OF ADYGEA TO IMPLEMENTATION OF NEW STANDARDS

    Directory of Open Access Journals (Sweden)

    Andzhela Muharbievna Shekhmirzova

    2017-09-01

    Full Text Available In the context of introduction of standards of a new generation, before the Russian education organizations there were tasks connected with modernization of system of professional development pedagogical and executives. Studying of a condition of education practice of professional development of the pedagogical and managerial personnel to implementation of innovative activities according to requirements of new standards, showed that it can’t flexibly react to changes of requests of modern society and provide high quality of education. Basic reasons of practical difficulties are connected with lack of complete system of professional development of pedagogical and leading employees of the general and vocational education to implementation of requirements of standards of new generation on condition of their coordinate collective interaction. The purpose of research – presentation of an innovative model of training and retraining of teachers and executives of the educational system in Republic of Adygea, focused on ensuring their readiness for implementation of the requirements of the new standards taking into account the National System of Teacher Growth. Method or methodology of work: in the article presents a set of theoretical and empirical methods of pedagogical research. Results: in the context of the innovation model the levels of readiness of pedagogical and managerial staff of the system of general and professional education in the territory of the Republic of Adygea to innovative activities to implement the requirements of the new generation standards are revealed taking into account the National System of Teacher Growth. Practical implications: The results of the study can form a basis to the managerial strategy of the general education organizations in Republic of Adygea in case of the solution of urgent tasks on implementation of the planned results of training according to requirements of new standards and improvement of quality of

  8. Pedagogías emergentes en contextos cambiantes: pedagogías en red en la sociedad del conocimiento

    OpenAIRE

    Binod Gurung; Amparo Clavijo Olarte

    2015-01-01

    La noción de pedagogías es un concepto multidimensional emergente construido a partir de la relación entre los componentes pedagógicos (como la tecnología, la pedagogía y el contenido) y los contextos pedagógicos cambiantes de la sociedad, la economía, la educación y la ciencia y tecnología para mencionar algunos. Desafortunadamente, para los marcos teóricos tradicionales existentes no es importante la relación entre los componentes y los contextos pedagógicos cambiantes. Las pedagogías tradi...

  9. Rethinking Game Based Learning: applying pedagogical standards to educational games

    NARCIS (Netherlands)

    Schmitz, Birgit; Kelle, Sebastian

    2010-01-01

    Schmitz, B., & Kelle, S. (2010, 1-6 February). Rethinking Game Based Learning: applying pedagogical standards to educational games. Presentation at JTEL Winter School 2010 on Advanced Learning Technologies, Innsbruck, Austria.

  10. Reference models for forming organisational or collaborative pedagogical best practices

    NARCIS (Netherlands)

    Lee, Chien-Sing; Koper, Rob; Kommers, Piet; Hedberg, John

    2008-01-01

    Lee, Chien-Sing, Koper, R., Kommers, P., & Hedberg, John (Eds.) (2008). Reference models for forming organisational or collaborative pedagogical best practices [special issue]. International Journal of Continuing Engineering Education and Life-Long Learning, 18(1).

  11. Multilingual Writing and Pedagogical Cooperation in Virtual Learning Environments

    DEFF Research Database (Denmark)

    Mousten, Birthe; Vandepitte, Sonia; Arnó Macà, Elisabet

    Multilingual Writing and Pedagogical Cooperation in Virtual Learning Environments is a critical scholarly resource that examines experiences with virtual networks and their advantages for universities and students in the domains of writing, translation, and usability testing. Featuring coverage o...

  12. Pedagogic Knowledge and the Victorian Era Anglo-American Teacher.

    Science.gov (United States)

    Larsen, Marianne A.

    2002-01-01

    Discusses the expected knowledge base of British Victorian elementary teachers in the rational and scientific study of pedagogy and didactics. Concludes comparative research has revealed prevalence of similar pedagogic discourse in Great Britain and North American schools. (KDR)

  13. Using Large Scale Test Results for Pedagogical Purposes

    DEFF Research Database (Denmark)

    Dolin, Jens

    2012-01-01

    The use and influence of large scale tests (LST), both national and international, has increased dramatically within the last decade. This process has revealed a tension between the legitimate need for information about the performance of the educational system and teachers to inform policy......, and the teachers’ and students’ use of this information for pedagogical purposes in the classroom. We know well how the policy makers interpret and use the outcomes of such tests, but we know less about how teachers make use of LSTs to inform their pedagogical practice. An important question is whether...... there is a contradiction between the political system’s use of LST and teachers’ (possible) pedagogical use of LST. And if yes: What is a contradiction based on? This presentation will give some results from a systematic review on how tests have influenced the pedagogical practice. The research revealed many of the fatal...

  14. Natural Interaction With Pedagogical Agents in Virtual Environments

    National Research Council Canada - National Science Library

    Johnson, W

    2002-01-01

    .... ISI's main contribution to this project was the development of the Steve pedagogical agent, an embodied agent that can participate in training simulations, as a virtual coach or a virtual team member...

  15. An exploration into pedagogic frailty: Transitioning from face-to-face to online

    Directory of Open Access Journals (Sweden)

    Irina Niculescu

    2017-09-01

    Full Text Available Pedagogic frailty and concept mapping can simultaneously encourage personal and organisational change by supporting critical reflection and resilience. These ideas are nascent within higher education institutions and currently, at the University of Surrey, are only developed through face-to-face sessions. This revealed the need for a scalable intervention which engages academics with the discourse on introspective and professional development practices. In response, we have created the design for a blended programme of online foundation for concept mapping leading to face-to-face workshops to explore the pedagogic frailty model. This paper will discuss some significant challenges arising from transitioning self-reflective practices from face-to-face to online spaces. In the process, we will consider ways in which learning design can take the learner context into account.

  16. The Problem of Grammar Teaching: A Case Study of the Relationship between a Teacher's Beliefs and Pedagogical Practice

    Science.gov (United States)

    Watson, Annabel

    2015-01-01

    Through a case study of a first-language English teacher's approach to teaching writing, the significance of conceptual and affective beliefs about grammar for pedagogical practice is explored. The study explores a perceived dichotomy between grammar and creativity, examining a belief that attention to grammar is separate and secondary to the…

  17. Developing Pre-Service Teachers' Technological Pedagogical Content Knowledge for Teaching Mathematics with the Geometer's Sketchpad through Lesson Study

    Science.gov (United States)

    Meng, Chew Cheng; Sam, Lim Chap

    2013-01-01

    The purpose of this study was to develop pre-service secondary teachers' technological pedagogical content knowledge (TPACK) for teaching mathematics with The Geometer's Sketchpad (GSP) through Lesson Study (LS). Specifically, a single-group pretest-posttest design was employed to examine whether there was a significant difference in the…

  18. PLACE OF RESIDENCE: THE SPACE OF SOCIO-PEDAGOGICAL TRANSFORMATIONS

    OpenAIRE

    M. P. Guriyanova

    2017-01-01

    Introduction. In modern society Pedagogics is no longer the domain only of tutors, school teachers and teachers of educational institutions of general and vocational training of various levels. Pedagogics, being in integration with Sociology, Philosophy, Psychology, and Cultural Science, has an impact on sociocultural life of both all society and local communities, along with well-being of children and families, and population’s quality of life. In some regions ofRussia, state bodies responsi...

  19. Critical analysis of the pedagogical practice of the teachers trainnees

    OpenAIRE

    Mónica Ruiz Quiroga; Cristian Camilo Ortiz Castiblanco; Jhider Soler Mejía

    2013-01-01

    This article reports the results of a research project supported by the Research Center of the Universidad Pedagógica Nacional, whose purpose was the redefinition of the training process of the students, in the frame of the pedagogical practice, in one of the research lines for the Degree in Elementary Education with emphasis on Social Sciences. On a theoretical level, analysis and discussion were developed from critical pedagogy, particularly the concepts of pedagogical practice, training an...

  20. The socializing workshop and the scientific appraisal in pedagogical sciences

    Directory of Open Access Journals (Sweden)

    Matos, Eneida Catalina

    2012-01-01

    Full Text Available The systematization of the authors' experiences as agents of the process of Ph. D. formative process in Pedagogical Sciences leads them to propose The Socialization Workshop, as a valid alternative for scientific valuation of pedagogical investigations, supported in the epistemic nature of this science, as well as the author’s previous contributions about epistemic communication. The definition of The Socialization Workshop, its rationale and corresponding methodological stages are presented.

  1. Pedagogical and conflict situations of teacher of physical training

    Directory of Open Access Journals (Sweden)

    Pechko O.M.

    2011-02-01

    Full Text Available The article reveals the essence of pedagogical and conflict situations between teacher and student. Considered ways of solving and preventing pedagogical and conflict situations in school. Principal reasons of conflict situations are selected, situations of activity, conduct and relations. The receptions of influence of teacher of physical culture are separated on personality of schoolchildren. It is well-proven that the profession of teacher of physical culture supposes possibility of conflict situations.

  2. Beyond individualised teaching : a relational construction of pedagogical attitude

    OpenAIRE

    Aspelin, Jonas

    2014-01-01

    Teaching is today often described as a matter of adjusting to the individual lives of students. Building on the premises of three educational theories, mainly Martin Buber’s concept of ‘inclusion’, the article aims to confront this idea and show how pedagogical attitude can be perceived from a relational perspective. A model is constructed in which pedagogical attitude is understood as three different types of teacher-student relationships: a) an asymmetric inter-subjective relationship; b) a...

  3. CEPIAH, a method for Evaluation and Design of Pedagogical Hypermedia

    OpenAIRE

    Trigano , Philippe; Pacurar Giacomini , Ecaterina

    2004-01-01

    We are working on a method, called CEPIAH. We propose a web based system used to help teachers to design multimedia documents and to evaluate their prototypes. Our tool integrates two modules such as EMPI (Evaluation of Multimedia Pedagogical and Interactive software), and SP/UL/FC, a method for designing pedagogical hypermedia. The EMPI module is used to evaluate multimedia software used in educational context. We structured a knowledge base composed of a list of evaluation criteria, grouped...

  4. Development formalization of the e-learning pedagogical scenario

    Directory of Open Access Journals (Sweden)

    Олександр Іванович Пушкар

    2016-10-01

    Full Text Available The place of the pedagogical scenario in development of the e-learning support system has been defined. The process of student's interaction with the system of e-learning in the form of a proper dialogue has been proposed. Peculiarities of constructing typical models of scenarios of academic disciplines have been analyzed. A technique for quantitative assessment of the relationships between the objects of study in the model of a pedagogical scenario has been offered

  5. Pedagogical content knowledge and preparation of high school physics teachers

    OpenAIRE

    Eugenia Etkina

    2010-01-01

    This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge—PCK). The program has been in place for 7 years and has a steady production rate of an average of six teachers per year who remain in the profession. The main purpose of the paper is t...

  6. Pedagogical Studies in Teacher Education: Reintroducing methodology as the core of pedagogical studies

    Directory of Open Access Journals (Sweden)

    Marianne Vinje

    2016-04-01

    Full Text Available Den historiske utviklingen til pedagogikkfaget i norsk lærerutdanning kan studeres på mange måter. Gjennom dokumentanalyse av de nasjonale planene fra 1837 til de differensierte utdanningene i 2010, forsøker denne studien å forklare fagets opplevde mangel på relevans for lærerprofesjonen. Resultatene viser at det ikke er noen konsistent bruk av begreper i faget, og begrep som anvendes på didaktiske kategorier i klasserommet har variert. Ulike disipliner har dominert til ulike tider, selv om psykologien totalt sett har vært mest fremtredende. Pedagogikkens rolle har variert fra å være utdanningens viktigste fag til å være et refleksjonsfag og, fra å være et redskapsfag til å ha danning og personlighetsutvikling av lærerstudenten som hovedmål. På bakgrunn av dokumentanalysen og tidligere studier foreslås en lærerutdanningspedagogikk der grunnleggende begreper hentet fra sentrale aktiviteter i klasserommet utgjør fundamentet og rammeverket. På denne måten re-introdu­seres metodikken i pedagogikkfaget, og undervisningshåndverket får en sentral plass. Overbygningen dannes i kombinasjon med pedagogikken som vitenskap, og slik skapes et område der pedagogikkfaget i lærerutdanningen kan konstituere seg. Ved at undervisnings­læren og metodikken får tilbake sin sentrale plass, kan profesjonsnærheten sikres. Da er vi tilbake til den egentlige pedagogikken i lærerutdanningen, pedagogikken fra de nasjonale planene i perioden 1837–1939.Nøkkelord: lærerstudenter, pedagogikk, metodikk, læreplan, refleksjon, lærerutdannings­pedagogikkAbstractOne way to study the historical development of pedagogical studies in Norwegian teacher education is to examine the national curricula. Through documentary analyses of the national curricula for general teacher education from 1837 until the arrival of the differentiated programmes in 2010, this study tries to explain the pedagogical studies’ perceived lack of relevance to the

  7. Effects of pedagogical ideology on the perceived loudness and noise levels in preschools

    Science.gov (United States)

    Jonsdottir, Valdis; Rantala, Leena M.; Oskarsson, Gudmundur Kr.; Sala, Eeva

    2015-01-01

    High activity noise levels that result in detrimental effects on speech communication have been measured in preschools. To find out if different pedagogical ideologies affect the perceived loudness and levels of noise, a questionnaire study inquiring about the experience of loudness and voice symptoms was carried out in Iceland in eight private preschools, called “Hjalli model”, and in six public preschools. Noise levels were also measured in the preschools. Background variables (stress level, age, length of working career, education, smoking, and number of children per teacher) were also analyzed in order to determine how much they contributed toward voice symptoms and the experience of noisiness. Results indicate that pedagogical ideology is a significant factor for predicting noise and its consequences. Teachers in the preschool with tighter pedagogical control of discipline (the “Hjalli model”) experienced lower activity noise loudness than teachers in the preschool with a more relaxed control of behavior (public preschool). Lower noise levels were also measured in the “Hjalli model” preschool and fewer “Hjalli model” teachers reported voice symptoms. Public preschool teachers experienced more stress than “Hjalli model” teachers and the stress level was, indeed, the background variable that best explained the voice symptoms and the teacher's perception of a noisy environment. Discipline, structure, and organization in the type of activity predicted the activity noise level better than the number of children in the group. Results indicate that pedagogical ideology is a significant factor for predicting self-reported noise and its consequences. PMID:26356370

  8. A Pedagogical Experiment Using Bubble Chamber Pictures

    CERN Multimedia

    2002-01-01

    We have taken, in October 1981, 20.000 pictures of proton-proton interactions at 5 GeV/c in order to get some clean elastic events which can be easily studied by high school students. The purpose is to illustrate, by actual measurements of these real events, some basic concepts of relativistic mechanisms. This experiment will be an extension of our previous one, performed with HBC 2m events taken at 2 GeV/c. In 1980, all french lycees were provided with large size reproduction of HBC 2m events. Before distribution they were carefully selected and severe kinematical cuts were made. The students measured track curvatures by template, and checked the necessity and the validity of relativistic mechanics by computing the energy balance using non-relativistic and relativistic formulae. No practical problems have been encountered during this experiment and the pedagogical results are encouraging. This new sample of events will be interesting because they are relativistic than the old ones although with the same curv...

  9. Humor: a pedagogical tool to promote learning.

    Science.gov (United States)

    Chabeli, M

    2008-09-01

    It has become critical that learners are exposed to varied methods of teaching and assessment that will promote critical thinking of learners. Humor creates a relaxed atmosphere where learning can be enhanced and appreciated. When learners are relaxed, thinking becomes eminent. Authoritative and tense environment hinders thinking. This paper seeks to explore the perceptions of nurse teacher learners regarding the use of humor as a pedagogical tool to promote learning. A qualitative, exploratory, descriptive and contextual research design was employed (Burns & Grove, 2001:61; Mouton, 1996:103). 130 naive sketches were collected from nurse teacher learners who volunteered to take part in the study (Giorgi in_Omery, 1983:52) Follow up interviews were conducted to verify the findings. A qualitative, open-coding method of content analysis was done Tesch (in Creswell, 1994:155). Measures to ensure trustworthiness of the study were taken in accordance with the protocol of (Lincoln & Guba, 1985:290-326). The findings of the study will assist the nurse educators to create a positive, affective, psychological and social learning environment through the use of humor in a positive manner. Nurse educators will appreciate the fact that integration of humor to the learning content will promote the learners' critical thinking and emotional intelligence. Negative humor has a negative impact on learning. Learner nurses who become critical thinkers will be able to be analytical and solve problems amicably in practice.

  10. Defining science literacy: A pedagogical approach

    Science.gov (United States)

    Brilakis, Kathryn

    A functional knowledge of science is required to capably evaluate the validity of conflicting positions on topics such as fracking, climate change, and the safety of genetically modified food. Scientifically illiterate individuals are at risk of favoring the persuasive arguments of those championing partisan, anti-science agendas. In an effort to enhance the scientific literacy of community college students and equip them with the skill set necessary to make informed decisions, this study generated a pedagogical definition of science literacy using survey methodology and then utilized the definition to construct an accessible, comprehensive, and pragmatic web-based science literacy program. In response to an email solicitation, college and university science educators submitted lists of topics within their specialty they considered essential when assessing science literacy. Their responses were tabulated and those topics cited most frequently by the participating physicists, biologists, chemists and geoscientists were assembled into a definition of science literacy. This definition was translated into a modular, web-based course suitable for both online and classroom learning published as: www.scienceliteracyforum.com.

  11. Decision of pedagogical tasks as mean of forming of pedagogical position of students of higher education physical establishments

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    Stepanchenko N.I.

    2012-08-01

    Full Text Available In the article one of terms of forming of pedagogical position for the students of higher education physical establishments - decision of educational-pedagogical situations (EPS is examined. Monitoring of progress from pedagogical disciplines confronted with the results of experiment on determination of levels of decision of EPS by students is conducted. It is set that the traditional model of studies provides the high level of capture students theoretical knowledge, but does not influence on forming of them pedagogical position. Most students were shown by the medium-and-low levels of formed of abilities to decide EPS. It is set that the traditional model of teaching provides the high level of capture students theoretical knowledge's, but substantially does not influence on forming of their pedagogical position. Basic difficulties are certain at a decision the students of EPS, which allow to define the basic going near development of methodical accompaniment of EPS, which must include: educational material which is based on integration of pedagogical and sporting preparation with support on context approach; algorithm of decision of tasks; questions of cognitive character.

  12. Impact of pedagogical method on Brazilian dental students' waste management practice.

    Science.gov (United States)

    Victorelli, Gabriela; Flório, Flávia Martão; Ramacciato, Juliana Cama; Motta, Rogério Heládio Lopes; de Souza Fonseca Silva, Almenara

    2014-11-01

    The purpose of this study was to conduct a qualitative analysis of waste management practices among a group of Brazilian dental students (n=64) before and after implementing two different pedagogical methods: 1) the students attended a two-hour lecture based on World Health Organization standards; and 2) the students applied the lessons learned in an organized group setting aimed toward raising their awareness about socioenvironmental issues related to waste. All eligible students participated, and the students' learning was evaluated through their answers to a series of essay questions, which were quantitatively measured. Afterwards, the impact of the pedagogical approaches was compared by means of qualitative categorization of wastes generated in clinical activities. Waste categorization was performed for a period of eight consecutive days, both before and thirty days after the pedagogical strategies. In the written evaluation, 80 to 90 percent of the students' answers were correct. The qualitative assessment revealed a high frequency of incorrect waste disposal with a significant increase of incorrect disposal inside general and infectious waste containers (p<0.05). Although the students' theoretical learning improved, it was not enough to change behaviors established by cultural values or to encourage the students to adequately segregate and package waste material.

  13. PEDAGOGICAL SUPPORT OF GIFTED STUDENTS FROM CARPATHIAN MOUNTAIN AREAS BY MEANS OF FOLK ART CRAFTS

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    Iryna Kozlovska

    2015-04-01

    Full Text Available This paper, presented at the Conference Plenary the possibilities of pedagogical support of gifted students from vocational schools, living in the mountainous areas of the Carpathians. Education of talented and gifted students requires pedagogical support. The specific conditions, in which Carpathian students live, require the development of pedagogical support of their abilities. New approaches to teaching science, which led to the selection of topics of this article are described. Gifted personalities differ from their peers by same criterias. The social aspect of the problem remains in the shadow: not to be ashamed of your talent and not to compare it with cliches. And goals of educators and psychologists have to be slightly different as is common. Widespread  Carpathian crafts include: embroidery, artistic textiles producing, carpet manufacture, carving, pottery, metalworking, fabric painting, knitting, lace, artistic weaving, artistic working of  leather, stones, bones and horns. Nowadays, some detachment of mountainous regions has significantly reduced due to new means of communication, including the Internet. The possibilities of colleges in mountainous regions still cannot reach the level of the colleges in capital. In Carpathian and Prykrpattya regions there is a number of vocational schools of art direction. During the execution of creative work in class industrial training necessary for students to comply with the rules of relationships form and decoration in various ways: decorative motif obeys the functional form, enriching it artistic and creative solutions, utilitarian function obeys the decorative motif Products, the form of the product can be extremely decorative, artistic and creative product solutions focused on practical value and decorative value of the product. Pedagogical support of gifted students from art colleges in the Carpathian region has extremely wide range of opportunities. The problem of finding and nurturing

  14. CONCERNING THE NETWORKING INTERACTION EXPERIENCE OF TEACHERS AND STUDENTS OF PEDAGOGICAL UNIVERSITY

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    E. A. Dmitrieva

    2015-01-01

    Full Text Available The purpose of the research is to identify the possibilities for the formation knowledge and practical skills related to the use of the professional activity of software and network resource of teaching communities in the pedagogical sphere.Methods. The methods involve the analysis of the literary sources, regulatory documents, Internet resources within the researched problem; an analysis of the practical experience of teachers of secondary schools, work of high school teachers and establishment of training teachers on the research problem; the experimental work and monitoring the learning process.Results. The process of teachers’ training inYaroslavl, in particular preparation of students-biologists at theYaroslavlStatePedagogicalUniversityis reflected. Activity of network pedagogical community of Yaroslavl is considered as a platform for network interaction; the analysis of such platform, use of its resources, and also conversations with subject teachers and students have shown that the given electronic and communication resources cause a great interest for practicing teachers and future experts, however, they not always possess necessary knowledge and abilities concerning its operation.Scientific novelty. The author describes in detail the process of forming a competence of networking of professional interaction in terms of its methodological support that is relevant to the educational process, both in the high school, and post-graduate education.Practical significance. The research implementations can be useful while developing specific guidelines to explain the content and methodology of the training network of professional interaction with examples of practicing teachers and students ofPedagogicalUniversity– future teachers of biology.The article is addressed to researchers, dealing with networking, specialists of teaching service centers (institutions of educational development, the practicing subject teachers and teachers of high

  15. TEHORIES OF CONNECTIONS – PRACTICAL IMPLICATIONS IN ACQUIRING MOTOR SKILLS

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    Zoran Milošević

    2010-09-01

    Full Text Available Theories of learning which are classified in two broad schools as theories of connections and cognitive theories, differ among themselves according to specific interaction relationships between external stimulus (S, reaction and behavior and organism (R, i.e. particular learner (O. In relation to pedagogical practices, predominance of a certain school is not rare, often without any objective insight into their potentials related to age, sex, learning contents and other determinants. Well-known approaches within the theories of relations include classical Pavlov reflex, Guthry’s close conditioning, associating of Thorndyke, and Skinner’s efficient conditioning. Practical implications of these theories in acquiring motor skills are related to an active learner’s approach, significance of repetition – exercising, supporting, and rewarding correct answers, as well as strengthening a new behavior by imitation of a sample – modeling.

