Bewildering Pedagogy

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Letiche, Hugo

2017-01-01

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

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

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Ravgiala, Rebekah Rae

instructional strategies and lesson planning habits differ. The characteristics that may distinguish alternatively from traditionally trained biology teachers are subtle enough to be masked at this point in their careers by the more observable qualities that describe the behaviors and conceptions of beginning teachers. As a result, demonstration of subject-specific pedagogical content knowledge depends highly upon the ability of the individual teacher to transform his/her knowledge of content and pedagogy into meaningful forms for biology students.

Research Method and Phenomenological Pedagogy. Reflections from Piero Bertolini

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Luca Ghirotto

2016-10-01

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

The subject of pedagogy from theory to practice--the view of newly registered nurses.

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Ivarsson, Bodil; Nilsson, Gunilla

2009-07-01

The aim was to describe, from the newly registered nurses' perspective, specific events when using their pedagogical knowledge in their everyday clinical practice. The design was qualitative and the critical incident technique was used. Data was collected via interviews with ten newly registered nurses who graduated from the same University program 10 months earlier and are now employed at a university hospital. Two categories emerged in the analyses. The first category was "Pedagogical methods in theory" with the sub-categories Theory and the application of the course in practice, Knowledge of pedagogy and Information as a professional competence. The second category was "Pedagogical methods in everyday clinical practice" with sub-categories Factual knowledge versus pedagogical knowledge, Information and relatives, Difficulties when giving information, Understanding information received, Pedagogical tools, Collaboration in teams in pedagogical situations, and Time and giving information. By identifying specific events regarding pedagogical methods the findings can be useful for everyone from teachers and health-care managers to nurse students and newly registered nurses, to improve teaching methods in nurse education.

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

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Siavash Zokaeieh

2018-05-01

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

Giving Space to Pedagogy

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Franco Frabboni

2006-01-01

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

The challenges of cyberfeminist pedagogy : a case study

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Barbara Biglia

2012-11-01

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

Viewpoint Working with Environmental Education Pedagogies in ...

African Journals Online (AJOL)

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

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

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Berchini, Christina N.

2017-01-01

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

An Investigation of the Use of the ‘Flipped Classroom’ Pedagogy in Secondary English Language Classrooms

OpenAIRE

Chi Cheung Ruby Yang

2017-01-01

Aim/Purpose : To examine the use of a flipped classroom in the English Language subject in secondary classrooms in Hong Kong. Background: The research questions addressed were: (1) What are teachers’ perceptions towards the flipped classroom pedagogy? (2) How can teachers transfer their flipped classroom experiences to teaching other classes/subjects? (3) What are students’ perceptions towards the flipped classroom pedagogy? (4) How can students transfer their flipped classroom experience...

Lingua-Pedagogy as the Interdisciplinary Research Problem

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A. N. Yakovleva

2012-01-01

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

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

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

2016-06-01

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

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

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Talukder, Ali Azgor; Samuel, Moses

2018-01-01

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

Design/build: A Relevant Pedagogy for Architecture Education

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Olivier Chamel

2016-12-01

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

Exercise Science Principles and the Vocal Warm-up: Implications for Singing Voice Pedagogy.

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Hoch, Matthew; Sandage, Mary J

2018-01-01

Principles from exercise science literature were applied to singing warm-up pedagogy as a method for examining parallels between athletic and voice training. Analysis of the use of exercise principles in vocal warm-up should illuminate aspects of voice training that may be further developed in the future. A selected canon of standard voice pedagogy texts and well-regarded warm-up methods were evaluated for use of exercise science principles for skill acquisition and fatigue resistance. Exercises were then categorized according to whether they were used for the purpose of skill acquisition (specificity), training up to tasks (overload), or detraining (reversibility). A preliminary review of well-established voice pedagogy programs reveals a strong bias toward the skill acquisition aspects of vocal warm-up, with little commentary on the fatigue management aspects. Further, the small number of vocalises examined that are not skill-acquisition oriented fall into a third "habilitative" category that likewise does not relate to overload but may play a role in offsetting reversibility. Although a systematic pedagogy for skill acquisition has emerged in the literature and practice of voice pedagogy, a parallel pedagogy for fatigue management has yet to be established. Identification of a systematic pedagogy for training up to specific singing genres and development of a singing maintenance program to avoid detraining may help the singer avoid injury. Copyright © 2018 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

The linguistic roots of Natural Pedagogy

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Otávio eMattos

2015-09-01

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

The linguistic roots of natural pedagogy.

