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Sample records for specific pedagogical intervention

  1. Developing Pedagogical Content Knowledge: Lessons Learned from Intervention Studies

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    Marie Evens

    2015-01-01

    Full Text Available Pedagogical content knowledge (PCK is generally accepted as positively impacting teaching quality and student learning. Therefore, research on PCK development in (prospective teachers is highly relevant. Based on a search in three databases (ERIC, PsycInfo, and Web of Science, a systematic review is conducted on intervention studies aiming at PCK development. The research questions are threefold: (1 How are the studies designed? (2 How are the interventions designed? and (3 What elements of interventions contribute to PCK development? The results show that most intervention studies are conducted in math and science education and use a qualitative methodology. Reflection, PCK courses, contact with other teachers, and experiences in educational practice are typically part of effective interventions. The review enables the identification of clear guidelines that may strengthen future research on stimulating PCK.

  2. Investigating shadows: a pedagogical intervention project with primary school children

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    Noversa, Silvana; Abreu, Cátia; Varela, Paulo; Costa, Manuel F. M.

    2014-07-01

    This communication results from a pedagogical intervention project, carried out at a primary school in the district of Braga - Portugal. The intervention took place in a class of the 3rd year, composed of 16 students, and it incorporated the practice of inquiry-based science teaching addressing the theme "Light Experiments", which is part of the "Environmental Studies" curricular area. Various class activities were planned and implemented concerning some of the factors that influence the shadow of an object, in order to find answers to the following three questions: a) will 3rd year students, aged 7/8 years, be able to construct and execute an investigation strategy that involves manipulating and controlling variables? b) what are the main difficulties experienced by students in the designing and execution of such a strategy? c) how will students, in interaction with the teacher and with their peers, gradually design and execute their investigation strategy in order to respond to the problem formulated? The project adopted an action research methodology. A careful record was kept of the events most relevant to the questions under study in each class. This data was used to prepare the class diaries - descriptive and reflective narratives prepared based on recorded audio and field notes made during participant observation in the context of the classroom. A content analysis of the diaries has identified a few elements that provide answers to the research questions raised. In order to plan and implement a research project with children in the 7/8 years old range require a high level of scaffolding to allow students to gradually build a coherent strategy to tackle the research problem. Teacher's role is crucial. The teacher, by questioning and inducing reasoning and discussion, promotes encourages and regulates the cognitive activity of students. Some level of autonomy should be given to the students in large group collaborative work.

  3. Narrative Review of Pedagogical Interventions on Nutrition Knowledge and Weight Prejudice

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    Werkhoven, Thea; Cotton, Wayne; Dudley, Dean

    2016-01-01

    Objectives: To synthesize and review pedagogically informed interventions that increase nutrition knowledge and decrease weight prejudice among practicing and pre-service health and education professionals. These factors have been addressed as separate entities in intervention-based research and this represents a gap in current literature. The…

  4. Observations of Group Care Worker-Child Interaction in Residential Youth Care: Pedagogical Interventions and Child Behavior

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    Bastiaanssen, I.L.W.; Delsing, M.J.M.H.; Geijsen, L.; Kroes, G.; Veerman, J.W.; Engels, R.C.M.E.

    2014-01-01

    The work of group care workers in residential youth care is often described as professional parenting. Pedagogical interventions of group care workers influence the quality of care for looked-after children. The aim of the current study was to observe the pedagogical interventions of group care

  5. Observations of Group Care Worker-Child Interaction in Residential Youth Care: Pedagogical Interventions and Child Behavior

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    Bastiaanssen, Inge L. W.; Delsing, Marc J. M. H.; Geijsen, Luuk; Kroes, Gert; Veerman, Jan W.; Engels, Rutger C. M. E.

    2014-01-01

    Background: The work of group care workers in residential youth care is often described as professional parenting. Pedagogical interventions of group care workers influence the quality of care for looked-after children. Objective: The aim of the current study was to observe the pedagogical interventions of group care workers within residential…

  6. Using a Corpus-Informed Pedagogical Intervention to Develop Language Awareness toward Appropriate Lexicogrammatical Choices

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    Fernandez, Julieta; Yuldashev, Aziz

    2015-01-01

    The corpus-informed pedagogical intervention described in this article was developed for an advanced English as a Second Language (ESL) course designed for prospective International Teaching Assistants (ITAs) and implemented over the course of two class periods. Its primary goal was to offer students opportunities to gain language awareness of…

  7. Development of Speech Fluency over a Short Period of Time: Effects of Pedagogic Intervention

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    Tavakoli, Parvaneh; Campbell, Colin; McCormack, Joan

    2016-01-01

    This study investigates the effects of a short-term pedagogic intervention on development of second language (L2) fluency among learners studying English for academic purposes at a UK university. It also examines the interaction between development of fluency and complexity and accuracy. Through a pretest and posttest design, data were collected…

  8. Teacher- or Learner-Centred? Science Teacher Beliefs Related to Topic Specific Pedagogical Content Knowledge: A South African Case Study

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    Mavhunga, Elizabeth; Rollnick, Marissa

    2016-12-01

    In science education, learner-centred classroom practices are widely accepted as desirable and are associated with responsive and reformed kinds of teacher beliefs. They are further associated with high-quality Pedagogical Content Knowledge (PCK). Topic-Specific Pedagogical Content Knowledge (TSPCK), a version of PCK defined at topic level, is known to enable the transformation of topic content into a form accessible to learners. However, little is known about teacher science beliefs in relation to TSPCK and therefore the nature of likely associated classroom practices. In this study, we investigated the relationship between TSPCK and underlying science teacher beliefs following an intervention targeting the improvement of TSPCK in the topic chemical equilibrium. Sixteen final year pre-service chemistry teachers were exposed to an intervention that explicitly focussed on knowledge for transforming the content of chemical equilibrium using the five knowledge components of TSPCK. A specially designed TSPCK instrument in chemical equilibrium and the Teacher Belief Instrument (TBI) were used to capture written responses in pre- and post-tests. Additional qualitative data was collected from audio-recorded discussions and written responses from an open-ended question asked before and after the intervention. Two key findings emerged from the study. Firstly, the development of TSPCK was linked to shifts in underlying science teacher beliefs in the direction of learner-centred teaching for the majority of pre-service teachers. Secondly, this shift was not evident for all, as for some there was development of TSPCK without a shift from teacher-centred beliefs about science teaching.

  9. Historical-cultural theory and pedagogical interventions: possibilities and achievements of good teaching

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    Marta Chaves

    2014-01-01

    Full Text Available This text has the objective of reflecting and socializing the educa - tional practices and experiences of formation in service carried out in cities of the states of Paraná and São Paulo, as deployment of researches, projects and extension courses. The present elaboration contemplates studies on the organization of teaching and it is gui - ded according to the Historical-Cultural Theory, which sustains the pedagogical interventions to Children Education and Basic Educa - tion. The Historical-Cultural Theory is presented as a theoretical reference for a purpose of acting in a humanization and emancipa - tion perspective. Therefore, so that the didactic procedures be rich in meaning, the communication, the affection and the choice of the resources and procedures must act as essential characteristics in the teaching process.

  10. PSYCHO-PEDAGOGICAL INTERVENTION IN THE CASE OF THE ATTENTION DEFICIT AND HYPERACTIVITY DISORDER

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    Claudia Doina GREC

    2013-10-01

    Full Text Available The attention deficits, the hyperactivity / impulsiveness as well as the deficits in the executive functioning expose students to the risk of poor school performance, social isolation and antisocial behaviors. For them, it is more difficult to assimilate organizational, planning and time management skills, in comparison with their peers enrolled in the mainstream education. School environment requires planning, control, coordination and evaluation of the interactions and ways of active participation in the educational process. Therefore, the case study concerning a student diagnosed with attention deficit and hyperactivity disorder associated with reading and writing difficulties demonstrates the necessity and effectiveness of the psycho-pedagogical intervention in school, an environment that represents a propitious context to exercise self-control.

  11. Intervention with women in the context of prostitution: pedagogical take from different voices

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    Montserrat PAYÁ SÁNCHEZ

    2015-12-01

    Full Text Available This article tries to reflect the educational dimension of the work that social entities carry out with women in contexts of prostitution. For this purpose, we did a qualitative investigation across interviews, groups of discussion, participative observation and life histories, from three types of informants: specialists in the matter, professionals who work on the area directly with the women, and women in contexts of prostitution. The analysis of the information allows us to recognize the pedagogical content that underlies in the intervention that develops in this area. From this perspective, the results showed in this paper try to reveal the educational potential that practices and relationship that professionals establish with the women contain.

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

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    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

  13. The health Oriented pedagogical project (HOPP) - a controlled longitudinal school-based physical activity intervention program.

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    Fredriksen, Per Morten; Hjelle, Ole Petter; Mamen, Asgeir; Meza, Trine J; Westerberg, Ane C

    2017-04-28

    The prevalence of non-communicable diseases (NCDs) is increasing worldwide, also among children. Information about primary prevention of NCD's is increasing; however, convincing strategies among children is needed. The present paper describes the design and methods in the Health Oriented Pedagogical Project (HOPP) study. The main objective is to evaluate the effects of a school-based physical activity intervention program on cardio-metabolic risk factors. Secondary objectives include assessment of physical, psychological and academic performance variables. The HOPP study is a 7 years longitudinal large-scale controlled intervention in seven elementary schools (n = 1545) with two control schools (n = 752); all aged 6-11 years at baseline. The school-based physical activity intervention program includes an increase in physical activity (PA) of 225 min/week as an integrated part of theoretical learning, in addition to the curriculum based 90 min/week of ordinary PA. Primary outcomes include cardio-metabolic risk factors measured as PA level, BMI status, waist circumference, muscle mass, percent fat, endurance test performance, total serum cholesterol, high-density lipoprotein (HDL), non-HDL, micro C-reactive protein (mCRP) and long-term blood sugar (HbA1c). In addition, secondary outcomes include anthropometric growth measures, physical fitness, quality of life (QoL), mental health, executive functions, diet and academic performance. HOPP will provide evidence of effects on cardio-metabolic risk factors after a long-term PA intervention program in elementary schoolchildren. School-based PA intervention programs may be an effective arena for health promotion and disease prevention. The study is registered in Clinical trials (ClinicalTrials.gov Identifier: NCT02495714 ) as of June 20 th - 2015, retrospectively registered. The collection of baseline values was initiated in mid-January 2015.

  14. The health Oriented pedagogical project (HOPP - a controlled longitudinal school-based physical activity intervention program

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    Per Morten Fredriksen

    2017-04-01

    Full Text Available Abstract Background The prevalence of non-communicable diseases (NCDs is increasing worldwide, also among children. Information about primary prevention of NCD’s is increasing; however, convincing strategies among children is needed. The present paper describes the design and methods in the Health Oriented Pedagogical Project (HOPP study. The main objective is to evaluate the effects of a school-based physical activity intervention program on cardio-metabolic risk factors. Secondary objectives include assessment of physical, psychological and academic performance variables. Methods The HOPP study is a 7 years longitudinal large-scale controlled intervention in seven elementary schools (n = 1545 with two control schools (n = 752; all aged 6–11 years at baseline. The school-based physical activity intervention program includes an increase in physical activity (PA of 225 min/week as an integrated part of theoretical learning, in addition to the curriculum based 90 min/week of ordinary PA. Primary outcomes include cardio-metabolic risk factors measured as PA level, BMI status, waist circumference, muscle mass, percent fat, endurance test performance, total serum cholesterol, high-density lipoprotein (HDL, non-HDL, micro C-reactive protein (mCRP and long-term blood sugar (HbA1c. In addition, secondary outcomes include anthropometric growth measures, physical fitness, quality of life (QoL, mental health, executive functions, diet and academic performance. Discussion HOPP will provide evidence of effects on cardio-metabolic risk factors after a long-term PA intervention program in elementary schoolchildren. School-based PA intervention programs may be an effective arena for health promotion and disease prevention. Trial registration The study is registered in Clinical trials (ClinicalTrials.gov Identifier: NCT02495714 as of June 20th – 2015, retrospectively registered. The collection of baseline values was initiated in mid-January 2015.

  15. Examination of the Topic-Specific Nature of Pedagogical Content Knowledge in Teaching Electrochemical Cells and Nuclear Reactions

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    Aydin, Sevgi; Friedrichsen, Patricia M.; Boz, Yezdan; Hanuscin, Deborah L.

    2014-01-01

    The purpose of this study was to examine experienced chemistry teachers' pedagogical content knowledge (PCK) for two different topics in chemistry to better understand how PCK is specific to topic, including whether all components of PCK are topic-specific and to what degree. To explore the topic-specific nature of PCK, we examined two experienced…

  16. Student teachers' pedagogical content knowledge for teaching systems thinking: effects of different interventions

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    Rosenkränzer, Frank; Hörsch, Christian; Schuler, Stephan; Riess, Werner

    2017-09-01

    Systems' thinking has become increasingly relevant not only in education for sustainable development but also in everyday life. Even if teachers know the dynamics and complexity of living systems in biology and geography, they might not be able to effectively explain it to students. Teachers need an understanding of systems and their behaviour (content knowledge), and they also need to know how systems thinking can be fostered in students (pedagogical content knowledge (PCK)). But the effective development of teachers' professional knowledge in teaching systems thinking is empirically uncertain. From a larger study (SysThema) that investigated teaching systems thinking, this article reports the effects of the three different interventions (technical course, didactic course and mixed course) in student teachers' PCK for teaching systems thinking. The results show that student teachers' PCK for teaching systems thinking can be promoted in teacher education. The conclusion to be drawn from our findings is that a technically orientated course without didactical aspects seems to be less effective in fostering student teachers' PCK for teaching systems thinking. The results inform educators in enhancing curricula of future academic track and non-academic track teacher education.

  17. Topic-Specific Pedagogical Content Knowledge (TSPCK) in Redox and Electrochemistry of Experienced Teachers

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    O'Brien, Stephanie

    Topic specific pedagogical content knowledge (TSPCK) is the basis by which knowledge of subject matter of a particular topic is conveyed to students. This includes students' prior knowledge, curricular saliency, what makes a topic easy or difficult to teach, representations, and teaching strategies. The goal of this study is to assess the pedagogical content knowledge of chemistry teachers in a professional learning community in the areas of redox and electrochemistry, as this has been regarded in previous literature as conceptually challenging for students to learn. By acquiring information regarding the PCK development of experienced chemistry teachers, the education and practice of all science teachers can be advanced. This study builds upon previous research that developed validated instruments to evaluate TSPCK. The research questions sought to determine which components of TSPCK were evidenced by the instructional design decisions teachers made, what shared patterns and trends were evident, and how TSPCK related to student learning outcomes. To answer the research questions subjects completed a background questionnaire, a TSPCK assessment, and interview tasks to elicit information about pedagogical decision making and processes that influenced student learning in their classrooms. The TSPCK exam and interview responses were coded to align with thematic constructs. To determine the effect of TSPCK on student learning gains, pre/post-assessment data on redox and electrochemistry were compared to teachers' TSPCK. The chemistry teachers displayed varying levels of TSPCK in redox and electrochemistry, as evidenced by their knowledge of student learning obstacles, curricular saliency, and teaching methodologies. There was evidence of experienced teachers lacking in certain areas of TSPCK, such as the ability to identify student misconceptions, suggesting the need for programmatic improvements in pre-service and in-service training to address the needs of current

  18. Football for Inclusion: Examining the Pedagogic Rationalities and the Technologies of Solidarity of a Sports-Based Intervention in Sweden

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    David Ekholm

    2017-06-01

    Full Text Available Sports practices have been emphasised in social policy as a means of responding to social problems. In this article we analyse a sports-based social intervention performed in a “socially vulnerable” area in Sweden. We examine the formation of includable citizens in this project, based on interviews with representatives involved in the project. The material is analysed from a governmentality perspective, focusing on how problems and solutions are constructed as being constitutive of each other. The focus of the analysis is on social solidarity and inclusion as contemporary challenges, and how sport, specifically football, is highlighted as a way of creating social solidarity through a pedagogic rationality—football as a means of fostering citizens according to specific ideals of solidarity and inclusion. The formation of solidarity appears not as a mutual process whereby an integrated social collective is created, but rather as a process whereby those affected by exclusion are given the opportunity to individually adapt to a set of Swedish norms, and to linguistic and cultural skills, as a means of reaching the “inside”. Inclusion seems to be possible as long as the “excluded” adapt to the “inside”, which is made possible by the sports-based pedagogy. In conclusion, social problems and social tensions are spatially located in “the Area” of “the City”, whose social policy, of which this sports-based intervention is a part, maintains rather than reforms the social order that creates these very tensions.

  19. Pedagogical Approaches to and Effects of Fundamental Movement Skill Interventions on Health Outcomes: A Systematic Review.

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    Tompsett, Claire; Sanders, Ross; Taylor, Caitlin; Cobley, Stephen

    2017-09-01

    Fundamental movement skills (FMS) are assumed to be the basic prerequisite motor movements underpinning coordination of more integrated and advanced movement capabilities. FMS development and interventions have been associated with several beneficial health outcomes in individual studies. The primary aim of this review was to identify FMS intervention characteristics that could be optimised to attain beneficial outcomes in children and adolescents, while the secondary aim was to update the evidence as to the efficacy of FMS interventions on physiological, psychological and behavioural health outcomes. A systematic search [adhering to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines] was conducted in seven databases. Studies were included if they conducted an FMS intervention and targeted at least one physiological, behavioural or psychological outcome in school-aged children (5-18 years). Twenty-nine studies examining the effect of FMS interventions relative to controls were identified. Specialist-led interventions, taught in conjunction with at-home practice and parent involvement, appeared more efficacious in enhancing FMS proficiency than school physical education alone. Intervention environments encouraging psychological autonomy were likely to enhance perceived and actual competence in FMS alongside physical activity. FMS interventions had little influence on overweight/obesity reduction, strength or flexibility. In 93% of studies, evidence indicated interventions improved FMS motor proficiency. Favourable specific physiological, psychological and behavioural outcomes were also identified across a variety of interventions. With reference to clinical and normative school-age populations, future studies should be directed toward determining validated standard FMS assessments to enable accurate effect estimates, permit intervention comparisons and improve the efficacy of FMS development.

  20. The Development of a Tool for Measuring Graduate Students' Topic Specific Pedagogical Content Knowledge of Thin Layer Chromatography

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    Hale, L. V. A.; Lutter, J. C.; Shultz, G. V.

    2016-01-01

    Graduate students play a critical role in undergraduate education at doctorate granting institutions; but generally have minimal opportunity to develop teaching expertise. Furthermore, little is known about how graduate students develop teaching expertise in this context. We investigated the development of topic-specific pedagogical content…

  1. Transformation of topic-specific professional knowledge into personal pedagogical content knowledge through lesson planning

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    Stender, Anita; Brückmann, Maja; Neumann, Knut

    2017-08-01

    This study investigates the relationship between two different types of pedagogical content knowledge (PCK): the topic-specific professional knowledge (TSPK) and practical routines, so-called teaching scripts. Based on the Transformation Model of Lesson Planning, we assume that teaching scripts originate from a transformation of TSPK during lesson planning: When planning lessons, teachers use their TSPK to create lesson plans. The implementation of these lesson plans and teachers' reflection upon them lead to their improvement. Gradually, successful lesson plans are mentally stored as teaching scripts and can easily be retrieved during instruction. This process is affected by teacher's beliefs, motivation and self-regulation. In order to examine the influence of TSPK on teaching scripts as well as the moderating effects of beliefs, motivation and self-regulation, we conducted a cross-sectional study with n = 49 in-service teachers in physics. The TSPK, beliefs, motivation, self-regulation and the quality of teaching scripts of in-service teachers were assessed by using an online questionnaire adapted to teaching the force concept and Newton's law for 9th grade instruction. Based on the measurement of the quality of teaching scripts, the results provide evidence that TSPK influences the quality of teaching scripts. Motivation and self-regulation moderate this influence.

  2. Key issues and challenges in developing a pedagogical intervention in the simulation skills center--an action research study.

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    Reierson, Inger Åse; Hvidsten, Anne; Wighus, Marianne; Brungot, Solvor; Bjørk, Ida Torunn

    2013-07-01

    Simulation skills centers (SSC) are considered important learning arenas for preparing and qualifying nursing students. Limited clinical placements and claims of diminished learning opportunities raise concerns that newly educated nurses lack proficiency in many psychomotor skills. Accordingly, there is an increased focus on learning in the SSC. However, it has been questioned if the pedagogical underpinning of teaching and learning in the SSC is missing or unclear. At a bachelor nursing education in Norway, there was a desire to change practice and enhance learning in the SSC by systematic use of The Model of Practical Skill Performance (Bjørk and Kirkevold, 2000). A participatory action research design was chosen. A pedagogical intervention was developed and implemented in 2010 in a cohort of eighty-seven first year bachelor nursing students during their basic nursing skill course. The intervention is shortly described. This article reports key issues and challenges that emerged during development of the new intervention. Data to inform the study were collected via thorough meeting minutes and the project leader's logbook, and analyzed using fieldnotes analysis. Six key issues and challenges were identified. These are presented and discussed consecutively in light of their importance for development and implementation of the new intervention. Copyright © 2013 Elsevier Ltd. All rights reserved.

  3. Domain-Specific Aspects of Technological Pedagogical Content Knowledge: Music Education and the Importance of Affect

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    Macrides, Elena; Angeli, Charoula

    2018-01-01

    The present study addresses the lack of a theoretical framework for the integration of technology in music teaching and learning, and explores, within the framework of Technological Pedagogical Content Knowledge (TPACK), the importance of affect in the instructional design of music lessons. The purpose of this study is twofold: (a) to extend the…

  4. The learning continuum based on student's level of competence and specific pedagogical learning material on physiological aspects from teachers's opinions

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    Hadi, Ria Fitriyani; Subali, Bambang

    2017-08-01

    The scope of learning continuum at the conceptual knowledge is formulated based on the student's level of competence and specific pedagogical learning material. The purpose of this study is to develop a learning continuum of specific pedagogical material aspects of physiology targeted for students in primary and secondary education. This research was conducted in Province of Yogyakarta Special Region from October 2016 to January 2017. The method used in this study was survey method. The data were collected using questionnaire that had been validated from the aspects of construct validity and experts judgements. Respondents in this study consist of 281 Science/Biology teachers at Public Junior and Senior High Schools in the Province of Yogyakarta Special Region which spread in Yogyakarta city and 4 regencies namely Sleman, Bantul, Kulonprogo, and Gunungkidul. The data were taken using a census. Data were analyzed using a descriptive analysis technique. The results show the learning continuum of physiology based on teachers's opinion from grade VII, VIII, and IX are taught in grade VII, VIII, IX and X on level of C2 (understanding) and the learning continuum of physiology based on teachers's opinion from grade X, XI and XII are taught in grade X and XI on level of C2 (understanding), C3 (applying), and C4 (analyzing) based on teachers's opinions. The conclusion is that many teachers refer to the existing curriculum rather than their own original idea for developing learning continuum.

  5. Teachers' opinion about learning continuum based on student's level of competence and specific pedagogical material in classification topics

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    Andriani, Aldina Eka; Subali, Bambang

    2017-08-01

    This research discusses learning continuum development for designing a curriculum. The objective of this study is to gather the opinion of public junior and senior high school teachers about learning continuum based on student's level of competence and specific pedagogical material in classification topics. This research was conducted in Yogyakarta province from October 2016 to January 2017. This research utilizes a descriptive survey method. Respondents in this study consist of 281 science teachers at junior and senior high school in Yogyakarta city and 4 regencies namely Sleman, Bantul, Kulonprogo, and Gunung Kidul. The sample were taken using a census. The collection of data used questionnaire that had been validated from the aspects of construct validity and experts judgements. Data were analyzed using a descriptive analysis technique. The results of the analysis show that the opinions of teachers regarding specific pedagogical material in classification topics of living things at the junior high school taught in grade VII to the ability level of C2 (Understanding). At senior high school level, it is taught in grade X with the ability level C2 (Understanding). Based on these results, it can be concluded that the opinions of teachers still refer to the current syllabus and curriculum so that the teachers do not have pure opinions about the student's competence level in classification topics that should be taught at the level of the grade in accordance with the level of corresponding competency.

  6. The learning continuum of ecology based on teachers' opinion about student's level of competence and specific pedagogical learning material

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    Pramesti, Indah Cahaya; Subali, Bambang

    2017-08-01

    This study aims at designing learning continuum for developing a curriculum based on teachers' opinion about student's level of competence and specific pedagogical learning material on ecological aspect targeted for students of Primary and Secondary Education. This research is a descriptive research using survey methods. The researchers conducted a census by distributing questionnaires that had been validated from the aspects of construct validity and experts judgements to 147 natural science teachers at junior high school and 134 Biology teachers at senior high school as a population throughout 4 regencies and 1 city in Yogyakarta Special Region.. Data analysis techniques used descriptive analysis. In conclusion, teacher's opinion is influenced by curriculum that exist today. According to the opinions of Natural Science teachers at Junior High School, most of the ecological aspects such as characteristics of biomes, characteristics of ecosystems, characteristics of communities, characteristics of populations, etc. should be taught in grade VII with the level of competence: to understand (C2), while Biology teachers at Senior High School state that the ecological aspect should be taught in class X with the level of competence: to understand (C2), apply (C3) and analyze (C4). Teachers should be a privy in the formulation of the curriculum, so they're not only accept and apply the existing curriculum but also give opinions to improve the curriculum, especially in terms of ecology.

  7. Teacher's opinions about learning continuum based on the student's level of competence and specific pedagogical materials on anatomical aspects

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    Astuti, Laili Dwi; Subali, Bambang

    2017-08-01

    This research deals with designing learning continuum for developing a curriculum. The objective of this study is to gather the opinion of public junior and high school teachers about Learning Continuum based on Student's Level of Competence and Specific Pedagogical Material on Anatomical Aspects. This is a survey research. The population of the research is natural science teachers at junior high school and biology teacher at senior high school in Yogyakarta Special Region. Data were collected using a questionnaire. Data were analyzed using a descriptive analysis technique. Based on the results of the survey, the teachers opinion are in accordance with the level of the students they teach. Junior high school teachers argued that anatomical aspects were taught in grade VII,VIII, IX and X on the level of C2 (understanding), the high school teacher argued that anatomical aspects were taught in grade VIII, X and XI on the level of C2 (understanding) and C3 (apply). While according to the opinions of primary school teachers about aspects of anatomy resulted from the research of Subali (2016), anatomy is mostly not taught at the elementary school level, only some of the materials that are taught in this school level. Therefore, the results of the survey can be inferred that the opinions of teachers is still based on the existing curriculum.

  8. Optimization guidance to post-accident intervention: a specific case

    International Nuclear Information System (INIS)

    Garcia-Ramirez, J.E.; Reyes-Sanchez, M.A.

    1996-01-01

    ICRP recommends the application of the system of protection to intervention situations, i.e. those in which exposure pathways are already present; e.g the public exposure following an accident. This implies that intervention must be justified and optimized, being the optimization the process of deciding the nature of protective action in order to obtain the maximum net benefit. This paper provides an example of one optimization model to guide a decision making process in a specific case of post-accident intervention. The involved scenario postulates the contamination of big quantities of reinforcing steel bars used in construction industry, and a lot of them present in the structure of several dwellings. Inhabitants of these dwellings must be protected and the proposed action is to demolish those homes exceeding some intervention criterion. The objective of this study is to reach such intervention level trough an optimization process economically focused. (author)

  9. A case-study of a socio-scientific issues curricular and pedagogical intervention in an undergraduate microbiology course: A focus on informal reasoning

    Science.gov (United States)

    Schalk, Kelly A.

    The purpose of this investigation was to measure specific ways a student interest SSI-based curricular and pedagogical affects undergraduates' ability informally reason. The delimited components of informal reasoning measured were undergraduates' Nature of Science conceptualizations and ability to evaluate scientific information. The socio-scientific issues (SSI) theoretical framework used in this case-study has been advocated as a means for improving students' functional scientific literacy. This investigation focused on the laboratory component of an undergraduate microbiology course in spring 2008. There were 26 participants. The instruments used in this study included: (1) Individual and Group research projects, (2) journals, (3) laboratory write-ups, (4) a laboratory quiz, (5) anonymous evaluations, and (6) a pre/post article exercise. All instruments yielded qualitative data, which were coded using the qualitative software NVivo7. Data analyses were subjected to instrumental triangulation, inter-rater reliability, and member-checking. It was determined that undergraduates' epistemological knowledge of scientific discovery, processes, and justification matured in response to the intervention. Specifically, students realized: (1) differences between facts, theories, and opinions; (2) testable questions are not definitively proven; (3) there is no stepwise scientific process; and (4) lack of data weakens a claim. It was determined that this knowledge influenced participants' beliefs and ability to informally reason. For instance, students exhibited more critical evaluations of scientific information. It was also found that undergraduates' prior opinions had changed over the semester. Further, the student interest aspect of this framework engaged learners by offering participants several opportunities to influentially examine microbiology issues that affected their life. The investigation provided empirically based insights into the ways undergraduates' interest

  10. The ORSEC arrangement and the 'nuclear' intervention specific plan

    International Nuclear Information System (INIS)

    Guenon, C.