  16. Pedagogical Instruction for Parents in Corpus Paulinum

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    Paweł Wańczyk

    2016-09-01

    Full Text Available The Bible first and foremost focuses on spiritual issues, but also deals with matters related to everyday life. The upbringing of children belongs to the latter category. Despite the fact that it is a mundane activity, it has great significance, both worldly and supernatural, for the future life of a young person. This truth has become a stimulus for the author to undertake exegetical research concerning the pedagogical directions that are contained in the Pauline epistles, as well as in the Letter to the Hebrews. The analysis of selected passages emphasizes how important it is to take care of proper family relationships that are based on concern, respect, mutual understanding, and children’s obedience to their parents. It is vital to secure the material needs of sons and daughters, but also to make them empathetic and to encourage them to help people in need. What is more, when children behave inappropriately, parents should be strict and react immediately in order to make them aware of their wrong behavior. All of these suggestions stem from the faith in God, which for Christians should to be the main point of reference in their lives. It is only natural then that in St. Paul’s letters we can find verses appreciating the importance of early religious and Biblical education.

  17. La pedagogía del poder

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    Caludia MÖLLER

    2010-03-01

    Full Text Available RESUMEN: La propuesta que presento tiene un gran objetivo general: estudiar y evaluar una pedagogía del poder —o múltiples—, unas técnicas del poder, unas prácticas. Para ello, propongo al lector poner a funcionar un grupo de presupuestos teóricos y metodológicos, provinientes del campo de la historia para ser aplicados también en el espacio de la historia de la educación en un estudio de caso concreto, Castilla en la época del emperador Carlos I, en función del análisis de dos grandes macrorrealidades que aún hoy perviven: la estructura del Estado y el espacio creado en sus relaciones con la universidad. Para la época seleccionada (la primera mitad del siglo XVI, estaríamos en presencia de un Estado monárquico con un poder «casi» incuestionable, y una universidad como la de Salamanca, referente indiscutible de la república de las letras del momento, tanto si la observamos en la península Ibérica como fuera de ella. Estas relaciones, estudiadas por ejemplo desde la historia de las familias de poder, o desde la microhistoria, pueden darnos como resultados nuevas perspectivas que nos encaminen hacia una nueva historia de la educación, hacia una historia cultural de la universidad y hacia una reflexión sobre un concepto interesante como el de pedagogía del poder. ABSTRACT: The proposal made in this paper has a great goal: to study and evaluate a pedagogy of power —or many—, it's techniques and it's practices. In order to achive this goal it makes the following proposal for the reader: putting to work a set of theorycal and metodological proposals taken from the field of history in order to apply them in a concrete case: the Castilla at the times of emperor Carlos I. This study will be made trough the analysis of two macrorealites still present in our times: the structure of the State and the space created trough it's relationship with the university. This set us in the first half of the XVI century with a monarchic

  18. Relatos de experiencia, saber pedagógico y reconstrucción de la memoria escolar Statements of experience, pedagogical knowledge and reconstruction of the school memory

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    Daniel H. Suárez

    2011-04-01

    some intellectual and political implications of the diffusion of these alternative modalities to produce pedagogical knowledge, formation in pairs and political intervention in the pedagogic field.

  19. Teaching Reaction Stoichiometry: Exploring and Acknowledging Nigerian Chemistry Teachers Pedagogical Content Knowledge

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    Ayoade Ejiwale Okanlawon

    2010-06-01

    Full Text Available Although there is a growing interest in studies of students’ problem-solving strategies and difficulties, and misconceptionsregarding stoichiometry, little is known about the way teachers understand and teach reaction stoichiometry. This articlepresents a case study of pedagogical content knowledge put into actions by chemistry teachers when teaching the topic ofstoichiometry to second year senior secondary school students. Fourteen chemistry teachers with teaching experience rangingfrom 5 to 20 years were involved in this study. Research data were obtained from classroom observations and videotapedrecordings of classroom practice. Analyses of the teachers’ teaching activities revealed their skillfulness, resourcefulness, andweaknesses in terms of pedagogical content knowledge displayed when teaching stoichiometry. The results of this exploratorystudy offer insight into the knowledge systems that need to be expanded, enriched, and elaborated for teaching stoichiometry.To better understand the findings of this study, the results obtained were presented under two separate sections: (1 resultsconcerning introducing reaction stoichiometry to students and (2 results concerning leading students to identify limitingreagents. Implications for instruction and teachers’ professional development are offered.

  20. THE OFICIAL PEDAGOGICAL CONSTRUCTIVIST CONCEPTION OF STATE SCHOOLS IN SÃO PAULO

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    Ana Carolina Galvão Marsiglia

    2010-08-01

    Full Text Available The State of São Paulo is the main trading, corporate and financial market center of Brazil. The State Department of Education of São Paulo (SEE manages around five million students, 230 thousand teachers, 5,500 schools. The number of students in the State of São Paulo is bigger than the population of 15 Brazilian states. Given these figures, it is important to reveal hidden educational politics in state schools of São Paulo, making explicit the constructivism perspective as a strategic element of this policy. The SEE has maintained since 1983, more than twenty-five years, constructivism as official pedagogic discourse and, at the same time, as one of the pillars of process of constructing school models in accordance with the post-liberal and postmodern injunctions through legal devices, production as well as circulation of materials distributed to the school system. These mechanisms act as mediators on teaching practices and convey values, theories and ideologies, carrying implications that can be observed in the poor performance of students in the various assessment tools for learning. Thus, the route of the official publications in the last 25 years should serve the public policy analysis for the state education system and offer the ways of denunciation the consequences of the theoretical and pedagogical option of SEE: low-quality formation, which is limited to the reproduction of the social division of labor.

  1. AN INVESTIGATION OF TEACHERS’ PEDAGOGICAL SKILLS AND CONTENT KNOWLEDGE IN A CONTENT-BASED INSTRUCTION CONTEXT

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    Tengku Nor Rizan Tengku Mohamad Maasum

    2012-01-01

    Full Text Available Advocates of the content-based approach believed that a language can be learnt effectively when it is the medium of instruction rather than just a subject. Integrating English and content as part of instruction has become one of the cornerstones of second language pedagogy. Researchers claimed that there are many benefits of integrating English and content instruction. Among the benefits are the increase in students’ interest with content themes, meaningful input and understanding. In 2003, the Malaysian Ministry of Education introduced the teaching and learning of science and mathematics in English for Year One, Form One and Lower Six Form in all government public schools. This paper describes the challenges faced by teachers when they are required to teach content subjects such as science and mathematics in English. The focus of the paper is on the teachers’ pedagogical skills and content knowldge which comprises subject matter content, pedagogical approach, classroom management, use of resources, assessment, preparation of teaching materials, managing students, teachers’ compensatory communication strategies, use of first language and teachers’ perspectives of teaching content subjects in English. Data were obtained from a self-report questionnaire administered to 495 secondary school teachers in West Malaysia. Results from the study provide implications for school administrators in making decisions in assignment of capable teachers to teach the various levels of classes. Suggestions for teacher self-development and life-long learning efforts are also provided.

  2. As implicações políticas e pedagógicas do currículo na educação de jovens e adultos integrada à formação profissional Political and pedagogical implications of curriculum for youth and adult education integrated to professional training

    Directory of Open Access Journals (Sweden)

    Maria Ciavatta

    2010-06-01

    Full Text Available Este artigo, derivado de nossas atividades de pesquisa, visa a apresentar elementos de reflexão que concorram para a construção de propostas curriculares voltadas, especificamente, para a educação de jovens e adultos (eja que rompam com os parâmetros hoje hegemônicos. Para tanto, inicialmente, abordaremos a eja como expressão das assimetrias de poder existentes entre as classes e grupos sociais. A seguir, serão abordadas especificidades desta modalidade de ensino, com destaque para as experiências de classe que esses alunos trazem como marca e como potencialidade para o espaço educativo. Finalmente, será referida a questão do trabalho, em sua perspectiva ontológica, como eixo articulador das propostas pedagógicas voltadas para os interesses da classe trabalhadora que acorre à escola para complementar sua escolaridade básica.A result of our research activities, this paper presents some food for thought that may help design curricular proposals specific to youth and adult education and break the current hegemonic tendencies. To do so, it first approaches youth and adult education as an expression of the power asymmetry between different social classes and groups. Next, it deals with the specificities of this education by highlighting the students' social class experience as a feature they bring to school. It finally addresses the issue of work in its ontological perspective, as the organizing axis of pedagogic proposals in the interests of the working class members who go to school to complement their basic schooling.

  3. A pedagogical model for simulation-based learning in healthcare

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    Tuulikki Keskitalo

    2015-11-01

    Full Text Available The aim of this study was to design a pedagogical model for a simulation-based learning environment (SBLE in healthcare. Currently, simulation and virtual reality are a major focus in healthcare education. However, when and how these learning environments should be applied is not well-known. The present study tries to fill that gap. We pose the following research question: What kind of pedagogical model supports and facilitates students’ meaningful learning in SBLEs? The study used design-based research (DBR and case study approaches. We report the results from our second case study and how the pedagogical model was developed based on the lessons learned. The study involved nine facilitators and 25 students. Data were collected and analysed using mixed methods. The main result of this study is the refined pedagogical model. The model is based on the socio-cultural theory of learning and characteristics of meaningful learning as well as previous pedagogical models. The model will provide a more holistic and meaningful approach to teaching and learning in SBLEs. However, the model requires evidence and further development.

  4. PSYCHOLOGICAL FACTORS OF STYLISTIC FEATURES MANIFESTATION IN PEDAGOGICAL COMMUNICATION

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    I V Arendachuk

    2016-12-01

    Full Text Available The article deals with the contemporary theoretical approaches to defining such concepts as “pedagogical communication” and “the style of pedagogical communication”, the substantial features of pedagogical communication in the system of the teachers’ attitude to their students, their professional work and themselves are revealed. The results of the empirical research conducted on a sample of Saratov secondary school teachers ( n = 67; average age of 42 years old; average length of service of 18 years, intended to identify the relationships between the style of pedagogical communication and its psychological factors (personal and practical are demonstrated in the article. We used the methods of determining the style of interpersonal interaction (S.V. Maksimov, Yu.A. Lobeiko, diagnostics of dominant emotional modality in teachers (L.A. Rabinovich in T.G. Syritso’s modification, satisfaction evaluation of the profession of a teacher and identification of crisis factors and factors of overcoming the professional crisis of teachers (O.M. Chorosova, R.E. Gerasimova; the method of “psychological portrait of a teacher” (Z.V. Rezapkina, G.V. Rezapkina. The article demonstrates that the more constructive the style of pedagogical communication is, the larger number of psychological factors it has, and the system of these factors is dominated by the factors that characterize the individual features of the teacher’s personality.

  5. The Godparent Plan: A Pedagogical Strategy for CS1 Accompaniment and CS2 Pedagogical Enhancement

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    Pedro Guillermo Feijóo-García

    2018-02-01

    Full Text Available Courses such as CS1 and CS2 can present an interesting pedagogical challenge when it comes to the theory-practice relationship, along with aspects that involve the course's logistics, the programming language used, and the characteristics of the students involved in the process. This study presents an innovative didactic approach, oriented towards the accompaniment of CS1 students by CS2 students at Universidad El Bosque, Colombia, seeking with this Godparent Plan, to provide a personalized accompaniment to first semester students, whereby CS2 students enhance their domain over concepts and skills while accompanying, explaining and teaching younger peers. The results of this study are favorable, outlining a didactic scheme that can be adapted and replicated in other curricular scenarios.

  6. Creating the Situation of Success as Implementation of the Optimism Idea: Pedagogic Interpretation of M. Seligman’s Theory

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    Y. V. Andreyeva

    2012-01-01

    Full Text Available The paper is devoted to the Optimism Theory by Martin Seligman that can be used for creating the model of positive emotional response aimed at improving the effectiveness of educational process. The author shares the idea of the contemporary American psychologist and philosopher regarding the optimism as the acquired skill affecting the students’ academic progress, and recommends developing students’ self-assurance by addressing a situation of success. Such situation is considered as both the leading factor and pedagogic condition, and the technological base for promoting personal optimism.The educational significance of success is based on its ability to change students’ attitude as the result of personal achievements. The lack of motivation, as the main teaching problem, can be overcome by assisting students in their academic progress and addressing the situation of success. The pedagogic techniques improving motivation to overcome learning difficulties on the way to success are given providing adolescents with effective assistance and emotional support. According to the author, the situation of success is not a temporary pedagogic tool, but rather a way of achieving optimistic outlook, which allows students themselves to solve complex learning tasks and achieve desired results without pedagogic facilitation. 

  7. Towards a more pedagogical use of a new LMS

    DEFF Research Database (Denmark)

    Hansen, Janne Saltoft

    2015-01-01

    Background In September 2013 the implementation of the new learning management system (LMS) started at Aarhus University. Contained in the central project each faculty was responsible for their own implementation; projects running for approximately two years. Summary of work The project work showed...... of super users to assure relevant, local support for the departments together with continuous communication between the departments and the project. 2) How all academic and administrative staff is offered an education in central principles and functionality of the system to assure a base for pedagogical...... use (cf. Salmon’s Five Stage Model). 3) How the pilot project are used as pedagogical inspiration. We conclude that all principles above are important in the use of the LMS because these steps make the users feel safe and motivated to explore the pedagogical possibilities Take-home message The users...

  8. Using Posters as a Pedagogical Tool in Nurse Education

    DEFF Research Database (Denmark)

    Bagger, Bettan; Taylor Kelly, Hélène

    2013-01-01

    Using Posters as a Pedagogical Tool in Nurse Education Bettan Bagger and Hélène Kelly Experiences from teaching 5th semester, nursing students at bachelor level with respect to prevention and health promotion have resulted in the introduction of poster presentations as a pedagogical tool. Poster...... in challenges to traditional pedagogical approaches away from the teacher’s role as the disseminator of knowledge towards the role of facilitator of learning. This is in tact with professional demands highlighting the necessity of life long learning. Poster presentations have successfully been employed...... in developing students’ intellectual, professional and academic competences as well as being useful in developing competencies with relevance to practice. Working with posters forces students to organize, evaluate and reflect upon information and develops their abilities to communicate their theoretical...

  9. Development of the teaching simulator based on animated film to strengthening pedagogical competencies of prospective teachers

    Science.gov (United States)

    Fatimah, Siti; Setiawan, Wawan; Kusnendar, Jajang; Rasim, Junaeti, Enjun; Anggraeni, Ria

    2017-05-01

    for the user. Based on the two experts, the media expert and education expert, stated that the application of teaching simulator is feasible to be used as an instrument for the debriefing of students as potential participants of the teaching practice program. The results of the use of the application to the students as potential participants of teaching practice program, showed significant increases in the pedagogic competence. This study was presented at an international seminar and in the process of publishing in international reputated journals. Applications teaching simulator was in the process of registration to obtain the copyright of the Ministry of Justice and Human Rights. Debriefing for prospective teachers to use teaching simulator application could improve the mastery of pedagogy, give clear feedback, and perform repetitions at anytime.

  10. ADAPTATIONAL STAGE OF THE PROFESSIONAL SOCIALIZATION OF STUDENTS OF PEDAGOGICAL UNIVERSITIES

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    Z. I. Tyumaseva

    2018-01-01

    , creative-activity; the criteria characteristics and compliance indicators are given. The pilot testing on approbation of the authors’ methodology was carried out at the Chelyabinsk State Pedagogical University (today the Southern Ural State Humanitarian and Pedagogical University in the period 2013–2016; the results of the work are presented in this publication.Practical significance. Developed diagnostic toolkit enables to assess on a timely basis the level of social adaptation of future teachers, to identify the ways of increasing the quality of vocational training. The materials of the research could be useful for specialists who are engaged in the process of students’ adaptation to university environment; for leaders and managers of educational institutions; for teachers, lecturers and students themselves.

  11. The pedagogical effect of a health education application for deaf and hard of hearing students in elementary schools.

    Science.gov (United States)

    Abbasi, Masoumeh; Eslami, Saeid; Mohammadi, Mahdi; Khajouei, Reza

    2017-09-01

    Deaf or hard-of-hearing children experience difficulties in learning health principles. But technology has significantly improved their ability to learn. The challenge in e-learning is to design attractive applications while having an educational aspect. The aims of this study were to determine the pedagogical effectiveness of a health education application for deaf and hard of hearing students in elementary schools, and to investigate the student's perceptions in different educational grades about the educational effectiveness of the text, graphics, video clips, and animation in the application. The study design was quasi experimental and was conducted in Mashhad in 2016. Study population were deaf or hard-of-hearing students in elementary schools. The intervention included health application training to deaf and hard-of-hearing students in Mashhad. A questionnaire was used for data gathering. The pedagogical effectiveness was determined by measuring the modified Adapted Pedagogical Index. This index was created based on the characteristics of the application and study population. Statistical analysis was performed using the Kruskal-Wallis and Mann-Whitney tests with Bonferroni adjustment by SPSS 22. Eighty-two students participated in the intervention. The value of modified Adapted Pedagogical Index was 0.669, indicating that the application was effective. The results of Kruskal-Wallis H and Mann-Whitney U test showed significant differences in different educational grades. (pinformation technology can improve the education of deaf and hard-of-hearing students. Modified Adapted Pedagogical Index can be used for evaluation of non-interactive applications for elementary school children who are deaf or hard of hearing.

  12. FUTURE TEACHERS TRAINING TO INNOVATIVE PEDAGOGICAL ACTIVITY: CONTEXT APPROACH

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    Shevchenko L.

    2017-03-01

    Full Text Available The innovative processes in education arose in different historical periods and determined its development. The analysis of theoretical and experimental studies showed that now the teachers have difficulty in developing and implementing innovative technologies, choosing the most appropriate pedagogical methods and assets. The widespread innovations lead to changes in future teachers’ training to the professional activity. The leading objective of higher pedagogical education is to train teacher who has the developed personal and professional skills, able to perform innovative teaching activity. The achievement of this strategic objective requires the organization of targeted training of future teachers to innovative pedagogical activity in terms of higher education system, promoting their professional and personal growth, the formation of innovative capacity and innovative culture. In this regard, there is a need to find approaches to education that are focused on the future content of professional activity. In our opinion, these requirements fully meet the contextual approach that provides consistent, continuous and systematic formation of future teachers’ readiness to innovative pedagogical activity. The this article we analyzed the features of the training of future teachers to innovative pedagogical activity; identified the possibilities of contextual education application in pedagogical institutions; considered the survey results of the beginning teachers of secondary and vocational schools; defined a number of innovative forms, methods and technologies for implementing the contextual education system thet allow combining educational, quasi professional and educational-professional activity, such as: design and usage of electronic educational resources, electronic teaching methods; engaging students into self-educational activity by means of Web services; fulfillment of individual and group projects based on Web and Blog-quests in which

  13. Using Cultural Diversity in Teaching Economics: Global Business Implications

    Science.gov (United States)

    Mitry, Darryl J.

    2008-01-01

    Globalization and increasing cross-cultural interactivity have implications for education in general and may also present valuable pedagogical opportunities in the practice of teaching economics for business students. Therefore, the author investigated this proposition and offers some empirical observations from research and teaching experiments.…

  14. [The pedagogical practice of nursing teachers and their knowledge].

    Science.gov (United States)

    Madeira, Maria Zélia de Araújo; Lima, Maria da Glória Soares Barbosa

    2007-01-01

    This article has as objectives investigate the faculty knowledge that embase the pedagogical practice of the nursing-professors, glimpsing to understand the meaning of this social practice in what it refers to the process to become a professional professor. The qualitative nature study, with methodological emphasis in verbal story, used as instruments of data collection semi-arranged interviews, and the data analysis starting from the content analysis. Among the results obtained from the analysis, it has proven that the faculty knowledge and the pedagogical practice positively incises for the consolidation of the process to become professional professor in the scope of the faculty in the nursing course at UFPI.

  15. Pedagogical Content Knowledge in Indonesian English Language Teaching

    Directory of Open Access Journals (Sweden)

    Faisal Faisal

    2015-12-01

    Full Text Available –This paper considers the pedagogical content knowledge (PCKthat Indonesian teachers require to implement the 2013 Curriculum and develop their junior high school learner’s written English effectively, as mandated by the Regulation Number 16/2007. Based on the commonalities of the PCK components in international and Indonesian teaching of English as a foreign language, the components of PCK comprise knowledge of learners, subject matter, general pedagogy, and curriculum. Following manifest-latent content analysis principles, this study identified that this regulation defines and derives the concept of PCK into what it calls teachers’ four competencies, namely pedagogical, professional, personal, and social competencies.

  16. Pedagogical co-operation in the country of childhood

    Directory of Open Access Journals (Sweden)

    Gonchar O.V.

    2012-01-01

    Full Text Available Here both the general principles of the concept of "childhood" are revealed and the general features of the childhood period, teaching child development criteria are outlined. It is paid special attention to the essence of humanistic ideas of V. Sukhomlynsky of a teacher and student pedagogical mutual relations which resonated both in contemporaries and subsequent teacher generations work, dominant tasks of Ukrainian schools of different levels were outlined by an outstanding Ukrainian teacher as well. It is marked that a leading place in pedagogical mutual relations is occupied by principles of humanizing, socialization, nationality and self-perfection.

  17. E-pedagogical strategies in the profession oriented learning context

    DEFF Research Database (Denmark)

    Borgnakke, Karen; Lyngsø, Anita

    The paper is focusing on e-pedagogical strategies in online nursing education and summarizes empirical findings from ongoing fieldwork. In the ethnographic research close up analysis of the e-pedagogical practice bring light to the process of learning. Following the shifting online and offline...... activities, the analysis of the digital classroom and observations of the students in the clinical practice show how the students creates strategies in interaction with both students fellows, supervisors and patients. The paper will give examples from the fieldwork and hereby show how strategies and the e...

  18. FORMATION OF PEDAGOGICS OF NATIONAL ART CREATIVITY IN THE TIDEWAY OF DEVELOPMENT OF MOTHERLAND HUMANISTIC PEDAGOGICS OF A XIX-TH CENTURY. SOCIAL-PEDAGOGICAL PROBLEMS OF RUSSIAN NATIONAL SCHOOL

    Directory of Open Access Journals (Sweden)

    Lyubov Kalantaryan

    2012-01-01

    Full Text Available To the middle of XIX-th century the increased interest of a society to national education problems stimulated transition from the state pedagogics to public. Main currents in motherland humanistic pedagogics (abstract, practical and universal humanism were designated. Priority value is received by ideas of a humanisation of national education, the primary goals of Russian national school are proved. In sphere of national education find wide application and ideas of national pedagogics, national education.

  19. Pedagogically aware academics’ conceptions of change agency in the fields of science and technology

    OpenAIRE

    Clavert, Maria; Löfström, Erika; Nevgi, Anne

    2015-01-01

    Pedagogical transformations in universities are typically explored as ‘top down’ attempts or in the context of training programs targeted towards educating more pedagogically aware individuals. In this study, promoting pedagogical development is explored on a community level as change agency: acting as a broker between the discipline-specific and pedagogical communities of practice in order to establish mutually shared new concepts and practices of teaching and learning. Thirteen pedagogicall...

  20. DYNAMICS OF VIEWS ON ETHICS OF PEDAGOGICAL DIAGNOSTICS IN INFORMATION AND COMMUNICATION LEARNING ENVIRONMENT

    Directory of Open Access Journals (Sweden)

    Oleksandr Kolgatin

    2016-11-01

    Full Text Available Didactical demands for pedagogical diagnostics and its realisation specific characters in information and communication learning environment of university are analysed. The questions of ethics and information security of pedagogical diagnostics are considered. Ethic aspects, connected with using of the automated pedagogical diagnostic systems, are underlined. Results of survey of students about their view points on issues of security of pedagogical diagnostics data are discussed.