Science.gov (United States)

Mattos, Otávio; Hinzen, Wolfram

2015-01-01

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

A Spectrum Pedagogy for Christian Ethics: Respecting Difference without Resorting to Relativism

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Heim, Joel J.; Scovill, Nelia Beth

2010-01-01

This paper presents an overview of a newly developed spectrum pedagogy of Christian ethics that emerged from the authors' experience of teaching a contemporary Christian ethics course for seven years. A spectrum pedagogy is a comprehensive approach to teaching Christian ethics that combines the modeling of key dispositions using specific tools…

[Intensity of depression in pedagogy students].

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

2012-03-01

women, irrespectively of the study profile, the risk of Beck Depression Inventory result equal to, or exceeding was six-fold higher than among men (OR 6.5391; CI 1.9336 to 22.1144). There was no statistically significant correlation between the Beck Depression Inventory scores obtained in the studied group and the subjects' ages. The mean scores obtained in the particular groups are presented in table. The Beck Depression Inventory scores obtained by women studying pedagogy was found to differ with statistical significance from the scores obtained by male pedagogy students (p = 0.001925), female economics students (p = 0.015781) and female economics students (p = 0.000611). The mean intensity of depression in men studying pedagogy did not differ from the mean intensity of depression in women studying economics (p = 0.94128) and in men studying economics (p = 0.330382). No differences in the mean Beck Depression Inventory scores of female and male students of economics were noted, either (p = 0.444554). The mean intensity of depression in women representing both fields of study was 6.094 +/- 3.13, vs 4.97 +/- 2.45 in men; the difference was statistically significant at the significance level of p = 0.00005. The mean intensity of depression in pedagogy students of both sexes was 5.92 +/- 3.024 vs 4.79 +/- 2.39 in students of economics; the difference was statistically significant at the significance level of p = 0,000026. Women studying pedagogy demonstrate higher depression intensity than men studying pedagogy, as well as male and female students of economics. Students of pedagogy demonstrate higher depression intensity than students of economics. On the overall, women in the whole studied population have higher depression intensity than men; however, no such gender-related differences were observed among students of economics.

Unscripting Curriculum: Toward a Critical Trans Pedagogy

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Keenan, Harper Benjamin

2017-01-01

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

Behaviorism, Constructivism, and Socratic Pedagogy

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Boghossian, Peter

2006-01-01

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

Foreign English Language Teachers' Local Pedagogy

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Eusafzai, Hamid Ali Khan

2015-01-01

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

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

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Benmayor, Rina

2012-01-01

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

Values in dialogic pedagogy

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Eugene Matusov

2015-02-01

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

A Place for Digital Storytelling in Teacher Pedagogy

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Clarke, Anne-Marie

2017-01-01

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

The pedagogy of peace in the context of critical pedagogies

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Diego Alejandro Muñoz Gaviria

2016-01-01

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

Transforming pathophysiology instruction through narrative pedagogy and Socratic questioning.

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Rogge, M M

2001-01-01

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

Social Pedagogy in Finland and Sweden: a comparative analysis

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Juha Hämäläinen

2015-12-01

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

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

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Horn, Julia

2013-01-01

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

Animate Affects: Censorship, Reckless Pedagogies, and Beautiful Feelings

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Niccolini, Alyssa

2016-01-01

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

[Inadequacy of the paradigms of special education to subjects with severe and profound grade intellectual disability - the need for pragmatic realism in psychiatry and special pedagogy].

Science.gov (United States)

Sipowicz, Kasper; Żuraw, Hanna; Witusik, Andrzej; Mokros, Łukasz; Najbert, Edyta; Pietras, Tadeusz

2018-05-25

People with severe and profound grade disabilities are the subject of interest in psychiatry, clinical psychology and special pedagogy. Unfortunately, the paradigmatic approach to special education based on postmodern philosophy is in contrast to the biomedical approach that is based on the positivist and Cartesian models. The paper is an attempt to systematize the similarities and differences between the humanistic approach and the modern biomedical model, which, despite the apparent differences, do not differ so much from each other. Work with a person disabled intellectually in the severe or profound degree is governed by the principles of methodical realism, taking into account to an equal extent the principal deficits, the concomitant diseases, limitations and the social context. The deeper the impairment and disability is, the smaller is the role of the humanistic paradigm in work with the client in the medical management and educational process. Changing the paradigms of special pedagogy has drawn attention to the social context of disability, separating, however, special pedagogy from modern medicine and psychology, cognitive-oriented and psychometry-based. The postmodern paradigm has become an ideology, which makes it difficult to work with deeply disabled people. Only the multidirectional approach including a variety of paradigms makes it possible to provide integrational aid to people with severe and profound grade intellectual disabilities. Working with such a disabled person should take into account equally the biomedical and humanistic aspects. © 2018 MEDPRESS.