    2010-01-01

    In order to take the specific character of a nuclear emergency situation into account, France has developed planning tools within the so-called Crisis National Organisation (ONC, organisation nationale de crise). This organisation involves public bodies, agencies and companies. Thus, intervention specific plans (PPI, plans particuliers d'intervention) are included in the ORSEC general arrangement. The assessment of geographical and chronological consequences of a nuclear accident has lead to the definition of two main categories of measures, depending on the fact they are immediately or progressively applied. They involve the intervention of specialised means. This report also indicates how new measures have been introduced in the ORSEC arrangement to manage the post-accident phase. The author also outlines that crisis communication must also be prepared and tested

  11. More than a break: the impact of a social-pedagogical intervention during young persons' long-term hospital admission--a qualitative study.

    Science.gov (United States)

    Villadsen, Katrine Weiersoe; Blix, Charlotte; Boisen, Kirsten A

    2015-02-01

    Critical illness and long-term or repeated hospitalization can affect normal adolescent development. As a result, adolescents may feel isolated and "misplaced" on both pediatric and adult departments. The mission of the Center of Adolescent Medicine is to improve conditions for adolescent patients. To achieve this, the social educator offers an individualized social-pedagogical intervention for young people during long-term or repeated hospitalization. The aim of this study was to identify the impact of the social-pedagogical intervention using a qualitative approach. A trained anthropologist interviewed seven adolescents who had individual sessions with a social educator during their hospital stay. The interviews were recorded and transcribed verbatim, and the transcripts were coded and thematized continuously. Through qualitative analysis, the following themes emerged: Recreation; Structure, participation, and motivation; and Friends and social network. The social-pedagogical approach is a combination of interpersonal relationships and individually tailored recreational activities. Even small entertaining activities changed the focus from patient identity and contributed to the feeling of being "normal." All young patients reported that the increased opportunities for decision-making and influence on the daily structure supported the feeling of being recognized and respected as an individual person as well as increased their motivation to go through their treatment. The interviewees emphasized the importance of experiencing something that was worth telling their friends about to help them stay in touch. Although the young patients emphasized the recreational aspects, the time spent with the social educator facilitated training in social competencies as well as conversations about emotional and sensitive topics.

  12. Polysemy in the Domain-Specific Pedagogical Use of Graphs in Science Textbooks: The Case of an Electrocardiogram

    Science.gov (United States)

    van Eijck, Michiel; Goedhart, Martin J.; Ellermeijer, Ton

    2011-01-01

    Polysemy in graph-related practices is the phenomenon that a single graph can sustain different meanings assigned to it. Considerable research has been done on polysemy in graph-related practices in school science in which graphs are rather used as scientific tools. However, graphs in science textbooks are also used rather pedagogically to…

  13. 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...

  14. Peer-Mediated Intervention: Concept and Implications for Research and Pedagogical Practice of Teachers of Students with Autism

    Science.gov (United States)

    Ramos, Fabiane dos Santos; de Bittencourt, Daniele F. C. Denardin; Carmargo, Síglia Pimentel Höher; Schmidt, Carlo

    2018-01-01

    Inclusion of students with autism has been a challenge for educators who indicate gaps in professional training, especially regarding interventions in the school context. The international literature shows evidence of the effectiveness of a type of intervention not found in the national literature, called peer-mediated intervention (PMI). This…

  15. Sri Lankan FRAX model and country-specific intervention thresholds.

    Science.gov (United States)

    Lekamwasam, Sarath

    2013-01-01

    There is a wide variation in fracture probabilities estimated by Asian FRAX models, although the outputs of South Asian models are concordant. Clinicians can choose either fixed or age-specific intervention thresholds when making treatment decisions in postmenopausal women. Cost-effectiveness of such approach, however, needs to be addressed. This study examined suitable fracture probability intervention thresholds (ITs) for Sri Lanka, based on the Sri Lankan FRAX model. Fracture probabilities were estimated using all Asian FRAX models for a postmenopausal woman of BMI 25 kg/m² and has no clinical risk factors apart from a fragility fracture, and they were compared. Age-specific ITs were estimated based on the Sri Lankan FRAX model using the method followed by the National Osteoporosis Guideline Group in the UK. Using the age-specific ITs as the reference standard, suitable fixed ITs were also estimated. Fracture probabilities estimated by different Asian FRAX models varied widely. Japanese and Taiwan models showed higher fracture probabilities while Chinese, Philippine, and Indonesian models gave lower fracture probabilities. Output of remaining FRAX models were generally similar. Age-specific ITs of major osteoporotic fracture probabilities (MOFP) based on the Sri Lankan FRAX model varied from 2.6 to 18% between 50 and 90 years. ITs of hip fracture probabilities (HFP) varied from 0.4 to 6.5% between 50 and 90 years. In finding fixed ITs, MOFP of 11% and HFP of 3.5% gave the lowest misclassification and highest agreement. Sri Lankan FRAX model behaves similar to other Asian FRAX models such as Indian, Singapore-Indian, Thai, and South Korean. Clinicians may use either the fixed or age-specific ITs in making therapeutic decisions in postmenopausal women. The economical aspects of such decisions, however, need to be considered.

  16. 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...

  17. 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.

  18. 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.

  19. Psycho-Pedagogical Interventions in the Prevention and the Therapy of Learning Difficulties in the Field of Mathematics

    Science.gov (United States)

    Anca, Maria; Hategan, Carolina

    2009-01-01

    In the given study dyscalculia is approached in the context of learning difficulties, but also in relation with damaged psychic processes and functions. The practical part of the study describes intervention models from the perspective of dyscalculia prevention and therapymaterialized in personalized intervention programs.

  20. [Resilience, social relations, and pedagogic intervention five years after the earthquake occurred in L'Aquila (Central Italy) in 2009: an action-research in the primary schools].

    Science.gov (United States)

    Vaccarelli, Alessandro; Ciccozzi, Chiara; Fiorenza, Arianna

    2016-01-01

    the action-research "Outdoor training and citizenship between children from L'Aquila", carried out from 2014 to 2015 in some schools situated in the municipality of L'Aquila, aimed to answer to the needs emerged in reference to the social and psychological problems among children during the period after the L'Aquila earthquake occurred in 2009. In particular, the article provides documentary evidence about the results regarding the parts related to the study of resilience (cognitive objective) and of social relations (objective tied to the educational intervention), five years after the earthquake. the pedagogical research team, in close cooperation with the Cartography Laboratory of the University of L'Aquila and with the Grupo de Innovación Educativa Areté de la Universidad Politécnica de Madrid, has worked according to the research-action methodology, collecting secondary data and useful data to check the effectiveness of the educational actions put in place in order to promote resilient behaviours and to activate positive group dynamics. the study has been developed in 4 primary schools of the L'Aquila and has involved 83 children from 8 to 12 years. A control group made by 55 subjects, homogeneous for sex and age, has been identified in the primary schools of Borgorose, a little town near Rieti (Central Italy). data about the abilities of resilience and about the response to the stress have been collected in the first phase of the study with the purpose to outline the initial situation and develop an appropriate educational intervention. The comparison with the control group made by 55 subjects who were not from L'Aquila allowed to check that, 5 years after the disaster, the context of life produces a meaningful discrepancy in terms of responses to the stress and to the ability of resilience, and this fact is definitely negative for children from L'Aquila. On the other hand, data related to social relations allowed to verify how the educational intervention

  1. The pedagogical intervention of youth volleyball coaches La intervención pedagógica de entrenadores de voleibol de jóvenes

    Directory of Open Access Journals (Sweden)

    F. Pereira

    2010-09-01

    Full Text Available The present study aims to characterize the pedagogical intervention of youth volleyball coaches, in relation to the practice type, the task’s nature and the moment of intervention. 24 Portuguese coaches of youth teams participated in the study. Inferential statistics and Spearman’s correlation coefficient were applied to analyse the association between the type of practice and the task’s didactic nature. This study has showed that: the majority of youth coaches tend to intervene through feedback, to use over all refining tasks and acquisition tasks; when using a type of practice related to the acquisition of techniques, coaches employ more frequently introduction and extension tasks; in turn, when they appeal to a type of practice related to the game action’s structuring, coaches use more often information and refining tasks. Finally, the opposition game as associated to application tasks.

    Key Words:coaching,  pedagogical intervention, volleyball,  practice structuring.

    El objetivo del presente estudio fue caracterizar la intervención pedagógica de entrenadores de jóvenes en edad escolar, en relación al tipo de práctica, naturaleza de las tareas y momento en que se emite la información. La muestra estuvo compuesta por 24 entrenadores portugueses de equipos de formación. Se aplicó la estadística descriptiva y la correlación de Spearman para el estudio de la asociación entre el tipo de práctica y la naturaleza didáctica de las tareas. La realización de este estudio muestra que la globalidad de los entrenadores tiende a realizar su intervención en forma de feedback, recurriendo fundamentalmente a las tareas de perfeccionamiento, a nivel didáctico, y de adquisición, en el tipo de práctica; en las tareas orientadas a la adquisición de las habilidades, los entrenadores utilizan sobre todo tareas de introducción y de extensión, mientras que en las tareas orientadas a

  2. 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…

  3. Specificity of the Best Possible Self intervention for increasing optimism: Comparison with a gratitude intervention

    OpenAIRE

    Peters, Madelon L; Meevissen, Yvo M. C; Hanssen, Marjolein M

    2013-01-01

    The present study compared the effects of a one week best possible self intervention and a one week gratitude intervention on life satisfaction and optimism. We hypothesized that both interventions would lead to similar increases in life satisfaction, but that only the best possible self intervention would increase optimism. The results partly confirmed the hypotheses: only the best possible self intervention led to increased optimism immediately after the intervention period, which further i...

  4. On specifics of pedagogical work and professional competence of teachers in theBritish scientists’ works of the late 19th century

    Directory of Open Access Journals (Sweden)

    Darya V. Zharova

    2016-03-01

    Full Text Available The process of establishing national education in Great Britain in the late 19th century demanded acceptance of cardinal measures on revising the system of primary education in general, changing the approaches to training and education of children and teacher training. A wide network of teacher training colleges required manuals on pedagogical psychology for elementary school teachers. Alexander Bain and James Sully were the first to develop the issues of pedagogical psychology in Great Britain. Psychology and pedagogical views of Alexander Bain can be found in the works “Education as a Science“, “Psychology“. Psychological ideas of James Sully are reflected in the works “The Teacher’s Handbook of Psychology“, “Studies of Childhood“, “Pedagogical Psychology“. In the works of the British scientists, a wide range of pedagogical psychology issues are presented: from lesson organization issues to problems of professional and basic qualities of teachers. Ideas on the value of a reflection and empathy as factors of efficacy of pedagogical activity were innovative ideas, for psychology and pedagogical science of the 19th century; readiness and ability of the teacher for self-control as basis of efficiency of training and education processes; on the value of communicative, organizing and pedagogical abilities of the teacher, etc. First mentioned in Alexander Bain and James Sully’s works, many ideas find reflection in works of modern scholars.

  5. Visual Support in Intervention for Preschoolers with Specific Language Impairment

    Science.gov (United States)

    Washington, Karla N.; Warr-Leeper, Genese A

    2013-01-01

    This study was conducted as a follow-up analysis to two prior studies using existing data gathered in those original studies. In the current study, we focus on those preschoolers who received one of two interventions that varied in terms of the level of visual supports for grammatical elements (n = 22 of the original 34 participants). Utilizing…

  6. Specifics of life and pedagogical activity in the Far North (in terms of the Yamal-Nenets Autonomous District

    Directory of Open Access Journals (Sweden)

    Gennady F. Shafranov-Kutsev

    2017-03-01

    Full Text Available Living in the territory of Far North (and in the equated territories has its specificity which is reflected in all aspects of life of the population. The authors consider natural and climatic features of the Polar region and the specifics of labor’s process of locals (by the example of teachers. The review of statistics and educational policy of authorities of the Yamal-Nenets Autonomous District is carried out, the results of sociological research of teachers of the region are presented (questionnaire. The analysis of periods of living of the population at the Far North is presented, the degree of social rootedness of teachers is defined, the assessment of the main factors determining the interest of migrants to work at northern school and the main motives of moving to Far North is presented. The materials of a sociological research show in general the satisfactory estimates by teaching, conditions and quality of life that allow to predict their further fixing in the territory of the District, the dynamic and sustainable development of the autonomous District. The received results are applicable in the activity of governing bodies of the general education.

  7. 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.…

  8. Coordinators’ Perspective on the Pedagogical Intervention in the Study Program “Pedagogy with a specialization in the 1st to 6th grades of the Basic General Education” La mirada de las profesoras coordinadoras de la intervención pedagógica en la carrera de Pedagogía con Énfasis en I y II Ciclo

    Directory of Open Access Journals (Sweden)

    Maureen Camacho Oviedo

    2013-08-01

    Full Text Available This scientific paper is the result of the pedagogical intervention process carried out as part of teacher training in the study programs of the Basic Education Division at Universidad Nacional (Costa Rica. It aims at bringing into focus the tasks of the supervised professional practice process conducted in the study program of “Pedagogy with a specialization in the 1st to 6th grades of the Basic General Education”, from the perspective of the coordinators of this process. The coordination tasks that are essential for the development and successful completion of the professional practice process are analyzed and systematized in three main areas: coordination, induction, and conclusion of the pedagogical intervention tasks.  The opinions of students and faculty members are considered in the evaluation. One of the main contributions of this paper is calling attention to the pedagogical intervention process, which involves not only the joint preparation of a course program, but also a number of coordination strategies among the persons in charge of the pedagogical intervention to complete the process and take advantage of the practice to think carefully on the educational reality. This study has been also an opportunity of analysis and teamwork focused on continuous feedback to students and to the process itself, giving a new shape to the professional practice, and strengthening university training where the pedagogical intervention process of the Basic Education Division is a permanent research platform. Recibido 08 de abril de 2013 • Corregido 16 de agosto de 2013 • Aceptado 22 de agosto de 2013El presente artículo científico surge del proceso de intervención pedagógica (IP que se realiza como parte de la formación docente en las carreras de la División de Educación Básica en la Universidad Nacional y pretende destacar las acciones del proceso de práctica profesional supervisada ejecutado en la carrera de Pedagogía con

  9. Engaging Gatekeepers, Optimizing Decision Making, and Mitigating Bias: Design Specifications for Systemic Diversity Interventions.

    Science.gov (United States)

    Vinkenburg, Claartje J

    2017-06-01

    In this contribution to the Journal of Applied Behavioral Science Special Issue on Understanding Diversity Dynamics in Systems: Social Equality as an Organization Change Issue, I develop and describe design specifications for systemic diversity interventions in upward mobility career systems, aimed at optimizing decision making through mitigating bias by engaging gatekeepers. These interventions address the paradox of meritocracy that underlies the surprising lack of diversity at the top of the career pyramid in these systems. I ground the design specifications in the limited empirical evidence on "what works" in systemic interventions. Specifically, I describe examples from interventions in academic settings, including a bias literacy program, participatory modeling, and participant observation. The design specifications, paired with inspirational examples of successful interventions, should assist diversity officers and consultants in designing and implementing interventions to promote the advancement to and representation of nondominant group members at the top of the organizational hierarchy.

  10. The use and utility of specific nonpharmacological interventions for behavioral symptoms in dementia: an exploratory study.

    Science.gov (United States)

    Cohen-Mansfield, Jiska; Marx, Marcia S; Dakheel-Ali, Maha; Thein, Khin

    2015-02-01

    This study compares different nonpharmacological interventions for persons with behavioral symptoms and dementia on frequency of use and perceived efficacy in terms of change in behavior and interest. Participants were 89 nursing home residents from six Maryland nursing homes with a mean age of 85.9 years (SD: 8.6 years). Research assistants presented interventions tailored to the participants' needs and preferences in a pre-intervention trial phase and in an intervention phase. The impact of each intervention on behavioral symptoms and on the person's interest was rated immediately after the intervention by a research assistant. The most utilized interventions in both trial and treatment phases were the social intervention of one-on-one interaction, simulated social interventions such as a lifelike doll and respite video, the theme intervention of magazine, and the sensory stimulation intervention of music. In contrast, the least utilized interventions in both phases were sewing, fabric book, and flower arrangement. Interventions with the highest impact on behavioral symptoms included one-on-one social interaction, hand massage, music, video, care, and folding towels. Other high impact interventions included walking, going outside, flower arranging, food or drink, sewing, group activity, book presentation, ball toss, coloring or painting, walking, and family video. The results provide initial directions for choosing specific interventions for persons with dementia and also demonstrate a methodology for increasing knowledge through ongoing monitoring of practice. Copyright © 2015 American Association for Geriatric Psychiatry. Published by Elsevier Inc. All rights reserved.

  11. Generic versus discipline-specific writing interventions: Report on a ...

    African Journals Online (AJOL)

    Departing from a socio-constructivist perspective, the main purpose of the research on which this article reports was to indicate the effectiveness of both discipline-specific and generic approaches in teaching academic writing to undergraduate university students. A quasi-experimental design was followed, comparing the ...

  12. Which Preschool Children with Specific Language Impairment Receive Language Intervention?

    Science.gov (United States)

    Wittke, Kacie; Spaulding, Tammie J.

    2018-01-01

    Purpose: Potential biases in service provision for preschool children with specific language impairment (SLI) were explored. Method: In Study 1, children with SLI receiving treatment (SLI-T) and those with SLI not receiving treatment (SLI-NT) were compared on demographic characteristics and developmental abilities. Study 2 recruited children with…

  13. Specialty-specific admission: a cost-effective intervention?

    LENUS (Irish Health Repository)

    Slattery, E

    2012-02-01

    INTRODUCTION: Cost effectiveness of healthcare has become an important component in its delivery. Current practices need to be assessed and measured for variations that may lead to financial savings. Speciality specific admission is known not only to lead improved clinical outcomes but also to lead important cost reductions. METHODS: All patients admitted to an Irish teaching hospital via the emergency department over a 2-year period with a gastroenterology (GI) related illness were included in this analysis.GI illness was classified using the Disease related grouping (DRG) system. Mean length of stay (LOS) and patient level costing (PLC) were calculated. Differences between DRGs with respect to speciality (i.e. specialist vs. non-specialist) were calculated for the five commonest DRGs. RESULTS: Significant variations in LOS and PLC were demonstrated in the DRGs. Mean LOS varied with increasing complexity, from 3.2 days for non-complex GI haemorrhage to 14.4 days for complex alcohol related cirrhosis as expected. A substantial difference in LOS within DRG groups was demonstrated by large standard deviations in the mean (up to 8.1 days in some groups) and was independent of complexity of cases. PLC also varied widely in both complex and non-complex cases with standard deviations of up to 17,342 noted. Specialty-specific admission was associated with shorter LOS for most GI admissions. CONCLUSION: Significant disparity exists for both LOS and PLC for most GI diagnoses. Specialty-specific admissions are associated with reduced LOS. Specialty-specific admission would appear to be cost-effective which may also lead to improved clinical outcomes.

  14. Nurses' Perceptions of Implementing Fall Prevention Interventions to Mitigate Patient-Specific Fall Risk Factors.

    Science.gov (United States)

    Wilson, Deleise S; Montie, Mary; Conlon, Paul; Reynolds, Margaret; Ripley, Robert; Titler, Marita G

    2016-08-01

    Evidence-based (EB) fall prevention interventions to mitigate patient-specific fall risk factors are readily available but not routinely used in practice. Few studies have examined nurses' perceptions about both the use of these EB interventions and implementation strategies designed to promote their adoption. This article reports qualitative findings of nurses' perceptions about use of EB fall prevention interventions to mitigate patient-specific fall risks, and implementation strategies to promote use of these interventions. The findings revealed five major themes: before-study fall prevention practices, use of EB fall prevention interventions tailored to patient-specific fall risk factors, beneficial implementation strategies, overall impact on approach to fall prevention, and challenges These findings are useful to guide nurses' engagement and use of EB fall prevention practices tailored to patient-specific fall risk factors. © The Author(s) 2016.

  15. 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.

  16. Nurse specific intervention in first aid of serious traumatic injuries

    Directory of Open Access Journals (Sweden)

    Clara Mata Escriche

    2011-05-01

    Full Text Available Nowadays the serious traumatic injuries is accepted as the first cause of death in the young people of the 15 to 34 years and third in the general population, causing about the 55% of children died between the 5 to 14 years. According to a study performed in 2000, more than 25% of the deaths have been due to inadequate first aid.Recent studies show the initial evaluation and medical attention and transport inprove the survival in these patients. Is accepted the first 30 minutes as the main moment to take decision and in consequence it is necessary multidisciplinary equipment, as well as the emergency plan, in order to assist every patient, mainly in case of multiple victims.The goal of this study is to review the first aid to serious traumatic patient and to approach specifically the nursery assistance as important element in the daily work.

  17. Use of the Rasch Measurement Model to Explore the Relationship between Content Knowledge and Topic-Specific Pedagogical Content Knowledge for Organic Chemistry

    Science.gov (United States)

    Davidowitz, Bette; Potgieter, Marietjie

    2016-01-01

    Research has shown that a high level of content knowledge (CK) is necessary but not sufficient to develop the special knowledge base of expert teachers known as pedagogical content knowledge (PCK). This study contributes towards research to quantify the relationship between CK and PCK in science. In order to determine the proportion of the…

  18. Brief Report: An Evaluation of an Australian Autism-Specific, Early Intervention Programme

    Science.gov (United States)

    Paynter, Jessica M.; Riley, Emma P.; Beamish, Wendi; Scott, James G.; Heussler, Helen S.

    2015-01-01

    There is a relative paucity of evidence examining the effectiveness of early intervention for young children with Autism Spectrum Disorder, in particular those delivered through educationally-based programmes. This study aimed to evaluate the real world effectiveness of a community-based autism-specific early learning and intervention programme in…

  19. Sport-specific fitness testing and intervention for an adolescent with cerebral palsy: a case report.

    Science.gov (United States)

    Kenyon, Lisa K; Sleeper, Mark D; Tovin, Melissa M

    2010-01-01

    This case report describes the development, implementation, and outcomes of a fitness-related intervention program that addressed the sport-specific goals of an adolescent with cerebral palsy. The participant in this case was a 16-year-old African American male with spastic diplegia. The participant joined his high school wrestling team and asked to focus his physical therapy on interventions that would improve his wrestling performance. An examination was performed using the muscle power sprint test, the 10 x 5-m sprint test, strength tests, the 10-m shuttle run test, and the Gross Motor Function Measure. The intervention consisted of interval training, which focused on the demands of wrestling. Scores on all tests and measures were higher after the intervention. The outcomes of this case report seem to support the use of a fitness-related intervention program for addressing the sport-specific goals of an adolescent with cerebral palsy.

  20. 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…

  1. 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...

  2. 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...

  3. Development and preliminary evaluation of culturally specific web-based intervention for parents of adolescents.

    Science.gov (United States)

    Choi, H; Kim, S; Ko, H; Kim, Y; Park, C G

    2016-10-01

    WHAT IS KNOWN ON THE SUBJECT?: Problematic parent-child relationships have been identified as one of the main predictors of adolescents' mental health problems, but there are few existing interventions that address this issue. The format and delivery method of existing interventions for parents are relatively inaccessible for parents with full-time jobs and families living in rural areas. WHAT DOES THIS PAPER ADD TO EXISTING KNOWLEDGE?: The newly developed 'Stepping Stone' culturally specific web-based intervention, which is intended to help Korean parents of adolescents to acquire both knowledge and communication and conflict management skills, was found to be feasible and well-accepted by parents. This study enabled us to identify areas for improvement in the content and format of the intervention and strategies. This will potentially increase effect sizes for the outcome variables of parents' perception and behaviours. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: This web-based intervention could be delivered across diverse settings, such as schools and community mental health centers, to increase parents' knowledge of adolescent's mental health and allow for early detection of mental health problems. Mental health nurses working in schools may spend a significant amount of time addressing students' mental health issues; thus, this web-based intervention could be a useful resource to share with parents and children. In this way, the mental health nurses could facilitate parental engagement in the intervention and then help them to continue to apply and practice the knowledge and skills obtained through the program. Introduction There is a need for accessible, culturally specific web-based interventions to address parent-child relationships and adolescents' mental health. Aims This study developed and conducted a preliminary evaluation of a 4-week web-based intervention for parents of adolescents aged 11 to 16 years in Korea. Methods We used a two-group, repeated

  4. Children's parasympathetic reactivity to specific emotions moderates response to intervention for early-onset aggression.

    Science.gov (United States)

    Gatzke-Kopp, Lisa M; Greenberg, Mark; Bierman, Karen

    2015-01-01

    Following theories that individual differences in respiratory sinus arrhythmia (RSA) denote differential sensitivity to environmental influences, this study examines whether differences in RSA reactivity to specific emotional challenges predict differential response to intervention. We present data from a randomized clinical trial of a targeted intervention for early onset aggression. In collaboration with a high-risk urban school district, 207 kindergarten children (73% African American, 66% male), identified by their teachers as having high levels of aggressive and disruptive behavior, were recruited. All children received a universal social-emotional curriculum. One hundred children were randomly assigned to an additional intervention consisting of weekly peer-based social skills training. Complete RSA data were available for 139 of the children. Teacher-reported externalizing symptoms and emotion regulation in 1st grade (post intervention) were examined controlling for baseline levels. First-grade peer nominations of aggressive behavior, controlling for baseline nominations, were also examined as outcomes. No effect of resting RSA was found. However, greater reactivity to anger was associated with higher externalizing symptoms and lower emotion regulation skills in 1st grade relative to low reactive children. Lower reactivity to fear was associated with greater improvement over time, an effect that was enhanced in the targeted intervention condition. Results suggest that measures of affective reactivity may provide insight into children's capacity to benefit from different types of interventions.

  5. 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.

  6. 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. 

  7. Lack of evidence to favor specific preventive interventions in psychosis: a network meta‐analysis

    Science.gov (United States)

    Davies, Cathy; Cipriani, Andrea; Ioannidis, John P.A.; Radua, Joaquim; Stahl, Daniel; Provenzani, Umberto; McGuire, Philip; Fusar‐Poli, Paolo

    2018-01-01

    Preventing psychosis in patients at clinical high risk may be a promising avenue for pre‐emptively ameliorating outcomes of the most severe psychiatric disorder. However, information on how each preventive intervention fares against other currently available treatment options remains unavailable. The aim of the current study was to quantify the consistency and magnitude of effects of specific preventive interventions for psychosis, comparing different treatments in a network meta‐analysis. PsycINFO, Web of Science, Cochrane Central Register of Controlled Trials, and unpublished/grey literature were searched up to July 18, 2017, to identify randomized controlled trials conducted in individuals at clinical high risk for psychosis, comparing different types of intervention and reporting transition to psychosis. Two reviewers independently extracted data. Data were synthesized using network meta‐analyses. The primary outcome was transition to psychosis at different time points and the secondary outcome was treatment acceptability (dropout due to any cause). Effect sizes were reported as odds ratios and 95% confidence intervals (CIs). Sixteen studies (2,035 patients, 57% male, mean age 20.1 years) reported on risk of transition. The treatments tested were needs‐based interventions (NBI); omega‐3 + NBI; ziprasidone + NBI; olanzapine + NBI; aripiprazole + NBI; integrated psychological interventions; family therapy + NBI; D‐serine + NBI; cognitive behavioural therapy, French & Morrison protocol (CBT‐F) + NBI; CBT‐F + risperidone + NBI; and cognitive behavioural therapy, van der Gaag protocol (CBT‐V) + CBT‐F + NBI. The network meta‐analysis showed no evidence of significantly superior efficacy of any one intervention over the others at 6 and 12 months (insufficient data were available after 12 months). Similarly, there was no evidence for intervention differences in acceptability at either time point. Tests

  8. Nutrition impact symptoms in advanced cancer patients: frequency and specific interventions, a case?control study

    OpenAIRE

    Omlin, Aurelius; Blum, David; Wierecky, Jan; Haile, Sarah R.; Ottery, Faith D.; Strasser, Florian

    2013-01-01

    Background Involuntary weight loss (IWL) is frequent in advanced cancer patients causing compromised anticancer treatment outcomes and function. Cancer cachexia is influenced by nutrition impact symptoms (NIS). The aim of this study was to explore the frequency of NIS in advanced patients and to assess specific interventions guided by a 12-item NIS checklist. Methods Consecutive patients from an outpatient nutrition-fatigue clinic completed the NIS checklist. The NIS checklist was developed b...