  1. The Spectrum of Pedagogical Orientations of Malawian and South African Physical Science Teachers towards Inquiry

    Science.gov (United States)

    Ramnarain, Umesh; Nampota, Dorothy; Schuster, David

    2016-01-01

    This study investigated and compared the pedagogical orientations of physical sciences teachers in Malawi and South Africa towards inquiry or direct methods of science teaching. Pedagogical orientation has been theorized as a component of pedagogical content knowledge. Orientations were characterized along a spectrum of two variants of inquiry and…

  2. Pedagogical Practices and Students' Experiences in Eritrean Higher Education Institutions

    Science.gov (United States)

    Tsegay, Samson Maekele; Zegergish, Mulgeta Zemuy; Ashraf, Muhammad Azeem

    2018-01-01

    Using semi-structured interview and review of documents, this study analyzes the pedagogical practices and students' experiences in Eritrean Higher Education Institutions (HEIs). The study indicated that pedagogical practices are affected by instructors' pedagogical skills and perceptions, and the teaching-learning environment. Moreover, the…

  3. Robotics and Discovery Learning: Pedagogical Beliefs, Teacher Practice, and Technology Integration

    Science.gov (United States)

    Sullivan, Florence R.; Moriarty, Mary A.

    2009-01-01

    Much educational software is designed from a specific pedagogical stance. How teachers conceive of the pedagogical stance underlying the design will affect how they utilize the technology; these conceptions may vary from teacher to teacher and from teacher to designer. There may be a conflict between the designer's pedagogical beliefs inscribed in…

  4. Pedagogically Aware Academics' Conceptions of Change Agency in the Fields of Science and Technology

    Science.gov (United States)

    Clavert, Maria; Löfström, Erika; Nevgi, Anne

    2015-01-01

    Pedagogical transformations in universities are typically explored as "top down" attempts or in the context of training programs targeted towards educating more pedagogically aware individuals. In this study, promoting pedagogical development is explored on a community level as change agency: acting as a broker between the…

  5. Pedagogical Strategies to Increase Pre-service Teachers’ Confidence in Computer Learning

    Directory of Open Access Journals (Sweden)

    Li-Ling Chen

    2004-07-01

    Full Text Available Pre-service teachers’ attitudes towards computers significantly influence their future adoption of integrating computer technology into their teaching. What are the pedagogical strategies that a teacher education instructor or an instructional designer can incorporate to enhance a pre-service teacher’s comfort level in using computers? In this exploratory report, the researcher synthesizes related literature, provides a comprehensive list of theory-based instructional strategies, and describes a study of the perceptions of 189 pre-service teachers regarding strategies related to increasing their comfort in using computers.

  6. Design of dialogic eLearning-to-learn: metalearning as pedagogical methodology

    DEFF Research Database (Denmark)

    Sorensen, Elsebeth Korsgaard

    2008-01-01

    This paper presents a perspective emphasising Meta learning (ML) as the most significant and pertinent feature for promoting a democratic, collaborative eLearning-to-Learn (eL2L) phenomenon in a global context. Through attempting to understand and clarify the powers of pedagogical design of global...... networked e Learning based on Learning-to-Learn (L2L), it makes a plea for L2L in a dialogic global learning context, offering a vision of global democratic citizens able to engage in critical dialogue with fellow learners. http://www.inderscience.com/search/index.php?action=record&rec_id=17675&prev...

  7. Chance Encounters: Rap Music as a Relational and Pedagogical Resource in Clinical Pastoral Education.

    Science.gov (United States)

    Gilmore, Jeremy

    2018-03-01

    Music has long been regarded as a valuable tool for educators. Over the last three decades, rap music has grown to become a global phenomenon. However, due to historical and cultural factors, rap music is often underutilized in Clinical Pastoral Education. This article discusses the social significance of rap music, highlights how rap music informed my supervision of a clinical pastoral education student, and examines Chance the Rapper's mixtape Coloring Book as a case study on the utilization of rap music as a relational and pedagogical resource in spiritual education.

  8. Multilingualism in the English-Language Classroom: Pedagogical Considerations

    Science.gov (United States)

    Cummins, Jim

    2009-01-01

    This article addresses the issue of whether TESOL should clearly articulate a set of pedagogical principles that challenge the assumption that English language teaching (ELT) should be conducted monolingually through English. This "monolingual principle" emphasizes instructional use of the target language (TL) to the exclusion of students' home…

  9. Creative Literacy: A New Space of Pedagogical Understanding

    Science.gov (United States)

    Hrenko, Kelly A.; Stairs, Andrea J.

    2012-01-01

    This research has begun to examine how teachers in Maine meaningfully infuse art and Native American epistemologies through visual arts and writing across curricula to enhance student learning and engagement. Teachers explored a perceived new space of pedagogical possibility within visual arts and American Indian curricula as cross-disciplinary…

  10. The Pedagogic Beliefs of Indonesian Teachers in Inclusive Schools

    Science.gov (United States)

    Sheehy, Kieron; Budiyanto

    2015-01-01

    This research explores, for the first time, the pedagogical orientations of Indonesian teachers in the context of inclusive education. A mixed-method approach was used for an analysis of questionnaire data from 140 teachers and qualitative interviews from 20 teachers in four inclusive schools. The findings suggest that, in general, the implicit…

  11. Declared Pedagogical Values of Coaches at Hungarian Football Academies

    Directory of Open Access Journals (Sweden)

    Varga Dániel

    2018-03-01

    Full Text Available This paper is based on empirical research that was carried out in the total population of the coaches employed at Hungarian football academies (N=196. The main objectives of the investigation were to reveal the coaches’ opinions about some major pedagogical views and to discover whether they realize their declared pedagogical values or not. The methods for collecting the data were a self-administered questionnaire, analysis of documents, and semi-structured interviews. The results are presented according to the following sub-topics: The content and the structure of the coaches’ pedagogical values and the place of education in coaching effectiveness. Based on the findings, it is concluded that the disregard of pedagogical values can cause continuous harm to both the athletes and the coaches. The personality of young players suffering from educational and emotional neglect might develop in a one-sided manner. The effect of dysfunctional consequences with the coaches might prevent them from achieving their goals. In the worst case scenario, ignoring the young players’ education can hinder the realization of the coaches’ intended objectives and can result in unintended and adverse outcomes.

  12. Towards a Pedagogical Framework for Global Citizenship Education

    Science.gov (United States)

    Blackmore, Chloe

    2016-01-01

    Amidst growing recognition of the importance of the learning process within global citizenship education, this paper develops a pedagogical framework including dimensions of critical thinking, dialogue, reflection, and responsible being/action. It draws on a variety of critical literatures to identify characteristics of each of these dimensions.…

  13. Cluster Approach to Network Interaction in Pedagogical University

    Science.gov (United States)

    Chekaleva, Nadezhda V.; Makarova, Natalia S.; Drobotenko, Yulia B.

    2016-01-01

    The study presented in the article is devoted to the analysis of theory and practice of network interaction within the framework of education clusters. Education clusters are considered to be a novel form of network interaction in pedagogical education in Russia. The aim of the article is to show the advantages and disadvantages of the cluster…

  14. pedagogical guidance for south african consumer studies education

    African Journals Online (AJOL)

    user

    preferred teaching-learning strategies utilised internationally in subjects related to Consumer. ISSN 0378-5254 Journal of Family Ecology and Consumer Sciences, Vol 42, 2014. 48. Pedagogical guidance for South African Consumer Studies education. 1 The seven theory content topics contained in the Consumer Studies ...

  15. Pedagogical Content Knowledge: A Case Study of ESL Teacher Educator

    Science.gov (United States)

    Liu, Siping

    2013-01-01

    This single-case study focuses on the pedagogical content knowledge (PCK) of a university faculty member teaching Second Language Acquisition to elementary teacher candidates. The research questions address the pattern and development of PCK for ESL teaching. Based on data from classroom observation, interviews and document review, the study finds…

  16. The Future of Pedagogical Action Research in Psychology

    Science.gov (United States)

    Cormack, Sophie; Bourne, Victoria; Deuker, Charmaine; Norton, Lin; O'Siochcru, Cathal; Watling, Rosamond

    2014-01-01

    Psychology lecturers are well-qualified to carry out action research which would contribute to the theoretical understanding of learning as well as having practical benefits for students. Pedagogical action research demonstrates how knowledge of psychology can be applied to solve practical problems, providing role models of psychological literacy…

  17. Interaction between Science Teaching Orientation and Pedagogical Content Knowledge Components

    Science.gov (United States)

    Demirdögen, Betül

    2016-01-01

    The purpose of this case study is to delve into the complexities of how preservice science teachers' science teaching orientations, viewed as an interrelated set of beliefs, interact with the other components of pedagogical content knowledge (PCK). Eight preservice science teachers participated in the study. Qualitative data were collected in the…

  18. [Pedagogical training in stricto sensu graduate programs in public health].

    Science.gov (United States)

    Corrêa, Guilherme Torres; Ribeiro, Victoria Maria Brant

    2013-06-01

    The scope of this research is to discuss the relevance and need for pedagogical training of university lecturers in the Public Health field. The contention is that college teaching is a practice that requires specific training, since it is characterized by complex elements that transcend the mastery of given content. Considering stricto sensu graduate studies as an important stage in the training of future university lecturers, an attempt was made to identify and analyze the subjects and practices of pedagogical training in academic masters and doctorate programs in Public Health. To achieve the research aim, this work was based on Pierre Bourdieu's field theory and on Tomaz Tadeu da Silva's curriculum theory. Results indicate that the programs do not consider the aspect of teacher training as a major issue. With regard to the Public Health field approximately 61% of masters and 38% of doctorate programs have pedagogical training subjects/practices. Furthermore, there is a tendency for technical-instrumental training, which is in line with the history of the Public Health field. The conclusion is that there is a need to develop a culture that values college and graduate Public Health teaching, considering the complexity of pedagogical practice in all its dimensions.

  19. White Faculty Transforming Whiteness in the Classroom through Pedagogical Practice

    Science.gov (United States)

    Charbeneau, Jessica

    2015-01-01

    The primary objective of this qualitative study is to present a conceptual framework of pedagogical practices reported by white faculty that serve to challenge the hegemony of whiteness in the university classroom. These transformative teaching practices surfaced through a review of racialized pedagogies discussed in the literature and in…

  20. Social Pedagogical Work with Different Age Groups in Germany

    Science.gov (United States)

    Toporkova, Olga; Glebova, Ekaterina; Vysotskaia, Inna V.; Tikhaeva, Victoria V.

    2016-01-01

    Background/Objectives: The main objective of the article is to study, analyze and organize the modern German experience in the sphere of social pedagogical and educational work with socially unprotected adults, including youth and the elderly. The retrospective analysis threw light on the background of work with socially unprotected adults in…

  1. Exploring Preschool Teachers' Technological Pedagogical Content Knowledge of Educational Games

    Science.gov (United States)

    Hsu, Chung-Yuan; Liang, Jyh-Chong; Chai, Ching-Sing; Tsai, Chin-Chung

    2013-01-01

    Current technological pedagogical content knowledge (TPACK) studies are inclined to treat technology in a general manner, an approach which may not be able to provide adequate guidelines to improve teacher preparation and professional development when teaching with games. This study developed two new questionnaires, namely the Technological…

  2. Pedagogical Affordances of Multiple External Representations in Scientific Processes

    Science.gov (United States)

    Wu, Hsin-Kai; Puntambekar, Sadhana

    2012-01-01

    Multiple external representations (MERs) have been widely used in science teaching and learning. Theories such as dual coding theory and cognitive flexibility theory have been developed to explain why the use of MERs is beneficial to learning, but they do not provide much information on pedagogical issues such as how and in what conditions MERs…

  3. Conceptual Frameworks in the Doctoral Research Process: A Pedagogical Model

    Science.gov (United States)

    Berman, Jeanette; Smyth, Robyn

    2015-01-01

    This paper contributes to consideration of the role of conceptual frameworks in the doctoral research process. Through reflection on the two authors' own conceptual frameworks for their doctoral studies, a pedagogical model has been developed. The model posits the development of a conceptual framework as a core element of the doctoral…

  4. Forming Pedagogical Aesthetic Culture of Students in British Experience

    Science.gov (United States)

    Papushyna, Valentyna

    2017-01-01

    The author of the article analyzes the concept and primary factors of personality aesthetic culture development in the context of higher education in England. The scholars' works and pedagogical advanced experience of the country nowadays pay special attention to forming personal creativity and self-realization of modern specialists. They are…

  5. A Pedagogical Experiment in Crowdsourcing and Enumerative Bibliography

    Science.gov (United States)

    Pionke, A. D.

    2013-01-01

    Faced with increasing marginalization within English studies by the explosion of literary criticism in the 1970s, professional bibliographers began to defend their subdiscipline on pedagogical grounds. More recently, the digital revolution in the academic humanities has prompted a further revaluation of methods and outcomes in training graduate…

  6. The Pedagogical Relation Past and Present: Experience, Subjectivity and Failure

    Science.gov (United States)

    Friesen, Norm

    2017-01-01

    The pedagogical relation, the idea of a special relationship between teacher and child, has long been a central theme or "problem" in interpretive studies of education, with the term having been established in English some 25 years ago by Max van Manen. Speaking more broadly, themes of "student-teacher relations" and…

  7. Examination of Mathematics Teachers' Pedagogical Content Knowledge of Probability

    Science.gov (United States)

    Danisman, Sahin; Tanisli, Dilek

    2017-01-01

    The aim of this study is to explore the probability-related pedagogical content knowledge (PCK) of secondary school mathematics teachers in terms of content knowledge, curriculum knowledge, student knowledge, and knowledge of teaching methods and strategies. Case study design, a qualitative research model, was used in the study, and the…

  8. Towards a Professionalization of Pedagogical Improvisation in Teacher Education

    Science.gov (United States)

    Ben-Horin, Oded

    2016-01-01

    The aim of this study is to provide theoretical and practical knowledge about strategies and techniques for training primary school education pre-service teachers (PSTs) for Pedagogical Improvisation (PI). Data was collected during two iterations of cross-disciplinary art/science school interventions in Norwegian 3rd-grade classes, which provided…

  9. Pedagogical Techniques of Improvisation Instructors without Academic Credentials

    Science.gov (United States)

    Salonen, Richard Wayne

    2010-01-01

    The importance of music improvisation can be seen in its inclusion in the National Standards for Music Education and the accreditation standards for the National Association of Schools of Music. The purpose of this study was to examine the pedagogical techniques and materials of improvisation instructors who do not hold academic credentials. The…

  10. Serious game mechanics, workshop on the Ludo-pedagogical mechanism

    NARCIS (Netherlands)

    Lim, T.; Louchart, S.; Suttie, N.; Baalsrud Hauge, J.; Stanescu, I.A.; Bellotti, F.; Brandao Carvalho, M.; Earp, J.; Ott, M.; Arnab, S.; Brown, D.; Göbel, S.; Wiemeyer, J.

    2015-01-01

    Research in Serious Games (SG), as a whole, faces two main challenges in understanding the transition between the instructional design and actual game design implementation [1] and documenting an evidence-based mapping of game design patterns onto relevant pedagogical patterns [2]. From a practical

  11. Towards an integration of a pedagogical and political project: the ...

    African Journals Online (AJOL)

    Towards an integration of a pedagogical and political project: the use of the genre approach in academic literacy development. C Thomson. Abstract. No Abstract. South African Journal of Higher Education 2005, Vol. 19(1): 20-30. Full Text: EMAIL FULL TEXT EMAIL FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD ...

  12. Generating pedagogical content knowledge in teacher education students

    NARCIS (Netherlands)

    van den Berg, Ed

    2015-01-01

    Some pre-service teaching activities can contribute much to the learning of pedagogical content knowledge (PCK) and subsequent teaching as these activities are generating PCK within the pre-service teacher's own classroom. Three examples are described: preparing exhibitions of science experiments,

  13. A pedagogic JavaScript program for point location strategies

    KAUST Repository

    de Castro, Pedro; Devillers, Olivier

    2011-01-01

    Point location in triangulations is a classical problem in computational geometry. And walking in a triangulation is often used as the starting point for several nice point location strategies. We present a pedagogic JavaScript program demonstrating some of these strategies, which is available at: www-sop.inria.fr/geometrica/demo/point location strategies/.

  14. H.a. Welker and Pedagogical Lexicography | Tarp | Lexikos

    African Journals Online (AJOL)

    This method allows the reader to become acquainted with an important part of the most relevant literature on pedagogical lexicography which is presented in a systematic and condensed form. Written in Portuguese, the book might perhaps not be so easily accessible to many readers. This review article provides a guided ...

  15. Psycho-Pedagogical Measuring Bases of Educational Competences of Students

    Science.gov (United States)

    Kenzhegaliev, Kulush K.; Shayakhmetova, Aisulu A.; Zulkarnayeva, Zhamila A.; Iksatova, Balzhan K.; Shonova, Bakytgul A.

    2016-01-01

    The relevance of the research problem is conditioned by the weak development of measurement, assessment of educational competences at an operational level, at the level of actions, by insufficient applications of psycho-pedagogical theories and methods of mathematical statistics. The aim of the work is to develop through teaching experiments the…

  16. Technological Pedagogical Content Knowledge - a review of the literature

    NARCIS (Netherlands)

    Voogt, Joke; Fisser, Petra; Pareja Roblin, N.N.; Tondeur, J.; van Braak, J.

    2013-01-01

    Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful

  17. Epistemological and Pedagogical Challenges of Teaching International Business Ethics Courses

    Science.gov (United States)

    Dion, Michel

    2015-01-01

    International business ethics courses imply four basic epistemological and pedagogical challenges: (a) understanding various perceptions of ethics and values/virtues; (b) identifying ethical maxims among religious/spiritual traditions; (c) designing international business ethics courses as dialogical experiences; and (d) deepening our personal…

  18. Technological Pedagogical Content Knowledge -- A Review of the Literature

    Science.gov (United States)

    Voogt, J.; Fisser, P.; Roblin, N. Pareja; Tondeur, J.; van Braak, J.

    2013-01-01

    Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful alignment of content, pedagogy and the potential of…

  19. Mathematics University Teachers' Perception of Pedagogical Content Knowledge (PCK)

    Science.gov (United States)

    Khakbaz, Azimehsadat

    2016-01-01

    Teaching mathematics in university levels is one of the most important fields of research in the area of mathematics education. Nevertheless, there is little information about teaching knowledge of mathematics university teachers. Pedagogical content knowledge (PCK) provides a suitable framework to study knowledge of teachers. The purpose of this…

  20. A Study on the Pedagogical Components of Massive Online Courses

    Science.gov (United States)

    Raposo-Rivas, Manuela; Martínez-Figueira, Esther; Campos, Jose Antonio Sarmiento

    2015-01-01

    At the end of the first decade of the 21st century, the rapid growth in the MOOCs offering brought about a new educational landscape, posing new challenges to teaching and learning, mainly due to massive participation, ubiquity and free enrollment. These courses embody a confluence of technological and pedagogical mediations yet to be fully…

  1. Psychological and pedagogical research of modern young people values

    Directory of Open Access Journals (Sweden)

    Vlasova N.V.

    2017-02-01

    Full Text Available this article is based on the psycho-pedagogical research of values orientation formation in different age groups. This research touches upon diverse approaches to values development and acceptance among children, teenagers and youngsters. This article adduses quantitative analysis of values preferences in different periods of life as well as qualitative analysis of these values in each age group.

  2. Teachers' Beliefs about Multilingualism and a Multilingual Pedagogical Approach

    Science.gov (United States)

    Haukås, Åsta

    2016-01-01

    Knowledge of teachers' beliefs is central to understanding teachers' decision-making in the classroom. The present study explores Norwegian language teachers' beliefs about multilingualism and the use of a multilingual pedagogical approach in the third-language (L3) classroom. This study analysed data collected via focus group discussions with 12…

  3. Teaching Design Education for Cultural, Pedagogical, and Economic Aims

    Science.gov (United States)

    Vande Zande, Robin

    2010-01-01

    The aims of educating for economic, cultural, and pedagogical purposes have existed since the early inception of art education. Looking at how and why these aims evolved in the early era of art and design education has potential for better understanding how and why design should be incorporated into the art education curricula today. This article…

  4. Mathematicians' Perspectives on Features of a Good Pedagogical Proof

    Science.gov (United States)

    Lai, Yvonne; Weber, Keith; Mejia-Ramos, Juan Pablo

    2012-01-01

    In this article, we report two studies investigating what mathematicians value in a pedagogical proof. Study 1 is a qualitative study of how eight mathematicians revised two proofs that would be presented in a course for mathematics majors. These mathematicians thought that introductory and concluding sentences should be included in the proofs,…

  5. Three Styles Characterising Mathematicians' Pedagogical Perspectives on Proof

    Science.gov (United States)

    Hemmi, Kirsti

    2010-01-01

    The article describes mathematicians' pedagogical perspectives on proof in the teaching of first year university students at a mathematics department in Sweden. A conceptual frame that was used in the data analysis combines theories about proof from earlier mathematics education research with a social practice approach of Lave and Wenger. A…

  6. Sustainable Development in Engineering Education: A Pedagogical Approach

    Science.gov (United States)

    Ahrens, A.; Zascerinska, J.

    2012-01-01

    Engineering education is facing a challenge of the development of student engineers' social responsibility in the context of sustainable development. The aim of the research is to analyze efficiency of engineering curriculum in the context of sustainable development underpinning elaboration of pedagogical guidelines on the development of students'…

  7. Designing Pedagogic Strategies for Dialogic Learning in Higher Education

    Science.gov (United States)

    Simpson, Alyson

    2016-01-01

    This article focuses on the pedagogic value of dialogue to strengthen pre-service teachers' reflective practices and improve their knowledge about the power of talk for learning. Dialogic learning was introduced to a unit of study taken by a final-year cohort of students in an initial teacher education degree at an urban university in Australia.…

  8. 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…

  9. Expert Review of Pedagogical Activities at Therapeutic Recreation Camps

    Science.gov (United States)

    Kiselev, N. N.; Kiseleva, E. V.

    2015-01-01

    An analysis of pedagogical expert reviews at children's therapeutic recreation camps in Novosibirsk Region shows that it is necessary to implement an expert review system that plays a supporting and developmental role. Such a system should allow teams of teachers to submit their work to expert review and to move forward by reflecting on their…

  10. Developing Pedagogical Practices in Myanmar Primary Schools: Possibilities and Constraints

    Science.gov (United States)

    Hardman, Frank; Stoff, Christian; Aung, Wan; Elliott, Louise

    2016-01-01

    This paper presents the findings of a baseline study of pedagogic practices used by Myanmar primary teachers in the teaching of mathematics and Myanmar language at Grades 3 and 5. The main purpose of the baseline study was to inform the design of teacher education programmes and allow for subsequent evaluations of interventions designed to improve…

  11. Teaching programming in secundary school: a pedagogical content knowledge perspective

    NARCIS (Netherlands)

    Saeli, M.; Perrenet, J.C.; Jochems, W.M.G.; Zwaneveld, B.

    2011-01-01

    The goal of this literature study is to give some preliminary answers to the questions that aim to uncover the Pedagogical Content Knowledge (PCK) of Informatics Education, with focus on Programming. PCK has been defined as the knowledge that allows teachers to transform their knowledge of the

  12. Programming : teachers and pedagogical content knowledge in the Netherlands

    NARCIS (Netherlands)

    Saeli, M.; Perrenet, J.C.; Jochems, W.M.G.; Zwaneveld, B.