Does Social Work Have a Signature Pedagogy?

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Earls Larrison, Tara; Korr, Wynne S.

2013-01-01

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

Reclaiming Pedagogy: The Rhetoric of the Classroom. Patricia Donahue and Ellen Reclaiming Pedagogy: The Rhetoric of the Classroom. Patricia Donahue and Ellen

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Dilvo Ilvo Ristoff

2008-04-01

Full Text Available The book consists of twelve articles written by an equal number of authors and edited by Patricia Donahue and Ellen Quandahl. The articles discuss a rich variety of topics and thinkers (Kenneth Burke, Derrida, Barthes, Freud, Bakhtin, Stanley Fish, always with one eye on classroom practice and the other on theory. As the editors claim in the introduction, "the real subject here is a new wave of composition research, encouraging us to read classroom practice through critical theory, and promising, moreover, a mutually enhancing interaction of theory and pedagogy. The book consists of twelve articles written by an equal number of authors and edited by Patricia Donahue and Ellen Quandahl. The articles discuss a rich variety of topics and thinkers (Kenneth Burke, Derrida, Barthes, Freud, Bakhtin, Stanley Fish, always with one eye on classroom practice and the other on theory. As the editors claim in the introduction, "the real subject here is a new wave of composition research, encouraging us to read classroom practice through critical theory, and promising, moreover, a mutually enhancing interaction of theory and pedagogy.

Video pedagogy

OpenAIRE

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

2016-01-01

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

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

OpenAIRE

Ganote, Cynthia

2012-01-01

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

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

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Menis, Susanna

2017-01-01

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

Following Watery Relations in Early Childhood Pedagogies

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Pacini-Ketchabaw, Veronica; Clark, Vanessa

2016-01-01

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

The Pedagogy of Alternation in the Context of Rural Education: the experience of the Educar Institute

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Luana Bonavigo

2018-04-01

Full Text Available Overcoming the urban-centric vision, where the countryside is considered a place of backwardness and surpassing the perspective of city-countryside antagonism, this paper intend to recognize specific times and ways of being, living and producing, conceiving education and school by different organizational formats, according to the needs of the population living in/from the countryside. Based on this assumption, education in the countryside circumscribes the general theme of this article, aiming to establish a dialogue with the Alternation Pedagogy as an alternative to enable an educational proposal that can meet the demands and specificities of these populations. This is a bibliographical study focused on the contextual, historical and conceptual understanding of rural education and the Alternation Pedagogy, combined with the exploratory investigation of educational practices based on alternation experiences carried out at the “Instituto Educar” in Pontão/RS. The conclusion is that Instituto Educar assumes an alternating methodological organization between School Time and Community Time, prioritizes the education of the subjects inserted in a collectivity and confers protagonism to the students who develop their formative processes there.

Are Autonomous and Controlled Motivations School-Subjects-Specific?

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Chanal, Julien; Guay, Frédéric

2015-01-01

This research sought to test whether autonomous and controlled motivations are specific to school subjects or more general to the school context. In two cross-sectional studies, 252 elementary school children (43.7% male; mean age = 10.7 years, SD = 1.3 years) and 334 junior high school children (49.7% male, mean age = 14.07 years, SD = 1.01 years) were administered a questionnaire assessing their motivation for various school subjects. Results based on structural equation modeling using the correlated trait-correlated method minus one model (CTCM-1) showed that autonomous and controlled motivations assessed at the school subject level are not equally school-subject-specific. We found larger specificity effects for autonomous (intrinsic and identified) than for controlled (introjected and external) motivation. In both studies, results of factor loadings and the correlations with self-concept and achievement demonstrated that more evidence of specificity was obtained for autonomous regulations than for controlled ones. These findings suggest a new understanding of the hierarchical and multidimensional academic structure of autonomous and controlled motivations and of the mechanisms involved in the development of types of regulations for school subjects. PMID:26247788

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

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Ersoy, Zehra

2011-01-01

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

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

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Brady, Destiny R; Asselin, Marilyn E

2016-10-01

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

The Border Pedagogy Revisited

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Kazanjian, Christopher John

2011-01-01

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

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

OpenAIRE

Keskinen, Anu Katri

2013-01-01

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

Imagining Critical Cosmic Pedagogy nested within Critical Pedagogy

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Isaacs Tracey I.