  9. Nutrition impact symptoms in advanced cancer patients: frequency and specific interventions, a case-control study.

    Science.gov (United States)

    Omlin, Aurelius; Blum, David; Wierecky, Jan; Haile, Sarah R; Ottery, Faith D; Strasser, Florian

    2013-03-01

    Involuntary weight loss (IWL) is frequent in advanced cancer patients causing compromised anticancer treatment outcomes and function. Cancer cachexia is influenced by nutrition impact symptoms (NIS). The aim of this study was to explore the frequency of NIS in advanced patients and to assess specific interventions guided by a 12-item NIS checklist. Consecutive patients from an outpatient nutrition-fatigue clinic completed the NIS checklist. The NIS checklist was developed based on literature review and multiprofessional clinical expert consensus. Chart review was performed to detect defined NIS typical interventions. Oncology outpatients not seen in the nutrition-fatigue clinic were matched for age, sex, and tumor to serve as controls. In 52 nutrition-fatigue clinic patients, a mixed cancer population [IWL in 2 months 5.96 % (mean)], the five most frequent NIS were taste and smell alterations 27 %, constipation 19 %, abdominal pain 14 %, dysphagia 12 %, and epigastric pain 10 %. A statistically significant difference for NIS typical interventions in patients with taste and smell alterations (p = 0.04), constipation (p = 0.01), pain (p = 0.0001), and fatigue (p = 0.0004) were found compared to the control population [mixed cancer, 3.53 % IWL in 2 months (mean)]. NIS are common in advanced cancer patients. The NIS checklist can guide therapeutic nutrition-targeted interventions. The awareness for NIS will likely evoke more research in assessment, impact, and treatment.

  10. 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…

  11. Piloting a Sex-Specific, Technology-Enhanced, Active Learning Intervention for Stroke Prevention in Women.

    Science.gov (United States)

    Dirickson, Amanda; Stutzman, Sonja E; Alberts, Mark J; Novakovic, Roberta L; Stowe, Ann M; Beal, Claudia C; Goldberg, Mark P; Olson, DaiWai M

    2017-12-01

    Recent studies reveal deficiencies in stroke awareness and knowledge of risk factors among women. Existing stroke education interventions may not address common and sex-specific risk factors in the population with the highest stroke-related rate of mortality. This pilot study assessed the efficacy of a technology-enhanced, sex-specific educational program ("SISTERS") for women's knowledge of stroke. This was an experimental pretest-posttest design. The sample consisted of 150 women (mean age, 55 years) with at least 1 stroke risk factor. Participants were randomized to either the intervention (n = 75) or control (n = 75) group. Data were collected at baseline and at a 2-week posttest. There was no statistically significant difference in mean knowledge score (P = .67), mean confidence score (P = .77), or mean accuracy score (P = .75) between the intervention and control groups at posttest. Regression analysis revealed that older age was associated with lower knowledge scores (P < .001) and lower confidence scores (P < .001). After controlling for age, the SISTERS program was associated with a statistically significant difference in knowledge (P < .001) and confidence (P < .001). Although no change occurred overall, after controlling for age, there was a statistically significant benefit. Older women may have less comfort with technology and require consideration for cognitive differences.

  12. Decreasing Shigellosis-related Deaths without Shigella spp.–specific Interventions, Asia

    Science.gov (United States)

    Bardhan, Pradip; Faruque, A.S.G.; Naheed, Aliya

    2010-01-01

    In 1999, a review of the literature for 1966–1997 suggested that ≈1.1 million persons die annually of shigellosis, including ≈880,000 in Asia. Our recent review of the literature for 1990–2009 indicates that ≈125 million shigellosis cases occur annually in Asia, of which ≈14,000 are fatal. This estimate for illnesses is similar to the earlier estimate, but the number of deaths is 98% lower; that is, the lower estimate of deaths is associated with markedly reduced case-fatality rates rather than fewer cases. Shigella spp.–related deaths decreased substantially during a period without Shigella spp.–specific interventions. We speculate that nonspecific interventions, e.g., measles vaccination, vitamin A supplementation, and improved nutrition, may have led to the reduced number of shigellosis-related deaths. PMID:21029529

  13. Decrease in shigellosis-related deaths without Shigella spp.-specific interventions, Asia.

    Science.gov (United States)

    Bardhan, Pradip; Faruque, A S G; Naheed, Aliya; Sack, David A

    2010-11-01

    In 1999, a review of the literature for 1966-1997 suggested that ≈1.1 million persons die annually of shigellosis, including ≈880,000 in Asia. Our recent review of the literature for 1990-2009 indicates that ≈125 million shigellosis cases occur annually in Asia, of which ≈14,000 are fatal. This estimate for illnesses is similar to the earlier estimate, but the number of deaths is 98% lower; that is, the lower estimate of deaths is associated with markedly reduced case-fatality rates rather than fewer cases. Shigella spp.-related deaths decreased substantially during a period without Shigella spp.-specific interventions. We speculate that nonspecific interventions, e.g., measles vaccination, vitamin A supplementation, and improved nutrition, may have led to the reduced number of shigellosis-related deaths.

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

    Directory of Open Access Journals (Sweden)

    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. .

  15. Researcher sherlockiana pedagogical perspective

    Directory of Open Access Journals (Sweden)

    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.

  16. Recommendations for equipment requirements and specifications for digital and interventional radiology: Dosimetric aspects

    International Nuclear Information System (INIS)

    Suliman, I.I.; Zoetelief, J.

    2002-01-01

    The recognition of radiation induced injuries from fluoroscopically guided interventional procedures has resulted in the current demand for development of recommendations and standards to limit dose to both patients and staff. This paper outlines the recommendations drafted within the framework of European Project DIMOND III. The actual work involves survey and review of national and international documents as well as scientific publications in areas relevant to the digital and/or interventional radiology with an aim of developing recommendations for equipment requirements and specifications for digital and interventional radiology. A pilot study of experimental investigations in at least three hospitals will be conducted to test the requirements and the specifications, the result of which will be presented. The recommendations are expected to provide an effective means of dose reduction to both patients and staff while maintaining image quality adequate for the specific diagnosis or interventional procedure. Different components of x-ray systems that have direct impact on patient and staff doses have been considered. Where necessary a compromise between patient dose and image quality has been made. The dosimetric aspects of the recommendations propose detailed descriptions and limits to dosimetric information relevant to patient and staff doses. International recommendations on maximum patient entrance surface dose rate vary in the range from 25 to 65 mGy.min -1 for normal mode fluoroscopy. Maximum image intensifier or image receptor input dose rate around 0.1 Gy min -1 at a distance 30 cm from the image intensifier input surface has been generally recommended. Maximum fluoroscopic dose rate in air must not exceed 50 mGy.min -1 at a location depending on the configuration e.g. for undertable x-ray tube at 10 mm from the patient support on the patient side of the support. The use of pulsed fluoroscopy or low dose fluoroscopy is proposed as good options to minimize

  17. Effective intervention for expressive grammar in children with specific language impairment.

    Science.gov (United States)

    Smith-Lock, Karen M; Leitao, Suze; Lambert, Lara; Nickels, Lyndsey

    2013-01-01

    Children with specific language impairment are known to struggle with expressive grammar. While some studies have shown successful intervention under laboratory conditions, there is a paucity of evidence for the effectiveness of grammar treatment in young children in community settings. To evaluate the effectiveness of a school-based intervention programme for expressive grammar in 5-year-olds with specific language impairment. Thirty-four 5-year-old children attending a specialized school for children with language impairment participated in the study. Nineteen children received treatment for expressive grammar (experimental group) and 15 children received a control treatment. Treatment consisted of weekly 1-h sessions of small group activities in a classroom setting for 8 weeks. Techniques included direct instruction, focused stimulation, recasting and imitation. Results were analysed at the group level and as a case series with each child as their own control in a single-subject design. There was a significant difference in grammatical performance pre- and post-treatment for children who received grammar treatment (Cohen's d = 1.24), but not for a group of children who received a control treatment. Further, no difference in performance was found in the equivalent time period prior to treatment, nor for an untreated target. Treatment success was more pronounced in children without articulation difficulties which interfered with their ability to produce the grammatical targets (Cohen's d = 1.66). Individual analyses indicated the treatment effect was significant for the majority of children. Individually targeted intervention delivered in small groups in a classroom setting was effective in improving production of expressive grammatical targets in 5-year-old children with specific language impairment. © 2013 Royal College of Speech and Language Therapists.

  18. 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…

  19. 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

  20. Patient-Specific Tailored Intervention Improves INR Time in Therapeutic Range and INR Variability in Heart Failure Patients.

    Science.gov (United States)

    Gotsman, Israel; Ezra, Orly; Hirsh Raccah, Bruria; Admon, Dan; Lotan, Chaim; Dekeyser Ganz, Freda

    2017-08-01

    Many patients with heart failure need anticoagulants, including warfarin. Good control is particularly challenging in heart failure patients, with range, thereby increasing the risk of complications. This study aimed to evaluate the effect of a patient-specific tailored intervention on anticoagulation control in patients with heart failure. Patients with heart failure taking warfarin therapy (n = 145) were randomized to either standard care or a 1-time intervention assessing potential risk factors for lability of INR, in which they received patient-specific instructions. Time in therapeutic range (TTR) using Rosendaal's linear model was assessed 3 months before and after the intervention. The patient-tailored intervention significantly increased anticoagulation control. The median TTR levels before intervention were suboptimal in the interventional and control groups (53% vs 45%, P = .14). After intervention the median TTR increased significantly in the interventional group compared with the control group (80% [interquartile range, 62%-93%] vs 44% [29%-61%], P <.0001). The intervention resulted in a significant improvement in the interventional group before versus after intervention (53% vs 80%, P <.0001) but not in the control group (45% vs 44%, P = .95). The percentage of patients with a TTR ≥60%, considered therapeutic, was substantially higher in the interventional group: 79% versus 25% (P <.0001). The INR variability (standard deviation of each patient's INR measurements) decreased significantly in the interventional group, from 0.53 to 0.32 (P <.0001) after intervention but not in the control group. Patient-specific tailored intervention significantly improves anticoagulation therapy in patients with heart failure. Copyright © 2017 Elsevier Inc. All rights reserved.

  1. 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...

  2. 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.

  3. 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...

  4. 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 ...

  5. Importance of baseline specification in evaluating conservation interventions and achieving no net loss of biodiversity.

    Science.gov (United States)

    Bull, J W; Gordon, A; Law, E A; Suttle, K B; Milner-Gulland, E J

    2014-06-01

    There is an urgent need to improve the evaluation of conservation interventions. This requires specifying an objective and a frame of reference from which to measure performance. Reference frames can be baselines (i.e., known biodiversity at a fixed point in history) or counterfactuals (i.e., a scenario that would have occurred without the intervention). Biodiversity offsets are interventions with the objective of no net loss of biodiversity (NNL). We used biodiversity offsets to analyze the effects of the choice of reference frame on whether interventions met stated objectives. We developed 2 models to investigate the implications of setting different frames of reference in regions subject to various biodiversity trends and anthropogenic impacts. First, a general analytic model evaluated offsets against a range of baseline and counterfactual specifications. Second, a simulation model then replicated these results with a complex real world case study: native grassland offsets in Melbourne, Australia. Both models showed that achieving NNL depended upon the interaction between reference frame and background biodiversity trends. With a baseline, offsets were less likely to achieve NNL where biodiversity was decreasing than where biodiversity was stable or increasing. With a no-development counterfactual, however, NNL was achievable only where biodiversity was declining. Otherwise, preventing development was better for biodiversity. Uncertainty about compliance was a stronger determinant of success than uncertainty in underlying biodiversity trends. When only development and offset locations were considered, offsets sometimes resulted in NNL, but not across an entire region. Choice of reference frame determined feasibility and effort required to attain objectives when designing and evaluating biodiversity offset schemes. We argue the choice is thus of fundamental importance for conservation policy. Our results shed light on situations in which biodiversity offsets may

  6. Designing a digital pedagogical pattern for improving foreign language learners’ oral proficiency

    Directory of Open Access Journals (Sweden)

    Carina Grobler

    2016-09-01

    Full Text Available South African undergraduate foreign language students need more opportunity to practise their oral language skills. Not only do appeals to focus more on oral productive skills feature in scholarly literature (Delena-le Roux 2010, it is also one of the main conclusions from a survey among beginner students of French at the Potchefstroom Campus of North-West University (South Africa. It was therefore necessary to design a teaching and learning intervention, specifically aimed at improving beginner students’ oral communication skills in French. Laurillard’s (2012 Conversational Framework inspired the design of a digital pedagogical pattern (DPP, consisting of context and pedagogy descriptors for the development of foreign language learners’ oral communication skills. The Conversational Framework analyses formal learning and challenges the use of new technologies in learning. The implementation process of a DPP for the development of students’ (French oral skills involved three cycles, each with specific outcomes and three groups of participants: the control group and two experimental groups. Field-testing the proposed DPP provided important insights which should be integrated in the design of subsequent digital pedagogical patterns in the specific context: limiting the participant groups to two; decreasing the number of interventions to be implemented in the limited teaching time of a semester; ensuring that each step adheres to the requirements of the Conversational Framework. Student results from the learning interventions in future studies should reveal which intervention better promotes oral communication skills.

  7. 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…

  8. Correlates and predictors of obesity-specific quality of life of former participants of a residential intensive lifestyle intervention

    DEFF Research Database (Denmark)

    Elbe, A-M; Elsborg, P; Dandanell, S

    2018-01-01

    Introduction: The aim of this study was to investigate the relationship between weight loss during and after a unique type of weight loss intervention, namely, a residential intensive lifestyle intervention (ILI), and participants' obesity-specific health-related quality of life (HRQOL) several...

  9. Why Latinas With Breast Cancer Select Specific Informal Caregivers to Participate With Them in Psychosocial Interventions.

    Science.gov (United States)

    Badger, Terry; Segrin, Chris; Swiatkowski, Paulina; McNelis, Melissa; Weihs, Karen; Lopez, Ana Maria

    2017-07-01

    The purpose of this study is to describe the reasons 88 Latinas with breast cancer selected specific supportive others to participate in an 8-week psychosocial intervention. Participants were asked one open-ended question during the baseline assessment for a larger clinical trial: "Could you tell me more about why you selected [insert name] to participate in the study with you?" A content analysis of the responses found three thematic categories: source of informational or emotional support, concern for the informal caregiver's welfare, and special characteristics or qualities of the informal caregiver. These findings reflected both the cultural value of familism, the woman's role as caregiver to the family ( marianismo), and the man's role of provider ( machismo). Findings provide support for including the supportive person identified by the patient during a health crisis rather than the provider suggesting who that should be. Psychosocial services designed and implemented through such a cultural lens are more likely to be successful.

  10. Importance of Baseline Specification in Evaluating Conservation Interventions and Achieving No Net Loss of Biodiversity

    Science.gov (United States)

    Bull, J W; Gordon, A; Law, E A; Suttle, K B; Milner-Gulland, E J

    2014-01-01

    There is an urgent need to improve the evaluation of conservation interventions. This requires specifying an objective and a frame of reference from which to measure performance. Reference frames can be baselines (i.e., known biodiversity at a fixed point in history) or counterfactuals (i.e., a scenario that would have occurred without the intervention). Biodiversity offsets are interventions with the objective of no net loss of biodiversity (NNL). We used biodiversity offsets to analyze the effects of the choice of reference frame on whether interventions met stated objectives. We developed 2 models to investigate the implications of setting different frames of reference in regions subject to various biodiversity trends and anthropogenic impacts. First, a general analytic model evaluated offsets against a range of baseline and counterfactual specifications. Second, a simulation model then replicated these results with a complex real world case study: native grassland offsets in Melbourne, Australia. Both models showed that achieving NNL depended upon the interaction between reference frame and background biodiversity trends. With a baseline, offsets were less likely to achieve NNL where biodiversity was decreasing than where biodiversity was stable or increasing. With a no-development counterfactual, however, NNL was achievable only where biodiversity was declining. Otherwise, preventing development was better for biodiversity. Uncertainty about compliance was a stronger determinant of success than uncertainty in underlying biodiversity trends. When only development and offset locations were considered, offsets sometimes resulted in NNL, but not across an entire region. Choice of reference frame determined feasibility and effort required to attain objectives when designing and evaluating biodiversity offset schemes. We argue the choice is thus of fundamental importance for conservation policy. Our results shed light on situations in which biodiversity offsets may

  11. 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.

  12. 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

  13. The ORSEC arrangement and the 'nuclear' intervention specific plan; Dispositif orsec and plan particulier d'intervention -nucleaire-

    Energy Technology Data Exchange (ETDEWEB)

    Guenon, C. [Ministere de l' interieur, de l' outre mer et des collectivites territoriales, Direction de la Securite Civile, 92 - Asnieres sur Seine (France)

    2010-07-01

    In order to take the specific character of a nuclear emergency situation into account, France has developed planning tools within the so-called Crisis National Organisation (ONC, organisation nationale de crise). This organisation involves public bodies, agencies and companies. Thus, intervention specific plans (PPI, plans particuliers d'intervention) are included in the ORSEC general arrangement. The assessment of geographical and chronological consequences of a nuclear accident has lead to the definition of two main categories of measures, depending on the fact they are immediately or progressively applied. They involve the intervention of specialised means. This report also indicates how new measures have been introduced in the ORSEC arrangement to manage the post-accident phase. The author also outlines that crisis communication must also be prepared and tested

  14. Intervention for children exposed to interparental violence : A randomized controlled trial of effectiveness of specific factors, moderators and mediators in community-based intervention

    NARCIS (Netherlands)

    Overbeek, M.M.

    2014-01-01

    The main aim of this thesis was to evaluate the added benefit of applying specific factors in community-based intervention for child witnesses of interparental violence (IPV) and their parents, by means of a randomized controlled trial (RCT). The results of this RCT showed no additional benefits of

  15. 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....

  16. 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....

  17. Pedagogical Intervention as a Challenge of University Education. Towards an Articulated Practice La intervención pedagógica como un reto de la formación universitaria: Hacia una práctica profesional articulada

    Directory of Open Access Journals (Sweden)

    Erick José de Padua Quesada Vargas

    2013-04-01

    Full Text Available The following addresses the importance of the pedagogical intervention process  undertaken by the students of the Faculty of Education. This process can be considered as backbone of dialogic confrontation between theory and practice. The main objective is to generate an analysis to reflect on the true intentions that are born not only from each university course, but also to evaluate the creation of  a coordinated and interrelated proposal enriched by each grade level. The main intention is to enrich university education starting from posing questions that allow us to assess how the process is structured, not only from the coordination achieved between courses each period, but also from the relationship that should exist in the construction of conceptual, practical and attitudinal strengths that are created both gradually and sequentially. The construction of an alternative development proposal is seeked; one which starts with the learning processes’ sequenced and linked coordination.  Recibido 21 de marzo de 2013 •  Corregido 28 de abril de 2013 • Aceptado 29 de abril de 2013A continuación se aborda la importancia que tiene el proceso de intervención pedagógica que realizan los estudiantes y las estudiantes de la carrera de educación. Este proceso se puede considerar como médula espinal de la confrontación dialógica entre la teoría y la práctica. El principal objetivo es generar un análisis para reflexionar acerca de las verdaderas intencionalidades gestadas no solo desde cada curso universitario sino, además, valorar la creación de  una propuesta articulada que se vea enriquecida e interrelacionada desde cada nivel académico. La principal intencionalidad es enriquecer la formación universitaria partiendo del planteamiento de interrogantes que permitan valorar de qué manera se articula el proceso, no solo desde la coordinación entre los cursos de cada periodo, sino también en la relación que debe existir en la

  18. 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.

  19. 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....

  20. 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…

  1. A. Makarenko pedagogical system in the aspect of modern approaches to the training of vocational school’s teachers

    Directory of Open Access Journals (Sweden)

    Віта Григорівна Данькевич

    2015-05-01

    Full Text Available The actual importance of A. Makarenko pedagogical ideas is depicted in the article. They were laid in the basis of the bringing up and the education. The modern approaches to the training of vocational school’s teachers in the system of multilevel professional pedagogical education, specifically in Anton Makarenko Kiyv Professional Pedagogical College are shown

  2. Correlates and predictors of obesity-specific quality of life of former participants of a residential intensive lifestyle intervention.

    Science.gov (United States)

    Elbe, A-M; Elsborg, P; Dandanell, S; Helge, J W

    2018-04-01

    The aim of this study was to investigate the relationship between weight loss during and after a unique type of weight loss intervention, namely, a residential intensive lifestyle intervention (ILI), and participants' obesity-specific health-related quality of life (HRQOL) several years after the intervention. In the residential ILI under investigation, participants attended a 10- to 12-week long course away from their daily living environment, namely, at Ubberup Folk High School located in Denmark. A total of 79 former participants (31 male, mean age 36.6; SD = 12.7 years) who had participated in the intervention on average 5.3 (SD = 3.2) years ago were recruited for this study. They completed a questionnaire on weight-related quality of life (IWQOL-lite) and physical activity, as well as measurements of VO 2 max, blood pressure, Homeostatic Model Assessment for Insulin Resistance, waist circumference and hand grip strength. The study results showed that weight change after the end of the intervention could predict HRQOL whereas how much weight they lost during the intervention could not. Furthermore, almost all of the investigated physiological factors were related to participants' current HRQOL. Waist circumference showed relationships with four of the five aspects of HRQOL. Focusing on behavioural change, adhering to improved lifestyle and maintaining weight loss after the end of the intervention seem to be the key not only for cardio-metabolic risk factors but also for sustainable HRQOL.

  3. 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…

  4. 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…

  5. 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...

  6. A Diet, Physical Activity, and Meditation Intervention in Men With Rising Prostate-Specific Antigen (PSA)

    National Research Council Canada - National Science Library

    Hebert, James R

    2006-01-01

    ... physical activity and mindfulness-based stress reduction. This randomized trial will enroll 60 men with rising PSA levels along with a partner of their choice, half of whom will be randomized to the intervention and half to usual care...

  7. A Diet, Physical Activity, and Meditation Intervention in Men With Rising Prostate-Specific Antigen (PSA)

    National Research Council Canada - National Science Library

    Hebert, James R

    2007-01-01

    ... physical activity and mindfulness-based stress reduction. This randomized trial will enroll 60 men with rising PSA levels along with a partner of their choice, half of whom will be randomized to the intervention and half to usual care...

  8. A Diet, Physical Activity, and Mediation Intervention in Men With Rising Prostate-Specific Antigen (PSA)

    National Research Council Canada - National Science Library

    Hebert, James

    2004-01-01

    ... physical activity and mindfulness-based stress reduction. This randomized trial will enroll 60 men with rising PSA levels along with a partner of their choice, half of whom will be randomized to the intervention and half to usual care...

  9. Access to Justice 4 Known or Potential Extremists? : Local Professionals on Legal Remedies Against Person-Specific Interventions

    NARCIS (Netherlands)

    Quirine Eijkman; Josien Roodnat

    2016-01-01

    This article discusses, from the local professional perspective, access to justice for person-specific interventions to prevent or counter (violent) extremism in Europe. Using a Dutch case study it focusses on legal protection for hand-tailored interferences that are part of a wider-ranging

  10. Response to Intervention for Specific Learning Disabilities Identification: The Impact of Graduate Preparation and Experience on Identification Consistency

    Science.gov (United States)

    Maki, Kathrin E.

    2018-01-01

    Response to intervention (RTI) is increasingly being implemented in schools as a means to identify students with specific learning disabilities (SLD). Despite its wide use, there is limited research regarding school psychologists' graduate preparation in and familiarity with RTI for SLD identification. This study examined how school psychologists'…

  11. Effectiveness and specificity of a classroom-based group intervention in children and adolescents exposed to war in Lebanon.

    Science.gov (United States)

    Karam, Elie G; Fayyad, John; Nasser Karam, Aimee; Cordahi Tabet, Caroline; Melhem, Nadine; Mneimneh, Zeina; Dimassi, Hani

    2008-01-01

    The purpose of this study was to examine the effectiveness and specificity of a classroom-based psychosocial intervention after war. All students (n=2500) of six villages in Southern Lebanon designated as most heavily exposed to war received a classroom-based intervention delivered by teachers, consisting of cognitive-behavioural and stress inoculation training strategies. A random sample of treated students (n=101) and a matched control group (n=93) were assessed one month post-war and one year later. Mental disorders and psychosocial stressors were assessed using the Diagnostic Interview for Children and Adolescents - Revised with children and parents. War exposure was measured using the War Events Questionnaire. The prevalence of major depressive disorder (MDD), separation anxiety disorder (SAD) and post-traumatic stress disorder (PTSD) was examined pre-war, one month post-war (pre-intervention), and one year post-war. Specificity of treatment was determined by rating teachers' therapy diaries. The rates of disorders peaked one month post-war and decreased over one year. There was no significant effect of the intervention on the rates of MDD, SAD or PTSD. Post-war MDD, SAD and PTSD were associated with pre-war SAD and PTSD, family violence parameters, financial problems and witnessing war events. These findings have significant policy and public health implications, given current practices of delivering universal interventions immediately post-war.

  12. 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...

  13. A short educational intervention diminishes causal illusions and specific paranormal beliefs in undergraduates.

    Science.gov (United States)

    Barberia, Itxaso; Tubau, Elisabet; Matute, Helena; Rodríguez-Ferreiro, Javier

    2018-01-01

    Cognitive biases such as causal illusions have been related to paranormal and pseudoscientific beliefs and, thus, pose a real threat to the development of adequate critical thinking abilities. We aimed to reduce causal illusions in undergraduates by means of an educational intervention combining training-in-bias and training-in-rules techniques. First, participants directly experienced situations that tend to induce the Barnum effect and the confirmation bias. Thereafter, these effects were explained and examples of their influence over everyday life were provided. Compared to a control group, participants who received the intervention showed diminished causal illusions in a contingency learning task and a decrease in the precognition dimension of a paranormal belief scale. Overall, results suggest that evidence-based educational interventions like the one presented here could be used to significantly improve critical thinking skills in our students.

  14. A short educational intervention diminishes causal illusions and specific paranormal beliefs in undergraduates.

    Directory of Open Access Journals (Sweden)

    Itxaso Barberia

    Full Text Available Cognitive biases such as causal illusions have been related to paranormal and pseudoscientific beliefs and, thus, pose a real threat to the development of adequate critical thinking abilities. We aimed to reduce causal illusions in undergraduates by means of an educational intervention combining training-in-bias and training-in-rules techniques. First, participants directly experienced situations that tend to induce the Barnum effect and the confirmation bias. Thereafter, these effects were explained and examples of their influence over everyday life were provided. Compared to a control group, participants who received the intervention showed diminished causal illusions in a contingency learning task and a decrease in the precognition dimension of a paranormal belief scale. Overall, results suggest that evidence-based educational interventions like the one presented here could be used to significantly improve critical thinking skills in our students.

  15. Equity-specific effects of 26 Dutch obesity-related lifestyle interventions

    NARCIS (Netherlands)

    Magnée, Tessa; Burdorf, Alex; Brug, Johannes; Kremers, Stef P M; Oenema, Anke; van Assema, Patricia; Ezendam, Nicole P M; van Genugten, Lenneke; Hendriksen, Ingrid Jm; Hopman-Rock, Marijke; Jansen, Wilma; de Jong, Johan; Kocken, Paul L; Kroeze, Willemieke; Kwak, Lydia; Lechner, Lilian; de Nooijer, Jascha; van Poppel, Mireille Nm; Robroek, Suzan J W; Schreurs, Hanneke; van Sluijs, Esther M; Steenhuis, Ingrid J.M.; van Stralen, Maartje M; Tak, Nannah I; te Velde, Saskia J; Vermeer, Willemijn M; Wammes, Birgitte; van Wier, Marieke F; van Lenthe, Frank J

    Context: Reducing health inequalities is a policy priority in many developed countries. Little is known about effective strategies to reduce inequalities in obesity and its underlying behaviors. The goal of the study was to investigate differential effectiveness of interventions aimed at obesity

  16. A proposed staging system and stage-specific interventions for familial adenomatous polyposis

    DEFF Research Database (Denmark)

    Lynch, Patrick M; Morris, Jeffrey S; Wen, Sijin

    2016-01-01

    BACKGROUND: It is not possible to accurately count adenomas in many patients with familial adenomatous polyposis (FAP). Nevertheless, polyp counts are critical in evaluating each patient's response to interventions. However, the U.S. Food and Drug Administration no longer recognizes the decrease ...

  17. A Systematic Review of Culturally Specific Interventions to Increase Physical Activity for Older Asian Americans.

    Science.gov (United States)

    Katigbak, Carina; Flaherty, Erin; Chao, Ying-Yu; Nguyen, Tam; Cheung, Daphne; Yiu-Cho Kwan, Rick

    Physical activity (PA) is a significant modifiable risk factor for cardiovascular disease. For older adults, engaging in PA is shown to improve cardiac status, reduce cognitive, and functional decline, and improve overall quality of life. However, only 17% of Asian American adults meet the 2008 federal recommended guidelines for aerobic and muscle strengthening activity; and there is a paucity of data reporting on older Asian Americans - a rapidly growing, underserved group. While data pertaining to Asian Americans is frequently reported at the aggregate level, this masks differences (eg, language, culture, income) among Asian ethnic subgroups that may impact health behaviors. The purpose of this review was to identify intervention, and cultural adaptation strategies in studies promoting PA for older Asian Americans. A comprehensive literature search was performed to identify interventions published between 1996-2016 focused on improving PA among older Asian Americans (> 60 years old). Data were abstracted to examine intervention study designs, cultural adaptation strategies, theoretical frameworks, and physical activity measures. Nine studies met the review's inclusion criteria. Community-based recruitment approaches were widely used, and all studies employed cultural adaptation to varying degrees. Most studies reported improvements in PA outcomes, focused on Chinese Americans, and relied on self-reports of PA, while few aimed to increase PA using a multi-component approach. Future studies would benefit from larger sample sizes, a wider representation of Asian ethnic subgroups, and concentrated efforts to implement deep level adaptations that may increase the salience and sustainability of these interventions.