    2012-01-01

    In this article we report about a study to assess Dutch teachers’ Pedagogical Content Knowledge (PCK), with special focus on programming as a topic in secondary school Informatics education. For this research, we developed an online research instrument: the Online Teacher PCK Analyser (OTPA). The

  13. Performance Art at the Campusphere: Pedagogical Experiments On-Site

    Science.gov (United States)

    Ben-Shaul, Daphna

    2018-01-01

    Following a unique practice and research laboratory entitled "Performance: Site/Self" that took place in 2013-2015, this article discusses the implementation of performance art at an academic site--the Tel Aviv University campus. This pedagogical and artistic initiative, characterised by the transgressive pedagogy of performance art…

  14. Mobile Learning: Pedagogical Strategies for Using Applications in the Classroom

    Science.gov (United States)

    Silveira Sonego, Anna Helena; Rocha Machado, Leticia; Wildt Torrezzan, Cristina Alba; Behar, Patricia Alejandra

    2016-01-01

    This article aims to outline different pedagogical strategies with applications (apps) in the classroom. Every year the use of mobile devices like tablets and smartphones increases. At the same time, applications are being developed to meet this demand. It is therefore essential that educators investigate their use as an motivational technological…

  15. Guidelines for Teaching the Holocaust: Avoiding Common Pedagogical Errors

    Science.gov (United States)

    Lindquist, David H.

    2006-01-01

    Teaching the Holocaust is a complex undertaking involving twists and turns that can frustrate and even intimidate educators who teach the Holocaust. This complexity involves both the event's history and its pedagogy. In this article, the author considers eight pedagogical approaches that often cause problems in teaching the event. He states each…

  16. Clinical teachers' tacit knowledge of basic pedagogic principles.

    Science.gov (United States)

    McLeod, P J; Meagher, T; Steinert, Y; Schuwirth, L; McLeod, A H

    2004-02-01

    Academic faculty members in medical schools rarely receive formal instruction in basic pedagogic principles; nevertheless many develop into competent teachers. Perhaps they acquire tacit knowledge of these principles with teaching experience. This study was designed to assess clinical teachers' tacit knowledge of basic pedagogic principles and concepts. The authors developed a multiple-choice question (MCQ) exam based on 20 pedagogic principles judged by a panel of education experts to be important for clinical teaching. Three groups of clinician-educators sat the test: (1) clinicians with advanced education training and experience; (2) internal medicine specialists; (3) surgical specialists. All four groups of clinicians-educators passed the test, indicating that they possess a reasonable tacit knowledge of basic pedagogic principles. Those with advanced education training performed much better than members of the other two groups while specialists and residents working in teaching hospitals outperformed specialists from non-teaching hospitals. It is possible that converting this tacit knowledge to explicit knowledge may improve individual teaching effectiveness.

  17. Pedagogical Lexicography: Towards a New and Strict Typology ...

    African Journals Online (AJOL)

    pedagogical", ... wers verwag kan word om 'n streng terminologie ten opsigte van hulle produkte te gebruik, behoort ..... If the focus instead is on the type of learning that the dictionaries are supposed to ... International Annual for Lexicography 25: 21-45.

  18. Teacher Professional Development as a Scientific Problem in Comparative Pedagogics

    Science.gov (United States)

    Avshenyuk, Natalia; Kostina, Lyudmyla

    2014-01-01

    Cogent argument for better understanding of the take-up of teacher professional development through understanding the definition itself has been presented. The main constituents of the definition with reference to different sources of information in psychology, philosophy and pedagogics have been analyzed. To make the research more logical, the…

  19. Shifting Centres: Pedagogical Relations in the Era of Big Data

    Science.gov (United States)

    McWilliam, Erica

    2016-01-01

    This paper presents a cautious argument for re-thinking both the nature and the centrality of the one-to-one teacher/student relationship in contemporary pedagogy. A case is made that learning in and for our times requires us to broaden our understanding of pedagogical relations beyond the singularity of the teacher/student binary and to promote…

  20. On Practising in Physical Education: Outline for a Pedagogical Model

    Science.gov (United States)

    Aggerholm, K.; Standal, O.; Barker, D. M.; Larsson, H.

    2018-01-01

    Background: Models-based approaches to physical education have in recent years developed as a way for teachers and students to concentrate on a manageable number of learning objectives, and align pedagogical approaches with learning subject matter and context. This paper draws on Hannah Arendt's account of "vita activa" to map existing…

  1. Situation Creator: A Pedagogical Agent Creating Learning Opportunities

    NARCIS (Netherlands)

    Miao, Yongwu; Hoppe, Ulrich; Pinkwart, Niels

    2007-01-01

    Miao, Y., Hoppe, H. U., & Pinkwart, N. (2007). Situation Creator: A Pedagogical Agent Creating Learning Opportunities. In R. Luckin, K. Koedinger & J. Greer (Eds.), Proceedings of the 13th International Conference on Artificial Intelligence in Education (pp. 614-617). Amsterdam, The Netherlands: IOS

  2. Pedagogical Approaches to Student Racial Conflict in the Classroom

    Science.gov (United States)

    Pasque, Penny A.; Chesler, Mark A.; Charbeneau, Jessica; Carlson, Corissa

    2013-01-01

    The majority of higher education faculty value diversity in the classroom; however, the majority of faculty also report making no or few changes in their classroom practices to deal with diversity issues. Faculty are in a position to facilitate classroom diversity in such a way that pedagogically avoids, supports, or challenges students' learning…

  3. Trampling the Sacred: Multicultural Education as Pedagogical Racism

    Science.gov (United States)

    Lovern, Lavonna Lea

    2012-01-01

    The following paper is a critical examination involving the misuse of sacred cultural tools and practices in the name of multicultural education. Native American practices are identified to illustrate how such inappropriate usages promote pedagogical racism. The misuse continues the hegemonic distribution of social capital. Through the…

  4. The Pedagogical Support for Preschool Children with Deviant Behavior

    Science.gov (United States)

    Kostyunina, Nadezhda Y.; Kazaeva, Evgenia A.; Karimova, Raushan B.

    2016-01-01

    The relevance of the research problems of pedagogical support of preschool children with behavioral problems is explained by changes due and of taking place in modern Russia in various spheres of life: ecological and economic disadvantage, social instability, the growing influence of pseudo-culture, unfavorable climate in family, too busy parents,…

  5. Pedagogical support of competence formation: methodological bases and experimental context

    OpenAIRE

    NABIEV VALERY SHARIFYANOVICH

    2016-01-01

    The article considers the problem of competence approach methodological basis. It discusses the topical issues of organizing a holistic educational process. The article presents the original solutions created by the author and the results of experimental verification of the specified conditions of pedagogical maintenance of educational and training activities.

  6. Intercultural Education in Practice: Two Pedagogical Experiences with Mobile Students

    Science.gov (United States)

    Borghetti, Claudia

    2016-01-01

    This pedagogical paper describes and discusses a teaching activity of intercultural education for mobile students developed within the European IEREST project (http://ierest-project.eu/). The activity "24 h Erasmus Life" aims at making students reflect on four interrelated areas of their sojourn: the emotional impact of living abroad,…

  7. Exploring Pedagogical Leadership in Early Years Education in Saudi Arabia

    Science.gov (United States)

    Alameen, Lubna; Male, Trevor; Palaiologou, Ioanna

    2015-01-01

    The empirical research for this paper was undertaken with leaders of early years setting in the Kingdom of Saudi Arabia (KSA). The investigation sought to establish to what extent it was possible to behave in line with the concept of pedagogical leadership in the twenty-first century in an Arab Muslim monarchy, dominated by Islam, where directive…

  8. Pedagogical Bricoleurs and Bricolage Researchers: The Case of Religious Education

    Science.gov (United States)

    Freathy, Rob; Doney, Jonathan; Freathy, Giles; Walshe, Karen; Teece, Geoff

    2017-01-01

    This article reconceptualises school teachers and pupils respectively as "pedagogical bricoleurs" and "bricolage researchers" who utilise a multiplicity of theories, concepts, methodologies and pedagogies in teaching and/or researching. This reconceptualisation is based on a coalescence of generic curricular and pedagogical…

  9. Anna Dziemianko: User-friendliness of Verb Syntax in Pedagogical ...

    African Journals Online (AJOL)

    Abstract. Anna Dziemianko. User-friendliness of Verb Syntax in Pedagogical Dictionaries of English. 2006, XII + 229 pp. ISBN-13: 978-3-484-39130-7. ISBN- 10: 3-484-39130-8. Lexicographica. Series Maior 130. Tübingen: Max Niemeyer. Price: €124.

  10. Pre-service teachers' content knowledge and pedagogical content ...

    African Journals Online (AJOL)

    This study investigated pre-service teachers' content and pedagogical knowledge in teaching geometric transformation. Eighty-two pre-service teachers from two Colleges of Education in the Ashanti region of Ghana consisted the sample size. The study was a quantitative study which employed survey as a strategy of ...

  11. A Pedagogical Study of Tone Neutralization in Cibemba Phonetics ...

    African Journals Online (AJOL)

    The paper discussed the concept of tone in African languages generally and in the Bantu linguistic group in particular from a pedagogical perspective. Using illustrative examples from Cibemba, the major language of Zambia, with an air of extension in DR Congo, in comparison with Germanic and Romance languages, the ...

  12. Open Distant Learning: Pedagogical Terms of Reference and Dilemmas

    Science.gov (United States)

    Tatkovic, Nevenka; Ruzic, Maja; Tatkovic, Sanja

    2006-01-01

    The paper first presents the essential viewpoints of general characteristics of open distance learning (OLD) and the short historical origins. The second part presents some pedagogical terms of reference for Open distance learning as the quality of ODL, the criteria of successful ODL (planning, successful interaction, work and emotional climate,…

  13. Building Blocks: Enmeshing Technology and Creativity with Artistic Pedagogical Technologies

    Science.gov (United States)

    Janzen, Katherine J.; Perry, Beth; Edwards, Margaret

    2017-01-01

    Using the analogy of children's building blocks, the reader is guided through the results of a research study that explored the use of three Artistic Pedagogical Technologies (APTs). "Building blocks" was the major theme that emerged from the data. Sub-themes included developing community, enhancing creativity, and risk taking. The…

  14. Useful Pedagogical Applications of the Classical Hall Effect

    Science.gov (United States)

    Houari, Ahmed

    2007-01-01

    One of the most known phenomena in physics is the Hall effect. This is mainly due to its simplicity and to the wide range of its theoretical and practical applications. To complete the pedagogical utility of the Hall effect in physics teaching, I will apply it here to determine the Faraday constant as a fundamental physical number and the number…

  15. Does Teachers' Pedagogical Content Knowledge Affect Their Fluency Instruction?

    Science.gov (United States)

    Van den Hurk, H. T. G.; Houtveen, A. A. M.; Van de Grift, W. J. C. M.

    2017-01-01

    The relation is studied between teachers' pedagogical content knowledge of reading and the quality of their subsequent classroom behaviour in teaching fluent reading. A confirmatory factor analysis model with two latent variables is tested and shows adequate goodness-of-fit indices. Contrary to our expectations, the results of structural equation…

  16. TeSLA pilot 2 pedagogical & quality aspects

    OpenAIRE

    Janssen, José

    2018-01-01

    Presentation given at the TeSLA project meeting at the Open University of the Netherlands, addressing pedagogical aspects of pilot 2 and clarification of the scope and limitations of the TeSLA instruments with respect to pedagogy, assessment activity and type of academic dishonesty.

  17. Physics Content and Pedagogical Changes: Ramification of Theory and Practice

    Science.gov (United States)

    Cobbinah, Charles; Bayaga, Anass

    2017-01-01

    The aim of this study was to explore physics teachers' ramification of theory and practices as a result of physics content and pedagogical changes in the Further Education and Training (FET) phase. The researchers adopted the mixed method research approach. The quantitative aspect involved 109 physics teachers and the qualitative approach used ten…

  18. Pedagogic Voice: Student Voice in Teaching and Engagement Pedagogies

    Science.gov (United States)

    Baroutsis, Aspa; McGregor, Glenda; Mills, Martin

    2016-01-01

    In this paper, we are concerned with the notion of "pedagogic voice" as it relates to the presence of student "voice" in teaching, learning and curriculum matters at an alternative, or second chance, school in Australia. This school draws upon many of the principles of democratic schooling via its utilisation of student voice…

  19. A Pedagogical Study of the Oyibo's Grand Unification Theorem With ...

    African Journals Online (AJOL)

    With this understanding from pedagogically studying the modelling philosophy and mathematics of the GAGUT, we have been able to recover from it simple standard equations such as in the Fermat principle for geometric optics. This is encouraging and therefore supports the possibility to recover more results and also to ...

  20. Pedagogical strategies for teaching literacy to ESL immigrant students: a meta-analysis.

    Science.gov (United States)

    Adesope, Olusola O; Lavin, Tracy; Thompson, Terri; Ungerleider, Charles

    2011-12-01

    Many countries rely on immigrants for population growth and to maintain a skilled workforce. However, many such immigrants face literacy-related barriers to success in education and in the labour force. This meta-analysis reviews experimental and quasi-experimental studies to examine strategies for teaching English literacy to immigrant students. Following an exhaustive and systematic search for studies meeting pre-determined inclusion criteria, two researchers independently extracted data from 26 English as a Second Language (ESL) studies involving 3,150 participants. These participants consisted of ESL immigrant students in kindergarten through grade 6 who were exposed to English literacy instructional interventions. Measured outcomes were reading and writing. Mean effect sizes vary from small to large, depending on instructional interventions and outcome constructs. Across several different grade levels, settings, and methodological features, pedagogical strategies used in teaching ESL to immigrant students are associated with increased competence in reading and writing. Collaborative reading interventions, in which peers engage in oral interaction and cooperatively negotiate meaning and a shared understanding of texts, produced larger effects than systematic phonics instruction and multimedia-assisted reading interventions. The results show that the pedagogical strategies examined in this meta-analysis produced statistically significant benefits for students in all grade levels. The findings also show that students from low socio-economic status (SES) background benefit from ESL literacy interventions. However, significant heterogeneity was found in each subset. Educators and policy makers are encouraged to consider specific school contexts when making decisions about optimal pedagogical strategies. It is possible that contextual factors as well as ESL learner characteristics may influence the effectiveness of these strategies. To ensure literacy acquisition

  1. EDUCATION QUALITY AND ISSUES OF PEDAGOGICAL STAFF TRAINING

    Directory of Open Access Journals (Sweden)

    Vladimir P. Borisenkov

    2015-01-01

    the results of the testing of students revealing level of reading literacy, mathematical and natural-science competence. Scientific novelty. The author finds out the true reasons which have caused gradual decrease of quality indicators of education still long before disintegration of Soviet Union, aiming to overcome the settled representations and the stereotypes, concerning evolutions of school training quality in Russia. New elements of strategy of an education development in the countries which have become the powerful and leading nations in the given sphere are found out and considered based on the findings of the international researches. Practical significance. Perspective directions of preparation of the pedagogical personnel complying with the qualifying characteristics of modern requirements are allocated. Realisation of practical measures according to these directions and taking into account specificity of regions of Russia will promote training improvement of quality education in Russia that has the important strategic value for the future of our state. 

  2. Conceptualising GP teachers' knowledge: a pedagogical content knowledge perspective.

    Science.gov (United States)

    Cantillon, Peter; de Grave, Willem

    2012-05-01

    Most teacher development initiatives focus on enhancing knowledge of teaching (pedagogy), whilst largely ignoring other important features of teacher knowledge such as subject matter knowledge and awareness of the learning context. Furthermore, teachers' ability to learn from faculty development interventions is limited by their existing (often implicit) pedagogical knowledge and beliefs. Pedagogical content knowledge (PCK) represents a model of teacher knowledge incorporating what they know about subject matter, pedagogy and context. PCK can be used to explore teachers' prior knowledge and to structure faculty development programmes so that they take account of a broader range of teachers' knowledge. We set out to examine the application of a PCK model in a general practice education setting. This study is part of a larger study that employed a mixed method approach (concept mapping, phenomenological interviews and video-stimulated recall) to explore features of GP teachers' subject matter knowledge, pedagogical knowledge and knowledge of the learning environment in the context of a general practice tutorial. This paper presents data on GP teachers' pedagogical and context knowledge. There was considerable overlap between different GP teachers' knowledge and beliefs about learners and the clinical learning environment (i.e. knowledge of context). The teachers' beliefs about learners were largely based on assumptions derived from their own student experiences. There were stark differences, however, between teachers in terms of pedagogical knowledge, particularly in terms of their teaching orientations (i.e. transmission or facilitation orientation) and this was manifest in their teaching behaviours. PCK represents a useful model for conceptualising clinical teacher prior knowledge in three domains, namely subject matter, learning context and pedagogy. It can and should be used as a simple guiding framework by faculty developers to inform the design and delivery of

  3. Reception of Arthur Sutherland Neill's Pedagogical Concept and His Summerhill School in Hungarian and German Pedagogical Literature and Press

    Science.gov (United States)

    Langer-Buchwald, Judit

    2010-01-01

    Arthur Sutherland Neill is one of the most debated personalities among the representatives of the classic reform pedagogy, due to his pedagogical concept and its practical realization, and his Summerhill School, equally. He is often mentioned during public debates, where mostly the "three S"--"sex, swearing and smoking", are…

  4. Rommet som den tredje pedagog - En studie av pedagogers forståelse av rommets betydning - med fokus på estetisk virksomhet

    OpenAIRE

    Krokstad, Inger Elisabeth

    2014-01-01

    Masteroppgaven «Rommet som den tredje pedagog i tre Reggio Emilia-inspirerte barnehager. En studie av pedagogers forståelse av rommets betydning –med fokus på estetisk virksomhet» har til hensikt å bidra til økt kunnskap om estetisk virksomhet som er forbundet med Reggio Emilias tanke om rommet som den tredje pedagog. Avhandlingens problemstilling er: Hvilke mønster kan identifiseres i barnehagepedagogens forståelse av rommet som den tredje pedagog-med fokus på estetisk virksomhet? ...

  5. Integrating Engineering into Delaware's K-5 Classrooms: A Study of Pedagogical and Curricular Resources

    Science.gov (United States)

    Grusenmeyer, Linda Huey

    notable differences. Almost all elementary teacher respondents were familiar with engineering and able to define it using one or more key characteristics. They valued the inclusion of engineering in the elementary curriculum; however trained and untrained teachers reported they were not confident about teaching it and were unaware of the new standards related to engineering. Teachers saw potential advantages or benefits of the new curriculum as helping improve science and math understanding, an opportunity to increase vocational awareness, and engaging students and motivating them to learn. Most teachers saw similar barriers to implementation- lack of teacher knowledge, lack of time to learn about engineering and how to teach engineering, and lack of administrative support. Almost all were open to additional in-service training to learn more about this new curriculum. Three fifth grade science units were examined for evidence of teacher pedagogical support in teaching two Science and Engineering Practices (SEP) advocated by the Next Generation Science Standards. An analytic framework was developed based upon two NGSS SEPs: Asking questions, defining problems and Engaging in argument from evidence. Findings revealed that the kits varied greatly in their pedagogical approaches to the two SEPs and differences might be explained by each kit's underlying orientations to the teaching-learning process. Findings from these investigations have implications for the design of professional development and for engineering curricula. They highlight the importance of considering teacher beliefs about curriculum implementation and subject matter, as well as the importance of creating curriculum materials that focus teacher attention toward student thinking and the language rich science and engineering practices. Recommendations also include ongoing professional development to allow teachers time to try out and revise pedagogical routines that support the SEPs studied here.

  6. STAGES OF FORMATION AND DEVELOPMENT OF CURATIVE PEDAGOGICS IN RUSSIA AND ABROAD

    Directory of Open Access Journals (Sweden)

    S. V. Shmachilina-Tsybenko

    2017-01-01

    Full Text Available Introduction. Nowadays, humanistic problems of rehabilitation and successful socialization of children with border mental state and special needs arising because of various deviations from norms of physical and intellectual development are brought into focus due to the emphasis of value of each personality capable to make strong contribution to progressive economic, technological, and intellectual development of civilization. The problems listed above can be solved through the use of Curative Pedagogics (CP. CP is an integrative scientific direction which has appeared at the intersection of such disciplines as pedagogics, psychology, and medicine.The aim of the article is to present retrospective analysis of formation and development of CP trends in Russia and abroad; open the stages of its development from the point of view of axiological and anthropological approaches; demonstrate the heritage significance of works of the Russian and foreign scientists, which influence on formation and development of anthroposophical curative education have proved to be the most important one.Methodology and research methods. The methodological basis of the study was a set of general scientific methods of obtaining knowledge: analysis, synthesis, deduction, induction, and generalization.Results and scientific novelty. Having studied historical sources, psychological-pedagogical and medical publications and documents, the stages of formation of CP and challenges on the way of its development as an integrative scientific branch are highlighted and characterized from the point of view of axiological and anthropological approaches. The value and viability of scientific ideas of great educators and anthropologists of the past are confirmed; in particular, their thesis about formation of the humane medical and pedagogical environment. The research field of modern CP is designated: studying the questions of health-saving; rehabilitations of physical and mental well

  7. Globos įstaigose dirbančių specialiųjų pedagogų veiklos savitumai

    OpenAIRE

    Radzevičienė, Liuda

    2003-01-01

    The competence of special pedagogue determinates successful realization of pedagogical goals and influences child’s development, as well. The activity of special pedagogue in the care institution obtains some specific features, because educator faces unconventional reality of educational environment. That’s why professional forwardness and attitudes acquire significance and new aspects that concern common occupation, ethics, and good knowledge of deprived child’s psychology. In the early age ...

  8. NEW MATERIALS FOR PEDAGOGICAL TEACHING-LEARNING IN BIOCHEMISTRY: MONITORING PARTICIPATION

    Directory of Open Access Journals (Sweden)

    R. S. Campos

    2015-08-01

    Full Text Available This summary consists of an experience report about actions taken by biochemical monitors with pharmacy students. The reason of our work was the intention to both improve the process of teaching and also learning and invalidate the labels owned by biochemistry of hard and high-level-failure subject. The three actors: teachers, students and monitor could act on an integrated basis for the construction of an articulated  pedagogical process between theory/practice and learning signification. Our main objective was to initiate the monitors in teaching practice effected through educational projects aimed at improving the teaching and learning of undergraduate courses and encouraging teacher training, involving teachers and students the guiding condition and monitors, respectively. The methodology was applied in three stages: 1 preparation of teaching materials; 2nd application in class and 3rd students rating of the methodology applied by monitors. The teaching materials presented discussed several biochemistry's topics and students had the opportunity to scaffold their own knowledge actively. Almost 90% considered the tool applied as highly related to classes and 82% considered this way of learning more significant than dialogical lectures. The performance of the monitors, focused on students and their learning, was considered great by students who were more motivated, resulting in the excellent evaluation of the work (100% of acceptance. The failure rate of the subject reduced in the four groups wherein the pedagogical materials were applied. It can demonstrate that both the mastery of scientific content and the pedagogical process involved during the teaching and learning moments are important.