2015-02-01

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

Using Critical and Post-Critical Pedagogies to Pick at the Seams of Patriarchy from "The Inside"

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Lennon, Sherilyn

2017-01-01

This article explores the use of critical and post-critical pedagogies in a rural Australian high school for the purposes of unsettling life-limiting gender beliefs and practices. The paper problematises two examples whereby site-specific knowledges, curriculum dictates, media texts and critical pedagogies were enmeshed to create politically…

Critical Pedagogy and Faith

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Neumann, Jacob W.

2011-01-01

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

Dancing with structure: research in Ecological Pedagogy

NARCIS (Netherlands)

dr René Butter

2011-01-01

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

Using Critical Communication Pedagogy to Teach Public Speaking

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De La Mare, Danielle M.

2014-01-01

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

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

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Shah, Rita; Kopko, Kyle C.

2016-01-01

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

OF THE PRESENT TO THE FUTURE: EDUCATION FOR PEACE TO THE PEDAGOGY FOR PEACE

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Amaral Palevi Gómez-Arévalo

2014-01-01

Full Text Available This chapter is a theoretical analysis contributes to an initial structuring of Pedagogy for Peace today, from their field of study: Education for Peace. We intend to show both theoretical, practical, disciplined, methodical and scientific maturity that owns the Peace Education at this time, to structure Pedagogy for Peace. An analysis of disciplinary and educational support realization of Pedagogy for Peace is made, which includes educational models, approaches, content, keystones and applied methodologies. A main point of analysis is the existence of a specific type of teacher: Educator / a for Peace. This educator / a is a key to educational activities around peacebuilding practice carried factor.

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

DEFF Research Database (Denmark)

Chemi, Tatiana

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

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

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Entigar, Katherine E.

2017-01-01

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

Performative Pedagogy in Teaching Anti-Racism

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Nena Močnik

2015-06-01

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

An Investigation of the Use of the ‘Flipped Classroom’ Pedagogy in Secondary English Language Classrooms

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Chi Cheung Ruby Yang

2017-01-01

Full Text Available Aim/Purpose\t: To examine the use of a flipped classroom in the English Language subject in secondary classrooms in Hong Kong. Background:\tThe research questions addressed were: (1 What are teachers’ perceptions towards the flipped classroom pedagogy? (2 How can teachers transfer their flipped classroom experiences to teaching other classes/subjects? (3 What are students’ perceptions towards the flipped classroom pedagogy? (4 How can students transfer their flipped classroom experiences to studying other subjects? (5 Will students have significant gain in the knowledge of the lesson topic trialled in this study? Methodology: A total of 57 students from two Secondary 2 classes in a Band 3 secondary school together with two teachers teaching these two classes were involved in this study. Both quantitative and quantitative data analyses were conducted. Contribution: Regarding whether the flipped classroom pedagogy can help students gain significantly in their knowledge of a lesson topic, only one class of students gained statistically significantly in the subject knowledge but not for another class. Findings: Students in general were positive about the flipped classroom. On the other hand, although the teachers considered that the flipped classroom pedagogy was creative, they thought it may only be useful for teaching English grammar. Recommendations for Practitioners: Teachers thought that flipping a classroom may only be useful for more motivated students, and the extra workload of finding or making suitable pre-lesson online videos is the main concern for teachers. Recommendations for Researchers: Both quantitative and qualitative analyses should be conducted to investigate the effectiveness of a flipped classroom on students’ language learning. Impact on Society\t: Teachers and students can transfer their flipped classroom experiences in English Language to teaching and studying other subjects. Future Research:\tMore classes should be

Development of social pedagogy in Slovenia

OpenAIRE

Peteršič, Katja

2012-01-01

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

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

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Ironside, Pamela M

2014-01-01

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

Context-Based Pedagogy: A Framework From Experience.