  18. Equity-specific effects of 26 Dutch obesity-related lifestyle interventions

    NARCIS (Netherlands)

    de Jong, Johan; Kremers, Stef; Assema, Patricia; Schreurs, Hanneke

    2013-01-01

    Reducing health inequalities is a policy priority in many developed countries. Little is known about effective strategies to reduce inequalities in obesity and its underlying behaviors. The goal of the study was to investigate differential effectiveness of interventions aimed at obesity prevention,

  19. 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.

  20. 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 ...

  1. Herd-specific interventions to reduce antimicrobial usage in pig production without jeopardising technical and economic performance.

    Science.gov (United States)

    Collineau, L; Rojo-Gimeno, C; Léger, A; Backhans, A; Loesken, S; Nielsen, E Okholm; Postma, M; Emanuelson, U; Beilage, E Grosse; Sjölund, M; Wauters, E; Stärk, K D C; Dewulf, J; Belloc, C; Krebs, S

    2017-09-01

    Pig farmers are strongly encouraged to reduce their antimicrobial usage in order to reduce the risk of antimicrobial resistance. Herd-level intervention is needed to achieve national and European reduction targets. Alternative, especially preventive measures, have to be implemented to reduce the need for antimicrobial treatments. However, little is known about the feasibility, effectiveness and return on investment of such measures. The objective of this study was to assess, across four countries, the technical and economic impact of herd-specific interventions aiming at reducing antimicrobial usage in pig production while implementing alternative measures. An intervention study was conducted between February 2014 and August 2015 in 70 farrow-to-finish pig farms located in Belgium, France, Germany and Sweden. Herd-specific interventions were defined together with the farmer and the herd veterinarian. Farms were followed over one year and their antimicrobial usage and technical performance were compared with values from the year before intervention. Compliance with the intervention plan was also monitored. Changes in margin over feed cost and net farm profit were estimated in a subset of 33 Belgian and French farms with sufficient data, using deterministic and stochastic modeling. Following interventions, a substantial reduction in antimicrobial use was achieved without negative impact the overall farm technical performance. A median reduction of 47.0% of antimicrobial usage was achieved across four countries when expressed in terms of treatment incidence from birth to slaughter, corresponding to a 30.5% median reduction of antimicrobial expenditures. Farm compliance with intervention plans was high (median: 93%; min-max: 20; 100) and farms with higher compliance tended to achieve bigger reduction (ρ=-0.18, p=0.162). No association was found between achieved reduction and type or number of alternative measures implemented. Mortality in suckling piglets, weaners and

  2. Specific collaborative group intervention for patients with medically unexplained symptoms in general practice: a cluster randomized controlled trial.

    Science.gov (United States)

    Schaefert, R; Kaufmann, C; Wild, B; Schellberg, D; Boelter, R; Faber, R; Szecsenyi, J; Sauer, N; Guthrie, E; Herzog, W

    2013-01-01

    Patients with medically unexplained symptoms (MUS) are frequent in primary care and substantially impaired in their quality of life (QoL). Specific training of general practitioners (GPs) alone did not demonstrate sustained improvement at later follow-up in current reviews. We evaluated a collaborative group intervention. We conducted a cluster randomized controlled trial. Thirty-five GPs recruited 304 MUS patients (intervention group: 170; control group: 134). All GPs were trained in diagnosis and management of MUS (control condition). Eighteen randomly selected intervention GPs participated in training for a specific collaborative group intervention. They conducted 10 weekly group sessions and 2 booster meetings in their practices, together with a psychosomatic specialist. Six and 12 months after baseline, QoL was assessed with the Short-Form 36. The primary outcome was the physical composite score (PCS), and the secondary outcome was the mental composite score (MCS). At 12 months, intention-to-treat analyses showed a significant between-group effect for the MCS (p = 0.023) but not for the PCS (p = 0.674). This effect was preceded by a significant reduction of somatic symptom severity (15-item somatic symptom severity scale of the Patient Health Questionnaire, PHQ-15) at 6 months (p = 0.008) that lacked significance at 12 months (p = 0.078). As additional between-group effects at 12 months, per-protocol analyses showed less health anxiety (Whiteley-7; p = 0.038) and less psychosocial distress (PHQ; p = 0.024); GP visits were significantly (p = 0.042) reduced in the intervention group. Compared to pure GP training, collaborative group intervention achieved a progressive, clinically meaningful improvement in mental but not physical QoL. It could bridge gaps between general practice and mental health care. Copyright © 2012 S. Karger AG, Basel.

  3. 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...

  4. Patient-specific prescriber feedback can increase the rate of osteoporosis screening and treatment: results from two national interventions.

    Science.gov (United States)

    Kalisch Ellett, Lisa M; Pratt, N L; Sluggett, J K; Ramsay, E N; Kerr, M; LeBlanc, V T; Barratt, J D; Roughead, E E

    2017-12-01

    Osteoporosis interventions targeting older Australians and clinicians were conducted in 2008 and 2011 as part of a national quality improvement program underpinned by behavioural theory and stakeholder engagement. Uptake of bone mineral density (BMD) tests among targeted men and women increased after both interventions and sustained increases in osteoporosis treatment were observed among men targeted in 2008. Educational interventions incorporating patient-specific prescriber feedback have improved osteoporosis screening and treatment among at-risk patients in clinical trials but have not been evaluated nationally. This study assessed uptake of BMD testing and osteoporosis medicines following two national Australian quality improvement initiatives targeting women (70-79 years) and men (75-85 years) at risk of osteoporosis. Administrative health claims data were used to determine monthly rates of BMD testing and initiation of osteoporosis medicines in the 9-months post-intervention among targeted men and women compared to older cohorts of men and women. Log binomial regression models were used to assess differences between groups. In 2008 91,794 patients were targeted and 52,427 were targeted in 2011. There was a twofold increase in BMD testing after each intervention among targeted patients compared to controls (p theory and stakeholder engagement that target both primary care clinicians and patients can improve osteoporosis screening and management at the national level.

  5. The immediate effect of a brief energy psychology intervention (Emotional Freedom Techniques) on specific phobias: a pilot study.

    Science.gov (United States)

    Salas, Martha M; Brooks, Audrey J; Rowe, Jack E

    2011-01-01

    Specific phobia is one of the most prevalent anxiety disorders. Emotional Freedom Techniques (EFT) has been shown to improve anxiety symptoms; however, their application to specific phobias has received limited attention. This pilot study examined whether EFT, a brief exposure therapy that combines cognitive and somatic elements, had an immediate effect on the reduction of anxiety and behavior associated with specific phobias. The study utilized a crossover design with participants randomly assigned to either diaphragmatic breathing or EFT as the first treatment. The study was conducted at a regional university in the Southwestern United States. Twenty-two students meeting criteria for a phobic response to a specific stimulus (≥8 on an 11-point subjective units of distress scale). Participants completed a total of five two-minute rounds in each treatment intervention. Study measures included a behavioral approach test (BAT), Subjective Units of Distress Scale (SUDS), and Beck Anxiety Inventory (BAI). Emotional Freedom Techniques significantly reduced phobia-related anxiety (BAI P = .042; SUDS P = .002) and ability to approach the feared stimulus (BAT P = .046) whether presented as an initial treatment or following diaphragmatic breathing. When presented as the initial treatment, the effects of EFT remained through the presentation of the comparison intervention. The efficacy of EFT in treating specific phobias demonstrated in several earlier studies is corroborated by the current investigation. Comparison studies between EFT and the most effective established therapies for treating specific phobias are recommended. Copyright © 2011 Elsevier Inc. All rights reserved.

  6. THE PSYCHOLOGICAL TREATMENT OF CHILDREN AND ADOLESCENTS IN RESIDENTIAL CARE. CONTRIBUTIONS TO A SPECIFIC FIELD OF INTERVENTION

    Directory of Open Access Journals (Sweden)

    Antonio Galán Rodríguez

    2014-09-01

    Full Text Available Psychological treatment is provided to a great number of minors fostered in residential centres of the child protection system; however, a deep and systematic analysis regarding the specific topics of this field has not yet been carried out. We analyse the ways of organizing units to attend children, taking into account three different options (general practice, specific practice in common settings, and specialized programs, and their advantages and disadvantages. We consider the role of the theoretical models, underlining the need for complexity and critical analysis, illustrated by reviewing three common models (the psychopathological, trauma-informed, and attachment models. Finally, we pay attention to the specificity of the technical interventions, calling for modified adaptations based on the characteristics of the minors, specific topics in this field, and some particular aspects of the context.

  7. Cost-utility of a specific collaborative group intervention for patients with functional somatic syndromes.

    Science.gov (United States)

    Konnopka, Alexander; König, Hans-Helmut; Kaufmann, Claudia; Egger, Nina; Wild, Beate; Szecsenyi, Joachim; Herzog, Wolfgang; Schellberg, Dieter; Schaefert, Rainer

    2016-11-01

    Collaborative group intervention (CGI) in patients with functional somatic syndromes (FSS) has been shown to improve mental quality of life. To analyse incremental cost-utility of CGI compared to enhanced medical care in patients with FSS. An economic evaluation alongside a cluster-randomised controlled trial was performed. 35 general practitioners (GPs) recruited 300 FSS patients. Patients in the CGI arm were offered 10 group sessions within 3months and 2 booster sessions 6 and 12months after baseline. Costs were assessed via questionnaire. Quality adjusted life years (QALYs) were calculated using the SF-6D index, derived from the 36-item short-form health survey (SF-36). We calculated patients' net-monetary-benefit (NMB), estimated the treatment effect via regression, and generated cost-effectiveness acceptability curves. Using intention-to-treat analysis, total costs during the 12-month study period were 5777EUR in the intervention, and 6858EUR in the control group. Controlling for possible confounders, we found a small, but significant positive intervention effect on QALYs (+0.017; p=0.019) and an insignificant cost saving resulting from a cost-increase in the control group (-10.5%; p=0.278). NMB regression showed that the probability of CGI to be cost-effective was 69% for a willingness to pay (WTP) of 0EUR/QALY, increased to 92% for a WTP of 50,000EUR/QALY and reached the level of 95% at a WTP of 70,375EUR/QALY. Subgroup analyses yielded that CGI was only cost-effective in severe somatic symptom severity (PHQ-15≥15). CGI has a high probability to be a cost-effective treatment for FSS, in particular for patients with severe somatic symptom severity. Copyright © 2016 Elsevier Inc. All rights reserved.

  8. Using marketing research methods to evaluate a stage-specific intervention.

    Science.gov (United States)

    Poscente, Neila; Rothstein, Marsha; Irvine, M Jane

    2002-01-01

    To show how marketing methods can be used to distribute and evaluate a health promotion intervention. Mass media promotion was used to communicate a physical activity resource. Brief telephone interviews were used to screen callers and recruit participants into a controlled trial. Follow-up was conducted 3 months later. Information was gained about the attitudes and motivation of callers. The majority of participants (study and control) made significant changes in their activity levels. The study demonstrated that even when mass media channels are used, market segmentation can be achieved and program evaluation conducted.

  9. The Effect of Teacher Pedagogical Content Knowledge and the Instruction of Middle School Geometry

    Science.gov (United States)

    Lenhart, Sara Talley

    2010-01-01

    This study investigated the relationship between middle school math teacher pedagogical content knowledge as gathered from a teacher assessment and student Standards of Learning scores. Nine middle-school math teachers at two rural schools were assessed for their pedagogical content knowledge in geometry and measurement in the specific area of…

  10. From Activity to Transdisciplinarity and Back Again--Preschool Teachers' Reasoning about Pedagogical Goals

    Science.gov (United States)

    Björklund, Camilla; Ahlskog-Björkman, Eva

    2018-01-01

    This study presents an analysis of preschool teachers' reasoning about pedagogical goals. Of specific interest is how teachers in a Swedish and a Finnish context describe goals for children's learning and how they describe them implementing these goals into their practice. The research question is thus: How are pedagogical goals perceived and…

  11. WHY GRADUATES OF PEDAGOGICAL INSTITUTES BECOME MANAGERS?

    Directory of Open Access Journals (Sweden)

    Leonid I. Lourie

    2015-01-01

    staff of the university are considered. Ideological nature of pedagogic education as a base for self-actualization is shown.Practical significance. The specific steps to overcome the crisis in the system of training of higher educational qualifications are pointed out: development of strategy of the given preparation as a whole, and tactics of its realisation in concrete high schools on the basis of a social consensus principle; information assurance of financing sources of high school and the reporting on financial and economic activity of its staff; cancellation of introduction practice of various “new generations of standards”, involving an avalanche of “make work”; educational process filling by student teaching in educational institutions of various types and kinds; development of an one-year cycle of a pedagogical education as the second higher education; granting of academic freedom to universities, etc. The importance of subject oriented education within the system «school – university» as a powerful tool to increase motivation of pedagogical work is highlighted.

  12. Transcriptional control by G-quadruplexes: In vivo roles and perspectives for specific intervention.

    Science.gov (United States)

    Armas, Pablo; David, Aldana; Calcaterra, Nora B

    2017-01-01

    G-quadruplexes are non-canonical DNA secondary structures involved in several genomic and molecular processes. Here, we summarize the main G-quadruplex features and evidences proving the in vivo role on the transcriptional regulation of genes required for zebrafish embryonic development. We also discuss alternative strategies for specifically interfering G-quadruplex in vivo.

  13. 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...

  14. 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...

  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. 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…

  17. Pedagogical guidelines for educational accompaniment for grieving to adults with intellectual disabilities

    OpenAIRE

    Pablo RODRÍGUEZ HERRERO; Agustín DE LA HERRÁN GASCÓN; Dolores IZUZQUIZA GASSET

    2013-01-01

    It is needed a foundation and some orientations to act in loss and grief situations with adults with intellectual disabilities. In this article, through a relevant literature review, we based the educational accompaniment as a pedagogic methodology of support with three principal elements: a) The conception of grief from its formative potential, b) The prevention of disorders associated to grief complications, c) The pedagogic intervention preferably from the tutorship or from the actuation o...

  18. 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

  19. 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…

  20. Dosha phenotype specific Ayurveda intervention ameliorates asthma symptoms through cytokine modulations: Results of whole system clinical trial.

    Science.gov (United States)

    Joshi, Kalpana S; Nesari, Tanuja M; Dedge, Amrish P; Dhumal, Vikram R; Shengule, Sushant A; Gadgil, Maithili S; Salvi, Sundeep; Valiathan, Marthanda Varma Sankaran

    2017-02-02

    Over the past few decades, there have been significant scientific advances leading to improved understanding of asthma as a disease and treatment providing immediate relief. However, prevention of recurrent attacks, exacerbations and disease cure remains a challenge. Ayurveda refers to bronchial asthma as Tamaka Swasa and it is well explained in Charaka Samhita. Management of asthma in Ayurveda includes removal of vitiated Kapha through Shodhana, Shamana procedures, herbal and herbomineral formulations in addition to advising a healthy lifestyle and diet. Several clinical trials on Ayurvedic formulations for treatment of asthma are reported, however, whole system management of asthma has rarely been studied in the manner in which it is actually being practiced. Ayurveda therapeutics provides Dosha specific approaches, which needs biological investigation. The objective of our study was to investigate lung functions and cytokine changes in Asthmatic individuals in response to Ayurvedic intervention. The study design was approved by the Institutional Ethics Committee of Tilak Ayurveda Mahavidyalaya (TAMV) & Sheth Tarachand Ramnath Charitable Ayurveda Hospital and followed guidelines of the Declaration of Helsinki and Tokyo for humans. It was conducted as a whole system individualized pragmatic clinical trial and written consent of patients was collected before enrollment. One hundred and fifteen patients with mild-to-moderate asthma were divided into 2 sub-groups depending on their disease subsets and administered phenotype specific ayurvedic interventions. Seventy six asthma patients completed the treatment. Serum IgE levels, blood eosinophil counts, spirometry and blood cytokine levels were measured before the start of treatment and six months at the end of treatment. Age and sex matched healthy participants (n=69) were recruited in the study for comparison of cytokines levels. Significant improvements in FEV1(% predicted) (p<0.0001) and FVC (% predicted) (p=0

  1. 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

  2. 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

  3. 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…

  4. 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…

  5. Specific activity and derived intervention levels for cesium-137 in Costa Rican export goods: tuna fish, coffee and powdered milk

    International Nuclear Information System (INIS)

    Loria, L.G.; Mora, Patricia

    1994-01-01

    Cesium-137 is a fission product of 235 U and 239 Pu. After a major nuclear accident, it is released into the atmosphere and in the far field region it will produce radioactively contaminated food and drinking water. This paper will study the specific activity of 137 Cs in three Costa Rican export products: tuna fish, coffee and powdered milk. The average specific activities found are as follows: 0.89 ± 0.41, 1.16 ± 0.76 and 4.53 ± 2.00 Bq kg -1 . They represent low values compared to their derived intervention levels: 1.25 x 10 7 , 1.25 x 10 7 and 2.44 x 10 5 Bq kg -1 , respectively. (Author)

  6. Requirements and prototype for supporting the planning of patient specific thermal ablation interventions

    International Nuclear Information System (INIS)

    Schramm, W.

    2010-01-01

    Background Thermal ablation is the process of destroying pathological tissue by either high temperatures of approximately 105 o C as achieved in radiofrequency ablation or low temperatures of approximately - 40 o C as used in cryotherapy. Ablations are widely used in clinical practice and provide a safe and generally well tolerated minimal invasive treatment if surgery is not an option. Thermal ablations are usually performed under image guidance, either by ultrasound, CT or MR. Even though ablations are widely used, very little textbook knowledge is available. Because of the treatment complexity there is a need for a well defined process which can be followed by an experienced radiologist as well as an inexperienced one. There is also a need for a planning platform which is capable of supporting the physician in planning the intervention on the basis of the patient's anatomy. For additional benefit this platform should also provide the means for estimating the final coagulation zone by simulations based on the patient's anatomy. The most widely used method to simulate the extend of a coagulation zone is by the usage of finite element analysis (FEA). FEA uses a defined geometry with the physical properties of the tissue and the ablation modality to create a model which can then be solved to make estimations about the extend of the final coagulation zone. Method and Results To deal with the problem of ablation knowledge being only available in distributed form, a workflow was abstracted and translated into diagrams. These workflow diagrams visualize the required steps and decisions when performing thermal ablations. The workflow is split into a planning, applicator placement, ablation and result evaluation phase. The information gained from this knowledge is then used to define the requirements for a platform which is capable of helping the physician when performing the ablation. In the next step I examined the possibility to increase an ablation's coagulation zone

  7. Socioeconomic inequality in the provision of specific preventive dental interventions among children in the UK: Children's Dental Health Survey 2003.

    Science.gov (United States)

    Shaban, R; Kassim, S; Sabbah, W

    2017-06-09

    Aim To assess socioeconomic inequality regarding specific preventive interventions (fissure sealants or any treatment to prevent caries) and dental visits among UK children.Method Data were from the Children's Dental Health Survey 2003, which included participants from England, Wales, Scotland, and Northern Ireland. The number of children in the analysis was 2,286. Variables were sex, age, area of residency (for example, England), mother's education, family social class, and deprivation level. Descriptive and regression analyses were performed.Results There were no significant socioeconomic differences in the use of preventive services. Deprivation and family social class (for example, intermediate and manual) were significantly associated with less regular dental visits (odd ratio 0.41, 95% CI [0.28, 0.63]; odd ratio 0.53, 95% CI [0.31, 0.89]; odd ratio 0.37, 95% CI [0.24, 0.58], respectively). Regular dental visits were associated with reporting preventive care for caries (odds ratio 2.25, 95% CI [1.45, 3.49]) and with the number of sealed tooth surfaces (rate ratio 1.73, 95% CI [1.16, 2.60]).Conclusion Despite apparent socioeconomic inequalities in regular dental visits, there was no significant inequality in using specific preventive interventions by children in the UK. This finding should be interpreted with caution considering the relatively small subsample included in this analysis.

  8. Meal-Specific Dietary Changes From Squires Quest! II: A Serious Video Game Intervention.

    Science.gov (United States)

    Cullen, Karen W; Liu, Yan; Thompson, Debbe I

    2016-05-01

    Squire's Quest! II: Saving the Kingdom of Fivealot, an online video game, promotes fruit and vegetable (FV) consumption. An evaluation study varied the type of implementation intentions used during the goal-setting process (none, action, coping, or both action and coping plans). Participants who created action plans reported higher FV consumption 6 months after baseline. This study assessed changes by specific meal in that study. A total of 400 fourth- and fifth-grade children completed 3 24-hour recalls at baseline and 6 months later. These were averaged to obtain FV intake. Analyses used repeated-measures ANCOVA. There was a significant group by time effect for vegetables at 6 months (P = .01); Action (P = .01) and coping (P = .04) group participants reported higher vegetable intake at dinner. There were significant increases in fruit intake at breakfast (P = .009), lunch (P = .01), and snack (P children to overcome barriers and consume FV. Copyright © 2016 Society for Nutrition Education and Behavior. All rights reserved.

  9. Specific effects of a calorie-based intervention on stair climbing in overweight commuters.

    Science.gov (United States)

    Lewis, Amanda L; Eves, Frank F

    2011-10-01

    Point-of-choice prompts consistently increase stair climbing; a greater increase in overweight than normal weight individuals was reported in a multi-component worksite campaign. The purpose of this study is to investigate effects of a multi-component campaign, on stair climbing, in a public access setting. In an interrupted-time-series-design, baseline observations (2 weeks) preceded a 2-week point-of-choice prompt. An additional message, positioned at the top of the climb for a further 6-week period, summarised the calorific consequences of a single ascent. Inconspicuous observers recorded traveller's methods of ascent, coded by sex and weight status, twice a week between 08:00 and 09:59. At baseline, the overweight chose stairs less than normal weight individuals. The multi-component campaign targeting weight control reversed this bias, increasing stair climbing only in overweight individuals. The specificity of the effect confirms the appeal of this lifestyle activity for the overweight. The discussion focuses on how intentions to control weight may be converted into behaviour.

  10. Intensive care unit nurses' perceptions of safety after a highly specific safety intervention.

    Science.gov (United States)

    Elder, N C; Brungs, S M; Nagy, M; Kudel, I; Render, M L

    2008-02-01

    It is unknown if successful changes in specific safety practices in the intensive care unit (ICU) generalize to broader concepts of patient safety by staff nurses. To explore perceptions of patient safety among nursing staff in ICUs following participation in a safety project that decreased hospital acquired infections. After implementation of practices that reduced catheter-related bloodstream infections in ICUs at four community hospitals, ICU nurses participated in focus groups to discuss patient safety. Audiotapes from the focus groups were transcribed, and two independent reviewers categorised the data which were triangulated with responses from selected questions of safety climate surveys and with the safety checklists used by management leadership on walk rounds. Thirty-three nurses attended eight focus groups; 92 nurses and managers completed safety climate surveys, and three separate leadership checklists were reviewed. In focus groups, nurses predominantly related patient safety to dangers in the physical environment (eg, bed rails, alarms, restraints, equipment, etc.) and to medication administration. These areas also represented 47% of checklist items from leadership walk rounds. Nurses most frequently mentioned self-initiated "double checking" as their main safety task. Focus-group participants and survey responses both noted inconsistency between management's verbal and written commitment compared with their day-to-day support of patient safety issues. ICU nurses who participated in a project to decrease hospital acquired infections did not generalize their experience to other aspects of patient safety or relate it to management's interest in patient safety. These findings are consistent with many adult learning theories, where self-initiated tasks, combined with immediate, but temporary problem-solving, are stronger learning forces than management-led activities with delayed feedback.

  11. 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. .

  12. 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 ...

  13. Phonological Awareness and Rapid Automatized Naming Are Independent Phonological Competencies With Specific Impacts on Word Reading and Spelling: An Intervention Study.

    Science.gov (United States)

    Vander Stappen, Caroline; Reybroeck, Marie Van

    2018-01-01

    Phonological awareness (PA) and rapid automatized naming (RAN) have been shown to be powerful predictors of reading achievement across many languages. However, literature remains unclear: (a) whether RAN is independent of PA, (b) about the specific influences of PA and RAN on reading and spelling, and (c) about the efficacy of a RAN intervention. This study aims to address these issues by means of an intervention design. Precisely, the objectives are (a) to determine whether training one competence involves or not an effect on the other, (b) to examine whether each intervention based on oral abilities (PA vs. RAN) could improve word reading and word spelling performances, and (c) to assess the efficacy of a RAN-objects' intervention. Thirty-six French-speaking second graders, from two Belgian elementary schools, were divided into two groups, and received either a PA- or a RAN-objects' intervention. Twenty-five-minute lessons took place at school twice a week over a period of 2 months. Both groups were compared on multiple experimental measures (PA, RAN, word reading, and word spelling), before and immediately after the intervention, and 6 months later. Results showed specific efficacy of the two interventions, with participants trained in one ability outperforming those from the other group on this specific ability at post-test. Moreover, the PA intervention revealed transfer effects on the sub-lexical processes of spelling, while the RAN intervention enhanced word reading speed. Finally, the results demonstrated the efficacy of a RAN-objects' intervention for the first time. These findings provide a new piece of evidence showing the independence of PA and RAN, each process influencing the acquisition of literacy skills in a different way. The efficacy and the specific transfer effects of both interventions open up new perspectives for prevention and targeted remediation of reading disabilities.

  14. 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

  15. 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...

  16. Comparing effectiveness of generic and disease-specific self-management interventions for people with diabetes in a practice context.

    Science.gov (United States)

    Ghahari, Setareh; Packer, Tanya; Boldy, Duncan; Melling, Lauren; Parsons, Richard

    2015-10-01

    The effectiveness of self-management interventions has been demonstrated. However, the benefits of generic vs. disease-specific programs are unclear, and their efficacy within a practice setting has yet to be fully explored. To compare the outcomes of the diabetes-specific self-management program (Diabetes) and the generic chronic disease Self-management Program (Chronic Condition) and to explore whether program characteristics, evaluated using the Quality Self-Management Assessment Framework (Q-SAF), provide insight into the results of the outcome evaluation. A pragmatic pretest, post-test design with 12-week follow up was used to compare the 2 self-management interventions. Outcomes were quality of life, self-efficacy, loneliness, self-management skills, depression, and health behaviours. People with diabetes self-selected attendance at the Diabetes or Chronic Condition program offered as part of routine practice. Participants with diabetes in the 2 programs (Diabetes=200; Chronic Condition=90) differed significantly in almost all demographic and clinical characteristics. Both programs yielded positive outcomes. Controlling for baseline and demographic characteristics, random effects modelling showed an interaction between time and program for 1 outcome: self-efficacy (p=0.029). Participants in the Chronic Condition group experienced greater improvements over time than did those in the Diabetes group. The Q-SAF analysis showed differences in program content, delivery and workforce capacity. People with diabetes benefited from both programs, but participation in the generic program resulted in greater improvements in self-efficacy for participants who had self-selected that program. Both programs in routine care led to health-related improvements. The Q-SAF can be used to assess the quality of programs. Copyright © 2015 Canadian Diabetes Association. Published by Elsevier Inc. All rights reserved.

  17. 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

  18. Pedagogical strategies to teach bachelor students evidence-based practice: A systematic review.

    Science.gov (United States)

    Aglen, B

    2016-01-01

    The aim of this study is to review international scientific articles about pedagogical strategies to teach nursing students at bachelor degree evidence-based practice (EBP). A literature review including peer reviewed, original, empirical articles describing pedagogical interventions aimed at teaching bachelor's degree nursing students EBP in the period 2004-2014. Theories of discretion, knowledge transfer and cognitive maturity development are used as analytical perspectives. The main challenge teaching evidence based practice is that the students fail to see how research findings contribute to nursing practice. The pedagogical strategies described are student active learning methods to teach the students information literacy and research topics. Information literacy is mainly taught according to the stages of EBP. These stages focus on how to elaborate evidence from research findings for implementation into nursing practice. The articles reviewed mainly use qualitative, descriptive designs and formative evaluations of the pedagogical interventions. Although a considerable effort in teaching information literacy and research topics, nursing students still struggle to see the relevance evidence for nursing practice. Before being introduced to information literacy and research topics, students need insight into knowledge transfer and their own epistemic assumptions. Knowledge transfer related to clinical problems should be the learning situations prioritized when teaching EBP at bachelor level. Theoretical perspectives of cognitive maturity development, knowledge transfer and discretion in professional practice give alternative ways of designing pedagogical strategies for EBP. More research is needed to develop and test pedagogical strategies for EBP in light of these theories. Copyright © 2015. Published by Elsevier Ltd.

  19. 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.

  20. 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

  1. [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.