  9. PEDAGOGICAL TECHNOLOGY AIMED AT STUDENTS’ ADAPTATION TO DISCIPLINE-BASED EDUCATION IN SECONDARY SCHOOLS

    Directory of Open Access Journals (Sweden)

    Ekaterina M. Cheprakova

    2015-01-01

    Full Text Available The aim of the study is to describe the educational technology aimed at students adaptation to discipline-based education in basic school; results discussion of the application practice to the educational process of the 5th grade.Methods. The methods involve learning experience, school documentation analysis, pedagogical experiment, study of students’ creativity and pedagogical experience on its organizational work. Systematic approach is used while structuring of the 5th grade students’ representations on the disciplines’ content of primary and basic general education on the methodological levelResults. The pedagogical technology of breaking the students’ educational disadaptation in the basic school is presented. The program of the course «All the subjects are good» is worked out. This program may allow students to adapt to the discipline content of the general education, to understand the essence of curriculum disciplines content and links between them, and the motivation development towards disciplinebased education evidence students’ adaptation. These objectives can be achieved through generation of skills based on the algorithmic of the concepts’ definitions mastering. The pilot implementation of the proposed technology in secondary school № 65 and in the Center «Giftedness and technology» of Yekaterinburg is presented.Scientific novelty. The effective way of neutralization and elimination of students’ discipline-educational disadaptation based on purposeful development of their conceptual thinking is proposed.Practical significance. The technology developed by authors allows teachers to form and develop the universal educational actions representing itself as a result of school training in the requirements of the educational standard. Timely use of this technology at transition age of children from primary school to secondary one provides the further success of their education.

  10. Technological pedagogical content knowledge in South African mathematics classrooms: A secondary analysis of SITES 2006 data

    Directory of Open Access Journals (Sweden)

    Verona Leendertz

    2013-12-01

    Full Text Available This article reports on a secondary data analysis conducted on the South African mathematics teachers’ dataset of the Second Information Technology in Education Study (SITES 2006. The sample consisted of a stratified sample of 640 mathematics teachers from 504 randomly selected computer-using and non–computer-using schools that completed the SITES 2006 teachers’ questionnaire, which investigated their pedagogical use of Information Communication Technology (ICT. The purpose of the current investigation was to investigate the level of Technological Pedagogical Content Knowledge (TPACK of mathematics teachers, and how TPACK attributes contribute towards more effective Grade 8 mathematics teaching in South African schools, using the TPACK conceptual framework. The findings are presented according to the three clusters identified through the association between the main variables of the TPACK model and other variables on the SITES 2006 teachers’ questionnaire: (1 impact of ICT use, (2 teacher practices and (3 barriers. A Cramér V of between 0.3 and 0.4 was considered to signal a medium effect that tended towards practically significant association, and a Cramér V of 0.4 or larger was considered to signal a large effect with practically significant association. The results indicate that the TPACK of mathematics teachers contributes towards more effective Grade 8 mathematics teaching in South African schools.

  11. PREPARING FUTURE TEACHERS TO RISK WARNING IN PEDAGOGICAL ACTIVITIES

    Directory of Open Access Journals (Sweden)

    Maryna Butyrina

    2017-04-01

    Full Text Available The aim of the article is to identify the peculiarities of professional activities for teachers’ physical and mental health; to implement comprehensive analysis of the negative impact on teaching profession; to disclose accidents and mental destruction of future teachers’ individuals. The professional health is an integral characteristic of functional state of human mental and physical indicators to assess his/her abilities to a certain professional activities and practice of a given duration over a period of life and endurance to adverse factors that accompany this activity. Violation of a teacher’s mental and physical health, signs of combustion syndrome affect the students’ health. So the problem of preserving and strengthening teachers’ health should be a priority in his/her life and among professional problems; the main object of study is future teachers’ training in the course “Health in the field (of education”. Distinctive features of the teaching profession reflect the state of his/her health: working as a teacher is both mental and physical activity, which combines creative, organizational and research ones; high density of interpersonal contacts; a lot of stress, high nervous and emotional tension; periodic need for the scheduled amount of work in a tightly regulated period; special responsibility for students and colleagues; the need to make operational decisions; significant mobilization of analyzers, attention, and memory functions. In educational activities along with common risk factors for mental health (such as neuro-emotional stress, information overload, hypokinesia there are specific risk factors such as a significant voice load, prevalence static load, a large amount of visual work, violation of work regime and rest points. The unfavorable effects of teaching profession, such as neuro-psychiatric and physical (static overloading teachers, in addition to occupational diseases can also lead to accidents due to

  12. Exploring science teachers' pedagogical content knowledge in the teaching of genetics in Swaziland

    Science.gov (United States)

    Mthethwa-Kunene, Khetsiwe Eunice Faith

    Recent trends show that learners' enrolment and performance in science at secondary school level is dwindling. Some science topics including genetics in biology are said to be difficult for learners to learn and thus they perform poorly in examinations. Teacher knowledge base, particularly topic-specific pedagogical content knowledge (PCK), has been identified by many researchers as an important factor that is linked with learner understanding and achievement in science. This qualitative study was an attempt to explore the PCK of four successful biology teachers and how they developed it in the context of teaching genetics. The purposive sampling technique was employed to select the participating teachers based on their schools' performance in biology public examinations and recommendations by science specialists and school principals. Pedagogical content knowledge was used as a theoretical framework for the study, which guided the inquiry in data collection, analysis and discussion of the research findings. The study adopted the case study method and various sources of evidence including concept maps, lesson plans, pre-lesson interviews, lesson observations, post-teaching teacher questionnaire, post-lesson interviews and document analysis were used to collect data on teachers' PCK as well as how PCK was assumed to have developed. The data were analysed in an attempt to determine the individual teachers' school genetics' content knowledge, related knowledge of instructional strategies and knowledge of learners' preconceptions and learning difficulties. The analysis involved an iterative process of coding data into PCK categories of content knowledge, pedagogical knowledge and knowledge of learners' preconceptions and learning difficulties. The findings of the study indicate that the four successful biology teachers generally have the necessary content knowledge of school genetics, used certain topic-specific instructional strategies, but lacked knowledge of

  13. AN INVESTIGATION OF TEACHERS’ PEDAGOGICAL SKILLS AND CONTENT KNOWLEDGE IN A CONTENT-BASED INSTRUCTION CONTEXT

    Directory of Open Access Journals (Sweden)

    Tengku Nor Rizan Tengku Mohamad Maasum

    2012-01-01

    Full Text Available Abstract: Advocates of the content-based approach believed that a language can be learnt effectively when it is the medium of instruction rather than just a subject.  Integrating English and content as part of instruction has become one of the cornerstones of second language pedagogy. Researchers claimed that there are many benefits of integrating English and content instruction.  Among the benefits are the increase in students’ interest with content themes, meaningful input and understanding. In 2003, the Malaysian Ministry of Education introduced the teaching and learning of science and mathematics in English for Year One, Form One and Lower Six Form in all government public schools. This paper describes the challenges faced by teachers when they are required to teach content subjects such as science and mathematics in English.  The focus of the paper is on the teachers’ pedagogical skills  and content knowldge which comprises subject matter content, pedagogical approach, classroom management, use of resources, assessment, preparation of teaching materials, managing students, teachers’ compensatory communication strategies, use of first language and teachers’ perspectives of teaching content subjects in English. Data were obtained from a self-report questionnaire administered to 495 secondary school teachers in West Malaysia. Results from the study provide implications for school administrators in making decisions in assignment of  capable teachers to teach the various levels of classes. Suggestions for teacher self-development and life-long learning efforts are also provided.   Key words: Content-based instruction, ESL instruction, second language, first language and second language pedagogy

  14. METHODOLOGY OF PROFESSIONAL PEDAGOGICAL EDUCATION: THEORY AND PRACTICE (theoretical and methodological foundations of vocational teacher education

    Directory of Open Access Journals (Sweden)

    Evgeny M. Dorozhkin

    2014-01-01

    methodology taking into consideration the target orientation, principles and approaches to the organization and its’ methods of scientific and educational activities implementation. The qualification structure formation of the teachers’ vocational training and providing advance principles of education are considered to be the most important conditions for the development of vocational teacher education. Scientific novelty. The research demonstrates creating the project of further vocational teacher education development in the post-industrial society. The pedagogical innovations transforming research findings into educational practice are considered to be the main tool of integration methodology means. Practical significance. The research findings highlight the proposed reforms for further teachers training system development of vocational institutes, which are in need of drastic restructuring. In the final part of the article the authors recommend some specific issues that can be discussed at the methodological workshop. 

  15. A word association response approach toward lexical relationships within the mental lexicon of second language learners: pedagogic ideas from testing McCarthy's theories on Japanese students.

    Science.gov (United States)

    Murphy, Robert S; Post, Michael D

    2009-06-01

    Through use of word association as detailed in McCarthy (1990) this paper will explore pedagogic implications derived from the following three points in relation to the lexical development of Japanese learners of English: 1) the ability of word association tests to examine the mental links between words in learners' developing mental lexicon, 2) the importance of phonological similarities for lower level students and 3) the correlation between the results from a word association test with the characteristic types of word association patterns discussed in McCarthy (1990). It will be argued that while lexical development within the mental lexicon is difficult to delineate due to overlap of organizational categories, the patterns of syntactic, semantic and conceptual relations between learned words is apparent within the retrieval process for word association and that additionally, context may play a vital role in how words are construed along the links within the mental lexicon. Pedagogic ideas and future research ideas are detailed.

  16. Nursing education: contradictions and challenges of pedagogical practice.

    Science.gov (United States)

    Pinto, Joelma Batista Tebaldi; Pepe, Alda Muniz

    2007-01-01

    This study deals with the nursing curriculum, pedagogical practice and education. Nowadays, this theme has taken up considerable space in academic debates. Thus, this study aimed to get empirical knowledge and provide an analytical description of the academic reality of nursing education at Santa Cruz State University in the undergraduate nursing course. This is a descriptive study, which may provide a new view of the problem, with careful observation, description, and exploration of the situation aspects, interpreting the reality, without interfering in it and, consequently, being open to new studies. Descriptive statistics with simple frequency and percentage calculation was applied. In summary, results indicate that professors and students have difficulties to evaluate the curriculum. In addition, the curriculum under study is characterized as a collection curriculum, with a pedagogical practice predominantly directed at the traditional model. Hence, nursing education still shows features of the biomedical-technical model.

  17. Simulation-based medical education: time for a pedagogical shift.

    Science.gov (United States)

    Kalaniti, Kaarthigeyan; Campbell, Douglas M

    2015-01-01

    The purpose of medical education at all levels is to prepare physicians with the knowledge and comprehensive skills, required to deliver safe and effective patient care. The traditional 'apprentice' learning model in medical education is undergoing a pedagogical shift to a 'simulation-based' learning model. Experiential learning, deliberate practice and the ability to provide immediate feedback are the primary advantages of simulation-based medical education. It is an effective way to develop new skills, identify knowledge gaps, reduce medical errors, and maintain infrequently used clinical skills even among experienced clinical teams, with the overall goal of improving patient care. Although simulation cannot replace clinical exposure as a form of experiential learning, it promotes learning without compromising patient safety. This new paradigm shift is revolutionizing medical education in the Western world. It is time that the developing countries embrace this new pedagogical shift.

  18. Pedagogical Techniques Employed by the Television Show "MythBusters"

    Science.gov (United States)

    Zavrel, Erik

    2016-11-01

    "MythBusters," the long-running though recently discontinued Discovery Channel science entertainment television program, has proven itself to be far more than just a highly rated show. While its focus is on entertainment, the show employs an array of pedagogical techniques to communicate scientific concepts to its audience. These techniques include: achieving active learning, avoiding jargon, employing repetition to ensure comprehension, using captivating demonstrations, cultivating an enthusiastic disposition, and increasing intrinsic motivation to learn. In this content analysis, episodes from the show's 10-year history were examined for these techniques. "MythBusters" represents an untapped source of pedagogical techniques, which science educators may consider availing themselves of in their tireless effort to better reach their students. Physics educators in particular may look to "MythBusters" for inspiration and guidance in how to incorporate these techniques into their own teaching and help their students in the learning process.

  19. Volleyball and emotional health of students of pedagogical university

    Directory of Open Access Journals (Sweden)

    Y.Y. Muskharina

    2013-07-01

    Full Text Available The features of valueological pedagogical influence of volleyball lessons on the emotional state of pedagogical university students. In the experiment involved 96 students aged 18-20 years. It was found that 72% of students feel the satisfaction of most emotional needs during the game, 86.4% indicate a bright splash of feelings and a sense of mutual aid during the game, 24% of students met the best friends among the players section. 89.3% of students say that skill, sense of humor, energy, example and support of teacher (trainer during exercise can affect the emotional state of the team and each student. Professional and personal qualities of the coach, to encourage students to employment volleyball positive impact on the physical, mental performance, improve attention, ability to work in a team, to overcome emotional stress, feelings of fatigue, improves emotional state of students.

  20. Pedagogical content knowledge and preparation of high school physics teachers

    Directory of Open Access Journals (Sweden)

    Eugenia Etkina

    2010-08-01

    Full Text Available This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge—PCK. The program has been in place for 7 years and has a steady production rate of an average of six teachers per year who remain in the profession. The main purpose of the paper is to provide information about a possible structure, organization, and individual elements of a program that prepares physics teachers. The philosophy of the program and the coursework can be implemented either in a physics department or in a school of education. The paper provides details about the program course work and teaching experiences and suggests ways to adapt it to other local conditions.

  1. Towards an Inclusive Pedagogical Culture: Experiences from University Practice

    Directory of Open Access Journals (Sweden)

    Iliana María Fernández-Fernández

    2016-09-01

    Full Text Available In this paper, we deal with conceptual and methodological elements to develop the pedagogical inclusive competence of the professors of higher education in Ecuador. We analyze the current conceptions and the main drawbacks related to the inclusion process in the university environment nowadays. We support a theoretical procedural model, and from the practical standpoint, we implemented the methodological procedures structured in a map of processes to reach an inclusive formative process. The main results are given in the development of the pedagogical inclusive competence and the increase of the inclusion culture at the university, and revealed in the improvement of university curriculum from an inclusive approach, the betterment of the physical and technological infrastructure, the permanent upgrading of professors and putting into practice policies of affirmative action.

  2. EFFECTIVE WAYS OF POSTGRADUATE PEDAGOGICAL EDUCATION INSTITUTES TEACHERS’ TRAINING

    Directory of Open Access Journals (Sweden)

    Liudmyla V. Kalachova

    2013-12-01

    Full Text Available The article presents the results of comparative analysis of training for teachers of postgraduate pedagogical education institutes for various forms of training: full-time, full-time- distance and distance after the author's program "Teacher training of postgraduate pedagogical education institutes for use of audiovisual teaching aids." The comparison was done on such indicators as the number of participants who completed the training, the pace of learning, quality control test mastery of the material of the course, the qualitative and quantitative performance indicators of individual case studies. As a result, the article identifies the main advantages and disadvantages of each form of education and recommended the most effective form of in-service training of the teaching load.

  3. The pedagogical practices in inclusive context: strategies, actions and results

    Directory of Open Access Journals (Sweden)

    Marco Antonio Melo Franco

    2016-10-01

    Full Text Available This research seeks to go beyond the theoretical debate on the integration and inclusion of children with disability. It addresses pedagogical work in the classroom, with the disabled child, in this case, the child with cerebral palsy. This is a qualitative approach and action research that aims to understand the reality investigated and it intervene. Participates in the research a public school that has students with cerebral palsy. The classes were followed weekly during the school year, in order to understand and analyze the process of teaching and learning. In addition, we attempted to intervene and build new teaching practices with teachers. As a result we identified the adoption of pedagogical strategies that consider the individuality of the subjects and their participation in the school community. Strategies were adopted as written economy, reorganization of spaces, change in the form of participation, curriculum adaptation, and adaptation activities, among others.

  4. COMMUNICATIVE PECULIARITY OF INTERPRETATIVE AND DELIBERATIVE STYLE IN PEDAGOGICAL DISCOURSE

    Directory of Open Access Journals (Sweden)

    Tsinkerman Tamara Nikolaevna

    2013-04-01

    Full Text Available The aim of the paper is to characterize the communicative peculiarities of the interpretative-deliberative style in pedagogical discourse. The object of the study is interpretative-deliberative style viewed as one of the communication forms in pedagogical discourse; the subject of the analysis is the stratagem and tactics characteristics of the interpretative-deliberative communicative style. Descriptive and analytical as well as stylistic and discourse analysis methods are employed. The author reveals the most prevalent strategies–explanatory, interpretative and deliberative–employed in communicative interaction in situations of educative persuasion. The communicative characteristics of the analyzed style are: a rational type of the communicative action, a trust-based tone and the emotional involvement of the communication participants. The results can be used for clarifying specifics of speech behavior in educative communication as well as for comparing styles of educative communication in different enthnocultural traditions.

  5. Interfaces between educational policies, pedagogical practices and human formation

    Directory of Open Access Journals (Sweden)

    Maria Terezinha Bellanda Galuch

    2011-06-01

    Full Text Available The present article analyzes the formation perspective found in official documents regarding Basic Education and the pedagogical practices suggested by them. It also points out the relationship between a curriculum-defining public policy and the didactic organization of what is taught in the schools. Results show that the formation proposed by the above-mentioned documents tries to attend our society’s market demands with its valorization of pedagogical practices for the development of attitudes, values, competences and abilities required by the globalized society. When such formation is placed first and foremost and to the detriment of the transmission and appropriation of disciplines, school education decreases its commitment with scientific culture. In fact, it distances itself from its role in offering the symbolic instruments which are necessary for the students’ integral development.

  6. Care and pedagogical production: integration of Public Health System scenarios

    Directory of Open Access Journals (Sweden)

    Túlio Batista Franco

    2007-01-01

    Full Text Available Throughout Brazilian Public Health System's (Centralized Health System - SUS construction history there has been a reasonable investment in the education for the sector. However, it has been frequently noticed by health professionals and managers the fact that this investment in educational programs has not converted into change of healthcare practices. Assuming that education can be used as a tool for changes in health, the text suggests that the pedagogical practices should be directed towards the production of individuals implied with the care production. Hence it proposes to work on a field of subjectivity in addition to cognition. This work reveals the management of the Brazilian public health system and its flows of permanent education, focusing "micromanagement" to think about the context on which they structuralize the diverse scenarios of care production, treating them as Pedagogical Production Units where it would be possible to develop entailed educational methodologies to a general idea of permanent education in health.

  7. Volleyball and emotional health of students of pedagogical university

    Directory of Open Access Journals (Sweden)

    Muskharina Y.Y.

    2013-06-01

    Full Text Available The features of valueological pedagogical influence of volleyball lessons on the emotional state of pedagogical university students. In the experiment involved 96 students aged 18-20 years. It was found that 72% of students feel the satisfaction of most emotional needs during the game, 86.4% indicate a bright splash of feelings and a sense of mutual aid during the game, 24% of students met the best friends among the players section. 89.3% of students say that skill, sense of humor, energy, example and support of teacher (trainer during exercise can affect the emotional state of the team and each student. Professional and personal qualities of the coach, to encourage students to employment volleyball positive impact on the physical, mental performance, improve attention, ability to work in a team, to overcome emotional stress, feelings of fatigue, improves emotional state of students.

  8. From Ethnocentrism to Transculturalism: A Film Studies Pedagogical Journey

    Directory of Open Access Journals (Sweden)

    Helen Yeates

    2011-09-01

    Full Text Available This study reviews the exploratory implementation of an ‘internationalising the curriculum’ policy in relation to a cultural studies unit within a Creative Industries Faculty at an Australian university. Charting certain pedagogical practices in the delivery of transnational film studies, this case study involves a critical, contextual examination of student feedback as well as current theories about transcultural curricula in general and film studies curricula in particular. The study shows that tertiary students can be provided with an extraordinarily rich range of differing, sometimes conflicting, but always engaging transcultural insights and understandings.  It is further argued that transnational competencies may be developed and enabled through the innovative realisation of a type of ‘border crossing’ pedagogical model, largely by foregrounding transcultural ‘affective’ issues around social justice.

  9. Collaborative Art Practices in HE: Mapping and Developing Pedagogical Models

    OpenAIRE

    Wilsmore, R; Alix, C; Dobson, E; University of Huddersfield; University of Hull; University of York St John; The Higher Education Academy; Palatine

    2010-01-01

    This project asks ‘How is interdisciplinary collaboration "taught" in HE institutions?’ and ‘What pedagogical models can be identified and developed?’\\ud Performing and Creative Arts departments in HE institutions engage students in collaborative practice within a singular discipline or across disciplines, through interdisciplinary or hybridised art forms, as curricula or extra-curricula activity. Where students are engaged with interdisciplinary collaboration within the curriculum, tuition m...

  10. Concept maps and nursing theory: a pedagogical approach.

    Science.gov (United States)

    Hunter Revell, Susan M

    2012-01-01

    Faculty seek to teach nursing students how to link clinical and theoretical knowledge with the intent of improving patient outcomes. The author discusses an innovative 9-week concept mapping activity as a pedagogical approach to teach nursing theory in a graduate theory course. Weekly concept map building increased student engagement and fostered theoretical thinking. Unexpectedly, this activity also benefited students through group work and its ability to enhance theory-practice knowledge.

  11. Pedagogic translation: Experiments and exercises to do in class

    Directory of Open Access Journals (Sweden)

    Elisa Figueira de Souza Corrêa

    2017-12-01

    Full Text Available This paper reports several experiments and proposals of exercises that were done in non-native language classrooms. The objective is to justify and promote pedagogic translation use in non-native language teaching. By these examples, it is clear that translation helps to enhance student’s language awareness and to develop a certain translation ability (i.e. a fifth skill – which is essential in life beyond classroom.

  12. Gender, Epistemology and Performativity: Pedagogical Strategies of Subversion

    OpenAIRE

    Anselmo Peres Alós

    2011-01-01

    In this paper, the concept of gender is presented and discussed in its relations with the idea of performativity, according the reflexions made by Judith Butler. If gender is considered as an analytical tool in the field of pedagogical studies, we can discuss this concept giving attention to the ways in which gender is constructed by cultural pedagogies. This discussion intends to contribute to the discussion of naturalized ideas of gender and sexuality, underlining the importance of the perf...

  13. The socio-pedagogical thinking of J. A. Comenius

    OpenAIRE

    GRONTSOVA I.

    2015-01-01

    John Amos Comenius (1592-1670) belongs to the most important persons in the European culture, philosophy, theology and in particular pedagogy. Comenius was the founder of the educational system, it is to his credit that pedagogy became independent and singled out from the framework of philosophy. With his works, he laid foundations of several pedagogical sciences, in particular the didactics, theory of education, pre-school education, education organisation and management and other. However, ...

  14. Pedagogical Agents as Learning Companions: Building Social Relations with Learners

    OpenAIRE

    Kim, Yanghee

    2005-01-01

    This study examined the potential of pedagogical agents as learning companions (PALs) to build social relations with learners and, consequently, to motivate learning. The study investigated the impact of PAL affect (positive vs. negative vs. neutral), PAL gender (male vs. female), and learner gender (male vs. female) on learners’ social judgments, motivation, and learning in a controlled experiment. Participants were 142 college students in a computer-literacy course. Overall, the results ind...

  15. PEDAGOGICAL EDUCATION IN RUSSIA: CHALLENGES, PROSPECTS, AND QUALITY ASSURANCE

    OpenAIRE

    Irina Kulikovskaya; Anna Andrienko

    2015-01-01

    The development of education and science is a priority for Russian state policy. Global trends define the main goals of the Russian higher school modernization. However, these also identify the need to overcome a number of contradictions in Russia’s national higher-education system. Pedagogical, or teacher-training, education is of special importance in the development of the entire educational system in the country. Quality education at all steps – preschool, primary, secondary (general and ...

  16. Student Satisfaction Negates Pedagogic Rights, Theirs and Ours!

    OpenAIRE

    Barnes, C.; Jenkins, C.

    2014-01-01

    This article outlines how the potential for students to be co-participants, via a critical education, risks being further co-opted through the marketization of higher education by constructing students as consumers with power over academics to make judgments on pedagogic quality through student satisfaction ratings. We start by outlining the relevant components of marketization processes, and their associated practices of financialization and managerialism that have developed in response to t...