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Kantar, Lina D

2016-07-01

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

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

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Mahmoodarabi, Mahsa; Khodabakhsh, Mohammad Reza

2015-01-01

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

Teaching social justice using a pedagogy of engagement.

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Belknap, Ruth Ann

2008-01-01

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

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

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Pittard, Elizabeth

2015-01-01

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

Gifted-Child Pedagogy: Meaningful Chimera?

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Coleman, Laurence J.

2003-01-01

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

Atlas-Based Automatic Generation of Subject-Specific Finite Element Tongue Meshes.

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Bijar, Ahmad; Rohan, Pierre-Yves; Perrier, Pascal; Payan, Yohan

2016-01-01

Generation of subject-specific 3D finite element (FE) models requires the processing of numerous medical images in order to precisely extract geometrical information about subject-specific anatomy. This processing remains extremely challenging. To overcome this difficulty, we present an automatic atlas-based method that generates subject-specific FE meshes via a 3D registration guided by Magnetic Resonance images. The method extracts a 3D transformation by registering the atlas' volume image to the subject's one, and establishes a one-to-one correspondence between the two volumes. The 3D transformation field deforms the atlas' mesh to generate the subject-specific FE mesh. To preserve the quality of the subject-specific mesh, a diffeomorphic non-rigid registration based on B-spline free-form deformations is used, which guarantees a non-folding and one-to-one transformation. Two evaluations of the method are provided. First, a publicly available CT-database is used to assess the capability to accurately capture the complexity of each subject-specific Lung's geometry. Second, FE tongue meshes are generated for two healthy volunteers and two patients suffering from tongue cancer using MR images. It is shown that the method generates an appropriate representation of the subject-specific geometry while preserving the quality of the FE meshes for subsequent FE analysis. To demonstrate the importance of our method in a clinical context, a subject-specific mesh is used to simulate tongue's biomechanical response to the activation of an important tongue muscle, before and after cancer surgery.

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

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Timmerman, Nora; Metcalfe, Amy Scott

2009-01-01

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

Signature Pedagogies in Support of Teachers' Professional Learning

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

2016-01-01

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

Core Pedagogy: Individual Uncertainty, Shared Practice, Formative Ethos

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Dotger, Benjamin H.

2015-01-01

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

Three Generations of Distance Education Pedagogy

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Terry Anderson

2011-03-01

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

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

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Ironside, Pamela M

2003-11-01

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

Ḥikmah (wisdom pedagogy and students’ thinking and reasoning abilities

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Rosnani Hashim

2014-12-01

Full Text Available This research drew on the authors’ long experience in the implementation of the “Hikmah Pedagogy” which is based on the Philosophy for Children’s teaching method. Specifically, the study examined the influence of the pedagogy on the participants’ perceptions of and feelings about their thinking and reasoning skills. The sample comprised 188 Malaysian and international students from an international secondary school in Malaysia. This consisted of students in four Grade levels, ranging from Grades 7 to 10. An instrument named “Hikmah Feedback Survey - HFS” was employed for data collection. The findings were supportive of the positive influence of the pedagogy on students’ abilities to think and reason better after experiencing the programme. Furthermore, the participants demonstrated a considerable improvement in their cognitive and social-communicative skills, as evidenced in the scores obtained for the post-programme’s test. This affirms the fact that the ḥikmah pedagogy is highly recommended in Malaysia’s march towards its Vision 2020 developmental goals. Implications of the study were discussed and suggestions were proposed to educators and stakeholders in secondary school education.

Stirring up the Sediment: The Corporeal Pedagogies of Disabilities

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Cadwallader, Jessica Robyn

2010-01-01

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

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

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Hadis Toufani Asl

2015-11-01

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

Telling Active Learning Pedagogies Apart: from theory to practice

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Kelsey Hood Cattaneo

2017-07-01

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

Practice Makes Pedagogy--John Dewey and Skills-Based Sustainability Education

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Tarrant, Seaton Patrick; Thiele, Leslie Paul

2016-01-01

Purpose: The purpose of this paper is to ground contemporary sustainability education in John Dewey's democratic pedagogy. Specifically, the authors argue that Dewey's thought anticipates, and theoretically informs, the sustainability skill set required of contemporary citizens in a complex and changing world. Design/methodology/approach: For…

Towards a Pedagogy of Land: The Urban Context

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

2013-01-01

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

Dealing with multiliteracies in literacy pedagogy I

DEFF Research Database (Denmark)

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

2010-01-01

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

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

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Hassouneh, Dena

2006-07-01

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

Three Generations of Distance Education Pedagogy

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Anderson, Terry; Dron, Jon

2011-01-01

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

Public Relations Education: Where is Pedagogy?