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

    Directory of Open Access Journals (Sweden)

    V. A. Fedorov

    2017-01-01

    Full Text Available Introduction. Rapid social and economic changes demand new methods and forms of vocational training, reorganization of content of professional education, i.e. its modernizations which cannot be carried out without existence of the qualified pedagogical staff. Therefore, high-quality professional and pedagogical preparation becomes today not just one of education components, and, without exaggeration, a guarantee of social and economic wellbeing of the country. To provide due functioning of the system of vocational pedagogical education (VPE, it is necessary to understand its specifics and regularities of development; thus, it is necessary to track formation and evolution of the system.The aim of the study is to provide retrospective analysis at the organizational and substantial level of development of VPE in Russia as the social and pedagogical system.Methodology and research methods. The historical and logical approach has become the leading approach while researching the problems of VPE. It allows us to build the accurate sequence of formation of the system of training of teachers of specific disciplines and masters of vocational training; on this basis to reveal its shortcomings and possibilities.Results and scientific novelty. A brief background into history of the Russian and foreign vocational pedagogical education existing prior to the beginning of the 20th century is given. The chronology of development of VPE in Russia since 1920-s till modern period is presented. According to the key changes happening in a target and organizational-content part of VPE, six stages are distinguished and described. It is shown that development of this type of education as a social and pedagogical system is caused by socio-economic factors and administrative decisions; at the same time the VPE system has own regularities, principles of functioning and internal potential for further improvement.The relevance of the appeal to VPE history is emphasized. The

  3. 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…

  4. 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

  5. Examining Primary Schools' Physical Education Coordinators' Pedagogical Content Knowledge of Games: Are We Just Playing as This?

    Science.gov (United States)

    Ward, Gavin

    2013-01-01

    A detailed insight into how the current educational climate influences the pedagogical decisions made by primary school teachers when teaching games is limited. Studies examining the pedagogical content knowledge (PCK) of teachers within physical education have revealed its close relationship with specific forms of subject knowledge. In…

  6. Locating the difference: A comparison of pedagogic strategies in high and low performing schools

    Directory of Open Access Journals (Sweden)

    Kaylianne Rialda Aploon-Zokufa

    2013-12-01

    Full Text Available A number of research studies have suggested that specific pedagogic strategies can have a positive impact on learning, and in turn, have a positive impact on school performance, in particular for children being schooled in disadvantaged contexts. This analysis describes and measures how four of these pedagogic strategies identified in research – the pacing of a lesson, the sequence and coherence of a lesson, cognitive demand and the nature of feedback within a lesson – are displayed in higher and lower performing schools located in lower-income communities in the Western Cape. The analysis forms part of a broader research project, SPADE (Schools Performing Above Demographic Expectation, and is based on fifteen video-recorded Grade 3 numeracy lessons. The analysis suggests a relationship between specific pedagogic strategies and higher performance for individual learners and for schools. The analysis also identifies further effective pedagogic strategies in higher performing schools in lower-income communities.

  7. 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.

  8. 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...

  9. Specificity and sensitivity of the Beck Hopelessness Scale for suicidal ideation among adolescents entering early intervention service.

    Science.gov (United States)

    Granö, Niklas; Oksanen, Jorma; Kallionpää, Santeri; Roine, Mikko

    2017-01-01

    Previous studies have shown an association between hopelessness and suicidal behaviour in clinical populations. The aim of the study was to investigate sensitivity, specificity, and predictive validity of the Beck Hopelessness Scale (BHS) for suicidal ideation in adolescents who show early risk signs on the psychiatric disorder continuum. Three-hundred and two help-seeking adolescents (mean age = 15.5 years) who were entering an early intervention team at Helsinki University Central Hospital, Finland, completed questionnaires of BHS and suicidal ideation, derived from Beck Depression Inventory (BDI-II). Results suggest that a BHS cut-off score ≥8 (sensitivity = 0.70, specificity = 0.76) or cut-off score ≥9 (sensitivity = 0.63, specificity = 0.80) may be useful to detect suicidal ideation with BHS in help-seeking adolescents population. Results remain mainly the same in a separate analysis with adolescents at risk for psychosis. The results support previous cut-off points for BHS in identification of suicidal ideation. The results suggest also that lower cut-off scores may be useful in sense of sensitivity, especially in clinical settings.

  10. Violent behavior of patients admitted in emergency following drug suicidal attempt: a specific staff educational crisis intervention.

    Science.gov (United States)

    Cailhol, Lionel; Allen, Michael; Moncany, Anne-Hélène; Cicotti, Andrei; Virgillito, Salvatore; Barbe, Rémy P; Lazignac, Coralie; Damsa, Cristian

    2007-01-01

    In spite of much effort to create guidelines on the management of violent behavior (VB) in emergency departments, little is known about the impact of such guidelines on a real-life emergency environment. The aim of this study is to investigate the impact of a staff educational crisis intervention (SECI) on the reduction of VB in patients admitted to emergency departments following drug suicidal attempt. The impact of a SECI on VB of patient consulting the ER following a drug suicide attempt was assessed by comparing the occurrence of VB before (5 months) and after (5 months) the introduction of a SECI. A significant reduction in VB (from 17.32% to 7.14%) was found with the comparison of two 5-month periods: before (254 patients) and after (224 patients) the introduction of a SECI program (chi(2)=11.238; P=.0008). These preliminary data suggest the need for further prospective randomized studies aiming to prevent VB in emergency departments by developing specific SECI programs.

  11. 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.

  12. 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.

  13. 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…

  14. 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…

  15. 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…

  16. 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.

  17. 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...

  18. 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...

  19. A systematic review on the effectiveness of physical and rehabilitation interventions for chronic non-specific low back pain

    NARCIS (Netherlands)

    M. van Middelkoop (Marienke); S.M. Rubinstein (Sidney); T. Kuijpers (Ton); A.P. Verhagen (Arianne); R.W.J.G. Ostelo (Raymond); B.W. Koes (Bart); M.W. van Tulder (Maurits)

    2011-01-01

    textabstractLow back pain (LBP) is a common and disabling disorder in western society. The management of LBP comprises a range of different intervention strategies including surgery, drug therapy, and non-medical interventions. The objective of the present study is to determine the effectiveness of

  20. A systematic review on the effectiveness of physical and rehabilitation interventions for chronic non-specific low back pain

    NARCIS (Netherlands)

    van Middelkoop, M.; Rubinstein, S.M.; Kuijpers, T.; Verhagen, A.P.; Ostelo, R.W.J.G.; Koes, B.W.; van Tulder, M.W.

    Low back pain (LBP) is a common and disabling disorder in western society. The management of LBP comprises a range of different intervention strategies including surgery, drug therapy, and non-medical interventions. The objective of the present study is to determine the effectiveness of physical and

  1. The Pedagogical Practices of Québec High School Teachers Relative to Sexual Diversity

    Science.gov (United States)

    Richard, Gabrielle

    2015-01-01

    This article explores the ways in which teachers describe their pedagogical and intervention practices relative to sexual diversity in Québec (Canada). Three variables closely associated with teachers who report inclusive practices emerge: experiential training (based on the experience of a lesbian, gay, or bisexual [LGB] teacher), contact…

  2. Teachers' Perceptions and Pedagogical Content Knowledge of Phonological Awareness, Phonics, and Dyslexia

    Science.gov (United States)

    Williams, Jennifer S.

    2012-01-01

    In 2011, a small Midwestern school district referred an increasing number of 2nd-4th grade students, with reading problems due to phonetic and phonological awareness deficits, to the district's intervention team. Framed in Shulman's pedagogical content knowledge model and the International Dyslexia Association's phonological deficit theory of…

  3. Development and Nature of Preservice Chemistry Teachers' Pedagogical Content Knowledge for Nature of Science

    Science.gov (United States)

    Demirdögen, Betül; Hanuscin, Deborah L.; Uzuntiryaki-Kondakci, Esen; Köseoglu, Fitnat

    2016-01-01

    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…

  4. A protocol for a three-arm cluster randomized controlled superiority trial investigating the effects of two pedagogical methodologies in Swedish preschool settings on language and communication, executive functions, auditive selective attention, socioemotional skills and early maths skills.

    Science.gov (United States)

    Gerholm, Tove; Hörberg, Thomas; Tonér, Signe; Kallioinen, Petter; Frankenberg, Sofia; Kjällander, Susanne; Palmer, Anna; Taguchi, Hillevi Lenz

    2018-06-19

    During the preschool years, children develop abilities and skills in areas crucial for later success in life. These abilities include language, executive functions, attention, and socioemotional skills. The pedagogical methods used in preschools hold the potential to enhance these abilities, but our knowledge of which pedagogical practices aid which abilities, and for which children, is limited. The aim of this paper is to describe an intervention study designed to evaluate and compare two pedagogical methodologies in terms of their effect on the above-mentioned skills in Swedish preschool children. The study is a randomized control trial (RCT) where two pedagogical methodologies were tested to evaluate how they enhanced children's language, executive functions and attention, socioemotional skills, and early maths skills during an intensive 6-week intervention. Eighteen preschools including 28 units and 432 children were enrolled in a municipality close to Stockholm, Sweden. The children were between 4;0 and 6;0 years old and each preschool unit was randomly assigned to either of the interventions or to the control group. Background information on all children was collected via questionnaires completed by parents and preschools. Pre- and post-intervention testing consisted of a test battery including tests on language, executive functions, selective auditive attention, socioemotional skills and early maths skills. The interventions consisted of 6 weeks of intensive practice of either a socioemotional and material learning paradigm (SEMLA), for which group-based activities and interactional structures were the main focus, or an individual, digitally implemented attention and math training paradigm, which also included a set of self-regulation practices (DIL). All preschools were evaluated with the ECERS-3. If this intervention study shows evidence of a difference between group-based learning paradigms and individual training of specific skills in terms of

  5. Settings for Physical Activity – Developing a Site-specific Physical Activity Behavior Model based on Multi-level Intervention Studies

    DEFF Research Database (Denmark)

    Troelsen, Jens; Klinker, Charlotte Demant; Breum, Lars

    Settings for Physical Activity – Developing a Site-specific Physical Activity Behavior Model based on Multi-level Intervention Studies Introduction: Ecological models of health behavior have potential as theoretical framework to comprehend the multiple levels of factors influencing physical...... to be taken into consideration. A theoretical implication of this finding is to develop a site-specific physical activity behavior model adding a layered structure to the ecological model representing the determinants related to the specific site. Support: This study was supported by TrygFonden, Realdania...... activity (PA). The potential is shown by the fact that there has been a dramatic increase in application of ecological models in research and practice. One proposed core principle is that an ecological model is most powerful if the model is behavior-specific. However, based on multi-level interventions...

  6. 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...

  7. 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...

  8. Examining pre-service science teachers' developing pedagogical design capacity for planning and supporting task-based classroom discussions

    Science.gov (United States)

    Ross, Danielle Kristina

    Teachers face many challenges as we move forward into the age of the Next Generation Science Standards (NGSS) (Achieve, Inc., 2013). The NGSS aim to develop a population of scientifically literate and talented students who can participate in the "innovation-driven economy" (p. 1). In order to meet these goals, teachers must provide students with opportunities to engage in science and engineering practices (SEPs) and learn core ideas of these disciplines. This study followed pre-service secondary science teachers as they participated in a secondary science teacher preparation program intended to support the development of their pedagogical design capacity (Brown, 2009) related to planning and supporting whole-class taskbased discussions. Teacher educators in this program designed an intervention that aimed in supporting this development. This study examined a particular dimension of PDC -- specifically, PSTs effective use of resources to plan science lessons in which students engage in a high demand task, participate in SEPs, and discuss their work in a whole-class setting. In order to examine the effectiveness of the intervention, I had to define PDC a priori. I measured PDC by documenting how/whether PSTs engaged in the following instructional planning practices: developing Learning Goals, selecting and/or designing challenging tasks, anticipating student thinking, planning for monitoring student thinking, imagining the discussion storyline, planning questions, and planning marking strategies. Analyses showed a significant difference between baseline lesson plan scores and Instructional Performance scores. These findings suggest these patterns and changes were directly linked to the teacher preparation program. The mean increase in Instructional Performance scores during the course of the teacher preparation year further supports the effect of the teacher preparation coursework. Pre-service teachers with high pedagogical design capacity continually integrated the

  9. 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.

  10. 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...

  11. 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…

  12. 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…

  13. Exploring the Effects of Specific, Hands-On Interventions, on Environmental Science Topics in Teacher Education Programs

    Science.gov (United States)

    Bullock, S. M.; Hayhoe, D.

    2012-12-01

    hurricanes. Second, participants in the research benefitted from a specific focus on environmental science content during their teacher education courses, particularly when the teaching of the content was modeled in a way congruent with research-based approaches to active learning in science. For example, there was a 38% gain in participants' understanding that an item lifted vertically gains potential energy and a 33% gain in understanding that the costs associated with climate change are likely to outweigh the economic benefits for most countries in the world. Results of the focus groups indicate that participants derive a good amount of their conceptual understanding of environmental science through the media, making it all the more important that they have a space to explore their understandings in a teacher education program. The research has also suggested some important questions worthy of future consideration. Our research has revealed pre-post gains on soil and energy concepts of between 10-15% in both years. However, our gains were only of the order of 5-7% with respect to concepts associated with water systems, and climate change and the greenhouse effect. Are these concepts inherently more challenging to our participants? Are more robust interventions required? Future research will address these and other questions.

  14. 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

  15. 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...

  16. 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.

  17. 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.

  18. 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.

  19. 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...

  20. 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.

  1. 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.

  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. Promoting Psychological Well-Being in an Urban School Using the Participatory Culture-Specific Intervention Model

    Science.gov (United States)

    Bell, Patrick B.; Summerville, Meredith A.; Nastasi, Bonnie K.; Patterson, Julie; Earnshaw, Elizabeth

    2015-01-01

    School psychology has recently reconceptualized its service provision model to include multitiered systems of academic and psychosocial promotion, prevention, and intervention. The availability of evidence-based programs and advances in school consultation theory accompany the paradigm shift of the field. Despite these advances, implementing…

  8. Testing sex-specific pathways from peer victimization to anxiety and depression in early adolescents through a randomized intervention trial

    NARCIS (Netherlands)

    Vuijk, P.; Lier, P.A.C. van; Crijnen, A.A.M.; Huizink, A.C.

    2007-01-01

    The aim of this study was to test for sex differences in the role of physical and relational victimization in anxiety and depression development through a randomized prevention trial. 448 seven-year-old boys and girls were randomly assigned to the Good Behavior Game intervention, a two-year

  9. [The effects of pedagogical training on university teaching in the field of health].

    Science.gov (United States)

    Sáenz-Lozada, María L; Cárdenas-Muñoz, María L; Rojas-Soto, Edgar

    2010-06-01

    Evaluating changes in teaching adopted by teachers after participating in the Pedagogical Health Science Formation extension course taught by the National University of Colombia's Pedagogical Support and Teaching Formation Group from the Medicine Faculty. This was a part-time course; it dealt with topics such as didactics, curriculum, evaluation and the teacher's role. A qualitative, exploratory study was carried out, involving a personal interview formulated by the investigators; this was held in each participant's place of work. Fifty teachers who had taken the course between 2003 and 2004 were interviewed. The questionnaire consisted of ten semi-structured questions. After taking the course, 82 % of the participants considered that the quality of their communication with students was one of their most valued qualities, having understood that learning is a process which must be shared by both teachers and students. 64 % of the participants stated that they had acquired new concepts about evaluation and had increased their use of more participative pedagogical strategies. Teaching training courses had a positive effect on teaching, reflected in the quality of communication, teacher-student relationships and the pedagogic strategies used, all being very important elements in constructivist-orientated pedagogical models. The study's results agreed with other investigators' prior experience. The university must encourage this kind of intervention which will promote its own academic development by improving its teachers' performance.

  10. A Clinical Trial of Translation of Evidence Based Interventions to Mobile Tablets and Illness Specific Internet Sites

    OpenAIRE

    Smith, Carol E; Piamjariyakul, Ubolrat; Werkowitch, Marilyn; Yadrich, Donna Macan; Thompson, Noreen; Hooper, Dedrick; Nelson, Eve-Lynn

    2016-01-01

    This article describes a method to translate an evidence based health care intervention to the mobile environment. This translation assisted patient participants to: avoid life threatening infections; monitor emotions and fatigue; keep involved in healthy activities. The mobile technology also decreased costs by reducing for example travel to visit health care providers. Testing of this translation method and its use by comparison groups of patients adds to the knowledge base for assessing te...

  11. 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…

  12. 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…

  13. 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

  14. Scaling up quality care for mothers and newborns around the time of birth: an overview of methods and analyses of intervention-specific bottlenecks and solutions.

    Science.gov (United States)

    Dickson, Kim E; Kinney, Mary V; Moxon, Sarah G; Ashton, Joanne; Zaka, Nabila; Simen-Kapeu, Aline; Sharma, Gaurav; Kerber, Kate J; Daelmans, Bernadette; Gülmezoglu, A; Mathai, Matthews; Nyange, Christabel; Baye, Martina; Lawn, Joy E

    2015-01-01

    The Every Newborn Action Plan (ENAP) and Ending Preventable Maternal Mortality targets cannot be achieved without high quality, equitable coverage of interventions at and around the time of birth. This paper provides an overview of the methodology and findings of a nine paper series of in-depth analyses which focus on the specific challenges to scaling up high-impact interventions and improving quality of care for mothers and newborns around the time of birth, including babies born small and sick. The bottleneck analysis tool was applied in 12 countries in Africa and Asia as part of the ENAP process. Country workshops engaged technical experts to complete a tool designed to synthesise "bottlenecks" hindering the scale up of maternal-newborn intervention packages across seven health system building blocks. We used quantitative and qualitative methods and literature review to analyse the data and present priority actions relevant to different health system building blocks for skilled birth attendance, emergency obstetric care, antenatal corticosteroids (ACS), basic newborn care, kangaroo mother care (KMC), treatment of neonatal infections and inpatient care of small and sick newborns. The 12 countries included in our analysis account for the majority of global maternal (48%) and newborn (58%) deaths and stillbirths (57%). Our findings confirm previously published results that the interventions with the most perceived bottlenecks are facility-based where rapid emergency care is needed, notably inpatient care of small and sick newborns, ACS, treatment of neonatal infections and KMC. Health systems building blocks with the highest rated bottlenecks varied for different interventions. Attention needs to be paid to the context specific bottlenecks for each intervention to scale up quality care. Crosscutting findings on health information gaps inform two final papers on a roadmap for improvement of coverage data for newborns and indicate the need for leadership for

  15. The effectiveness of adolescent-specific prenatal interventions on improving attendance and reducing harm during and after birth: a systematic review.

    Science.gov (United States)

    Tibingana-Ahimbisibwe, Brenda; Katabira, Catherine; Mpalampa, Lena; Harrison, Roger A

    2016-08-18

    Adolescent pregnancy has been associated with poor pregnancy outcomes including pre-term birth (PTB), low birth weight (LBW) and perinatal death. To systematically review the effect of adolescent-specific interventions on reducing PTB, LBW, and perinatal death and increasing prenatal care attendance. Possible studies for inclusion were identified by a comprehensive search of OvidSP MEDLINE (limits: humans, 1990-present), EMBASE (limits: humans, 1990-2015), Popline and Global Health Database from the World Health Organisation (WHO) and PubMed International scientific databases, and references of identified articles were searched from 1990 to present. All types of controlled studies of prenatal interventions were exclusive to adolescents and at least one of the outcomes of interest. Investigators identified relevant studies and entered the data in a pro forma. Data were summarised as forest plots and narrative synthesis. Twenty-two studies (three randomised controlled trials (RCTs), four prospective cohort studies, nine retrospective cohort studies, five case controls and one natural experiment) were included with all but one study being carried out in higher-income countries. Seven of the 16 studies reporting on PTB found a statistically significant reduction in PTB rates between adolescent-specific prenatal care (intervention) and non-age specific prenatal care odds ratio (OR) and 95% confidence intervals (CIs) ranged from OR: 0.15 (95% CI: 0.03-0.83) to OR: 0.59 (95% CI: 0.45-0.78). Nine of the 12 studies reported statistically significant higher mean prenatal attendance rates among the intervention group compared to controls (ranging from a mean number of visits of 14.3 vs. 10.7 pbirth rate but their effect on perinatal death is uncertain. There is a distinct lack of evidence of the effectiveness of these interventions for adolescents living in low-middle income countries, despite having the majority of adolescent pregnancies, and associated risk of harm. No high

  16. Potential Teachers' Appropriate and Inappropriate Application of Pedagogical Resources in a Model-Based Physics Course: A "Knowledge in Pieces" Perspective on Teacher Learning

    Science.gov (United States)

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

    2013-01-01

    We used a "knowledge in pieces" perspective on teacher learning to document undergraduates' pedagogical resources in a model-based physics course for potential teachers. We defined pedagogical resources as small, discrete ideas about teaching science that are applied appropriately or inappropriately in specific contexts. Neither…

  17. A Clinical Trial of Translation of Evidence Based Interventions to Mobile Tablets and Illness Specific Internet Sites

    Science.gov (United States)

    Smith, Carol E; Piamjariyakul, Ubolrat; Werkowitch, Marilyn; Yadrich, Donna Macan; Thompson, Noreen; Hooper, Dedrick; Nelson, Eve-Lynn

    2016-01-01

    This article describes a method to translate an evidence based health care intervention to the mobile environment. This translation assisted patient participants to: avoid life threatening infections; monitor emotions and fatigue; keep involved in healthy activities. The mobile technology also decreased costs by reducing for example travel to visit health care providers. Testing of this translation method and its use by comparison groups of patients adds to the knowledge base for assessing technology for its impact on health outcome measures. The challenges and workflow of designing materials for the mobile format are described. Transitioning clinical trial verified interventions, previously provided in person to patients, onto tablet and internet platforms is an important process that must be evaluated. In this study, our evidence based guide’s intravenous (IV) homeCare interventions (IVhomeCare) were delivered via Apple iPad mini™ tablet audiovisual instruction / discussion sessions and on a website. Each iPad audiovisual session (n = 41), included three to five families, a mental health specialist, and healthcare professionals. Patients and their family caregivers readily learned to use the wireless mobile tablets, and the IVhomeCare interventions, as described here, were successfully translated onto these mobile technology platforms. Using Likert scale responses on a questionnaire (1 = not helpful and 5 = very helpful) participants indicated that they gained problem solving skills for home care through iPad group discussion (M = 4.60, SD = 0.60). The firewall protected videoconferencing in real time with multiple healthcare professionals effectively allowed health history taking and visual inspection of the patient’s IV insertion site for signs of infection. Supportive interactions with peer families on videoconferencing were documented during discussions. Discussion topics included low moods, fatigue, infection worry, how to maintain independence, and

  18. 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.

  19. 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.

  20. Now is the time to advocate for interventions designed specifically to prevent and control waterpipe tobacco smoking.

    Science.gov (United States)

    Lopez, A A; Eissenberg, T; Jaafar, M; Afifi, R

    2017-03-01

    Waterpipe tobacco usage is spreading rapidly worldwide, with reports of more youth being waterpipe users compared to adults. In many areas of the world, waterpipe usage surpasses cigarette smoking. Waterpipes and cigarettes are both mechanisms for inhalation of tobacco smoke and therefore have serious health consequences. However, because of the many differences between the two products, prevention and control strategies that have proven effective for cigarettes may not transfer readily to waterpipe. This report highlights the differences between waterpipes and cigarettes in toxicant exposure and physiologic effects, patterns of use, social norms, the extent of evidence, and the policy environment. There is little evidence to date around effective interventions for waterpipe prevention and control. The current state of evidence for intervention to curb or control waterpipe is at ground zero and critically needs attention from both scientists and policy makers. National and global efforts aimed at cigarette prevention have succeeded, particularly in developed countries. We suggest the time has come to harness what we know works for cigarette prevention and control and adapt it to tackle the growing epidemic of waterpipe tobacco use. Copyright © 2016 Elsevier Ltd. All rights reserved.

  1. Magnetoencephalography for the Detection of Intervention Effects of a Specific Nutrient Combination in Patients with Mild Alzheimer's Disease: Results from an Exploratory Double-Blind, Randomized, Controlled Study.

    Science.gov (United States)

    van Straaten, Elisabeth C W; de Waal, Hanneke; Lansbergen, Marieke M; Scheltens, Philip; Maestu, Fernando; Nowak, Rafal; Hillebrand, Arjan; Stam, Cornelis J

    2016-01-01

    Synaptic loss is an early pathological finding in Alzheimer's disease (AD) and correlates with memory impairment. Changes in macroscopic brain activity measured with electro- and magnetoencephalography (EEG and MEG) in AD indicate synaptic changes and may therefore serve as markers of intervention effects in clinical trials. EEG peak frequency and functional networks have shown, in addition to improved memory performance, to be sensitive to detect an intervention effect in mild AD patients of the medical food Souvenaid containing the specific nutrient combination Fortasyn ® Connect, which is designed to enhance synapse formation and function. Here, we explore the value of MEG, with higher spatial resolution than EEG, in identifying intervention effects of the nutrient combination by comparing MEG spectral measures, functional connectivity, and networks between an intervention and a control group. Quantitative markers describing spectral properties, functional connectivity, and graph theoretical aspects of MEG from the exploratory 24-week, double-blind, randomized, controlled Souvenir II MEG sub-study (NTR1975, http://www.trialregister.nl) in drug naïve patients with mild AD were compared between a test group ( n  = 27), receiving Souvenaid, and a control group ( n  = 28), receiving an isocaloric control product. The groups were unbalanced at screening with respect to Mini-Mental State Examination. Peak frequencies of MEG were compared with EEG peak frequencies, recorded in the same patients at similar time points, were compared with respect to sensitivity to intervention effects. No consistent statistically significant intervention effects were detected. In addition, we found no difference in sensitivity between MEG and EEG peak frequency. This exploratory study could not unequivocally establish the value of MEG in detecting interventional effects on brain activity, possibly due to small sample size and unbalanced study groups. We found no indication that

  2. 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.

  3. Narrative intelligence and pedagogical success in english

    Directory of Open Access Journals (Sweden)

    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

  4. 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. 

  5. [Patients' intervention in a therapeutic education program dedicated to systemic lupus: definitions, setting and benefits].

    Science.gov (United States)

    Hervier, B; Magar, Y; Allab, F; Richard, K; Neves, Y; Danjou, S; Amoura, Z; Ayçaguer, S

    2015-10-01

    Though recommended, participation of patients with specific expertise in therapeutic education programs (TEP) is rare. This work reports the experience of a national reference centre for rare systemic diseases. Involvement of "expert patients" (EP) has been planned from the development of a TEP dedicated to systemic lupus: patients' roles and required expertise have been defined and linked to the pedagogical tools. Such patients have been recruited during individual interviews and called to participate to specific pedagogical training. EP intervention have been evaluated by questionnaire to EP and health care providers. Three EP's functions have been identified: sharing experiences, giving "tips and tricks" and promoting dialogue. EP's interventions has been organised into a hierarchy (from sharing to co-animation). Among 298 patients enrolled in the TEP, 25 (8.4%) have been identified as possible EP. Eight of them (32%) benefited from a specific training of 12 hours. Among these patients, two (25%) regularly participate to the education sessions. For EP as well as for health care providers, EP's intervention seems beneficial (visual scale scores of 7.5 and 9.5, respectively). Though difficult to organise, EP's intervention in TEP dedicated to rare systemic diseases seems useful and would earn to be increase. Copyright © 2015 Société nationale française de médecine interne (SNFMI). Published by Elsevier SAS. All rights reserved.

  6. 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. 

  7. A workplace exercise versus health promotion intervention to prevent and reduce the economic and personal burden of non-specific neck pain in office personnel

    DEFF Research Database (Denmark)

    Johnston, V; O'Leary, S; Comans, T

    2014-01-01

    practice ergonomic and neck exercise program reduce productivity losses and risk of developing neck pain in asymptomatic workers, or decrease severity of neck pain in symptomatic workers, compared to a best practice ergonomics and general health promotion program? DESIGN: Prospective cluster randomised......INTRODUCTION: Non-specific neck pain is a major burden to industry, yet the impact of introducing a workplace ergonomics and exercise intervention on work productivity and severity of neck pain in a population of office personnel is unknown. RESEARCH QUESTION: Does a combined workplace-based best...... ergonomics intervention plus 1-hour weekly health information sessions for 12 weeks. MEASUREMENTS: Primary (productivity loss) and secondary (neck pain and disability, muscle performance, and quality of life) outcome measures will be collected using validated scales at baseline, immediate post...

  8. 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.

  9. Beauty and Hope: A Moral Beauty Intervention

    Science.gov (United States)

    Diessner, Rhett; Rust, Teri; Solom, Rebecca C.; Frost, Nellie; Parsons, Lucas

    2006-01-01

    Pedagogical intervention regarding engagement with natural, artistic and moral beauty can lead to an increase in trait hope. In a quasi-experimental design with college students the intervention group showed significantly higher gain scores on trait hope than did the comparison group; the effect size was moderate. The experimental group also…

  10. Reducing specific phobia/fear in young people with autism spectrum disorders (ASDs through a virtual reality environment intervention.