  17. The pedagogical dimension of the well-conceived specialised dictionary

    DEFF Research Database (Denmark)

    Tarp, Sven

    2005-01-01

    In the course of the past 30 years it has been acknowledged that research on pedagogical lexicography has to address three main issues: (i) development of new formats to cover both communicative and non-communicative situations; (ii) the layout of the information on the dictionary page, to facili......In the course of the past 30 years it has been acknowledged that research on pedagogical lexicography has to address three main issues: (i) development of new formats to cover both communicative and non-communicative situations; (ii) the layout of the information on the dictionary page......, to facilitate the handling of information; (iii) what information is necessary for each type of learner at specific levels of proficiency. Although a big amount of specialised dictionaries have been produced during the last three decades, only some of them show the pedagogical value or dimension of general...... dictionaries. To overcome this gap the theory of lexicographic functions indicates a way forward to the design and production of the lexicographic quality products that the modern globalized world requires. This article illustrates some of the workings of this functional theory by commenting on some...

  18. Pedagogical contract: social imaginary in democratic evaluative practice

    Directory of Open Access Journals (Sweden)

    Nellys Marisol Castillo

    2017-08-01

    Full Text Available This research focused on generating reflection processes that should lead to a collective construction of a peda­gogical contract as a participative tool for the assessment practice in our institute. Participant co-researchers are: eighteen Departmental Representatives at the Assessment Unit, Assessment Unit Chairwoman, Students Support Manager, and Curriculum Manager. The participative action research led the approach of the present investigation. Five discussion and co-construction meetings were carried out where assessment criteria were discussed, also the appropriation of theoretical and legal epistemic referents that frame negotiation and partici­pation in the design and implementation of the pedagogical contract at UPEL-IPB were reviewed. As data collec­tion methods, pear observation and discussion teams were used, and as methodological resources, field diaries and audiovisual registers were implemented. Findings are organized in three different aspects: I. Assessment focus, uncertainty and fascination; II. Construction lead way, voice polyphony; III. Pedagogical contract, shared construction. These aspects are framed under the emergence of several categories generally related to models, conceptions, instruction, consequences and assessment performance. A proposal of pedagogical contract was agreed on -including its main elements and its respective implementation policies-. We hope to contribute to the consolidation of a more objective assessment approach -focused on reflective, consensus and negotiation processes- which should guarantee our teachers and students’ participation.

  19. Reading log: pedagogical device accompanying training university paths

    Directory of Open Access Journals (Sweden)

    Marisa Fernández

    2015-06-01

    Full Text Available This work is part of the research on teacher training in Physical Education, developed in Bariloche Regional University Center of the National University of Comahue (CRUB-UNCo. Due to the steady increase in the number of students who drop out of course of study on the first two years, projects thatfollow this line of investigation are seeking to question university teaching practices in this field, unravel their particular ways of production and to analyse their impact on the constitution of the formative stages of the students. In the research we have found evidence of a systematic teaching work to improve the learning and teaching conditions and have identified pedagogical devices, both at institutional and classroom levels, as resources for scaffolding student paths and different modes of reception of the students doing the introductory course. Here, we describe and analyse one of these devices, called "reading log" generated in Subject Pedagogy for the 1st year of the School of Physical Education of abovementioned University. This instrument is part of a series of pedagogical practices deliberately planned in connection with the entrance, continuity and graduation stages of undergraduate students; it aims to promote better contexts for the development of the educational processes. This device, created as a way of scaffolding the reading practices of the students, is thought to contribute to the promotion of democratic formative paths and attempts to provide new explanations, which would anchor the transformation and construction of new knowledge and would achieve better pedagogical interventions.

  20. The Environment of Pedagogic Creativity and its Redusing Factors

    Directory of Open Access Journals (Sweden)

    I. S. Ogonovskaya

    2013-01-01

    Full Text Available The paper is devoted to the issue of pedagogic creativity, its development and existence within the real environment of educational estab- lishments limited by their objective and subjective factors. The research is aimed at investigating the conditions affecting teacher’s creativity, the latter being viewed as an integral characteristic including intellectual and emotional flexibility, imagination, intuition, capability of overcoming the stereotypes, working in nonstandard situations and aspiring for new ways. The research is based on the traditional pedagogic methods of observa- tion and testing, and collective phenomena investigation methods of ques- tionnaires, socio-metrics, etc. The main conclusion concerning the environ- ment of pedagogic creativity reveals its limited nature. In author’s opinion, the systematic outside pressing, freedom restrictions, work depersonalization, alienation of the most talented teachers can adversely affect the creative ap- proach to teacher’s professional activity and quality motivation. The research findings might be of interest to heads of educational es- tablishments and teachers. 

  1. Proposal of a pedagogical model for mathematics teacher education

    Directory of Open Access Journals (Sweden)

    Alfonso Jiménez Espinosa

    2011-01-01

    Full Text Available This research-based article reflects on mathematics teacher education, and proposes a pedagogical model for this purpose, called Gradual Research Pedagogical Model (MPGI. This model considers the central curricular elements of any academic education process: student, teacher and contents, with evaluation as transversal element for analysis and feedback. The training of future teachers is constituted by three moments, each with its specific emphasis: the first is “contextualization”, which aims at having the student understand his or her new academic role, and identify and overcome his or her academic weak points, the second is “knowledge foundation”, which offers basic education in the fields of mathematics and pedagogy, as well as sensibilization towards social issues, opening up the student’s possibilities as leader and agent of change, and lastly, “knowledge immersion”, which is centered on research and the identification and study of topics and problems of the mathematical discipline as well as the pedagogical field.

  2. CULTURE, CULTURE LEARNING AND NEW TECHNOLOGIES: TOWARDS A PEDAGOGICAL FRAMEWORK

    Directory of Open Access Journals (Sweden)

    Mike Levy

    2007-02-01

    Full Text Available This paper seeks to improve approaches to the learning and teaching of culture using new technologies by relating the key qualities and dimensions of the culture concept to elements within a pedagogical framework. In Part One, five facets of the culture concept are developed: culture as elemental; culture as relative; culture as group membership; culture as contested; and culture as individual (variable and multiple. Each perspective aims to provide a focus for thinking about culture, and thereby to provide a valid and useful point of departure for thinking about the practice of culture learning and teaching with new technologies. The referenced literature draws from a broad range of disciplines and definitions of culture. In Part Two, five projects are chosen to represent relevant technologies currently in use for culture learning: e-mail, chat, a discussion forum and a Web-based project. Each project is used to illustrate facets of the culture concept discussed in Part One with a view to identifying key elements within a pedagogical framework that can help us respond effectively to the challenge of culture learning and teaching utilising new technologies. Thus the goal is to align fundamental qualities of the culture concept with specific pedagogical designs, tasks and technologies.

  3. Sex education in the pedagogical practice of public school teachers

    Directory of Open Access Journals (Sweden)

    Camila Borges Rufino

    2013-12-01

    Full Text Available This descriptive study was performed with 29 teachers from three public state schools in Goiânia, Goiás state. The teachers answered a semi-structured questionnaire that aimed at verifying the pedagogical practice in sex education, difficulties related to the theme, and the need for training. Most teachers were male (69% and aged between 25 and 35 years (74%. Half held a graduate degree (54% in human sciences (49%. Nearly all teachers find difficulties in working the topic (89% and need training (93%. Contents on sexuality were not addressed in the Political Pedagogical Projects (76% and the biology program aimed at teaching the theme (55%, a reality that disagrees with the National Curricular Standards, which is based on transversality. Partnerships between health and education must be established, particularly between the Family Health Strategy the higher education institutions, providing public school teachers with the necessary didactic-pedagogical support to address sexuality in the classroom. Descriptors: Sexuality; Schools; Nursing; Public Health.

  4. Scientific Management as part of the curriculum of Pedagogical Sciences.

    Directory of Open Access Journals (Sweden)

    Martha Margarita López Ruiz

    2013-07-01

    Full Text Available The Psychology and Pedagogy carer is developed in pedagogical sciences Cuban universities and the plan of the teaching learning process is organized on disciplines, subjects and activities from the working practice are distributed during the five years of the career which guarantee the fulfilment of the objectives in the professional qualification degree. Scientific educational management is included as part of the curriculum of this specialty in Pedagogical Universities. Scientific educational management has a great importance in the existence of state who is worried for the preparation and training of pedagogical specialists to whom ethics becomes a daily practice in their jobs in a society in which the formation and development of Cuban citizens is carried out by social programs encouraged by the government. The growing of this specialist is supported on the existence of a government that is interested on teaching, innovate and develop human beings by means of putting into practice social and cultural activities. The main goal of this article is to exemplify how to organize the contents of scientific educational management and the way of planning the teaching learning process to better future Cuban teacher trainers and managers.

  5. Pedagogical Approaches and Strategies for Teaching Asia

    Science.gov (United States)

    Chau, Donovan C.

    2014-01-01

    Asia today is the center of tremendous growth. With the continued rise of China and the influential roles of Japan and South Korea in international affairs, it is no wonder that the 21st century has been dubbed the Asian century. Outside of these influential political actors, one also see the growing political significance of Southeast Asia in…

  6. Critical Language Awareness in Pedagogic Context

    Science.gov (United States)

    Ali, Shamim

    2011-01-01

    This study was designed to investigate the significance of developing students' critical language awareness through explicit teaching methodology of some procedures of critical discourse analysis. The researcher integrated critical activities into her teaching and students' learning process. The study was planned prudently to discover the…

  7. Pedagogical Perspectives for the Online Education Skeptic

    Science.gov (United States)

    Brewer, Pam Estes; Brewer, Edward C.

    2015-01-01

    While online programs continue to grow at an astounding rate in higher education, many faculty remain skeptical of the efficacy of online models. This article provides an overview of some significant benefits of online education while recognizing some common concerns. An examination of the current literature and the authors' own online experiences…

  8. Pedagogical Content Knowledge (PCK): Exploring its Usefulness for Science Lecturers in Higher Education

    Science.gov (United States)

    Fraser, Sharon P.

    2016-02-01

    In the past 30 years, pedagogical content knowledge (PCK) frameworks have become important constructs in educational research undertaken in the school education system and a focus for research for curriculum and teacher education researchers. As regards science, PCK research has been plentiful, but thus far, the concept of PCK (significantly enhanced since its proposal) has only been validated in the school context (Kindergarten to Grade 12). Within this environment, however, it has proven to be a very useful construct for understanding teacher practice and contributing to the improvement of teacher education courses. Knowledge about whether PCK is useful as a conceptual framework for science lecturers (teachers) working in higher education is as yet unknown and represents a gap in the research literature; the research outlined here is a first step in exploring its usefulness in this context. This paper provides an analysis of data obtained from semi-structured interviews conducted with nine Australian science university lecturers from various disciplines and levels of seniority and experience of tertiary teaching, as well as an academic developer skilled in facilitating science academics' understanding of pedagogy in higher education. The research aimed to investigate the extent to which one version of a school-based science PCK framework resonated with the pedagogical thinking of university science lecturers and the ways in which it could influence their teaching practice.

  9. Using pedagogical discipline representations (PDRs) to enable Astro 101 students to reason about modern astrophysics

    Science.gov (United States)

    Wallace, Colin Scott; Prather, Edward E.; Chambers, Timothy G.; Kamenetzky, Julia R.; Hornstein, Seth D.

    2017-01-01

    Instructors of introductory, college-level, general education astronomy (Astro 101) often want to include topics from the cutting-edge of modern astrophysics in their course. Unfortunately, the teaching of these cutting-edge topics is typically confined to advanced undergraduate or graduate classes, using representations (graphical, mathematical, etc.) that are inaccessible to the vast majority of Astro 101 students. Consequently, many Astro 101 instructors feel that they have no choice but to cover these modern topics at a superficial level. Pedagogical discipline representations (PDRs) are one solution to this problem. Pedagogical discipline representations are representations that are explicitly designed to enhance the teaching and learning of a topic, even though these representations may not typically be found in traditional textbooks or used by experts in the discipline who are engaged in topic-specific discourse. In some cases, PDRs are significantly simplified or altered versions of typical discipline representations (graphs, data tables, etc.); in others they may be novel and highly contextualized representations with unique features that purposefully engage novice learners’ pre-existing mental models and reasoning difficulties, facilitating critical discourse. In this talk, I will discuss important lessons that my colleagues and I have learned while developing PDRs and describe how PDRs can enable students to reason about complex modern astrophysical topics.

  10. A pedagogical approach to socially just relations in a Grade 11 Economics class

    Directory of Open Access Journals (Sweden)

    Zayd Waghid

    2016-05-01

    Full Text Available Post-apartheid schooling in South Africa is challenged with the task of contributing towards social justice, as has been evident from the emergence of a plethora of education policies following the promulgation of the South African Schools Act in 1996. One of the most significant ways in which social justice can be cultivated in schools, especially where exclusion and marginalisation have been in ascendancy for decades, is through improved pedagogical activities, which receive focus in this article. The article focuses on investigating how the learning goals for Grade 11 Economics with the aid of an educational technology, in particular Facebook, engender opportunities for socially just relations in the classroom. The researcher is concerned with how these learning goals are related to three underlying aspects of Economics education, namely sustainable development, equity (including equality and economic development, and how they may or may not engender opportunities for social justice. Critical discourse analysis is the research approach used to analyse learners' comments on Facebook in relation to their understandings of three films. It was found that it is possible to teach and learn education for social justice in the classroom. Learners treated one another equally; enacted their pedagogical relations equitably; and learnt to become economically aware of their society's developmental needs. Thus, it is recommended that education for social justice be cultivated in school classrooms through the use of Facebook.

  11. Case Studies of Interactive Whole-Class Teaching in Primary Science: Communicative approach and pedagogic purposes

    Science.gov (United States)

    McMahon, Kendra

    2012-07-01

    By developing two case studies of expert teaching in action, this study aimed to develop knowledge of talk in whole-class teaching in UK primary science lessons and understand this in relation to both the teachers' interpretations and sociocultural theoretical frameworks. Lessons were observed and video-recorded and the teachers engaged in video-stimulated-reflective dialogue to capture participants' reflections upon their own pedagogic purposes and interactions in the classroom. The analytic framework was developed at three levels: sequence of lessons, lesson, and episode. For each episode, the 'communicative approach' and teaching purposes were recorded. Transcripts were developed for fine grain analysis of selected episodes and a quantitative analysis was undertaken of the use of communicative approaches. Findings exemplify how different communicative approaches were used by the case-study teachers for different pedagogical purposes at different points in the sequence of lessons, contributing to primary teachers' repertoire for planning and practice. The initial elicitation of children's ideas can be understood as pooling them to enhance multivoicedness and develop a shared resource for future dialogues. Whole-class talk can support univocality by rehearsing procedural knowledge and exploring the meanings of scientific terminology. Identifying salient features of phenomena in the context of the whole-class marks them as significant as shared knowledge but valuing other observations extends the multivoicedness of the discourse.

  12. Integrated learning: Ways of fostering the applicability of teachers’ pedagogical and psychological knowledge

    Directory of Open Access Journals (Sweden)

    Nora eHarr

    2015-06-01

    Full Text Available In teacher education, general pedagogical and psychological knowledge is often taught separately from the teaching subject itself, potentially leading to inert knowledge. In an experimental study with 69 mathematics student teachers, we tested the benefits of fostering the integration of pedagogical content knowledge and general pedagogical and psychological knowledge with respect to knowledge application. Integration was fostered either by integrating the contents or by prompting the learners to integrate separately-taught knowledge. Fostering integration, as compared to a separate presentation without integration help, led to more applicable pedagogical and psychological knowledge and greater simultaneous application of pedagogical and psychological knowledge and pedagogical content knowledge. The advantages of fostering knowledge integration were not moderated by the student teachers’ prior knowledge or working memory capacity. A disadvantage of integrating different knowledge types referred to increased learning times.

  13. Position epistemological, paradigmatical and pedagogical of the curriculum for the Degree in Nursing at the University of Costa Rica

    Directory of Open Access Journals (Sweden)

    Viriam Leiva Díaz

    2013-04-01

    Full Text Available We present the results of educational research which analyzed the epistemological position, paradigmaticand educational curriculum of the Degree of Nursing at the University of Costa Rica. The population consisted ofthe graduates of the School of Nursing. For the participation of teachers in service, worked with saturation (11.For graduates (2008 the population was 74 for a sample of 47 of them and her. We analyzed three dimensions theepistemological and pedagogical paradigm of teaching and reflected in the curriculum. To collect data, aquestionnaire was structured and semi-structured interviews to selected population. The study found that althoughthe position does not require explicit epistemic quote, there are some modules that need internal review to showconsistency between what is manifested mainly in learning activities and methodology, with the characteristicsand assumptions of the hermeneutic interpretive position curriculum. Moreover we can consider that the modulesdespite their particularities and differences in their teaching and learning, with characteristics savedapproximation pedagogical approach that suggests the curriculum. We conclude that it is not explicit or clear theposition that the teachers expressed regarding the pedagogical approach of the curriculum, so it is essential todeepen these concepts again with faculty. However, it is clear that significant progress has been made, howeverthey must think that the investigation is unrelated to the nursing task, a finding consistent with the findings 12years ago, when he became the curriculum change.

  14. RAISING INFORMATION AND COMMUNICATION TECHNOLOGIES COMPETENCE OF SCIENTIFIC AND PEDAGOGICAL EMPLOYEES - A KEY REQUIREMENT OF THE QUALITY OF EDUCATIONAL PROCESS

    Directory of Open Access Journals (Sweden)

    Nataliia V. Morze

    2017-06-01

    Full Text Available In the article it was analyzed one of the basic conditions of providing the quality of higher education according to the system of internal quality assurance standards ESG (European quality assurance standards and guidelines to increase the ICT competence of scientific-pedagogical staff of the University. It was described the modular system of training for scientific and pedagogical staff of the Borys Grinchenko Kyiv University. Special attention is paid to the description of the system of raising the level of formation the ICT competence as one of the key competences of the modern teacher. The system of professional development, which is based on creating mixed studying and technology of "flipped classroom", formative assessment, innovative educational and ICT technologies according to the specially designed informative module "Informational and communication technologies", which allows scientific-pedagogical staff to use modern ICT and educational technologies effectively for their further applying in the provision of educational services and the development of quality of open educational content and open educational e-environment available to the student at any convenient time, which will significantly improve the quality of the educational process.

  15. Significant concentration changes of chemical components of PM_1 in the Yangtze River Delta area of China and the implications for the formation mechanism of heavy haze–fog pollution

    International Nuclear Information System (INIS)

    Zhang, Y.W.; Zhang, X.Y.; Zhang, Y.M.; Shen, X.J.; Sun, J.Y.; Ma, Q.L.; Yu, X.M.; Zhu, J.L.; Zhang, L.; Che, H.C.

    2015-01-01

    Since the winter season of 2013, a number of persistent haze–fog events have occurred in central-eastern China. Continuous measurements of the chemical and physical properties of PM_1 at a regional background station in the Yangtze River Delta area of China from 16 Nov. to 18 Dec., 2013 revealed several haze–fog events, among which a heavy haze–fog event occurred between 6 Dec. and 8 Dec. The mean concentration of PM_1 was 212 μg m"−"3 in the heavy haze–fog period, which was about 10 times higher than on clean days and featured a peak mass concentration that reached 298 μg m"−"3. Organics were the largest contributor to the dramatic rise of PM_1 on heavy haze–fog days (average mass concentration of 86 μg m"−"3), followed by nitrate (58 μg m"−"3), sulfate (35 μg m"−"3), ammonium (29 μg m"−"3), and chloride (4.0 μg m"−"3). Nitrate exhibited the largest increase (~ 20 factors), associated with a significant increase in NO_x. This was mainly attributable to increased coal combustion emissions, relative to motor vehicle emissions, and was caused by short-distance pollutant transport within surrounding areas. Low-volatility oxidized organic aerosols (OA) (LV-OOA) and biomass-burning OA (BBOA) also increased sharply on heavy haze–fog days, exhibiting an enhanced oxidation capacity of the atmosphere and increased emissions from biomass burning. The strengthening of the oxidation capacity during the heavy pollution episode, along with lower solar radiation, was probably due to increased biomass burning, which were important precursors of O_3. The prevailing meteorological conditions, including low wind and high relative humidity, and short distance transported gaseous and particulate matter surrounding of the sampling site, coincided with the increased pollutant concentrations mainly from biomass-burning mentioned above to cause the persistent haze–fog event in the YRD area. - Highlights: • Formation mechanism of a heavy haze-fog event

  16. Significant concentration changes of chemical components of PM{sub 1} in the Yangtze River Delta area of China and the implications for the formation mechanism of heavy haze–fog pollution

    Energy Technology Data Exchange (ETDEWEB)

    Zhang, Y.W. [Key Laboratory of Atmospheric Chemistry, Chinese Academy of Meteorological Sciences, Beijing 100081 (China); Zhang, X.Y., E-mail: xiaoye@cams.cma.gov.cn [Key Laboratory of Atmospheric Chemistry, Chinese Academy of Meteorological Sciences, Beijing 100081 (China); Zhang, Y.M.; Shen, X.J. [Key Laboratory of Atmospheric Chemistry, Chinese Academy of Meteorological Sciences, Beijing 100081 (China); Sun, J.Y. [Key Laboratory of Atmospheric Chemistry, Chinese Academy of Meteorological Sciences, Beijing 100081 (China); State Key Laboratory of Cryospheric Sciences, Cold and Arid Region Environmental and Engineering Research Institute, Chinese Academy of Sciences, Lanzhou 730000 (China); Ma, Q.L.; Yu, X.M. [Lin' an Regional Air Background Station, Lin' an 311307 (China); Zhu, J.L. [School of Atmospheric Sciences, Nanjing University, Nanjing 210093 (China); Zhang, L.; Che, H.C. [Key Laboratory of Atmospheric Chemistry, Chinese Academy of Meteorological Sciences, Beijing 100081 (China); College of Earth Science, University of Chinese Academy of Sciences, Beijing 100049 (China)

    2015-12-15

    Since the winter season of 2013, a number of persistent haze–fog events have occurred in central-eastern China. Continuous measurements of the chemical and physical properties of PM{sub 1} at a regional background station in the Yangtze River Delta area of China from 16 Nov. to 18 Dec., 2013 revealed several haze–fog events, among which a heavy haze–fog event occurred between 6 Dec. and 8 Dec. The mean concentration of PM{sub 1} was 212 μg m{sup −3} in the heavy haze–fog period, which was about 10 times higher than on clean days and featured a peak mass concentration that reached 298 μg m{sup −3}. Organics were the largest contributor to the dramatic rise of PM{sub 1} on heavy haze–fog days (average mass concentration of 86 μg m{sup −3}), followed by nitrate (58 μg m{sup −3}), sulfate (35 μg m{sup −3}), ammonium (29 μg m{sup −3}), and chloride (4.0 μg m{sup −3}). Nitrate exhibited the largest increase (~ 20 factors), associated with a significant increase in NO{sub x}. This was mainly attributable to increased coal combustion emissions, relative to motor vehicle emissions, and was caused by short-distance pollutant transport within surrounding areas. Low-volatility oxidized organic aerosols (OA) (LV-OOA) and biomass-burning OA (BBOA) also increased sharply on heavy haze–fog days, exhibiting an enhanced oxidation capacity of the atmosphere and increased emissions from biomass burning. The strengthening of the oxidation capacity during the heavy pollution episode, along with lower solar radiation, was probably due to increased biomass burning, which were important precursors of O{sub 3}. The prevailing meteorological conditions, including low wind and high relative humidity, and short distance transported gaseous and particulate matter surrounding of the sampling site, coincided with the increased pollutant concentrations mainly from biomass-burning mentioned above to cause the persistent haze–fog event in the YRD area. - Highlights

  17. Expression of proteins FGFR3, PI3K, AKT, p21Waf1/Cip1 and cyclins D1 and D3 in patients with T1 bladder tumours: clinical implications and prognostic significance.