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Coombs, W. Timothy; Rybacki, Karyn

1999-01-01

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

Redistribution, Recognition and Representation: Working against Pedagogies of Indifference

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Lingard, Bob; Keddie, Amanda

2013-01-01

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

Comparing pedagogy in mathematics in Denmark and England

DEFF Research Database (Denmark)

Dorf, Hans; Kelly, Peter; Hohmann, Ulrike

2013-01-01

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

Recognition-Based Pedagogy: Teacher Candidates' Experience of Deficit

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Parkison, Paul T.; DaoJensen, Thuy

2014-01-01

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

Feminist music therapy pedagogy

DEFF Research Database (Denmark)

Hahna, Nicole; Swantes, Melody

2011-01-01

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

Aligning Pedagogy with Physical Learning Spaces

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

2017-01-01

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

Understanding Culture: A Literature Review Comparing Three Cultural Pedagogies

OpenAIRE

Tabitha Kidwell

2017-01-01

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

Improving Curriculum through Blended Learning Pedagogy

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Darojat, Ojat

2016-01-01

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

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

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Herman, Geoffrey L.

2012-01-01

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

Dialogic pedagogy

DEFF Research Database (Denmark)

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

Environmental Education in the pedagogical practice of pedagogy teachers

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Joseane Patrícia dos Santos

2013-12-01

Full Text Available This work is the result of research at  Masters level which was developed with teachers from teaching at a public university that aims to investigate the contributions of the degree course in pedagogy for teacher education as environmental educator, based on the conceptions and practices of teachers in that  course. This  article is a  sample of  the  results presented  in  this  dissertation, which aims to investigate the contributions of the introduction of EE in practice teaching in the course of Pedagogy of  an IES for teacher  training as environmental educator . For this  research, the  methodological procedures were  adopted a qualitative approach, and to  analyze some of the theoretical and  methodological content analysis of Bardin (1977. The subjects of this study were the teachers of that course. The results found that teaching practices analyzed provide opportunities for critical reflection on social and environmental issues, contributing to the formation of a teacher with a more sensitive E.E.

Managing diversity and European policy: Towards a typology for sport pedagogy.

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Dinold, Maria; Diketmüller, Rosa; Grix, Jonathan; Phillpots, Lesley

2013-01-01

This article adds to the growing body of knowledge in sport pedagogy and focuses specifically upon the intersection of gender and disability. Its purpose is twofold, to create a typology for examining good practice in sport pedagogy that is reflective and inclusive and raises awareness of the diverse needs of all participants in physical activity 'regardless' of gender and ability for all children. We acknowledge that access to physical activity, education and sport are complex and multifaceted, however, the main purpose of this paper is to raise awareness of 'diversity' by focusing specifically upon the role of gender and ability. Through an examination of gender and disability policies in official European Union (EU) policy documents and commercial examples of policy-in-practice we propose a typology for diversity and diversity management. A close look at EU level is instructive because national policies of the member countries vary a lot with respect to diversity issues but should be in accordance in the main areas. Such a reading enables the building of a typology of recommendations for how such policy can be rendered in sport pedagogy practice. We suggest six significant, but related principles that include (1) mainstreaming; (2) teaching and coaching sensitive to difference; (3) empowerment; (4) inclusion; (5) adaptation; and (6) inner differentiation. This holistic typology seeks to 'mainstream' issues of gender and disability policy by providing a set of principles that can be applied to a range of teaching and coaching settings.

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

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

2014-01-01

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

Pedagogy for rural health.

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Reid, Stephen J

2011-04-01

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

Embracing a Critical Pedagogy in Art Education.