    Directory of Open Access Journals (Sweden)

    Morag Maskey

    Full Text Available Anxiety is common in children with autism spectrum disorders (ASD, with specific fears and phobias one of the most frequent subtypes. Specific fears and phobias can have a serious impact on young people with ASD and their families. In this study we developed and evaluated a unique treatment combining cognitive behaviour therapy (CBT with graduated exposure in a virtual reality environment (VRE. Nine verbally fluent boys with an ASD diagnosis and no reported learning disability, aged 7 to 13 years old, were recruited. Each had anxiety around a specific situation (e.g. crowded buses or stimulus (e.g. pigeons. An individualised scene was recreated in our 'wrap-around' VRE. In the VRE participants were coached by a psychologist in cognitive and behavioural techniques (e.g. relaxation and breathing exercises while the exposure to the phobia/fear stimulus was gradually increased as the child felt ready. Each child received four 20-30 minute sessions. After participating in the study, eight of the nine children were able to tackle their phobia situation. Four of the participants completely overcame their phobia. Treatment effects were maintained at 12 months. These results provide evidence that CBT with VRE can be a highly effective treatment for specific phobia/fear for some young people with ASD.Controlled-Trials.com ISRCTN58483069.

  11. Determining organisation-specific factors for developing health interventions in companies by a Delphi procedure: organisational mapping

    NARCIS (Netherlands)

    Scheppingen, A.R. van; Have, K.C.J.M. ten; Zwetsloot, G.I.J.M.; Kok, G.; Mechelen, W. van

    2015-01-01

    Companies, seen as social communities, are major health promotion contexts. However, health promotion in the work setting is often less successful than intended. An optimal adjustment to the organisational context is required. Knowledge of which organisation-specific factors are relevant to health

  12. Determining organisation-specific factors for developing health interventions in companies by a Delphi procedure: Organisational Mapping

    NARCIS (Netherlands)

    van Scheppingen, A.R.; ten Have, K.C.J.M.; Zwetsloot, G.J.I.M.; Kok, G.; van Mechelen, W.

    2015-01-01

    Companies, seen as social communities, are major health promotion contexts. However, health promotion in the work setting is often less successful than intended. An optimal adjustment to the organisational context is required. Knowledge of which organisation-specific factors are relevant to health

  13. Treatment planning for image-guided neuro-vascular interventions using patient-specific 3D printed phantoms

    Science.gov (United States)

    Russ, M.; O'Hara, R.; Setlur Nagesh, S. V.; Mokin, M.; Jimenez, C.; Siddiqui, A.; Bednarek, D.; Rudin, S.; Ionita, C.

    2015-03-01

    Minimally invasive endovascular image-guided interventions (EIGIs) are the preferred procedures for treatment of a wide range of vascular disorders. Despite benefits including reduced trauma and recovery time, EIGIs have their own challenges. Remote catheter actuation and challenging anatomical morphology may lead to erroneous endovascular device selections, delays or even complications such as vessel injury. EIGI planning using 3D phantoms would allow interventionists to become familiarized with the patient vessel anatomy by first performing the planned treatment on a phantom under standard operating protocols. In this study the optimal workflow to obtain such phantoms from 3D data for interventionist to practice on prior to an actual procedure was investigated. Patientspecific phantoms and phantoms presenting a wide range of challenging geometries were created. Computed Tomographic Angiography (CTA) data was uploaded into a Vitrea 3D station which allows segmentation and resulting stereo-lithographic files to be exported. The files were uploaded using processing software where preloaded vessel structures were included to create a closed-flow vasculature having structural support. The final file was printed, cleaned, connected to a flow loop and placed in an angiographic room for EIGI practice. Various Circle of Willis and cardiac arterial geometries were used. The phantoms were tested for ischemic stroke treatment, distal catheter navigation, aneurysm stenting and cardiac imaging under angiographic guidance. This method should allow for adjustments to treatment plans to be made before the patient is actually in the procedure room and enabling reduced risk of peri-operative complications or delays.

  14. 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…

  15. A New Pedagogical Design for Geo-Informatics Courses Using an E-Training Support System

    Science.gov (United States)

    Eldin, Ahmed Sharaf; ElNahry, Alaa H.; Elsayed, Adel; Ibrahim, Rania Elsayed

    2014-01-01

    The current study seeks to introduce a new pedagogical design for geo-informatics courses using an e-training support system. Laurillard's conversational approach based on conceptual representation for both instructor and learner was used to form the framework. As the current study specifically interested in training as a special form for…

  16. Pedagogical Knowledge Base Underlying EFL Teachers' Provision of Oral Corrective Feedback in Grammar Instruction

    Science.gov (United States)

    Atai, Mahmood Reza; Shafiee, Zahra

    2017-01-01

    The present study investigated the pedagogical knowledge base underlying EFL teachers' provision of oral corrective feedback in grammar instruction. More specifically, we explored the consistent thought patterns guiding the decisions of three Iranian teachers regarding oral corrective feedback on grammatical errors. We also examined the potential…

  17. Teaching Standard Italian to Dialect Speakers: A Pedagogical Perspective of Linguistic Systems in Contact

    Science.gov (United States)

    Danesi, Marcel

    1974-01-01

    The teaching of standard Italian to speakers of Italian dialects both in Italy and in North America is discussed, specifically through a specialized pedagogical program within the framework of a sociolinguistic and psycholinguistic perspective, and based on a structural analysis of linguistic systems in contact. Italian programs in Toronto are…

  18. Technological Pedagogical Content Knowledge in Teacher Education: In Search of a New Curriculum

    Science.gov (United States)

    Tondeur, Jo; Roblin, Natalie Pareja; van Braak, Johan; Fisser, Petra; Voogt, Joke

    2013-01-01

    The aim of this study was to explore the ways in which teacher education institutions (TEI) prepare pre-service teachers for integrating information and communication technology (ICT) in their classroom practise. Specifically, a multiple case study was conducted to examine the ways in which the development of technological pedagogical content…

  19. 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

  20. 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...

  1. 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

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. [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.

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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 ...

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

    Directory of Open Access Journals (Sweden)

    R. M. Asadullin

    2017-01-01

    Full Text Available The evolution of content and forms of the dominating social relations caused the crisis of education; one of negative consequences of that crisis has become a gradual loss of the spiritual and moral bases of pedagogical culture. The possibilities of formation and realization of standards of behavior and work of teachers are discussed in the present publication based on culturological and axiological approaches to a phenomenon of this type of culture.The aim of the article is to determine the nature of the changes in the pedagogical culture of the teacher, reflected on the content of the theoretical and practical pedagogy.Methodology and research methods. The study is based on the philosophical-cultural analysis of the problems of formation and realization of pedagogical culture of norms in the context of the destabilization of modern axiological standards of professional teaching. We used the methods of theoretical research, including interdisciplinary analysis and synthesis of information from the philosophical, sociological, psychological and educational literature; empirical methods: the study of the experience of professional educational activities in a cultural context, questioning, interview.Results. The pedagogical culture of the teacher is characterized as the anthropomorphous practice which is putting forward a Person as the leading carrier of content of education and the main value. Research thesis on the declared range of problems of the Russian and foreign authors are presented. The changes in cultural practice and discursive formations in education are established; the difference of classical and modern understanding of pedagogical culture is stated. The role and value of pedagogical science in formation of a new view on essence of professional culture of the teacher in the conditions of crisis of the anthropocentric absolutes are considered.The authors set changes in cultural practices and discursive formations that distinguish the

  16. 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.

  17. 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. 

  18. Urban interventions

    DEFF Research Database (Denmark)

    Pinder, David

    2008-01-01

    Challenging perspectives on the urban question have arisen in recent years from beyond academic realms through the work of artists and cultural practitioners. Often in dialogue with urban theory and political activism, and employing a range of tactical practices, they have engaged critically......, relationships and situations. Such interventionist practices may rarely be seen as part of the traditional purview of urban studies. Yet in asserting their significance here, this essay argues that growing dialogues across and between urban and spatial theory, and artistic and cultural practice, have...... considerable potential for inspiring and developing critical approaches to cities. The essay highlights a number of specific challenges thrown up by such interconnections that are of political and pedagogical significance and in need of further debate....

  19. Proteomic analysis in type 2 diabetes patients before and after a very low calorie diet reveals potential disease state and intervention specific biomarkers.

    Directory of Open Access Journals (Sweden)

    Maria A Sleddering

    Full Text Available Very low calorie diets (VLCD with and without exercise programs lead to major metabolic improvements in obese type 2 diabetes patients. The mechanisms underlying these improvements have so far not been elucidated fully. To further investigate the mechanisms of a VLCD with or without exercise and to uncover possible biomarkers associated with these interventions, blood samples were collected from 27 obese type 2 diabetes patients before and after a 16-week VLCD (Modifast ∼ 450 kcal/day. Thirteen of these patients followed an exercise program in addition to the VCLD. Plasma was obtained from 27 lean and 27 obese controls as well. Proteomic analysis was performed using mass spectrometry (MS and targeted multiple reaction monitoring (MRM and a large scale isobaric tags for relative and absolute quantitation (iTRAQ approach. After the 16-week VLCD, there was a significant decrease in body weight and HbA1c in all patients, without differences between the two intervention groups. Targeted MRM analysis revealed differences in several proteins, which could be divided in diabetes-associated (fibrinogen, transthyretin, obesity-associated (complement C3, and diet-associated markers (apolipoproteins, especially apolipoprotein A-IV. To further investigate the effects of exercise, large scale iTRAQ analysis was performed. However, no proteins were found showing an exercise effect. Thus, in this study, specific proteins were found to be differentially expressed in type 2 diabetes patients versus controls and before and after a VLCD. These proteins are potential disease state and intervention specific biomarkers.Controlled-Trials.com ISRCTN76920690.

  20. 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.

  1. TECHNICAL AND PEDAGOGICAL SERVICE QUALITY OF E-LEARNING: a research framework for the development of a systematic means of identification and adaptation testing

    Directory of Open Access Journals (Sweden)

    Chaminda Chiran Jayasundara

    2009-11-01

    Full Text Available This paper discusses a research framework that can be applied to develop and measure technical and pedagogical service quality of e-leaning in Sri Lankan phenomenon. This study is an in-depth empirical investigation which seeks to build up an instrument to predict technical and pedagogical service quality of e-learning in Sri Lanka. The specific objectives are to investigate what comprises technical and pedagogical service quality of e-learning: to establish a deeper understanding of the phenomenon to identify effective technical and pedagogical dimensions of: e-learning on user perspectives and finally to develop a scale: to fill the gap detected in the area of assessing/measuring Technical and pedagogical service quality of e- Leaning which can be used by designers and practitioners in the field of e-learning. A comprehensive methodology will be used to design the instrument.

  2. Pedagogical and Design Aspects of a Blended Learning Course

    Directory of Open Access Journals (Sweden)

    Karen Precel, Yoram Eshet-Alkalai, Yael Alberton

    2009-04-01

    Full Text Available Based on recent research reports, the blended learning model, which combines face-to-face and online learning, is now the preferred model for online course design. Its superiority over online learning, which lacks face-to-face interaction, is evident from studies that examined both student achievement and satisfaction. Nevertheless, there is ambiguity in the literature and in the field regarding the proper implementation of blended learning and the optimal proportions between online and F2F components in various learning scenarios. The range of contradictory reports in recent literature on the potential of different blended learning models shows the need for more research on specific blended learning courses in order to establish proper standards for effective course design and implementation. The present evaluation study focuses on students’ perceptions of pedagogical and design issues related to a new model for blended learning used in a graduate-level course at the Open University of Israel. Fifty-eight of the course’s 91 students participated in the study and completed a questionnaire regarding three major aspects of the course design: (1 pedagogy, (2 textbook format (print vs. digital, and (3 learning environment usability. The results illustrate the importance of completing the pedagogical and visual design of online learning in advance. Also, the course model suggests ways to bridge the gaps between students and instructors and students and their peers, which are typical of online learning in general and of open universities in particular.

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

    Directory of Open Access Journals (Sweden)

    Тамара Николаевна Цинкерман

    2013-05-01

    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.DOI: http://dx.doi.org/10.12731/2218-7405-2013-4-32

  4. Middle school science teachers' reaction and pedagogical response to high stakes accountability: A multiple case study

    Science.gov (United States)

    Tse, Kenneth

    The purpose of this study was to understand how science teachers reacted to the high stakes accountability and standardized testing in California. In a multiple case study of middle and intermediate schools in Southern California, four research questions focused on the perceptions of secondary science teachers and how they responded to the changes in the accountability specifically geared towards science as a content area, the pedagogical skills teachers were using both outside and inside of the classroom that impact instruction, the pedagogical training received that related specifically to the content standards, the tools or impediments that existed for teachers to successfully utilize these pedagogical methods and types of support and assistance the school site administration and/or school district offered in learning about the California Science Standards and the STAR test. Interviews were conducted with multiple middle/intermediate school teachers, science department chairpersons and school site administrators to gather information about what the classroom teachers were doing pedagogically to improve student performance on the STAR tests. Moreover, the study described the issues that supported the professional development of the teacher and what schools and districts were doing to support them.

  5. Improving women's nutrition imperative for rapid reduction of childhood stunting in South Asia: coupling of nutrition specific interventions with nutrition sensitive measures essential.

    Science.gov (United States)

    Vir, Sheila C

    2016-05-01

    The implications of direct nutrition interventions on women's nutrition, birth outcome and stunting rates in children in South Asia are indisputable and well documented. In the last decade, a number of studies present evidence of the role of non-nutritional factors impacting on women's nutrition, birth outcome, caring practices and nutritional status of children. The implications of various dimensions of women's empowerment and gender inequality on child stunting is being increasingly recognised. Evidence reveals the crucial role of early age of marriage and conception, poor secondary education, domestic violence, inadequate decision-making power, poor control over resources, strenuous agriculture activities, and increasing employment of women and of interventions such as cash transfer scheme and microfinance programme on undernutrition in children. Analysis of the nutrition situation of women and children in South Asia and programme findings emphasise the significance of reaching women during adolescence, pre-conception and pregnancy stage. Ensuring women enter pregnancy with adequate height and weight and free from being anemic is crucial. Combining nutrition-specific interventions with measures for empowerment of women is essential. Improvement in dietary intake and health services of women, prevention of early age marriage and conception, completion of secondary education, enhancement in purchasing power of women, reduction of work drudgery and elimination of domestic violence deserve special attention. A range of programme platforms dealing with health, education and empowerment of women could be strategically used for effectively reaching women prior to and during pregnancy to accelerate reduction in stunting rates in children in South Asia. © 2016 The Authors. Maternal & Child Nutrition published by John Wiley & Sons Ltd.

  6. 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

  7. Development of an evidence-based, gay-specific cognitive behavioral therapy intervention for methamphetamine-abusing gay and bisexual men.

    Science.gov (United States)

    Reback, Cathy J; Shoptaw, Steven

    2014-08-01

    This study compared outcomes in methamphetamine use and sexual risk behaviors from a modified gay-specific, cognitive behavioral therapy (GCBT) combined with a low-cost contingency management (CM; [GCBT+CM]) intervention to prior findings from clinical trials of the original GCBT. Effect sizes for primary outcomes were compared using meta analysis. Comparisons of effect sizes at end of treatment showed the modified GCBT+CM produced significantly fewer consecutive weeks of methamphetamine abstinence (-0.44, CI: -0.79, -0.09) and fewer male sexual partners (-0.36, CI: -0.71, -0.02) than the first trial of GCBT, and more days of methamphetamine use (0.35, CI: 0.02, 0.68) than the second trial of GCBT. At 26-week follow-up, the modified GCBT+CM produced greater effects in reducing the number of male sexual partners (-0.54, CI: -0.89, -0.19; -0.51, CI: -0.84, -0.18). The original GCBT produced more and mostly short-term beneficial drug use outcomes, though sexual behavior changes consistently favored the modified GCBT+CM. On balance, most benefits are retained with the modified GCBT+CM intervention. Copyright © 2011 Elsevier Ltd. All rights reserved.

  8. Urban vs. rural differences in prescription opioid misuse among adults in the United States: informing region specific drug policies and interventions.

    Science.gov (United States)

    Rigg, Khary K; Monnat, Shannon M

    2015-05-01

    In the United States, prescription opioid misuse (POM) has increased dramatically over the past two decades. However, there are still questions regarding whether rural/urban differences in adult POM exist, and more important, which factors might be driving these differences. Using data from the 2011 and 2012 National Survey on Drug Use and Health, we conducted unadjusted and adjusted binary logistic regression analyses to determine the association between metropolitan status and POM. We found that urban adults were more likely to engage in POM compared to rural adults because of their higher use of other substances, including alcohol, cannabis, and other illicit and prescription drugs, and because of their greater use of these substances as children. This study fills an important gap in the literature by not only identifying urban/rural differences in POM, but by also pointing out factors that mediate those differences. Because patterns and predictors of POM can be unique to geographic region, this research is critical to informing tailored interventions and drug policy decisions. Specifically, these findings suggest that interventions should be aimed at urban illicit drug users and adults in manual labor occupations. Copyright © 2014 Elsevier B.V. All rights reserved.

  9. 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...

  10. 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.

  11. 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.

  12. 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.

  13. 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

  14. Pedagogical guidelines for educational accompaniment for grieving to adults with intellectual disabilities

    Directory of Open Access Journals (Sweden)

    Pablo RODRÍGUEZ HERRERO

    2013-11-01

    Full Text Available It is needed a foundation and some orientations to act in loss and grief situations with adults with intellectual disabilities. In this article, through a relevant literature review, we based the educational accompaniment as a pedagogic methodology of support with three principal elements: a The conception of grief from its formative potential, b The prevention of disorders associated to grief complications, c The pedagogic intervention preferably from the tutorship or from the actuation of educators or professionals near to intellectual disabilities people. The educational accompaniment model is a proposal that can be placed on humanist models of grief since it considers both the characteristics of the grieving process and the formative possibilities of its elaboration. The article’s conclusions present some of the benefits of the educational accompaniment for adults with intellectual disabilities.

  15. Cooperative Learning With a Focus on the Social: A Pedagogical Proposal for the EFL Classroom

    Directory of Open Access Journals (Sweden)

    Janeth Juliana Contreras León

    2016-10-01

    Full Text Available This article is a report of a pedagogical intervention which was developed with a group of seventh graders during their English as a foreign language class in a public school in Bogotá. It is part of an investigation in which the main purpose was to foster students’ classroom interaction through the use of cooperative learning principles from a dialogical perspective that focused on social aspects of students’ school lives. Thus, the instructional design incorporated a methodology that focused on the students’ realities and provided opportunities for dialogue, cooperation, and reflection. From a pedagogical perspective, this experience promoted changes in the classroom practices allowing a new vision of group work, encouraging personal growth and social awareness among participants.

  16. 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.

  17. VIRTUAL PHILOSOPHER PROJECT: PHILOSOPHICAL, PEDAGOGICAL AND TECHNICAL ASPECTS

    Directory of Open Access Journals (Sweden)

    E. V. Kuchinov

    2017-01-01

    Full Text Available The article describes philosophical and pedagogical aspects of an idea of the ‘virtual philosopher’ project developed at creative sessions at Minin University and technically concretized during interaction with the Laboratory of Mobile Services. ‘Virtual philosopher’ is thought to deliver creative automation of routine operations; producing contingent matter for philosophical processing as well as elements of the philosophical artificial intelligence and forms of ‘artificial life’. Project implementation may lead to the creation of an unparalleled educational technology that functions on the principles of flexibility, nonlinearity, affective inclusion and gamification of the educational process. Based on specific character of problems raised, rhizomatic analysis of the philosophical communities’ requests, assessment of their technical feasibility and technical development, provisions are made on the feasibility, prospects and productivity of this project.

  18. The Pedagogical Reflection Model - an educational perspective on clinical decisions

    DEFF Research Database (Denmark)

    Voergaard Poulsen, Bettina; Vibholm Persson, Stine; Skriver, Mette

    Clinical decision-making is important in patient-centred nursing, which is known in nursing education and research (1) The Pedagogical Reflection Model (PRM) can provide a framework that supports students’ decision-making in patient-specific situations. PRM is based on the assumption that clinical......) The aims of this study were to explore how nurse students and clinical supervisors use PRM as method to reflect before, during and after PRM guidance in relation to clinical decisions in the first year of clinical practice...... decision-making needs to take into account; 1) clinical experiences, 2) the perspective of the patient, 3) clinical observations and investigations, 4) knowledge about patients experiences of being a patient and ill, 5) medical knowledge about diseases, and 6) the organizational framework (2,3,4)(Figure 1...

  19. 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

  20. Children with Specific Language Impairment and Their Families: A Future View of Nature Plus Nurture and New Technologies for Comprehensive Language Intervention Strategies.

    Science.gov (United States)

    Rice, Mabel L

    2016-11-01

    Future perspectives on children with language impairments are framed from what is known about children with specific language impairment (SLI). A summary of the current state of services is followed by discussion of how these children can be overlooked and misunderstood and consideration of why it is so hard for some children to acquire language when it is effortless for most children. Genetic influences are highlighted, with the suggestion that nature plus nurture should be considered in present as well as future intervention approaches. A nurture perspective highlights the family context of the likelihood of SLI for some of the children. Future models of the causal pathways may provide more specific information to guide gene-treatment decisions, in ways parallel to current personalized medicine approaches. Future treatment options can build on the potential of electronic technologies and social media to provide personalized treatment methods available at a time and place convenient for the person to use as often as desired. The speech-language pathologist could oversee a wide range of treatment options and monitor evidence provided electronically to evaluate progress and plan future treatment steps. Most importantly, future methods can provide lifelong language acquisition activities that maintain the privacy and dignity of persons with language impairment, and in so doing will in turn enhance the effectiveness of speech-language pathologists. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

  1. 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.

  2. 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.

  3. [Clinical-demographic factors associated with fear-avoidance in subjects with non-specific chronic low back pain in Primary Care: secondary analysis of intervention study].

    Science.gov (United States)

    Díaz-Cerrillo, Juan Luis; Rondón-Ramos, Antonio; Clavero-Cano, Susana; Pérez-González, Rita; Martinez-Calderon, Javier; Luque-Suarez, Alejandro

    2018-01-30

    To describe some sociodemographics and clinical characteristics of subjects with Non-specific Chronic Low Back Pain (NCLBP) in Primary Care, as well as to investigate their association with Fear-Avoidance (FA). Cross-sectional. Secondary analysis of an intervention study. Basic Health Areas in Costa del Sol Health District (Málaga, Spain). An analysis was performed on 147 subjects with NCLBP from a previous intervention study database in Primary Care Physiotherapy (PCP). Characteristics: age 18-65; understanding of the Spanish language; absence of cognitive disorders, fibromyalgia or dorsolumbar surgery, and to be able to perform physical exercise. The main variable was FA level (FABQ and the FABQ-PA and FABQ-W) sub-scales. Clinical variables included: pain (NRPS-11), disability (RMQ), evolution, previous treatments and diagnostic imaging. The sociodemographic variables included: gender, age, educational level, and employment status. Just over half (51.7%) of the subjects had high FA on the FABQ-PA sub-scale. Sick leave (SL) [β=24.45 (P=.009 * ); β=13.03 (P=.016 * ); β=14.04 (P=.011 * ) for FABQ, FABQ-PA and FABQ-W, respectively]; primary studies level [β=15.09 (P=.01 * ); β=9.73 (P=.01 * ) for FABQ and FABQ-PA], and disability [β=1.45 (P<.001); β=0.61 (P<.001); β=0.68 (P<.001) for FABQ, FABQ-PA and FABQ-W, respectively] were associated with FA when they were modeled by multivariate regression. Some sociodemographic and clinical features of the NCLBP population are presented. Imaging tests (81.63%) and previous passive treatments (55.78%) could reflect problems of adherence to recommendations of CPGs. Sick leave, primary studies level, and disability were associated with FA. The findings should be interpreted in the light of possible limitations. Some suggestions for clinical practice are provided. Copyright © 2017 Elsevier España, S.L.U. All rights reserved.

  4. 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

  5. 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.

  6. 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."

  7. 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.

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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 =…

  14. 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.…

  15. 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…

  16. 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…

  17. 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…

  18. 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....

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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.

  8. 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…

  9. 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 ...

  10. 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 ...

  11. 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.

  12. 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)....

  13. 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...

  14. Improving Student Readiness to Overcome IT-Related Obstacles During Pedagogical Interaction in Post-Soviet Education

    Directory of Open Access Journals (Sweden)

    Dmitry Luchaninov

    2017-09-01

    Full Text Available The relevance of the study deals with the importance of improvement of student readiness to overcome IT-related obstacles in post-Soviet social studies education. In this regard, this paper aims at identifying the concept of pedagogical interaction in the information and educational environment and revealing the effective use of pedagogical interaction to improve student readiness to overcome IT-related obstacles. The leading research method used to solve the problem is teaching project, which allows an integrated treatment of methodology in developing student readiness to overcome IT-related obstacles. The paper presents such methods as creating positive motivation, arranging interactive educational cognitive and practical student activities and boosting the personal educational environment; it is shown that a distinctive feature of pedagogical interaction is the acquaintance of students with various elements of the information and educational environment, leading to the development of student readiness to overcome IT-related obstacles; it is found out that the use of pedagogical interaction in the information and educational environment ensures the purposefulness and efficiency of educational process; it is justified that using interactive means of information and educational environment in the context of arrangement of pedagogical interaction can enrich educational process, develop specific student skill that will definitely help them in future professional activities. The research materials are of practical value to the further expansion of functional and methodical aspects of using interactive media in the information and educational environment.

  15. A review of creative and expressive writing as a pedagogical tool in medical education.

    Science.gov (United States)

    Cowen, Virginia S; Kaufman, Diane; Schoenherr, Lisa

    2016-03-01

    The act of writing offers an opportunity to foster self-expression and organisational abilities, along with observation and descriptive skills. These soft skills are relevant to clinical thinking and medical practice. Medical school curricula employ pedagogical approaches suitable for assessing medical and clinical knowledge, but teaching methods for soft skills in critical thinking, listening and verbal expression, which are important in patient communication and engagement, may be less formal. Creative and expressive writing that is incorporated into medical school courses or clerkships offers a vehicle for medical students to develop soft skills. The aim of this review was to explore creative and expressive writing as a pedagogical tool in medical schools in relation to outcomes of medical education. This project employed a scoping review approach to gather, evaluate and synthesise reports on the use of creative and expressive writing in US medical education. Ten databases were searched for scholarly articles reporting on creative or expressive writing during medical school. Limitation of the results to activities associated with US medical schools, produced 91 articles. A thematic analysis of the articles was conducted to identify how writing was incorporated into the curriculum. Enthusiasm for writing as a pedagogical tool was identified in 28 editorials and overviews. Quasi-experimental, mixed methods and qualitative studies, primarily writing activities, were aimed at helping students cognitively or emotionally process difficult challenges in medical education, develop a personal identity or reflect on interpersonal skills. The programmes and interventions using creative or expressive writing were largely associated with elective courses or clerkships, and not required courses. Writing was identified as a potentially relevant pedagogical tool, but not included as an essential component of medical school curricula. © 2016 John Wiley & Sons Ltd.

  16. Literacy Integration of Technological Pedagogical Content Knowledge (TPACK) in Elementary Schools: A Case Study of Collaborative Leadership

    Science.gov (United States)

    Mason, Charlene A.

    2016-01-01

    Integration of educational technology in the context of e-books has experienced slow implementation in elementary schools, specifically in early literacy instruction. Technological pedagogical content knowledge (TPACK) is a framework for metacognitive reflection on how the learning of subject matter can be facilitated through the use of…

  17. The Pedagogical Value of Leo Brouwer's "Etudes Simples": A Perspective on Preserving an Exquisite, Yet Neglected Custom

    Science.gov (United States)

    Kronenberg, Clive W.

    2013-01-01

    The decline in the status of the classical guitar is, for many, a cause of concern, calling for viable answers to restore its place in the expressive arts tradition. In this article, I explore a pedagogical style specifically intended for young and/or inexperienced players. It is argued that this endeavor could prospectively benefit a range of…

  18. Analysis of a Moodle-Based Training Program about the Pedagogical Content Knowledge of Evolution Theory and Natural Selection

    Science.gov (United States)

    Stasinakis, Panagiotis K.; Kalogiannnakis, Michail

    2017-01-01

    In this study we aim to find out whether a training program for secondary school science teachers which was organized based on the model of Pedagogical Content Knowledge (PCK), could improve their individual PCK for a specific scientific issue. The Evolution Theory (ET) and the Natural Selection (NS) were chosen as the scientific issues of…

  19. Pedagogical Content Knowledge of Experts and Novices--What Knowledge Do They Activate When Analyzing Science Lessons?

    Science.gov (United States)

    Krepf, Matthias; Plöger, Wilfried; Scholl, Daniel; Seifert, Andreas

    2018-01-01

    In the current debate on pedagogical content knowledge (PCK), the term is used to refer to the context-specific knowledge that teachers activate when reflecting on practice. Against the background of this debate, we conducted an empirical study and sought to answer the question of which knowledge experts and novices activated in assessing a…

  20. Arab Civil Society and Education in Israel: The Arab Pedagogical Council as a Contentious Performance to Achieve National Recognition

    Science.gov (United States)

    Agbaria, Ayman K.