    Science.gov (United States)

    Blanca Pedregosa, A M; Sánchez-González, Á; Carrasco Valiente, J; Ruiz García, J M; Gómez Gómez, E; López Beltrán, A; Requena Tapia, M J

    2017-04-01

    To determine the differential protein expression of biomarkers FGFR3, PI3K (subunits PI3Kp110α, PI3KClassIII, PI3Kp85), AKT, p21Waf1/Cip1 and cyclins D1 and D3 in T1 bladder cancer versus healthy tissue and to study their potential role as early recurrence markers. This is a prospective study that employed a total of 67 tissue samples (55 cases of T1 bladder tumours that underwent transurethral resection and 12 cases of adjacent healthy mucosa). The protein expression levels were assessed using Western blot, and the means and percentages were compared using Student's t-test and the chi-squared test. The survival analysis was conducted using the Kaplan-Meier method and the log-rank test. Greater protein expression was detected for FGFR3, PI3Kp110α, PI3KClassIII, cyclins D1 and D3 and p21Waf1/Cip1 in the tumour tissue than in the healthy mucosa. However, these differences were not significant for PI3Kp85 and AKT. We observed statistically significant correlations between early recurrence and PI3Kp110α, PI3KClassIII, PI3Kp85 and AKT (P=.003, P=.045, P=.050 and P=.028, respectively), between the tumour type (primary vs. recurrence) and cyclin D3 (P=.001), between the tumour size and FGFR3 (P=.035) and between multifocality and cyclin D1 (P=.039). The survival analysis selected FGFR3 (P=.024), PI3Kp110α (P=.014), PI3KClassIII (P=.042) and AKT (P=.008) as markers of early-recurrence-free survival. There is an increase in protein expression levels in bladder tumour tissue. The overexpression of FGFR3, PI3Kp110α, PI3KClassIII and AKT is associated with increased early-recurrence-free survival for patients with T1 bladder tumours. Copyright © 2016 AEU. Publicado por Elsevier España, S.L.U. All rights reserved.

  18. Implicative Algebras

    African Journals Online (AJOL)

    Tadesse

    In this paper we introduce the concept of implicative algebras which is an equivalent definition of lattice implication algebra of Xu (1993) and further we prove that it is a regular Autometrized. Algebra. Further we remark that the binary operation → on lattice implicative algebra can never be associative. Key words: Implicative ...

  19. Investigation of historical evolution stages of the term "pedagogical innovation" in modern scientific discourse

    Directory of Open Access Journals (Sweden)

    Світлана Миколаївна Ефендієва

    2016-12-01

    Full Text Available The article describes the basic concepts of innovation. The formation of pedagogical innovations was analyzed and factors of effective management of innovative development were theoretically grounded. The essence of the concepts of scientific and pedagogical discourse was highlighted. The historical stages of the evolution of the term «pedagogical innovation» were investigated. The main draft laws about innovation activity in education were characterized

  20. Development of pedagogical design in technology-rich environments for language teaching and learning

    OpenAIRE

    Jalkanen, Juha

    2015-01-01

    This study explores the development of pedagogical design for language teaching and learning in increasingly technology-rich environments. More specifically, it focuses on the process of design, enactment and analysis of language and literacy pedagogies in technology-rich environments. Two substudies are reported in five articles, each of which approaches pedagogical design from a different perspective. The first substudy examined (a) what pedagogical choices language studen...

  1. Physiological and Pedagogical Culture as a Basic for Effective Teaching Activity

    Directory of Open Access Journals (Sweden)

    Pirmagambet Z. Ishanov

    2014-07-01

    Full Text Available The article deals with new approaches to organization of pedagogical education of a teacher in institutions of higher learning. Here we consider cult urological, personal, multiobjective (dialogic and individual-creative approaches. In this case, pedagogical activity is considered as a form of active correlation to the world, transformation experience of culture into pedagogue’s professional wealth. So, one of the factors determining the university teacher’s effectiveness is his psycho-pedagogical culture.

  2. Psycho-pedagogical accompaniment as a condition for social adaptation of inmates of children's homes

    OpenAIRE

    Oksana Mishenko

    2013-01-01

    The research is devoted to the problem of pedagogic-psychological accompaniment of the process of social adaptation of inmates of children's homes. Essence of pedagogic-psychological support as a special kind of professional activity to create conditions conducive to the successful adaptation of the inmates of children's homes in the community. Describes the set of psycho-pedagogical conditions, optimizing the process of social adaptation of inmates of children's homes.

  3. Patterns of Primary Tumor Invasion and Regional Lymph Node Spread Based on Magnetic Resonance Imaging in Early-Stage Nasal NK/T-cell Lymphoma: Implications for Clinical Target Volume Definition and Prognostic Significance

    Energy Technology Data Exchange (ETDEWEB)

    Wu, Run-Ye [Department of Radiation Oncology, National Cancer Center/Cancer Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing (China); Liu, Kang [Department of Imaging Diagnosis, National Cancer Center/Cancer Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing (China); Wang, Wei-Hu; Jin, Jing; Song, Yong-Wen; Wang, Shu-Lian; Liu, Yue-Ping; Ren, Hua; Fang, Hui; Liu, Qing-Feng; Yang, Yong; Chen, Bo; Qi, Shu-Nan; Lu, Ning-Ning; Tang, Yu; Tang, Yuan; Li, Ning [Department of Radiation Oncology, National Cancer Center/Cancer Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing (China); Ouyang, Han [Department of Imaging Diagnosis, National Cancer Center/Cancer Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing (China); Li, Ye-Xiong, E-mail: yexiong12@163.com [Department of Radiation Oncology, National Cancer Center/Cancer Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing (China)

    2017-01-01

    Purpose: This study aimed to determine the pathways of primary tumor invasion (PTI) and regional lymph node (LN) spread based on magnetic resonance imaging (MRI) in early-stage nasal NK/T-cell lymphoma (NKTCL), to improve clinical target volume (CTV) delineation and evaluate the prognostic value of locoregional extension patterns. Methods and Materials: A total of 105 patients with newly diagnosed early-stage nasal NKTCL who underwent pretreatment MRI were retrospectively reviewed. All patients received radiation therapy with or without chemotherapy. Results: The incidences of PTI and regional LN involvement were 64.7% and 25.7%, respectively. Based on the incidence of PTI, involved sites surrounding the nasal cavity were classified into 3 risk subgroups: high-risk (>20%), intermediate-risk (5%-20%), and low-risk (<5%). The most frequently involved site was the nasopharynx (35.2%), followed by the maxillary (21.9%) and ethmoid (21.9%) sinuses. Local disease and regional LN spread followed an orderly pattern without LN skipping. The retropharyngeal nodes (RPNs) were most frequently involved (19.0%), followed by level II (11.4%). The 5-year overall survival (OS), progression-free survival (PFS), and locoregional control (LRC) rates for all patients were 72.8%, 65.2%, and 90.0%, respectively. The presence of PTI and regional LN involvement based on MRI significantly and negatively affected PFS and OS. Conclusions: Early-stage nasal NKTCL presents with a high incidence of PTI but a relatively low incidence of regional LN spread. Locoregional spread followed an orderly pattern, and PTI and regional LN spread are powerful prognostic factors for poorer survival outcomes. CTV reduction may be feasible for selected patients.

  4. The effect of ethnicity on the performance of protein-creatinine ratio in the prediction of significant proteinuria in pregnancies at risk of or with established hypertension: an implementation audit and cost implications.

    Science.gov (United States)

    Bhatti, Sadia; Cordina, Mark; Penna, Leonie; Sherwood, Roy; Dew, Tracy; Kametas, Nikos A

    2018-05-01

    The replacement of 24-h urine collection by protein-creatinine ratio (PCR) for the diagnosis of preeclampsia has been recently recommended. However, the literature is conflicting and there are concerns about the impact of demographic characteristics on the performance of PCR. This was an implementation audit of the introduction of PCR in a London Tertiary obstetric unit. The performance of PCR in the prediction of proteinuria ≥300 mg/day was assessed in 476 women with suspected preeclampsia who completed a 24-h urine collection and an untimed urine sample for PCR calculation. Multivariate logistic regression was used to assess the independent predictors of significant proteinuria. In a pregnant population, ethnicity and PCR are the main predictors of ≥300 mg proteinuria in a 24-h urine collection. A PCR cut-off of 30 mg/mmol would have incorrectly classified as non-proteinuric, 41.4% and 22.9% of black and non-black women, respectively. Sensitivity of 100% is achieved at cut-offs of 8.67 and 20.56 mg/mmol for black and non-black women, respectively. Applying these levels as a screening tool to inform the need to perform a 24-h urine collection in 1000 women, would lead to a financial saving of €2911 in non-black women and to an additional cost of €3269 in black women. Our data suggest that a move from screening for proteinuria with a 24-h urine collection to screening with urine PCR is not appropriate for black populations. However, the move may lead to cost-saving if used in the white population with a PCR cut-off of 20.5. © 2018 Nordic Federation of Societies of Obstetrics and Gynecology.

  5. Expression of HIF-1α and Markers of Angiogenesis Are Not Significantly Different in Triple Negative Breast Cancer Compared to Other Breast Cancer Molecular Subtypes: Implications for Future Therapy.

    Science.gov (United States)

    Yehia, Lamis; Boulos, Fouad; Jabbour, Mark; Mahfoud, Ziyad; Fakhruddin, Najla; El-Sabban, Marwan

    2015-01-01

    Triple negative breast cancer lacks estrogen, progesterone and epidermal growth factor receptors rendering it refractory to available targetedtherapies. TNBC is associated with central fibrosis and necrosis, both indicators of tumor hypoxia. Hypoxia inducible factor 1α is up-regulated under hypoxia and its expression is associated with induction of angiogenesis resulting in proliferation, aggressive tumor phenotype and metastasis. In this study we evaluate the potential use of HIF-1α as aTNBC-specific marker. 62 TNBC, 64 HER2+, and 64 hormone-receptors positive breast cancer cases were evaluated for central fibrosis and necrosis, HIF-1α, HIF-1β, VEGFR3, CD31 expression and microvessel density. RNA extraction from paraffin-embedded samples, followed by quantitative real-time polymerase chain reaction (qRT-PCR) evaluation of HIF-1α and VEGF transcripts was performed on 54 cases (18 from each subtype). HIF-1α protein was expressed in 35.5% TNBC, 45.3% HER2+and 25.0% ER+/PR+ (p = 0.055; χ2 test). PCRanalysis of subgroup of breast cancers, 84.2% expressed HIF-1α protein and its transcripts, while only 66.7% expressed VEGF transcripts simultaneously with the HIF-1α protein and its transcripts. Central fibrosis and necrosis was highest in TNBC (p = 0.015; χ2 test), while MVD was comparable among all groups (p = 0.928; χ2 test). VEGFR3 was highest in TNBC expressing HIF-1α. HIF-1β protein was expressed in 32.0% of HIF-1α(+), and in (44.3%) of HIF-1α(-) breast cancer cases (p = 0.033; χ2 test). Moreover, HIF-1α expression in cases with central fibrosis and necrosis was highest in the HER2+ followed by the TNBC (p = 0.156; χ2 test). A proportion of TNBC express HIF-1α but not in a significantly different manner from other breast cancer subtypes. The potential of anti-HIF-1α targeted therapy is therefore not a candidate for exclusive use in TNBC, but should be considered in all breast cancers, especially in the setting of clinically aggressive or

  6. Meta-analysis Reveals Genome-Wide Significance at 15q13 for Nonsyndromic Clefting of Both the Lip and the Palate, and Functional Analyses Implicate GREM1 As a Plausible Causative Gene

    Science.gov (United States)

    Ludwig, Kerstin U.; Ahmed, Syeda Tasnim; Böhmer, Anne C.; Sangani, Nasim Bahram; Varghese, Sheryil; Klamt, Johanna; Schuenke, Hannah; Gültepe, Pinar; Hofmann, Andrea; Rubini, Michele; Aldhorae, Khalid Ahmed; Steegers-Theunissen, Regine P.; Rojas-Martinez, Augusto; Reiter, Rudolf; Borck, Guntram; Knapp, Michael; Nakatomi, Mitsushiro; Graf, Daniel; Mangold, Elisabeth; Peters, Heiko

    2016-01-01

    Nonsyndromic orofacial clefts are common birth defects with multifactorial etiology. The most common type is cleft lip, which occurs with or without cleft palate (nsCLP and nsCLO, respectively). Although genetic components play an important role in nsCLP, the genetic factors that predispose to palate involvement are largely unknown. In this study, we carried out a meta-analysis on genetic and clinical data from three large cohorts and identified strong association between a region on chromosome 15q13 and nsCLP (P = 8.13×10−14 for rs1258763; relative risk (RR): 1.46, 95% confidence interval (CI): 1.32–1.61)) but not nsCLO (P = 0.27; RR: 1.09 (0.94–1.27)). The 5 kb region of strongest association maps downstream of Gremlin-1 (GREM1), which encodes a secreted antagonist of the BMP4 pathway. We show during mouse embryogenesis, Grem1 is expressed in the developing lip and soft palate but not in the hard palate. This is consistent with genotype-phenotype correlations between rs1258763 and a specific nsCLP subphenotype, since a more than two-fold increase in risk was observed in patients displaying clefts of both the lip and soft palate but who had an intact hard palate (RR: 3.76, CI: 1.47–9.61, Pdifflip or palate defects in Grem1-deficient mice, wild type embryonic palatal shelves developed divergent shapes when cultured in the presence of ectopic Grem1 protein (P = 0.0014). The present study identified a non-coding region at 15q13 as the second, genome-wide significant locus specific for nsCLP, after 13q31. Moreover, our data suggest that the closely located GREM1 gene contributes to a rare clinical nsCLP entity. This entity specifically involves abnormalities of the lip and soft palate, which develop at different time-points and in separate anatomical regions. PMID:26968009

  7. Significant concentration changes of chemical components of PM1 in the Yangtze River Delta area of China and the implications for the formation mechanism of heavy haze-fog pollution.

    Science.gov (United States)

    Zhang, Y W; Zhang, X Y; Zhang, Y M; Shen, X J; Sun, J Y; Ma, Q L; Yu, X M; Zhu, J L; Zhang, L; Che, H C

    2015-12-15

    Since the winter season of 2013, a number of persistent haze-fog events have occurred in central-eastern China. Continuous measurements of the chemical and physical properties of PM1 at a regional background station in the Yangtze River Delta area of China from 16 Nov. to 18 Dec., 2013 revealed several haze-fog events, among which a heavy haze-fog event occurred between 6 Dec. and 8 Dec. The mean concentration of PM1 was 212μgm(-3) in the heavy haze-fog period, which was about 10 times higher than on clean days and featured a peak mass concentration that reached 298μgm(-3). Organics were the largest contributor to the dramatic rise of PM1 on heavy haze-fog days (average mass concentration of 86μgm(-3)), followed by nitrate (58μgm(-3)), sulfate (35μgm(-3)), ammonium (29μgm(-3)), and chloride (4.0μgm(-3)). Nitrate exhibited the largest increase (~20 factors), associated with a significant increase in NOx. This was mainly attributable to increased coal combustion emissions, relative to motor vehicle emissions, and was caused by short-distance pollutant transport within surrounding areas. Low-volatility oxidized organic aerosols (OA) (LV-OOA) and biomass-burning OA (BBOA) also increased sharply on heavy haze-fog days, exhibiting an enhanced oxidation capacity of the atmosphere and increased emissions from biomass burning. The strengthening of the oxidation capacity during the heavy pollution episode, along with lower solar radiation, was probably due to increased biomass burning, which were important precursors of O3. The prevailing meteorological conditions, including low wind and high relative humidity, and short distance transported gaseous and particulate matter surrounding of the sampling site, coincided with the increased pollutant concentrations mainly from biomass-burning mentioned above to cause the persistent haze-fog event in the YRD area. Copyright © 2015. Published by Elsevier B.V.

  8. Significant Returns in Engagement and Performance with a Free Teaching App

    Science.gov (United States)

    Green, Alan

    2016-01-01

    Pedagogical research shows that teaching methods other than traditional lectures may result in better outcomes. However, lecture remains the dominant method in economics, likely due to high implementation costs of methods shown to be effective in the literature. In this article, the author shows significant benefits of using a teaching app for…

  9. Exploring Parliamentary Debate as a Pedagogical Tool to Develop English Communication Skills in EFL/ESL Classrooms

    Directory of Open Access Journals (Sweden)

    Eunice M. Aclan

    2015-03-01

    Full Text Available To survive in the 21st century workplace, communication skills are extremely important. However, a mismatch between the industry requirement and the university graduates’ competencies in terms of effective communication skills exists. Rote learning and lack of opportunities to practice English communication skills inside and outside the classroom are common issues in EFL/ESL contexts. Thus, this qualitative study was conducted to explore how debate as a pedagogical tool with three stages - pre-debate, actual debate and post-debate - can develop communication skills. The data were gathered through semi-structured one-on-one interview with five debate experts across from ASEAN countries and focus group interview with six ASEAN debate students. The participants of this study  described  the use of the pre-debate stage for the research and brainstorming tasks  that engage the team members with each other, the actual debate for the arguments, POI and rebuttals that actively engage debaters with their opponents, and the post-debate stage that engage all the debaters with the adjudicators, their team-mates and their opponents. This pedagogical aspect focusing on the three stages of debate which has implications for SLA and language teaching was not substantially dealt with in previous studies on debate.

  10. PEDAGOGIC CONDITIONS FOR IMPLEMENTATION OF THE MODEL OF FORMATION OF MORAL ORIENTATION IN CHILDREN YOUNGER WITH DEVIANT BEHAVIOR

    Directory of Open Access Journals (Sweden)

    Aldakusheva Evgenia Sergeevna

    2013-05-01

    Full Text Available In the Russian science and education policy are becoming increasingly recognizes the special role of the problems education of children, especially children "at risk." The main task of raising children "at risk" is the prevention of deviant behavior. The role of moral education of children in the prevention of deviant behavior is great because it helps prevent crime, neglect and delinquency, substance abuse prevention, enables to form the spiritual world (value orientation and the moral qualities of the child, allowing it to blend into society reveals the creative potential by expanding opportunities for career choice; forms diligence in work, promotes professional guidance, helping to reduce the number of unemployed, has a hard work (voluntary attitude toward work and honesty, reduces the number of dysfunctional families; solves the problem of social infantilism. Purpose: pick out pedagogic conditions implementation of model of formation of moral orientation children younger with deviant behavior. Methodology: simulation, system approach. Results: identified pedagogic conditions implementation of model of formation of moral orientation children younger with deviant behavior. Practical implications: education of children with behavioral problems.

  11. A pedagogical analysis of science textbooks: How can we proceed?

    Science.gov (United States)

    Koulaidis, Vasilis; Tsatsaroni, Anna

    1996-03-01

    This paper discusses some of the available frameworks for the pedagogical analysis of school science textbooks. First, it distinguishes between (a) studies which focus on elements of textbooks, such as the content, vocabulary, illustrations used, and the teaching methods promoted; and (b) those which consider the principles that organize the content and the form of presentation. In attempting to consider the sorts of principles that may be used in the studies categorised under (b), two crucial issues are discussed. The first issue refers to the relationship between scientific knowledge and school knowledge, which, as the relevant literature suggests, might not be conceived merely as a simplified “casting” of the scientific structure, but rather should be understood as a complex social process. The second issue explicitly addresses the nature of the pedagogic relationship and the place of the pedagogic text within it. Recent views about the nature of knowledge, it is argued, would suggest a reconceptualisation of the teaching activity, and indicate a model according to which the three elements of the teaching situation-the content, the pupil and the teacher—are seen as being (re)constituted in their articulation within and through the text(book). Thus, for example, what is to be a competent pupil in this approach is a function of the text. On the basis of these considerations, three approaches to the analysis of science textbooks are discussed: the socio-cognitive, the sociolinguistic and the socio-epistemic. The relative merits of the third approach are considered, and some examples are used from Greek science textbooks.

  12. CULTURAL PEDAGOGIC INCLUSION - DALTONISM AND COLOR EDUCATION FOR CHILDREN EDUCATION

    Directory of Open Access Journals (Sweden)

    Arielly Kizzy Cunha

    2017-06-01

    Full Text Available The article approaches color teaching including children with color blindness. Colors are present in everything that surrounds us and the use of colors has a direct link in the development of the child. Babies perceive colors from 3 months and naming them is a process that extends up to 3 years, since it requires stimuli, and it is at this stage, between 2 and 3 years, that the suspicion of color blindness arises. The difficulty varies between perceiving variation of shades, and not seeing specific color. The objective of this work is understood the ocular deficiency and reflect an inclusive pedagogical project of a color class.

  13. Professional identity in medical students: pedagogical challenges to medical education.

    Science.gov (United States)

    Wilson, Ian; Cowin, Leanne S; Johnson, Maree; Young, Helen

    2013-01-01

    Professional identity, or how a doctor thinks of himself or herself as a doctor, is considered to be as critical to medical education as the acquisition of skills and knowledge relevant to patient care. This article examines contemporary literature on the development of professional identity within medicine. Relevant theories of identity construction are explored and their application to medical education and pedagogical approaches to enhancing students' professional identity are proposed. The influence of communities of practice, role models, and narrative reflection within curricula are examined. Medical education needs to be responsive to changes in professional identity being generated from factors within medical student experiences and within contemporary society.

  14. [Psychodrama as a pedagogical teaching strategy about worker's health].

    Science.gov (United States)

    Martins, Júlia Trevisan; Opitz, Simone Perufo; Robazzi, Maria Lúcia do Carmo

    2004-04-01

    This study had the objective to report the experience of using pedagogic psychodrama as a teaching and learning strategy about the worker's health. It was developed with 18 students from the Master Program from the School of Nursing of the University of São Paulo at Ribeirão Preto, during the second semester of 2002. Interactive, dynamic and interpersonal activities, and role playing were initially conducted looking for students and educator's spontaneity. Moreno's psychodramatic theory was the theoretical framework used. Creativity, logical reasoning, involvement with learning, and organization of concepts using their own living experience were observed, contributing to the experience as a whole. Therefore, the experiment was considered successful.

  15. Gender, Epistemology and Performativity: Pedagogical Strategies of Subversion

    Directory of Open Access Journals (Sweden)

    Anselmo Peres Alós

    2011-01-01

    Full Text Available In this paper, the concept of gender is presented and discussed in its relations with the idea of performativity, according the reflexions made by Judith Butler. If gender is considered as an analytical tool in the field of pedagogical studies, we can discuss this concept giving attention to the ways in which gender is constructed by cultural pedagogies. This discussion intends to contribute to the discussion of naturalized ideas of gender and sexuality, underlining the importance of the performative process that constitutes gender, body and heterossexuality as cultural constructs marked by historicity.