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Yokley, Shirley Hayes

1999-01-01

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

Drama Grammar: Towards a Performative Postmethod Pedagogy

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Even, Susanne

2011-01-01

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

An Investigation of the Use of the "Flipped Classroom" Pedagogy in Secondary English Language Classrooms

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Yang, Chi Cheung Ruby

2017-01-01

Aim/Purpose: To examine the use of a flipped classroom in the English Language subject in secondary classrooms in Hong Kong. Background: The research questions addressed were: (1) What are teachers' perceptions towards the flipped classroom pedagogy?; (2) How can teachers transfer their flipped classroom experiences to teaching other…

Toward a Race Pedagogy for Black Faculty

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

2014-01-01

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

Positioning Pedagogy--A Matter of Children's Rights

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Devine, Dympna; McGillicuddy, Deirdre

2016-01-01

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

Essentials of Basic Writing Pedagogy for Librarians

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King, Reabeka

2012-01-01

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

Inclusive Pedagogy and Knowledge in Special Education: Addressing the Tension

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Mintz, Joseph; Wyse, Dominic

2015-01-01

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

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

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Serhiy Klepko

2017-07-01

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

Research and pedagogy a history of quantum physics through its textbooks

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Navarro, Jaume

2013-01-01

Historians of quantum physics and early quantum mechanics have seldom paid attention to the ways the new theory was integrated in physics textbooks, perhaps taking for granted that novelties in science can only be taught once they are fully understood and generally accepted. The essays in this volume challenge this view by studying some of the early books and textbooks in which quantum theory was first introduced. By so doing, the authors show the many ways books and textbooks embody pedagogical and research practices in certain local environments (geographical, disciplinary, in terms of expertise, etc.), as well as the circular feedback between research and pedagogy. Textbooks can become the subject of a history of early quantum physics since the very process of writing a textbook, (i.e., of trying to organise a new doctrine to the newcomer in an accessible way), together with its life as an object that is issued, used, changed, and abandoned, incorporates many of the tensions between research and pedagogy....

Critical Revolutionary Pedagogy Spiced by Pedagogical Love

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FitzSimmons, Robert; Uusiautti, Satu

2013-01-01

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

Social pedagogy between everyday life and professionalism

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Rothuizen, Jan Jaap

2014-01-01

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

Signature Pedagogies for E-Learning in Higher Education and Beyond

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

2017-01-01

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

Empowerment Pedagogy

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Loizou, Eleni; Charalambous, Nasia

2017-01-01

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

Pedagogy in Slovenia at the Beginning of the 20th Century

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Tadej Vidmar

2016-05-01

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

The pedagogy of memorial sites

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Luiza Kończyk

2012-06-01

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

Narrative pedagogy in midwifery education.

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Gilkison, Andrea

2013-09-01

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

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

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Floyd, Eva G.; Haning, Marshall A.

2015-01-01

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

Supporting pre-service science teachers in developing culturally relevant pedagogy

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Krajeski, Stephen

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

Physics Instruction Utilizing Culture-Based Pedagogy

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Nerrie E. Malaluan

2015-11-01

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

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

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van Compernolle, Remi A.

2010-01-01

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

Shifting the Culture of Higher Education: Influences on Students, Teachers, and Pedagogy

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Fiore, Lisa; Rosenquest, Barbara

2010-01-01

This article identifies a critical tension within the traditional higher education setting--specifically teacher education classrooms. Using the metaphor of a journey, the authors describe pedagogy and practice using inspirations from the Reggio Emilia approach to early childhood education. Participation in a monthly inquiry group is the catalyst…

Culturally Responsive Pedagogies in the Classroom: Indigenous Student Experiences across the Curriculum

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Savage, Catherine; Hindle, Rawiri; Meyer, Luanna H.; Hynds, Anne; Penetito, Wally; Sleeter, Christine E.

2011-01-01

There is agreement that teaching practices should be responsive to the cultural identities of their students, but less clarity regarding both the specifics of culturally responsive pedagogies and effective strategies for implementing them in classrooms across the curriculum. A mixed-methods research approach evaluated the impact of teacher…

A Maori Pedagogy: Weaving the Strands Together

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Stucki, Paora

2012-01-01

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

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

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

2015-01-01

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

The hypothesis of postmodern pedagogy. Education, truth and relativism

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Xavier LAUDO CASTILLO

2012-02-01

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

Modelling and subject-specific validation of the heart-arterial tree system.