    2015-01-01

    Focusing on recent developments in the field of education, this article grapples with the educational activism of Arab civil society in Israel. Specifically, it presents a case study of a recent initiative to establish an independent Arab Pedagogical Council (APC). I argue that this initiative, although controversial and challenging to the very…

  1. Using the Artistic Pedagogical Technology of Photovoice to Promote Interaction in the Online Post-Secondary Classroom: The Students' Perspective

    Science.gov (United States)

    Edwards, Margaret; Perry, Beth; Janzen, Katherine; Menzies, Cynthia

    2012-01-01

    This study explores the effect of the artistic pedagogical technology (APT) called photovoice (PV) on interaction in the online post-secondary classroom. More specifically, this paper focuses on students' perspectives regarding the effect of PV on student to student and student to instructor interactions in online courses. Artistic pedagogical…

  2. 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…

  3. [International Classification of Public Health Nursing Practices - CIPESC®: a pedagogical tool for epidemiological studies].

    Science.gov (United States)

    Nichiata, Lúcia Yasuko Izumi; Padoveze, Maria Clara; Ciosak, Suely Itsuko; Gryschek, Anna Luiza de Fátima Pinho Lins; Costa, Angela Aparecida; Takahashi, Renata Ferreira; Bertolozzi, Maria Rita; de Araújo, Núbia Virgínia D'Ávila Limeira; Pereira, Erica Gomes; Dias, Vânia Ferreira Gomes; Cubas, Marcia Regina

    2012-06-01

    The CIPESC® is a tool that informs the work of nurses in Public Health and assists in prioritizing their care in practice, management and research. It is also a powerful pedagogical instrument for the qualification of nurses within the Brazilian healthcare system. In the teaching of infectious diseases, using the CIPESC® assists in analyzing the interventions by encouraging clinical and epidemiological thinking regarding the health-illness process. With the purpose in mind of developing resources for teaching undergraduate nursing students and encouraging reflection regarding the process of nursing work, this article presents an experimental application of CIPESC®, using meningococcal meningitis as an example.

  4. 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.

  5. A description of interventions promoting healthier ready-to-eat meals (to eat in, to take away, or to be delivered) sold by specific food outlets in England: a systematic mapping and evidence synthesis.

    Science.gov (United States)

    Hillier-Brown, Frances C; Summerbell, Carolyn D; Moore, Helen J; Wrieden, Wendy L; Adams, Jean; Abraham, Charles; Adamson, Ashley; Araújo-Soares, Vera; White, Martin; Lake, Amelia A

    2017-01-19

    Ready-to-eat meals (to eat in, to take away or to be delivered) sold by food outlets are often more energy dense and nutrient poor compared with meals prepared at home, making them a reasonable target for public health intervention. The aim of the research presented in this paper was to systematically identify and describe interventions to promote healthier ready-to-eat meals (to eat in, to take away, or to be delivered) sold by specific food outlets in England. A systematic search and sift of the literature, followed by evidence mapping of relevant interventions, was conducted. Food outlets were included if they were located in England, were openly accessible to the public and, as their main business, sold ready-to-eat meals. Academic databases and grey literature were searched. Also, local authorities in England, topic experts, and key health professionals and workers were contacted. Two tiers of evidence synthesis took place: type, content and delivery of each intervention were summarised (Tier 1) and for those interventions that had been evaluated, a narrative synthesis was conducted (Tier 2). A total of 75 interventions were identified, the most popular being awards. Businesses were more likely to engage with cost neutral interventions which offered imperceptible changes to price, palatability and portion size. Few interventions involved working upstream with suppliers of food, the generation of customer demand, the exploration of competition effects, and/or reducing portion sizes. Evaluations of interventions were generally limited in scope and of low methodological quality, and many were simple assessments of acceptability. Many interventions promoting healthier ready-to-eat meals (to eat in, to take away, or to be delivered) sold by specific food outlets in England are taking place; award-type interventions are the most common. Proprietors of food outlets in England that, as their main business, sell ready-to-eat meals, can be engaged in implementing

  6. A description of interventions promoting healthier ready-to-eat meals (to eat in, to take away, or to be delivered sold by specific food outlets in England: a systematic mapping and evidence synthesis

    Directory of Open Access Journals (Sweden)

    Frances C. Hillier-Brown

    2017-01-01

    Full Text Available Abstract Background Ready-to-eat meals (to eat in, to take away or to be delivered sold by food outlets are often more energy dense and nutrient poor compared with meals prepared at home, making them a reasonable target for public health intervention. The aim of the research presented in this paper was to systematically identify and describe interventions to promote healthier ready-to-eat meals (to eat in, to take away, or to be delivered sold by specific food outlets in England. Methods A systematic search and sift of the literature, followed by evidence mapping of relevant interventions, was conducted. Food outlets were included if they were located in England, were openly accessible to the public and, as their main business, sold ready-to-eat meals. Academic databases and grey literature were searched. Also, local authorities in England, topic experts, and key health professionals and workers were contacted. Two tiers of evidence synthesis took place: type, content and delivery of each intervention were summarised (Tier 1 and for those interventions that had been evaluated, a narrative synthesis was conducted (Tier 2. Results A total of 75 interventions were identified, the most popular being awards. Businesses were more likely to engage with cost neutral interventions which offered imperceptible changes to price, palatability and portion size. Few interventions involved working upstream with suppliers of food, the generation of customer demand, the exploration of competition effects, and/or reducing portion sizes. Evaluations of interventions were generally limited in scope and of low methodological quality, and many were simple assessments of acceptability. Conclusions Many interventions promoting healthier ready-to-eat meals (to eat in, to take away, or to be delivered sold by specific food outlets in England are taking place; award-type interventions are the most common. Proprietors of food outlets in England that, as their main business

  7. 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.

  8. TEENAGE SCHOOLCHILDREN’S TIME PERSPECTIVE AS A PSYCHOLOGICAL AND PEDAGOGICAL ISSUE

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    Svetlana A. Vasyura

    2017-06-01

    Full Text Available Introduction: the article deals with human psychological time. Though there are observational studies focused on this topic, the psychological, pedagogical, and age-related aspects of this issue require more attention. The development of the human time perspective during the teenage period is in the authors’ field of view. The aim of the study is to identify main characteristics of teenagers’ time perspective depending on their generalized anxiety level and use them as a basis for working out a psychological and pedagogical support model for teenagers’ time perspective development. Materials and Methods: to study specific aspects of the time perspective formed by teenagers having various generalised anxiety levels, the psychodiagnostic methods were used: a trait anxiety scale for 10–16 years old students by A. M. Prikhozhan; anxiety research methods by C. D. Spielberger and Yu. L. Khanina; and the methods enabling diagnostics of the attitude to past, present, and future by A. M. Prikhozhan. The mathematical statistics methods were applied: Mann-Whitney U Test, Spearman’s rank correlation coefficient and Fisher’s angular transformation φ-index. Results: the specific aspects of the time perspective have been revealed; its interrelation with the various levels of the teenage schoolchildren’s generalised anxiety levels has been established. Based on the obtained research results, a psychological and pedagogical support model of teenage schoolchildren’s time perspective development was elaborated. The main components of this model have been introduced. Discussion and Conclusions: the time perspective of the teenagers having a higher anxiety level is inconsistent. It is characterised by a negative attitude to past, present and future. The psychological and pedagogical support to teenage schoolchildren in terms of their time perspective development will provide: psychological and pedagogical support to reduce teenagers’ personal

  9. Knowledge Distribution and Power Relations in HIV-Related Education and Prevention for Gay Men: An Application of Bernstein to Australian Community-Based Pedagogical Devices

    Science.gov (United States)

    McInnes, David; Murphy, Dean

    2011-01-01

    This paper seeks to make a theoretical and analytic intervention into the field of HIV-related education and prevention by applying the pedagogy framework of Basil Bernstein to a series of pedagogical devices developed and used in community-based programmes targeting gay men in Australia. The paper begins by outlining why it is such an…

  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. 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...

  12. 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.   

  13. 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.

  14. 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.

  15. 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.

  16. 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. 

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

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    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.

  18. Effects of functional taping compared with sham taping and minimal intervention on pain intensity and static postural control for patients with non-specific chronic low back pain: a randomised clinical trial protocol.

    Science.gov (United States)

    Jassi, F J; Del Antônio, T; Moraes, R; George, S Z; Chaves, T C

    2017-06-01

    To investigate the immediate and 1-month effects of functional taping to lumbar spine for pain intensity and postural control in patients with chronic non-specific low back pain. Randomised clinical trial. One hundred and twenty participants aged 18 to 50 years. Participants will be allocated at random to receive one of three interventions: functional star-shape taping for 7 days, sham functional taping for 7 days or minimal intervention, one session. The primary outcomes will be pain intensity and postural control. Four measurements of static posturography will be conducted: pre-intervention, immediately after application of the tape, 7 days post-intervention (after removal of the tape) and 1-month follow-up. The secondary outcomes will be low-back-pain-related disability, global perceived effect of treatment and fear avoidance beliefs. Primary and secondary outcomes will be assessed on three occasions: pre-intervention, 7 days post-intervention and at 1-month follow-up. All statistical analyses will be conducted following intention-to-treat principles, and the treatment effects will be calculated using linear mixed models. The results of this study will determine the effects of functional taping on pain intensity and postural control compared with sham taping and minimal intervention. NCT02546466. Copyright © 2016 Chartered Society of Physiotherapy. All rights reserved.

  19. PEDAGOGICAL CONDITIONS OF FUTURE TEACHER TRAINING IN THE EFFECTIVE USE OF GEOGRAPHY TEXTBOOK IN THE LESSON

    Directory of Open Access Journals (Sweden)

    Volkhonskaya Anastasiya Andreevna

    2013-05-01

    Full Text Available The article analyzes the problems of professional training of future teachers in the use of geography textbook in their classes. The author identifies the reasons for lack of young teachers’ attention to the textbook and the causes of insufficient training of future geography teachers in the effective use of the textbook in the class. Professional training of future teachers in the effective and proper use of the geography textbook in the class is possible only under certain pedagogical conditions. A specific feature of this work is theoretically sound pedagogical conditions of future teacher training in the effective use of geography textbook in the class, which can form and further develop the students’ readiness for effective use of geography textbook in the lessons.

  20. The Research as Natural Sciences Teaching Strategy: Pedagogical Conceptions of Secondary Education Teachers at Instituto Pedagógico Nacional

    Directory of Open Access Journals (Sweden)

    Dayana Milena Bejarano Muñoz

    2017-01-01

    Full Text Available This text is a look to the research as a transformation and generation axis of knowledge among middle school students, based on the analysis of teachers’ pedagogical conceptions at Instituto Pedagógico Nacional around natural sciences research and teaching. A qualitative methodology from the interpretive approach was implemented, which allowed, from case study, to establish pedagogical conceptions of secondary education teachers in natural sciences about research. In addition, pedagogical elements are proposed about inclusion of school research in secondary education as natural sciences teaching strategy, which contributes to the construction and transformation of educational experiences. As a conclusion, teachers’ trend of conceptions was towards positivism, which is part of disciplinary and quantitative researches, looking at science from the application of scientific method. Even though, pedagogical interpretive and critical-social current begins to be included, by socializing quantitative findings obtained generating social changes from the intervention with the community. Likewise, teachers recognize the academic, social, interpersonal and working benefits obtained in a research process, such as generating and deepening of knowledge, monitoring of methodical processes in search of information and data collection, interpretation and reasoning about phenomena, and critical development from their daily lives, all leading students to be actors of transformation processes from their own interest.

  1. Pedagogical principles underpinning undergraduate Nurse Education in the UK: A review.

    Science.gov (United States)

    Mackintosh-Franklin, Carolyn

    2016-05-01

    This review provides a contextual report of the current use of pedagogy in undergraduate nursing programmes run by Higher Education Institutes (HEIs) in the United Kingdom (UK). Pedagogy provides the framework for educators to add shape and structure to the educational process, and to support student learning and programme development. Traditionally nurse education has used a behaviourist approach focusing on learning outcomes and competency based education, although there is also increasing support for the cognitive/student learning focused pedagogic approach. The keywords andragogy, pedagogy and student centred learning were used in a systematic stepwise descriptive content analysis of the programme specifications and programme handbooks of 40 current undergraduate programme documents, leading to an undergraduate award and professional registration as a nurse. 42% (17) of documents contained reference to the words, pedagogy and student centred learning, whilst no documents used the word andragogy. Where identified, pedagogy was used in a superficial manner, with only three documents identifying a specific pedagogical philosophy: one HEI citing a value based curriculum and two HEIs referencing social constructionism. Nine HEIs made reference to student centred learning but with no additional pedagogic information. A review of teaching, learning and assessment strategies indicated no difference between the documented strategies used by HEIs when comparing those with an espoused pedagogy and those without. Although educational literature supports the use of pedagogic principles in curriculum design, this is not explicit in undergraduate nursing programme documentation, and suggests that nurse educators do not view pedagogy as important to their programmes. Instead programmes appear to be developed based on operational and functional requirements with a focus on acquisition of knowledge and skills, and the fitness to practice of graduates entering the nursing

  2. Social psychological-pedagogical support of singleparent family

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    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.

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

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    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.

  4. 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...

  5. Assessing the effect of culturally specific audiovisual educational interventions on attaining self-management skills for chronic obstructive pulmonary disease in Mandarin- and Cantonese-speaking patients: a randomized controlled trial.

    Science.gov (United States)

    Poureslami, Iraj; Kwan, Susan; Lam, Stephen; Khan, Nadia A; FitzGerald, John Mark

    2016-01-01

    Patient education is a key component in the management of chronic obstructive pulmonary disease (COPD). Delivering effective education to ethnic groups with COPD is a challenge. The objective of this study was to develop and assess the effectiveness of culturally and linguistically specific audiovisual educational materials in supporting self-management practices in Mandarin- and Cantonese-speaking patients. Educational materials were developed using participatory approach (patients involved in the development and pilot test of educational materials), followed by a randomized controlled trial that assigned 91 patients to three intervention groups with audiovisual educational interventions and one control group (pamphlet). The patients were recruited from outpatient clinics. The primary outcomes were improved inhaler technique and perceived self-efficacy to manage COPD. The secondary outcome was improved patient understanding of pulmonary rehabilitation procedures. Subjects in all three intervention groups, compared with control subjects, demonstrated postintervention improvements in inhaler technique (PCulturally appropriate educational interventions designed specifically to meet the needs of Mandarin and Cantonese COPD patients are associated with significantly better understanding of self-management practices. Self-management education led to improved proper use of medications, ability to manage COPD exacerbations, and ability to achieve goals in managing COPD. A relatively simple culturally appropriate disease management education intervention improved inhaler techniques and self-management practices. Further research is needed to assess the effectiveness of self-management education on behavioral change and patient empowerment strategies.

  6. The pedagogical content knowledge of Danish geography teachers in a changing schooling context

    DEFF Research Database (Denmark)

    Clausen, Søren Witzel

    2016-01-01

    the TSPK of geography teachers in ways that potentially have an impact on their classroom practice. Teachers´ responses to specific questions relating to their choice of learning goals and the content and organisation of their lessons show that geography teachers take into account not only the knowledge......This study examines the self-reported, topic-specific professional knowledge (TSPK) of Danish geography teachers seen as an aspect of their pedagogical content knowledge (PCK) when teaching weather formation and climate change. This topic is considered representative of geography teaching...

  7. 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.

  8. 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.

  9. 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).

  10. 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...

  11. 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)

  12. 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.

  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. 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

  16. 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.

  17. 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...

  18. 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...

  19. 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.

  20. 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.

  1. 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...

  2. 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...

  3. 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

  4. 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...

  5. A description of interventions promoting healthier ready-to-eat meals (to eat in, to take away, or to be delivered) sold by specific food outlets in England: a systematic mapping and evidence synthesis

    OpenAIRE

    Hillier-Brown, Frances C.; Summerbell, Carolyn D.; Moore, Helen J.; Wrieden, Wendy L.; Adams, Jean; Abraham, Charles; Adamson, Ashley; Ara?jo-Soares, Vera; White, Martin; Lake, Amelia A.

    2017-01-01

    $\\textbf{Background:}$ Ready-to-eat meals (to eat in, to take away or to be delivered) sold by food outlets are often more energy dense and nutrient poor compared with meals prepared at home, making them a reasonable target for public health intervention. The aim of the research presented in this paper was to systematically identify and describe interventions to promote healthier ready-to-eat meals (to eat in, to take away, or to be delivered) sold by specific food outlets in England. $\\...

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

    Directory of Open Access Journals (Sweden)

    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

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

    Directory of Open Access Journals (Sweden)

    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

  9. Family curriculum: an alternative pedagogical tool for education

    Directory of Open Access Journals (Sweden)

    Andrés José Salazar

    2017-01-01

    Full Text Available The research that here is presented is centered in the process of generation of knowledge and truths through the curriculum family, as tool pedagogical alternative for weaving encounters with it lived. In the work is taken as samples representative to three groups family of the State Sucre, specifically of the peninsula of Araya: the corner, family Ortiz; Manicuare, Pereda family; Araya, Salazar family. Through this curriculum is achieved to know its history and shows its behavior in various aspects of his live daily; among those who can point out: the preservation of the values, customs, beliefs and traditions of his native lar. Similarly, the role of the family education beyond school spaces are taken into account, and get know these living testimonies of their wisdom, warmth and authenticity; legacies left during the course of its existence, as a contribution of live or have lived. These personal aspects, each family in particular, were important for the researcher to set its position on the conceptualization of the “family resume”. The study is purely empirical and is part of the qualitative approach by applying two methodological variants: Phenomenology and the life stories; in an ethnographic study that combines observation participant and interview in depth biographical type. At work is made clear how develop perceptions of breeding, training, education, work and other categories of analysis of importance of families involved in the study, linked with the conditions and experiences of its transit through life.

  10. 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...

  11. 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.

  12. 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.

  13. 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.

  14. Elementary School Psychologists' Perceptions of Response to Intervention and Its Use to Diagnose Students with Specific Learning Disabilities in Tennessee: A Mixed Methods Study

    Science.gov (United States)

    Ebbinger, April M.

    2017-01-01

    The purpose of this study was to examine the changes in initial eligibilities of elementary students across Tennessee since the implementation response to intervention (RtI), as well as understand the perceptions of elementary school psychologists related to those changes in identification and eligibility. RtI is a Tennessee mandated initiative,…

  15. An Evaluation of Strong Kids in an Urban African American Female Sample: The Need for Gender-Specific and Culturally Focused Interventions

    Science.gov (United States)

    Ryan, Alison; Graves, Scott, Jr.; Sobalvarro, Adriana; Nichols, Kayla; Schutte, Kerry; Aston, Candice; Griffin, Amanda

    2016-01-01

    The purpose of this study was to evaluate the effects of a social-emotional learning curriculum, Strong Kids, for children at risk for begin referred for placement in emotional and behavioral support classrooms. Thirty-nine fourth- and fifth-grade students enrolled in an urban elementary school participated in the intervention. The results of this…

  16. Gender-Specific Effects of an Augmented Written Emotional Disclosure Intervention on Posttraumatic, Depressive, and HIV-Disease-Related Outcomes: A Randomized, Controlled Trial

    Science.gov (United States)

    Ironson, Gail; O'Cleirigh, Conall; Leserman, Jane; Stuetzle, Rick; Fordiani, Joanne; Fletcher, MaryAnn; Schneiderman, Neil

    2013-01-01

    Objective: Trauma histories and symptoms of PTSD occur at very high rates in people with HIV and are associated with poor disease management and accelerated disease progression. The authors of this study examined the efficacy of a brief written trauma disclosure intervention on posttraumatic stress, depression, HIV-related physical symptoms, and…

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

    Directory of Open Access Journals (Sweden)

    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.

  18. La pedagogía del poder

    Directory of Open Access Journals (Sweden)

    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

  19. Failure mode and effect analysis oriented to risk-reduction interventions in intraoperative electron radiation therapy: The specific impact of patient transportation, automation, and treatment planning availability

    International Nuclear Information System (INIS)

    López-Tarjuelo, Juan; Bouché-Babiloni, Ana; Santos-Serra, Agustín; Morillo-Macías, Virginia; Calvo, Felipe A.; Kubyshin, Yuri

    2014-01-01

    Background and purpose: Industrial companies use failure mode and effect analysis (FMEA) to improve quality. Our objective was to describe an FMEA and subsequent interventions for an automated intraoperative electron radiotherapy (IOERT) procedure with computed tomography simulation, pre-planning, and a fixed conventional linear accelerator. Material and methods: A process map, an FMEA, and a fault tree analysis are reported. The equipment considered was the radiance treatment planning system (TPS), the Elekta Precise linac, and TN-502RDM-H metal–oxide-semiconductor-field-effect transistor in vivo dosimeters. Computerized order-entry and treatment-automation were also analyzed. Results: Fifty-seven potential modes and effects were identified and classified into ‘treatment cancellation’ and ‘delivering an unintended dose’. They were graded from ‘inconvenience’ or ‘suboptimal treatment’ to ‘total cancellation’ or ‘potentially wrong’ or ‘very wrong administered dose’, although these latter effects were never experienced. Risk priority numbers (RPNs) ranged from 3 to 324 and totaled 4804. After interventions such as double checking, interlocking, automation, and structural changes the final total RPN was reduced to 1320. Conclusions: FMEA is crucial for prioritizing risk-reduction interventions. In a semi-surgical procedure like IOERT double checking has the potential to reduce risk and improve quality. Interlocks and automation should also be implemented to increase the safety of the procedure

  20. Reduction of Cancer-Specific Thought Intrusions and Anxiety Symptoms With a Stress Management Intervention Among Women Undergoing Treatment for Breast Cancer

    Science.gov (United States)

    Antoni, Michael H.; Wimberly, Sarah R.; Lechner, Suzanne C.; Kazi, Aisha; Sifre, Tammy; Urcuyo, Kenya R.; Phillips, Kristin; Smith, Roselyn G.; Petronis, Vida M.; Guellati, Sophie; Wells, Kurrie A.; Blomberg, Bonnie; Carver, Charles S.

    2017-01-01

    Objective After surgery for breast cancer, many women experience anxiety relating to the cancer that can adversely affect quality of life and emotional functioning during the year postsurgery. Symptoms such as intrusive thoughts may be ameliorated during this period with a structured, group-based cognitive behavior intervention. Method A 10-week group cognitive behavior stress management intervention that included anxiety reduction (relaxation training), cognitive restructuring, and coping skills training was tested among 199 women newly treated for stage 0-III breast cancer. They were then followed for 1 year after recruitment. Results The intervention reduced reports of thought intrusion, interviewer ratings of anxiety, and emotional distress across 1 year significantly more than was seen with the control condition. The beneficial effects were maintained well past the completion of adjuvant therapy. Conclusions Structured, group-based cognitive behavior stress management may ameliorate cancer-related anxiety during active medical treatment for breast cancer and for 1 year following treatment. Group-based cognitive behavior stress management is a clinically useful adjunct to offer to women treated for breast cancer. PMID:17012691

  1. Failure mode and effect analysis oriented to risk-reduction interventions in intraoperative electron radiation therapy: the specific impact of patient transportation, automation, and treatment planning availability.

    Science.gov (United States)

    López-Tarjuelo, Juan; Bouché-Babiloni, Ana; Santos-Serra, Agustín; Morillo-Macías, Virginia; Calvo, Felipe A; Kubyshin, Yuri; Ferrer-Albiach, Carlos

    2014-11-01

    Industrial companies use failure mode and effect analysis (FMEA) to improve quality. Our objective was to describe an FMEA and subsequent interventions for an automated intraoperative electron radiotherapy (IOERT) procedure with computed tomography simulation, pre-planning, and a fixed conventional linear accelerator. A process map, an FMEA, and a fault tree analysis are reported. The equipment considered was the radiance treatment planning system (TPS), the Elekta Precise linac, and TN-502RDM-H metal-oxide-semiconductor-field-effect transistor in vivo dosimeters. Computerized order-entry and treatment-automation were also analyzed. Fifty-seven potential modes and effects were identified and classified into 'treatment cancellation' and 'delivering an unintended dose'. They were graded from 'inconvenience' or 'suboptimal treatment' to 'total cancellation' or 'potentially wrong' or 'very wrong administered dose', although these latter effects were never experienced. Risk priority numbers (RPNs) ranged from 3 to 324 and totaled 4804. After interventions such as double checking, interlocking, automation, and structural changes the final total RPN was reduced to 1320. FMEA is crucial for prioritizing risk-reduction interventions. In a semi-surgical procedure like IOERT double checking has the potential to reduce risk and improve quality. Interlocks and automation should also be implemented to increase the safety of the procedure. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

  2. 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. 

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

    Directory of Open Access Journals (Sweden)

    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

    Directory of Open Access Journals (Sweden)

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

    Directory of Open Access Journals (Sweden)

    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.

  6. Beyond the usual suspects: target group- and behavior-specific factors add to a theory-based sun protection intervention for teenagers.

    Science.gov (United States)

    Schüz, Natalie; Eid, Michael

    2013-10-01

    Sun protection standards among teenagers are low while sun exposure peaks in this age group. Study 1 explores predictors of adolescent protection intentions and exposure behavior. Study 2 tests the effectiveness of an intervention based on these predictors. Study 1(cross-sectional, N = 207, ages 15-18) and Study 2 (RCT, N = 253, ages 13-19) were conducted in schools. Path models were used to analyze data. Self-efficacy (β = .26, p motivation (β = .54, p motivation (β = .29, p health behavior theories.

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

    Directory of Open Access Journals (Sweden)

    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.

  8. Inquiry-based science education: towards a pedagogical framework for primary school teachers

    Science.gov (United States)

    van Uum, Martina S. J.; Verhoeff, Roald P.; Peeters, Marieke

    2016-02-01

    Inquiry-based science education (IBSE) has been promoted as an inspiring way of learning science by engaging pupils in designing and conducting their own scientific investigations. For primary school teachers, the open nature of IBSE poses challenges as they often lack experience in supporting their pupils during the different phases of an open IBSE project, such as formulating a research question and designing and conducting an investigation. The current study aims to meet these challenges by presenting a pedagogical framework in which four domains of scientific knowledge are addressed in seven phases of inquiry. The framework is based on video analyses of pedagogical interventions by primary school teachers participating in open IBSE projects. Our results show that teachers can guide their pupils successfully through the process of open inquiry by explicitly addressing the conceptual, epistemic, social and/or procedural domain of scientific knowledge in the subsequent phases of inquiry. The paper concludes by suggesting further research to validate our framework and to develop a pedagogy for primary school teachers to guide their pupils through the different phases of open inquiry.

  9. The effect of an online video intervention ‘Movie Models’ on specific parenting practices and parental self-efficacy related to children’s physical activity, screen-time and healthy diet: a quasi experimental study

    Directory of Open Access Journals (Sweden)

    Sara De Lepeleere

    2017-04-01

    Full Text Available Abstract Background In children, being sufficiently physically active, having low levels of screen-time and having a healthy diet are largely influenced by parenting practices. Children of parents applying positive parenting practices are at lower risk for overweight and obesity. Therefore, we investigated the effect of a health promoting online video intervention for parents (‘Movie Models’ on children’s physical activity (PA, screen-time and healthy diet, and on specific parenting practices and parental self-efficacy related to these parenting practices. The online videos are delivered to parents of primary schoolchildren, and were based on real-life scenarios. Methods A two-armed, quasi experimental design was used. Parents of primary schoolchildren were recruited between November and December 2013 by spreading an appeal in social media, and by contacting primary schools. Participating parents were predominantly of high socio-economic status (SES (83.1%, and only 6.8% of children were overweight/obese. Intervention group participants were invited to watch online videos for 4 weeks. Specific parenting practices, parental self-efficacy, PA, screen-time and healthy diet of the child were assessed at baseline (T0, at one (T1 and at four (T2 months post baseline. Repeated Measures (Multivariate ANOVAs were used to examine intervention effects. The potential moderating effect of age and gender of the child and parental SES was also examined. Results Between T0 and T2, no significant intervention effects were found on children’s PA, screen-time or healthy diet. Most significant intervention effects were found for more complex parenting practices (e.g., an increase in motivating the child to eat fruit. Subgroup analyses showed that the intervention had more effect on the actual parenting practices related to PA, screen-time and healthy diet in parents of older children (10–12 years old, whereas intervention effects on parental self

  10. The effect of an online video intervention 'Movie Models' on specific parenting practices and parental self-efficacy related to children's physical activity, screen-time and healthy diet: a quasi experimental study.