  16. Pedagogical Merit Review of Animal Use for Education in Canada.

    Directory of Open Access Journals (Sweden)

    Marc T Avey

    Full Text Available There are two components to the review of animal based protocols in Canada: review for the merit of the study itself, and review of the ethical acceptability of the work. Despite the perceived importance for the quality assurance these reviews provide; there are few studies of the peer-based merit review system for animal-based protocols for research and education. Institutional animal care committees (ACCs generally rely on the external peer review of scientific merit for animal-based research. In contrast, peer review for animal based teaching/training is dependent on the review of pedagogical merit carried out by the ACC itself or another committee within the institution. The objective of this study was to evaluate the views of ACC members about current practices and policies as well as alternate policies for the review of animal based teaching/training. We conducted a national web-based survey of ACC members with both quantitative and qualitative response options. Responses from 167 ACC members indicated broad concerns about administrative burden despite strong support for both the current and alternate policies. Participants' comments focused mostly on the merit review process (54% relative to the efficiency (21%, impact (13%, and other (12% aspects of evaluation. Approximately half (49% of the comments were classified into emergent themes that focused on some type of burden: burden from additional pedagogical merit review (16%, a limited need for the review (12%, and a lack of resources (expertise 11%; people/money 10%. Participants indicated that the current system for pedagogical merit review is effective (60%; but most also indicated that there was at least some challenge (86% with the current peer review process. There was broad support for additional guidance on the justification, criteria, types of animal use, and objectives of pedagogical merit review. Participants also supported the ethical review and application of the Three Rs in

  17. Teenagers’ engaging to sports as a psychological and pedagogical issue

    Directory of Open Access Journals (Sweden)

    Shamaeva G.I.

    2017-02-01

    Full Text Available the given article justifies the necessity to engage adolescent students to physical culture. Based upon the analysis of psychological and pedagogical literature, the author concludes that a traditional approach in physical culture classes, used in the majority of schools, is unattractive for teenagers. They are interested in other sports, which are popular among their age mates. The conclusion is that in the current situation it is necessary to review the content of physical education (taking into account dominant motivation of school students to physical culture and sports based on gender preferences.

  18. Children’s Books as Pedagogical Tools to Minimize Latrophobia

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    Motz Thomas

    2017-12-01

    Full Text Available Latrophobia, defined as the morbid and irrational fear of doctors or hospitals, makes medical or hospital visits extremely challenging for those who suffer from it. For many people, the cause of Latrophobia or its milder forms, including dislike and anxiety, is often rooted in childhood. Therefore, a large number of children's books deal with and illustrate the topic of a “doctor’s visit”, in order to reduce the anxiety through pedagogical methods combined in the narrative. The aim of the study is to investigate the extent to which selected children's books highlight latrophobia and try to reduce it by educational means. One focus is an analysis and an evaluation of the individual works combined with a comparison of the different methods of individual books. The main aim is to prove that children’s books can have the capability to reduce latrophobia. Materials and methods. The research examines 10 international children’s books dealing with doctor (dental visits. A field test covering 63 children (21 with potential latrophobia provides information for pedagogical values within these books. Furthermore, a subjective assessment combined with the ongoing survey filters (unvaluable methods and approaches. Results. More than half of the 21 children showed improved results concerning their feeling of being afraid before and after reading the book(s. Nevertheless, the assessment of the books showed that there are strong differences concerning the approach of “anxiety”. The methods used in the stories to reduce anxiety are numerous, debatable (in terms of success, and even frightening (from the perspective of child readers. The pictures and the atmosphere of the story can be pointed out as major factors for pedagogically valuable content. Conclusions. Although a major part of the examined books leveraged to reduce latrophobia, there are also some books which showed no or even worse effect. Due to the depicted representations of anxiety in

  19. Ethnomodeling as a Pedagogical Tool for the Ethnomathematics Program

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    Milton Rosa

    2010-08-01

    Full Text Available Mathematics used outside of the school may be considered as a process of ethnomodeling rather than a mere process of manipulation of numbers and procedures. The application of ethnomathematical techniques and the tools of modeling allow us to see a different reality and give us insight into mathematics done in a holisticway. In this perspective, the pedagogical approach that connects the cultural aspects of mathematics with its academic aspects is denominated ethnomodeling, which is a process of translation and elaboration of problems and questions taken from systems that are part of the students’ reality.

  20. Having Fun with Organized Kissing: A Pedagogical Note

    OpenAIRE

    Jong-Shin Wei

    2008-01-01

    Harbaugh's daughter went to a French school at which every day before class, everyone in the class must kiss each other. It is easy to see that a class of 35 kids must engage in 595 kisses. Organizing the kissing for the purpose of time-saving and predicting how much time it would take are proposed in this pedagogical note inspired by the entertaining puzzle made by Harbaugh. We also illustrate how this problem-solving case study, requiring no mathematics but careful reasoning, might be incor...

  1. Detecting Novelty and Significance

    Science.gov (United States)

    Ferrari, Vera; Bradley, Margaret M.; Codispoti, Maurizio; Lang, Peter J.

    2013-01-01

    Studies of cognition often use an “oddball” paradigm to study effects of stimulus novelty and significance on information processing. However, an oddball tends to be perceptually more novel than the standard, repeated stimulus as well as more relevant to the ongoing task, making it difficult to disentangle effects due to perceptual novelty and stimulus significance. In the current study, effects of perceptual novelty and significance on ERPs were assessed in a passive viewing context by presenting repeated and novel pictures (natural scenes) that either signaled significant information regarding the current context or not. A fronto-central N2 component was primarily affected by perceptual novelty, whereas a centro-parietal P3 component was modulated by both stimulus significance and novelty. The data support an interpretation that the N2 reflects perceptual fluency and is attenuated when a current stimulus matches an active memory representation and that the amplitude of the P3 reflects stimulus meaning and significance. PMID:19400680

  2. Significant NRC Enforcement Actions

    Data.gov (United States)

    Nuclear Regulatory Commission — This dataset provides a list of Nuclear Regulartory Commission (NRC) issued significant enforcement actions. These actions, referred to as "escalated", are issued by...

  3. Significance, mechanisms and environmental implications of microbial bio-mineralization

    International Nuclear Information System (INIS)

    Benzerara, K.; Miot, J.; Morin, G.; Ona-Nguema, G.; Skouri-Panet, F.; Ferard, C.

    2011-01-01

    Microorganisms can mediate the formation of minerals by a process called bio-mineralization. This process offers an efficient way to sequester inorganic pollutants within relatively stable solid phases. Here we review some of the main mechanisms involved in the mediation of mineral precipitation by microorganisms. This includes supersaturation caused by metabolic activity, the triggering of nucleation by production of more or less specific organic molecules, and the impact of mineral growth. While these processes have been widely studied in the laboratory, assessment of their importance in the environment is more difficult. We illustrate this difficulty using a case study on an As-contaminated acid mine drainage located in the South of France (Carnoules, Gard). In particular, we explore the potential relationships that might exist between microbial diversity and mineral precipitation. The present review, far from being exhaustive, highlights some recent advances in the field of bio-mineralogy and provides non-specialists an introduction to some of the main approaches and some questions that remain unanswered. (authors)

  4. THE CONSTITUTIONAL PRINCIPLE OF EQUALITY - LEGAL SIGNIFICANCE AND SOCIAL IMPLICATIONS -

    Directory of Open Access Journals (Sweden)

    Marius ANDREESCU

    2017-12-01

    Full Text Available The equality in human rights and obligations, the equality of citizens before the law are fundamental categories of the theories on social democracy but also conditions of the lawful state, without which constitutional democracy cannot be conceived. In Romanian Constitution, this principle is consecrated in the form of equality of the citizens before the law and public authorities. There are also particular aspects of this principle consecrated in the Constitution. The constitutional principle of equality requires that equal treatment be applied to equal situations. This social and legal reality implies numerous interferences between the principle of equality and other constitutional principles. In this study, by using theoretical and jurisprudential arguments, we intend to demonstrate that, in relation to contemporary social reality, equality, as a constitutional principle, is a particular aspect of the principle of proportionality. The latter one expresses in essence the ideas of: fairness, justice, reasonableness and fair appropriateness of state decisions to the facts and legitimate aims proposed.

  5. The coagulopathy in sepsis: significance and implications for treatment

    Directory of Open Access Journals (Sweden)

    Berardino Pollio

    2011-09-01

    Full Text Available Sepsis related coagulopathy ranges from mild laboratory alterations up to severe disseminated intravascular coagulation (DIC. There is evidence that DIC is involved in the pathogenesis of microvascular dysfunction contributing to organ failure. Additionally, the systemic activation of coagulation, by consuming platelets and coagulation factors, may cause bleeding. Thrombin generation via the tissue factor/factor VIIa route, contemporary depression of antithrombin and protein C anticoagulant system, as well as impaired fibrin degradation, due to high circulating levels of PAI-1, contribute to enhanced intravascular fibrin deposition. This deranged coagulopathy is an independent predictor of clinical outcome in patients with severe sepsis. Innovative supportive strategies aiming at the inhibition of coagulation activation comprise inhibition of tissue factor-mediated activation or restoration of physiological anticoagulant pathways, as the administration of recombinant human activated protein C or concentrate. In spite of some promising initial studies, additional trials are needed to define their clinical effectiveness in adults and children with severe sepsis.

  6. STATED VS. ENACTED BELIEFS: LOOKING AT PRE-SERVICE TEACHERS' PEDAGOGICAL BELIEFS THROUGH CLASSROOM INTERACTION

    Directory of Open Access Journals (Sweden)

    Alberto Fajardo

    2013-08-01

    Full Text Available This article explores the relationship between pedagogical beliefs and classroom practice. Two Colombian pre-service primary school language teachers in the final stage of their five-year training programme were the research participants. Interview and classroom observation were the methods used, and content analysis was the analytical approach. It is argued in this study that by comparing the stated beliefs (as articulated in interviews and enacted beliefs (as manifested in classroom interaction, it is possible to gain a fine-grained understanding of the relationship between beliefs and teaching practice. The findings suggested that while there were significant cases of coherence between beliefs and classroom action, there was also evidence of some incongruent relationships.

  7. Initial Characterization of Colombian High School Physics Teachers' Pedagogical Content Knowledge on Electric Fields

    Science.gov (United States)

    Melo-Niño, Lina Viviana; Cañada, Florentina; Mellado, Vicente

    2017-02-01

    We explore the initial characterization of the pedagogical content knowledge of four, in-service, Colombian pre-university secondary education physics teachers on the concept of electric field. Two of them teach the content in English as a second language. The aim of the study was to obtain an image of the participants' teaching of electric field and the inherent complexities that go with that. The results revealed that factors which involved their personal educational models, such as, how they interpret their school's curriculum, the relationship they see between physics and mathematics, the most effective strategies for teaching physics, and the time they have available to develop the topic played a significant role. The teachers considered it essential to establish new strategies that would motivate the pupils by helping them visualize the electric field.

  8. The synchrotron radiation beamline as a pedagogical tool in engineering schools and universities

    International Nuclear Information System (INIS)

    Bernaud, Pascal; Ceppi, Antonia; Morenton, Pascal; Gillet, Jean-Michel; Fournier, Benjamin

    2009-01-01

    As many superior education systems, French Grandes Ecoles have a need for a renewal of their pedagogy when teaching technical and scientific disciplines. The necessity of a multidisciplinary approach and a more efficient presentation of new collaborative tools (based on NICT) are among new key issues teachers are facing. We report an original pedagogical activity at Ecole Centrale Paris based on the multiple scientific aspects provided by the design of storage ring based synchrotron radiation beamlines. We intend to explain why this course has become a unique occasion for the student to discover how their basic knowledge in physics, heat transfer, mechanics, choice of materials and even social sciences can be put into practice. After five years, this course named 'integrated design of a synchrotron beamline' has significantly increased the students' interest for basic and applied sciences. Results from a survey taken over the last four years are given. (author)

  9. Phenomenon-Based Teaching and Learning through the Pedagogical Lenses of Phenomenology: The Recent Curriculum Reform in Finland

    Directory of Open Access Journals (Sweden)

    Vasileios Symeonidis

    2016-12-01

    Full Text Available This paper aims to explore the phenomenon-based approach in teaching and learning, through the pedagogical lenses of phenomenology, the philosophy of phenomena. The phenomenon-based approach has informed the new core curriculum for basic education in Finland, which has officially introduced multidisciplinary learning modules as periods of phenomenon-based project studies. In this paper, we discuss how the specific approach is integrated into the curriculum, its theoretical grounding and its connections to constructivism. We also explore its implications for teaching and learning from a phenomenological perspective. The paper concludes that the responsive relation between teaching and learning is essential when our purpose is educational. Students are part of the learning process, but they do not necessarily initiate it; similarly, teachers cannot fully instruct it. Thus, we need to make meaning of the space between teaching and learning, in an effort to reclaim learning for pedagogy.

  10. «KILLOLOGY» – THE SCIENCE OF MURDER – IN PSYCHO-PEDAGOGICAL TRAINING IN POWER STRUCTURES OF THE USA

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    Oleg Jurevich Efremov

    2015-12-01

    Full Text Available Purpose. The article considers the psychological-pedagogical bases of preparation of employees of power structures of the USA to the use of weapons in a combat situation.Methodology. The article is based on an analysis of the views of foreign military psychologists on the nature of psychological mechanisms to overcome the fear to kill and to be killed on the battlefield.Results. It is noted that the «science of murder» helps to better understand the psychology of the American military and police personnel and their activities in situations of risk to life.Practical implications. In educational work with the Russian military personnel are encouraged to focus attention on an impartial study and rational use of the experience of military psychologists in the USA.

  11. Developing pre-service science teachers' pedagogical content knowledge by using training program

    Science.gov (United States)

    Udomkan, Watinee; Suwannoi, Paisan

    2018-01-01

    A training program was developed for enhancing pre-service science teachers' pedagogical content knowledge (PCK). The pre-service science teachers are able to: understand science curriculum, knowledge of assessment in science, knowledge of students' understanding of science, instructional strategies and orientations towards science teaching, which is conceptualized as PCK [5]. This study examined the preservice science teachers' understandings and their practices which include five pre-service science teachers' PCK. In this study, the participants demonstrated their PCK through the process of the training program by writing content representations (CoRes), preparing the lesson plans, micro-teaching, and actual teaching respectively. All pre-service science teachers' performs were collected by classroom observations. Then, they were interviewed. The results showed that the pre-service science teachers progressively developed knowledge components of PCK. Micro-teaching is the key activities for developing PCK. However, they had some difficulties in their classroom teaching. They required of sufficient ability to design appropriate instructional strategies and assessment activities for teaching. Blending content and pedagogy is also a matter of great concern. The implication of this study was that science educators can enhance pre-service science teachers' PCK by fostering their better understandings of the instructional strategies, assessment activities and blending between content and pedagogy in their classroom.

  12. Development and Nature of Preservice Chemistry Teachers' Pedagogical Content Knowledge for Nature of Science

    Science.gov (United States)

    Demirdöğen, Betül; Hanuscin, Deborah L.; Uzuntiryaki-Kondakci, Esen; Köseoğlu, Fitnat

    2016-08-01

    The purpose of this case study is to delve into the complexities of the early development of preservice chemistry teachers' science teaching orientations, knowledge of learners, knowledge of instructional strategies, and knowledge of assessment during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for teaching nature of science (NOS). Thirty preservice chemistry teachers enrolled in a Research in Science Education course participated in the study. Qualitative data sources included responses to an open-ended instrument, interviews, observations, and artifacts such as lesson plans and reflection papers. Through the in-depth analysis of explicit PCK and constant comparative method of analysis, we identified the influence of the intervention on participants' PCK for NOS. Analysis of data revealed four major themes related to the nature of preservice chemistry teachers' NOS teaching practices and their PCK for NOS: (1) prerequisite knowledge and beliefs are necessary to teach NOS, (2) there is a developmental progression of PCK for NOS from knowledge to application level, (3) teachers need some comfort in their NOS understanding to teach NOS, and (4) the higher integration of PCK components leads to successful NOS teaching practices. Implications for science teacher education and research are discussed.

  13. Securitisation, Counterterrorism and the Silencing of Dissent: The Educational Implications of "Prevent"

    Science.gov (United States)

    O'Donnell, Aislinn

    2016-01-01

    This paper outlines some of the implications of counterterrorist legislation, including Prevent, for the pedagogical relationship and for educational institutions. The concept of "radicalisation", central to the Prevent Strategy, is one that is contested in the field of counterterrorism, yet educators are now expected to identify and…

  14. Delineating sampling procedures: Pedagogical significance of analysing sampling descriptions and their justifications in TESL experimental research reports

    Directory of Open Access Journals (Sweden)

    Jason Miin-Hwa Lim

    2011-04-01

    Full Text Available Teaching second language learners how to write research reports constitutes a crucial component in programmes on English for Specific Purposes (ESP in institutions of higher learning. One of the rhetorical segments in research reports that merit attention has to do with the descriptions and justifications of sampling procedures. This genre-based study looks into sampling delineations in the Method-related sections of research articles on the teaching of English as a second language (TESL written by expert writers and published in eight reputed international refereed journals. Using Swales’s (1990 & 2004 framework, I conducted a quantitative analysis of the rhetorical steps and a qualitative investigation into the language resources employed in delineating sampling procedures. This investigation has considerable relevance to ESP students and instructors as it has yielded pertinent findings on how samples can be appropriately described to meet the expectations of dissertation examiners, reviewers, and supervisors. The findings of this study have furnished insights into how supervisors and instructors can possibly teach novice writers ways of using specific linguistic mechanisms to lucidly describe and convincingly justify the sampling procedures in the Method sections of experimental research reports.

  15. Pedagogical Affordances of Multiple External Representations in Scientific Processes

    Science.gov (United States)

    Wu, Hsin-Kai; Puntambekar, Sadhana

    2012-12-01

    Multiple external representations (MERs) have been widely used in science teaching and learning. Theories such as dual coding theory and cognitive flexibility theory have been developed to explain why the use of MERs is beneficial to learning, but they do not provide much information on pedagogical issues such as how and in what conditions MERs could be introduced and used to support students' engagement in scientific processes and develop competent scientific practices (e.g., asking questions, planning investigations, and analyzing data). Additionally, little is understood about complex interactions among scientific processes and affordances of MERs. Therefore, this article focuses on pedagogical affordances of MERs in learning environments that engage students in various scientific processes. By reviewing literature in science education and cognitive psychology and integrating multiple perspectives, this article aims at exploring (1) how MERs can be integrated with science processes due to their different affordances, and (2) how student learning with MERs can be scaffolded, especially in a classroom situation. We argue that pairing representations and scientific processes in a principled way based on the affordances of the representations and the goals of the activities is a powerful way to use MERs in science education. Finally, we outline types of scaffolding that could help effective use of MERs including dynamic linking, model progression, support in instructional materials, teacher support, and active engagement.

  16. Pedagogical competence and value clarification among health educators.

    Science.gov (United States)

    Wistoft, Karen

    2009-09-01

    Individual and social values are increasingly important in health education. This article examines how health educators in Greenland and Denmark engage in value clarification as part of their educational practices. It presents the results of a study of health professionals in a variety of settings, focusing in particular on how development work and experimentation can strengthen their pedagogical competences. The study focuses on belief, reasoning, interpretation and reflection, rather than routines, skills, or ethical rules, and takes a participatory approach that oscillates between dialogical and qualitative empirical methodologies. It observes pedagogical practice in selected settings in Greenland and the municipality of Copenhagen. Within the framework provided by four discourses that appear to organize communication about health, it shows how values became important to the progress of two research-based development projects. On this basis, the article argues that health education can be effectively grounded in the values, perceptions, and experiences of a given population, while being guided by the health educators' biomedical knowledge and educational values.

  17. Creating pedagogical spaces for developing doctor professional identity.

    Science.gov (United States)

    Clandinin, D Jean; Cave, Marie-Therese

    2008-08-01

    Working with doctors to develop their identities as technically skilled as well as caring, compassionate and ethical practitioners is a challenge in medical education. One way of resolving this derives from a narrative reflective practice approach to working with residents. We examine the use of such an approach. This paper draws on a 2006 study carried out with four family medicine residents into the potential of writing, sharing and inquiring into parallel charts in order to help develop doctor identity. Each resident wrote 10 parallel charts over 10 weeks. All residents met bi-weekly as a group with two researchers to narratively inquire into the stories told in their charts. One parallel chart and the ensuing group inquiry about the chart are described. In the narrative reflective practice process, one resident tells of working with a patient and, through writing, sharing and inquiry, integrates her practice and how she learned to be a doctor in one cultural setting into another cultural setting; another resident affirms her relational way of practising medicine, and a third resident begins to see the complexity of attending to patients' experiences. The process shows the importance of creating pedagogical spaces to allow doctors to tell and retell, through narrative inquiry, their stories of their experiences. This pedagogical approach creates spaces for doctors to individually develop their own stories by which to live as doctors through narrative reflection on their interwoven personal, professional and cultural stories as they are shaped by, and enacted within, their professional contexts.

  18. The rupture in the physics teacher’s pedagogical sequence

    Directory of Open Access Journals (Sweden)

    Anne Louise Scarinci

    2013-12-01

    Full Text Available This is the result of an observational research, carried out with a group of high school physics teachers in professional development. We departed from the recognition of the incipient learning in courses, as identified from the few changes resultant in teachers’ practices. While studying their attempts to take into classroom the proposals learned in the courses, we’ve observed that such attempts frequently originated a rupture in the pedagogical sequence. This caused a great distress and a tendency to return to the “old” practice. Of what does this rupture consist? Which obstacles may be causing them? This question lead us to study the characteristics of teachers’ practices and their evolution/oscillation, motivated by the professional development course. We’ve related the ruptures in their pedagogical sequence with the incoherence in teachers' strategies and attitudes when applying the teaching theory being learned, whereas still maintaining aspects of their practice founded into the old theory. We’ve concluded that the learning of a new teaching theory requires a ground attitudinal change, more fundamental than possible changes in the teaching strategies, these ones capable of planning.

  19. Developing an Online Course Profile Builder to Promote Pedagogical Change

    Directory of Open Access Journals (Sweden)

    Josh Humphries

    2004-02-01

    Full Text Available This paper discusses the development of an online databasedriven electronic tool for building profiles for university courses (or subjects. We take the view that any technology, including a pedagogic one, needs to be designed for, understood as and evaluated within its place in a complex socio-technic system of human-to-human as well as human-to-tool relationships. Many academics are reluctant to make changes to their practice either because of change fatigue or insufficient commitment to or understanding of the new requirements for transparency and accountability. In our institution, adoption of a new policy for the production of standardised course profiles gave us the opportunity to draw all of the school staff into the new processes. We designed an electronic tool which embodies both the course profile policy and the explicit identification of and planning for graduate attributes and which seeks to pay attention to the socio-technic system within which it operates. Intended as a tool to aid academics meet requirements, it has had the benefit of encouraging users to reconsider their understanding of such educational issues as objectives and criteria and reconsider their educational aims. This paper describes the design of the tool from both technological and social viewpoints. This paper also addresses the relationship between the technical design of the tool, university policy and good pedagogical practice, the mapping of learning objectives to assessment and the mapping of graduate attributes to programs.

  20. Pedagogical applications of cognitive research on musical improvisation.

    Science.gov (United States)

    Biasutti, Michele

    2015-01-01

    This paper presents a model for the implementation of educational activities involving musical improvisation that is based on a review of the literature on the psychology of music. Psychology of music is a complex field of research in which quantitative and qualitative methods have been employed involving participants ranging from novices to expert performers. The cognitive research has been analyzed to propose a pedagogical approach to the development of processes rather than products that focus on an expert's use of improvisation. The intention is to delineate a reflective approach that goes beyond the mere instruction of some current practices of teaching improvisation in jazz pedagogy. The review highlights that improvisation is a complex, multidimensional act that involves creative and performance behaviors in real-time in addition to processes such as sensory and perceptual encoding, motor control, performance monitoring, and memory storage and recall. Educational applications for the following processes are outlined: anticipation, use of repertoire, emotive communication, feedback, and flow. These characteristics are discussed in relation to the design of a pedagogical approach to musical improvisation based on reflection and metacognition development.