    Science.gov (United States)

    De Lepeleere, Sara; De Bourdeaudhuij, Ilse; Cardon, Greet; Verloigne, Maïté

    2017-04-27

    In children, being sufficiently physically active, having low levels of screen-time and having a healthy diet are largely influenced by parenting practices. Children of parents applying positive parenting practices are at lower risk for overweight and obesity. Therefore, we investigated the effect of a health promoting online video intervention for parents ('Movie Models') on children's physical activity (PA), screen-time and healthy diet, and on specific parenting practices and parental self-efficacy related to these parenting practices. The online videos are delivered to parents of primary schoolchildren, and were based on real-life scenarios. A two-armed, quasi experimental design was used. Parents of primary schoolchildren were recruited between November and December 2013 by spreading an appeal in social media, and by contacting primary schools. Participating parents were predominantly of high socio-economic status (SES) (83.1%), and only 6.8% of children were overweight/obese. Intervention group participants were invited to watch online videos for 4 weeks. Specific parenting practices, parental self-efficacy, PA, screen-time and healthy diet of the child were assessed at baseline (T0), at one (T1) and at four (T2) months post baseline. Repeated Measures (Multivariate) ANOVAs were used to examine intervention effects. The potential moderating effect of age and gender of the child and parental SES was also examined. Between T0 and T2, no significant intervention effects were found on children's PA, screen-time or healthy diet. Most significant intervention effects were found for more complex parenting practices (e.g., an increase in motivating the child to eat fruit). Subgroup analyses showed that the intervention had more effect on the actual parenting practices related to PA, screen-time and healthy diet in parents of older children (10-12 years old), whereas intervention effects on parental self-efficacy related to those behaviors were stronger in parents of

  11. Identity text: an educational intervention to foster cultural interaction.

    Science.gov (United States)

    Zaidi, Zareen; Verstegen, Daniëlle; Naqvi, Rahat; Dornan, Tim; Morahan, Page

    2016-01-01

    Sociocultural theories state that learning results from people participating in contexts where social interaction is facilitated. There is a need to create such facilitated pedagogical spaces where participants can share their ways of knowing and doing. The aim of this exploratory study was to introduce pedagogical space for sociocultural interaction using 'Identity Text'. Identity Texts are sociocultural artifacts produced by participants, which can be written, spoken, visual, musical, or multimodal. In 2013, participants of an international medical education fellowship program were asked to create their own Identity Texts to promote discussion about participants' cultural backgrounds. Thematic analysis was used to make the analysis relevant to studying the pedagogical utility of the intervention. The Identity Text intervention created two spaces: a 'reflective space', which helped participants reflect on sensitive topics such as institutional environments, roles in interdisciplinary teams, and gender discrimination, and a 'narrative space', which allowed participants to tell powerful stories that provided cultural insights and challenged cultural hegemony; they described the conscious and subconscious transformation in identity that evolved secondary to struggles with local power dynamics and social demands involving the impact of family, peers, and country of origin. While the impact of providing pedagogical space using Identity Text on cognitive engagement and enhanced learning requires further research, the findings of this study suggest that it is a useful pedagogical strategy to support cross-cultural education.

  12. Identity text: an educational intervention to foster cultural interaction

    Directory of Open Access Journals (Sweden)

    Zareen Zaidi

    2016-11-01

    Full Text Available Background: Sociocultural theories state that learning results from people participating in contexts where social interaction is facilitated. There is a need to create such facilitated pedagogical spaces where participants can share their ways of knowing and doing. The aim of this exploratory study was to introduce pedagogical space for sociocultural interaction using ‘Identity Text’. Methods: Identity Texts are sociocultural artifacts produced by participants, which can be written, spoken, visual, musical, or multimodal. In 2013, participants of an international medical education fellowship program were asked to create their own Identity Texts to promote discussion about participants’ cultural backgrounds. Thematic analysis was used to make the analysis relevant to studying the pedagogical utility of the intervention. Result: The Identity Text intervention created two spaces: a ‘reflective space’, which helped participants reflect on sensitive topics such as institutional environments, roles in interdisciplinary teams, and gender discrimination, and a ‘narrative space’, which allowed participants to tell powerful stories that provided cultural insights and challenged cultural hegemony; they described the conscious and subconscious transformation in identity that evolved secondary to struggles with local power dynamics and social demands involving the impact of family, peers, and country of origin. Conclusion: While the impact of providing pedagogical space using Identity Text on cognitive engagement and enhanced learning requires further research, the findings of this study suggest that it is a useful pedagogical strategy to support cross-cultural education.

  13. 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.

  14. 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...

  15. 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...

  16. Effectiveness of Motor Skill Intervention Varies Based on Implementation Strategy

    Science.gov (United States)

    Brian, Ali; Taunton, Sally

    2018-01-01

    Background: Young children from disadvantaged settings often present delays in fundamental motor skills (FMS). Young children can improve their FMS delays through developmentally appropriate motor skill intervention programming. However, it is unclear which pedagogical strategy is most effective for novice and expert instructors. Purpose: The…

  17. Magnetoencephalography for the detection of intervention effects of a specific nutrient combination in patients with mild Alzheimer’s disease: Results from an exploratory double blind randomised controlled study

    Directory of Open Access Journals (Sweden)

    Elisabeth Catharina Van Straaten

    2016-10-01

    Full Text Available Synaptic loss is an early pathological finding in Alzheimer’s disease (AD and correlates with memory impairment. Changes in macroscopic brain activity measured with electro- and magnetoencephalography (EEG and MEG in AD indicate synaptic changes and may therefore serve as markers of intervention effects in clinical trials. EEG peak frequency and functional networks have shown, in addition to improved memory performance, to be sensitive to detect an intervention effect in mild AD patients of the medical food Souvenaid containing the specific nutrient combination Fortasyn® Connect, which is designed to enhance synapse formation and function. Here, we explore the value of MEG, with higher spatial resolution than EEG, in identifying intervention effects of the nutrient combination by comparing MEG spectral measures, functional connectivity and – networks between an intervention and a control group. Quantitative markers describing spectral properties, functional connectivity and graph theoretical aspects of MEG from the exploratory 24-week, double blind, randomized controlled Souvenir II MEG sub-study (NTR1975, http://www.trialregister.nl in drug-naïve patients with mild AD were compared between a test group (n=27, receiving Souvenaid, and a control group (n=28, receiving an isocaloric control product. The groups were unbalanced at screening with respect to Mini-Mental State Examination (MMSE. Peak frequencies of MEG were compared to EEG peak frequencies, recorded in the same patients at similar time points, were compared with respect to sensitivity to intervention effects. No consistent statistically significant intervention effects were detected. In addition, we found no difference in sensitivity between MEG and EEG peak frequency. This exploratory study could not unequivocally establish the value of MEG in detecting interventional effects on brain activity, possibly due to small sample size and unbalanced study groups. We found no indication

  18. Magnetoencephalography for the Detection of Intervention Effects of a Specific Nutrient Combination in Patients with Mild Alzheimer’s Disease: Results from an Exploratory Double-Blind, Randomized, Controlled Study

    Science.gov (United States)

    van Straaten, Elisabeth C. W.; de Waal, Hanneke; Lansbergen, Marieke M.; Scheltens, Philip; Maestu, Fernando; Nowak, Rafal; Hillebrand, Arjan; Stam, Cornelis J.

    2016-01-01

    Synaptic loss is an early pathological finding in Alzheimer’s disease (AD) and correlates with memory impairment. Changes in macroscopic brain activity measured with electro- and magnetoencephalography (EEG and MEG) in AD indicate synaptic changes and may therefore serve as markers of intervention effects in clinical trials. EEG peak frequency and functional networks have shown, in addition to improved memory performance, to be sensitive to detect an intervention effect in mild AD patients of the medical food Souvenaid containing the specific nutrient combination Fortasyn® Connect, which is designed to enhance synapse formation and function. Here, we explore the value of MEG, with higher spatial resolution than EEG, in identifying intervention effects of the nutrient combination by comparing MEG spectral measures, functional connectivity, and networks between an intervention and a control group. Quantitative markers describing spectral properties, functional connectivity, and graph theoretical aspects of MEG from the exploratory 24-week, double-blind, randomized, controlled Souvenir II MEG sub-study (NTR1975, http://www.trialregister.nl) in drug naïve patients with mild AD were compared between a test group (n = 27), receiving Souvenaid, and a control group (n = 28), receiving an isocaloric control product. The groups were unbalanced at screening with respect to Mini-Mental State Examination. Peak frequencies of MEG were compared with EEG peak frequencies, recorded in the same patients at similar time points, were compared with respect to sensitivity to intervention effects. No consistent statistically significant intervention effects were detected. In addition, we found no difference in sensitivity between MEG and EEG peak frequency. This exploratory study could not unequivocally establish the value of MEG in detecting interventional effects on brain activity, possibly due to small sample size and unbalanced study groups. We found no indication that

  19. An Investigation of Turkish Middle School Science Teachers' Pedagogical Orientations Towards Direct and Inquiry Instructional Approaches

    Science.gov (United States)

    Sahingoz, Selcuk

    One of the most important goals of science education is preparing effective science teachers which includes the development of a science pedagogical orientation. Helping in-service science teachers improve their orientations toward science teaching begins with identifying their current orientations. While there are many aspects of an effective science teaching orientation, this study specifically focuses on effective pedagogy. The interest of this study is to clarify pedagogical orientations of middle school science teachers in Turkey toward the teaching of science conceptual knowledge. It focuses on what instructional preferences Turkish middle school science teachers have in theory and practice. The purpose of this study is twofold: 1) to elucidate teacher pedagogical profiles toward direct and inquiry instructional approaches. For this purpose, quantitative profile data, using a Turkish version of the Pedagogy of Science Teaching Test (POSTT-TR) assessment instrument, was collected from 533 Turkish middle school science teachers; 2) to identify teaching orientations of middle school science teachers and to identify their reasons for preferring specific instructional practices. For this purpose, descriptive qualitative, interview data was collected from 23 teachers attending a middle school science teacher workshop in addition to quantitative data using the POSTT-TR. These teachers sat for interviews structured by items from the POSTT-TR. Thus, the research design is mixed-method. The design provides a background profile on teacher orientations along with insights on reasons for pedagogical choices. The findings indicate that instructional preference distributions for the large group and smaller group are similar; however, the smaller workshop group is more in favor of inquiry instructional approaches. The findings also indicate that Turkish middle school science teachers appear to have variety of teaching orientations and they have varied reasons. Moreover, the

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

    Directory of Open Access Journals (Sweden)

    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

  1. 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 ...

  2. [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.

  3. 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.

  4. 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.

  5. 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...

  6. Study protocol of cost-effectiveness and cost-utility of a biopsychosocial multidisciplinary intervention in the evolution of non-specific sub-acute low back pain in the working population: cluster randomised trial

    Directory of Open Access Journals (Sweden)

    de Kort Nelleke

    2011-08-01

    Full Text Available Abstract Background Low back pain (LBP, with high incidence and prevalence rate, is one of the most common reasons to consult the health system and is responsible for a significant amount of sick leave, leading to high health and social costs. The objective of the study is to assess the cost-effectiveness and cost-utility analysis of a multidisciplinary biopsychosocial educational group intervention (MBEGI of non-specific sub-acute LBP in comparison with the usual care in the working population recruited in primary healthcare centres. Methods/design The study design is a cost-effectiveness and cost-utility analysis of a MBEGI in comparison with the usual care of non-specific sub-acute LBP. Measures on effectiveness and costs of both interventions will be obtained from a cluster randomised controlled clinical trial carried out in 38 Catalan primary health care centres, enrolling 932 patients between 18 and 65 years old with a diagnosis of non-specific sub-acute LBP. Effectiveness measures are: pharmaceutical treatments, work sick leave (% and duration in days, Roland Morris disability, McGill pain intensity, Fear Avoidance Beliefs (FAB and Golberg Questionnaires. Utility measures will be calculated from the SF-12. The analysis will be performed from a social perspective. The temporal horizon is at 3 months (change to chronic LBP and 12 months (evaluate the outcomes at long term. Assessment of outcomes will be blinded and will follow the intention-to-treat principle. Discussion We hope to demonstrate the cost-effectiveness and cost-utility of MBEGI, see an improvement in the patients' quality of life, achieve a reduction in the duration of episodes and the chronicity of non-specific low back pain, and be able to report a decrease in the social costs. If the intervention is cost-effectiveness and cost-utility, it could be applied to Primary Health Care Centres. Trial registration ISRCTN: ISRCTN58719694

  7. Science Teacher Educators’ Engagement with Pedagogical Content Knowledge and Scientific Inquiry in Predominantly Paper-Based Distance Learning Programs

    Directory of Open Access Journals (Sweden)

    William J. FRASER

    2017-10-01

    Full Text Available This article focuses on the dilemmas science educators face when having to introduce Pedagogical Content Knowledge (PCK to science student teachers in a predominantly paper-based distance learning environment. It draws on the premise that science education is bound by the Nature of Science (NOS, and by the Nature of Scientific Inquiry (NOSI. Furthermore, science educators’ own PCK, and the limitations of a predominantly paper-based distance education (DE model of delivery are challenges that they have to face when introducing PCK and authentic inquiry-based learning experiences. It deprives them and their students from optimal engagement in a science-oriented community of practice, and leaves little opportunity to establish flourishing communities of inquiry. This study carried out a contextual analysis of the tutorial material to assess the PCK that the student teachers had been exposed to. This comprised the ideas of a community of inquiry, a community of science, the conceptualization of PCK, scientific inquiry, and the 5E Instructional Model of the Biological Sciences Curriculum Study. The analysis confirmed that the lecturers had a good understanding of NOS, NOSI and science process skills, but found it difficult to design interventions to optimize the PCK development of students through communities of inquiry. Paper-based tutorials are ideal to share theory, policies and practices, but fail to monitor the engagement of learners in communities of inquiry. The article concludes with a number of suggestions to address the apparent lack of impact power of the paper-based mode of delivery, specifically in relation to inquiry-based teaching and learning (IBTL.

  8. 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.

  9. 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…

  10. 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…

  11. 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…

  12. Decision in the pedagogical professional practice and the abduction’s function

    Directory of Open Access Journals (Sweden)

    Franco Blezza

    2014-01-01

    based on case studies which can be dealt with a pedagogical professional methodology are the life and studies orientation problems. A fourth class of examples, applicable differently but methodologically similar, offers to us the autogenic training, particularly the choice of the propositional formula, called and eventually repeated both in the opening and in the closure, which must be adapted to the particular case of each single person; and this can be considered a specific pedagogical competence as the gradual training to the technique proposed by Johannes Heinrich Schultz reveals to be. Professional pedagogy, by this way, can make an important and an authentic and specific contribution to general discussion about decision in the social, human and cultural sciences (or human- sozial- geistes- Wissenschaften.

  13. 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. 

  14. Toward a Web based Environment for Evaluation and Design of Pedagogical Hypermedia

    Directory of Open Access Journals (Sweden)

    Ecaterina Pacurar-Giacomini

    2004-07-01

    Full Text Available 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 current research objectives are to create a methodology to sustain the educational hypermedia design and evaluation . A module is used to evaluate multimedia software applied in educational context. We structured a knowledge base composed from a list of evaluation criteria, grouped in six themes: general feeling, technical quality, usability, scenario, multimedia documents, and didactical aspects. We insisted on multimedia particular aspects: we thoroughly studied the specificity of multimedia documents (investigating various fields such as photography, typography, picture semantics, cinema…. We also evaluated the way multimedia elements are gathered to prepare the reading acts. We finally determined specific criteria for pedagogical aspects, associated to the previous approaches. A global questionnaire joins all these modules. In this paper, we present the first two modules, EMPI and SP/UL/FC ( a method for designing pedagogical hypermedia , and an application of distant teaching (and distant learning, commenting the first results of this experiment. We conclude by a short presentation of the third module, on which we are still working.

  15. Teacher’s Generosity as the Counteraction to the Young People’s Hardening Pedagogic

    Directory of Open Access Journals (Sweden)

    O. B. Akimova

    2012-01-01

    Full Text Available The paper analyzes the growing tendency for young people’s harden- ing. According to the authors that phenomenon is caused by such current trends as the language degradation, the militaristic and alienation vocabulary predominance re- sulting in disdainful attitude towards the surrounding people. As a pedagogic counter- action to such trends, the authors consider the revival of the forgotten domestic moral values in educational sphere. Their objective is to contemplate the necessity of enrich- ing the educational institutions by means of the national moral and cultural potential.The research methodology basis is defined as the axiology principle substantiat- ing the humanistic importance of the specifics of teachers’ vocabulary. To demonstrate the advantages of the humanistic vocabulary educational potential the authors com- pare the specifics of such notions as generosity and tolerance. They prove that the teacher’s tolerant attitude to students deforms both the pedagogic theory and educa- tional practice. In contrast, the generous attitude favors the student’s, as well as teacher’s moral development. The process of the youth refinement can be facilitated by the large-scale revival of half-forgotten national humanistic values and the vocabulary reflecting such values. 

  16. 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)

  17. 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…

  18. 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…

  19. 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…

  20. 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.

  1. 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…

  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. 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.…

  4. 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…

  5. 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 ...

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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

  1. 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 ...

  2. 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,

  3. 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/.

  4. 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 ...

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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.

  10. 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…

  11. 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…

  12. 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,…

  13. 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…

  14. 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'…

  15. 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.…

  16. 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…

  17. 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…

  18. 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…

  19. 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

  20. 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

  1. 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…

  2. 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…

  3. 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…

  4. 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.

  5. 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.

  6. 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…

  7. 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…

  8. 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…

  9. 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

  10. 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…

  11. 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…

  12. 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,…

  13. 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.

  14. 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,…

  15. 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…

  16. 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…

  17. 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.

  18. 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 ...

  19. 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 ...

  20. 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,…

  1. 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…

  2. 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…

  3. 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…

  4. 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.

  5. 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…

  6. 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…

  7. 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 ...

  8. 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.

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

    Directory of Open Access Journals (Sweden)

    Jesuína Lopes de Almeida Pacca

    2015-12-01

    Full Text Available Teacher’s performance at their real classroom was analyzed in regard to the applied pedagogical interaction. These teachers were participating in a long range continuous formation course that uses the strategy of analyzing pedagogical planning while it was being elaborated , applied and continuously evaluated by the teacher; the course aimed to the construction of professional competence with an adequate sight of the classroom interaction, within constructivist parameters. The teacher pedagogical planning was the study object: it was discussed continuously by the peers group and the coordinator who intended to point out to the explicit pedagogical content and to the content objectives that were declared for every class plan. The learning objectives and the procedures contained within it were confronted with the real evidence of learning. In these discussions learning concepts that were coherent with constructivism were invoked in addition to science contents and their nature. Dialogue was important in these discussions and stressed as a means for teaching and continuous evaluation. In this dynamical process, the teacher planning was being constantly redrafted, changing the adjustment of that classroom students to the planned knowledge acquisition. This course dynamics, led by the coordinator, intended to be reproduced by participants with their students, at least in part. We noticed surprising results in these teachers professional development besides those that were concretely planned: the transference of the course procedures to the classroom seems to happen in regard to the presence of dialogue but the most meaningful part was individual and particular progress that was included in the development of their classes and led to an improvement of abilities. We concluded that unexpected results can be converted into poles of professional performance growth and performance evolution . These results have led us to give special importance to the

  10. Assessing the effect of culturally specific audiovisual educational interventions on attaining self-management skills for chronic obstructive pulmonary disease in Mandarin- and Cantonese-speaking patients: a randomized controlled trial

    Directory of Open Access Journals (Sweden)

    Poureslami I

    2016-08-01

    Full Text Available Iraj Poureslami,1,2 Susan Kwan,3 Stephen Lam,4,5 Nadia A Khan,6,7 John Mark FitzGerald 8,9 1Respiratory Division, Department of Medicine, Faculty of Medicine, University of British Columbia, Vancouver, Canada; 2Department of Graduate Studies, Centre for Clinical Epidemiology and Evaluation, Vancouver Coastal Health Research Institute, Vancouver, Canada; 3Respiratory Department, Burnaby Hospital, University of British Columbia, Burnaby, Canada; 4Respiratory Division, University of British Columbia, Vancouver, Canada; 5Department of Integrative Oncology, BC Cancer Research Centre, Vancouver, Canada; 6Department of Internal Medicine, Faculty of Medicine, University of British Columbia, Vancouver, Canada; 7Department of Internal Medicine, Providence Health Care Authority, Vancouver, Canada; 8VGH Divisions of Respiratory Medicine, University of British Columbia, Vancouver, Canada; 9Respiratory Medicine, Vancouver Coastal Health Authority, Vancouver Coastal Health Research Institute, Institute for Heart and Lung Health, The Lung Centre, Gordon and Leslie Diamond Health Care Centre, Vancouver, Canada Background: Patient education is a key component in the management of chronic obstructive pulmonary disease (COPD. Delivering effective education to ethnic groups with COPD is a challenge. The objective of this study was to develop and assess the effectiveness of culturally and linguistically specific audiovisual educational materials in supporting self-management practices in Mandarin- and Cantonese-speaking patients. Methods: Educational materials were developed using participatory approach (patients involved in the development and pilot test of educational materials, followed by a randomized controlled trial that assigned 91 patients to three intervention groups with audiovisual educational interventions and one control group (pamphlet. The patients were recruited from outpatient clinics. The primary outcomes were improved inhaler technique and

  11. 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…

  12. Evaluation of empowerment processes in a workplace health promotion intervention based on learning in Sweden.

    Science.gov (United States)

    Arneson, Hanna; Ekberg, Kerstin

    2005-12-01

    The aim of this study was to evaluate a theory-based method for workplace health promotion (WHP) with regard to possible facilitation of empowerment processes. The intervention tool was the pedagogic method known as problem-based learning (PBL). The aim of the intervention was to promote empowerment and health among the employees. The intervention was implemented in three organizations within the public sector in Sweden, in a bottom-up approach. All employees, including management, in each organization, were offered the opportunity to participate (n = 113) and 87% (n = 97) participated. The intervention was implemented in 13 groups of six to eight participants who met once a week over a period of 4 months. The predetermined overall goal of the intervention was to promote employee health within the organizational setting. A facilitator in each group and a group-specific mutual agreement guided the intervention, as did the problem solving process. The participants set goals and developed strategies to reach their goals between the meetings. Thirty informants were interviewed in seven focus groups after the intervention about the intervention method and the process, following a semi-structured theme guide. The phenomenographic analysis resulted in six descriptive categories: reflection, awareness and insight, self-direction and self-management, group coherence, social support and actions. The results correspond to established theories of components of empowerment processes. The method initiated processes of change at organizational, workplace and individual levels as the participants examined their work situation, determined problems and initiated solutions. Social support and group coherence were expressed as essential in order to transform challenging strategies into action and goal realization. The findings indicate that systematic improvements of social support and group coherence among employees ought to be facilitated by the organization as a health

  13. 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? ...

  14. Pedagogical Content Knowledge-Guided Lesson Study: Effects on Teacher Competence and Students’ Achievement in Chemistry

    Directory of Open Access Journals (Sweden)

    John Lou S. Lucenario

    2016-01-01

    Full Text Available This study aimed to investigate the effectiveness of Pedagogical Content Knowledge-Guided Lesson Study (PCKLS as an intervention to develop PCK competencies among teachers and consequently enhance student achievement in terms of conceptual understanding and problem-solving skills. Using quasi-experimental design, teacher competencies and student achievement in the PCKLS group and the conventional group were compared. In the PCKLS group, the intervention involved planning the lesson by the research team, teaching the planned lesson while PCK observations were made by the researcher and another teacher from the group, including a feedback meeting, implementing the improvements in the reteach stage of the lesson study cycle by another teacher from the research team, and, finally, revising lesson plans based on the consolidated suggestions for improvement. Analyses of data showed that there was a significant difference in the science teacher competencies of the PCKLS group teacher respondents compared to those of the conventional group. Also, student respondents showed a significant increase on mean scores in terms of conceptual understanding and problem-solving skills. Therefore, it was concluded that PCKLS was an effective method to develop the teachers’ PCK competencies and student achievement in terms of conceptual understanding and problem solving. This study recommends that this intervention be used across chemistry topics and in other science classes such as Biology, Earth and Environmental Science, Physics, and Mathematics.

  15. Psychosocial, behavioural, pedagogical, and nutritional proposals about how to encourage eating a healthy breakfast

    Science.gov (United States)

    2014-01-01

    Background Even if more and more evidences have highlighted the importance of breakfast in the growth and development of children, from 10 to 30% of US and European children and adolescents regularly skip breakfast. Thus, there is still a lot to be done before breakfast becomes a daily habit. The aim of this paper is to try and understand how it is possible to overcome the real or imaginary difficulties associated with skipping breakfast by psychosocial, behavioural, pedagogical and nutritional proposals. Discussion Schools are the best context where perform healthy interventions because it is here that children learn about the importance of good health at an age when the school still plays a major role in their education. Some school interventions, based on solid theories as the Self Determination Theory and the Behaviour Analysis, have been implemented in the last years to promote health behaviour such as intake of fruit and vegetables and physical activities. Cognitive behaviour therapy is the most closely monitored type of treatment/cure for obesity in randomised controlled trials. Moreover some associations such as the National Association of Food Science Specialists have drawn an own method to encourage food education at school and promote the importance of prevention. These projects could be used as starting point to perform interventions focus on breakfast. Summary Increase the consumption of breakfast between children is very important. Efforts should be done to drawn new school projects based on scientific-evidences. PMID:25125024

  16. 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. 

  17. HORIZONTE Y ESTRUCTURA DE LA PREGUNTA PEDAGÓGICA (HORIZON AND STRUCTURE OF THE PEDAGOGICAL QUESTION

    Directory of Open Access Journals (Sweden)

    G. Rillo Arturo

    2011-04-01

    Full Text Available Resumen:En este artículo se abren caminos para la reflexión y la investigación de la pregunta pedagógica como un problema hermenéutico sustentado en la dialéctica de la pregunta y la respuesta. El punto de partida se construyó mediante las coordenadas propuestas por Heidegger (punto de mira, dirección de la mirada y horizonte de la mira y los prejuicios que subyacen en la tradición educativa contemporánea. El análisis se proyecta hacia la identificación de la estructura y el horizonte de la pregunta pedagógica confrontando los aportes de Heidegger, Gadamer y Freire en la elaboración de una pedagogía de la pregunta. La estructura de la pregunta incluye lo puesto en cuestión, lo preguntado y lo interrogado, lo que posibilita construir un horizonte para comprender la pregunta pedagógica desde la aproximación del estudiante a los saberes desde una praxis liberadora. Se concluye que la estructura y el horizonte de la pregunta pedagógica se sustentan en la lógica concreta del trabajo hermenéutico, donde la apertura del estudiante a las experiencias y vivencias desvela la construcción de su conocimiento mediante el arte de pensar que deriva de la praxis transformadora.Abstract: In this article, open paths for reflection and research on the pedagogical question as a problem of interpretation supported by the dialectic of question and answer. The starting point is constructed using the coordinates proposed by Heidegger (sights, gaze direction and horizon of staff and prejudice that underlie the contemporary educational tradition. The analysis projects to identify the structure and the horizon of the pedagogical question confronting the contributions of Heidegger, Gadamer and Freire in the development of pedagogy of the question. The structure of the question includes the position in question, as asked and questioned, making it possible construct one horizon to understand the pedagogical question from the student with knowledge from

  18. Scaffolding as a key role for teaching assistants: Perceptions of their pedagogical strategies.

    Science.gov (United States)

    Bowles, David; Radford, Julie; Bakopoulou, Ioanna

    2017-11-19

    Inclusive education policies have led to a worldwide increase in the number of teaching assistants (TAs) working in mainstream schools. TAs have a large amount of responsibility for supporting children with special educational needs and disabilities (SEND), a role which by default has become instructional in practice, and for which training and preparation are rarely adequate. While there is some research into the nature of TAs' interactions with pupils and the strategies they use which are helpful for children's learning, TAs' perspectives on their own classroom practice have yet to be explored. To explore TAs' perceptions about their use of inclusive pedagogical strategies. The study involved eleven TAs in two mainstream primary schools. The TAs were interviewed face to face to explore their views about inclusive pedagogical strategies. The data were analysed using thematic analysis. TAs were clear about the strategies they use to offer emotional and relational support to children. There were some gaps, however, in their knowledge about how children learn, specifically in terms of transferring responsibility for learning onto children. The study advances understanding of scaffolding from a TA perspective and highlights the importance of training TAs in scaffolding theory. © 2017 The British Psychological Society.

  19. 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.

  20. The pedagogical professional development of the English teacher in the Professional and Technical Education

    Directory of Open Access Journals (Sweden)

    Rosa María Padrón Otaño

    2017-12-01

    Full Text Available The teacher of English in Informatics studies in the Professional and Technical Education shows an insufficient preparation to plan the teaching learning process of reading comprehension in professional contexts, a fact that affects the communicative development of their students. The limitations in the development of these teachers of English were confirmed as one of the key causes. This research follows a dialectical materialist philosophy. In the diagnosis and the evaluation empirical methods such as the interview to teachers of English and document analysis, specialist criterion and a preexperimental design were used. The main research outcome is a contextualized pedagogical professional development strategy. The strategy comprises scientific foundations, diagnosis, general objective, specific actions and the evaluation. The main action of the strategy is postgraduate course to develop the pedagogical professional skills in the use of a methodology which promotes the development of knowledge and skills in both the technical sphere and a specialized didactics (Content and Language Integrated Learning. The practical implementation of the strategy elaborated seemed to allow the teachers of English to be able to plan their lessons using this methodology, and to show a new attitude which meant their active involvement in the creation of a community of learning with higher levels of interdisciplinary collaboration between the teachers of English and those of the technical sphere, as well as an effective management of their own continuing professional development.