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Guala, Andrea; Camporeale, Carlo; Tosello, Francesco; Canuto, Claudio; Ridolfi, Luca

2015-01-01

A modeling approach integrated with a novel subject-specific characterization is here proposed for the assessment of hemodynamic values of the arterial tree. A 1D model is adopted to characterize large-to-medium arteries, while the left ventricle, aortic valve and distal micro-circulation sectors are described by lumped submodels. A new velocity profile and a new formulation of the non-linear viscoelastic constitutive relation suitable for the {Q, A} modeling are also proposed. The model is firstly verified semi-quantitatively against literature data. A simple but effective procedure for obtaining subject-specific model characterization from non-invasive measurements is then designed. A detailed subject-specific validation against in vivo measurements from a population of six healthy young men is also performed. Several key quantities of heart dynamics-mean ejected flow, ejection fraction, and left-ventricular end-diastolic, end-systolic and stroke volumes-and the pressure waveforms (at the central, radial, brachial, femoral, and posterior tibial sites) are compared with measured data. Mean errors around 5 and 8%, obtained for the heart and arterial quantities, respectively, testify the effectiveness of the model and its subject-specific characterization.

TilE PARADOX OF PEDAGOGY TRANSPOSITION: Learning From ...

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

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

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Hanhua Yu

2015-06-01

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

The Relationship of Social Pedagogy and Social Work

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Blahoslav Kraus

2016-04-01

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

Freinet Pedagogy: Enduring Impact Over an Individual Career

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John Sivell

2017-04-01

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

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

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Hartnett, Stephen J.

2017-01-01

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

Enterprise Pedagogy in Music: An Exploration of Multiple Pedagogies

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Garnett, James

2013-01-01

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

A Pedagogy of Inquiry

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Nicole Pagowsky

2015-12-01

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

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

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Allen, Louisa

2015-01-01

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

Thomas Gordon's Communicative Pedagogy in Modern Educational Realities

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Leshchenko, Maria; Isaieva, Svitlana

2014-01-01

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

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

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

Shades of Freire: Exorcising the Spectre Haunting Pedagogy

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Wilkins, Andrew

2013-01-01

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

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

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Sandra Liliana Cano Aparicio

2016-09-01

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

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

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Lewis, Mel Michelle

2011-01-01

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

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

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

2017-02-01

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

The need of formation anthropocosmos pedagogy in the twenty-first century (philosophical and educational, pedagogical and spiritual aspects

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Natalia V. Polischuk

2016-02-01

Full Text Available The article presents a definition of the subject of «anthropocosmic pedagogy» in contemporary philosophical and pedagogical discourse. The author’s interpretation of the approaches to the explication of key terms and concepts anthropocosmos pedagogy and disclosure of their filosofico-educational, pedagogical and spiritual essence. It is proved that due to the need to promote high-quality transition of the intelligent matter of the Earth from its planetary state into a cosmic force, it is necessary to ensure resettlement and reproduction of intelligent matter of the Earth on the scale of the Solar system with the prospect of reaching the galactic and metagalactic spaces. But for this you need to implement cosmic education, which means that we need to form a concept of highly spiritual and moral personality of the future highly advanced space-ekzoplanete civilization on the basis of anthropocosmos philosophy of education and pedagogy. Content components of the new anthropocosmos concepts anthropocosmos information and high-tech civilization in the framework of professional, phenomenal-ideological, synergistic approaches, as well as their synthesis. On the basis of the comparative analysis presents the main characteristics of the newly introduced terms and concepts anthropocosmos philosophy of education and pedagogy.

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

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Using Appreciative Pedagogy to Teach Literature to ESL Students

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Hung-Chang Liao

2011-12-01

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

A Modest Critical Pedagogy for English as a Foreign Language Education

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Kim, Mi Kyong; Pollard, Vikki Ann

2017-01-01

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

Professional Preparation of Students of Social Pedagogy in the Czech Republic

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Martincová, Jana; Andrysová, Pavla

2017-01-01

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

A Connective Pedagogy.

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Goral, Mary

2000-01-01

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

A Modest Critical Pedagogy for English as a Foreign Language Education

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Mi Kyong Kim

2017-07-01

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

Social Pedagogy for the Entire Lifespan

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

Pedagogy in Slovenia at the Beginning of the 20th Century

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Tadej Vidmar

2016-01-01

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

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

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Finney, John; Philpott, Chris

2010-01-01

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

Eugenics, sexual pedagogy and social change: constructing the responsible subject of governmentality in the Spanish Second Republic.

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Jiménez-Alonso, Belén

2008-06-01

This study focuses on eugenics in Spain, and more specifically on the 'official' eugenics whose platform was the Primeras Jornadas Eugénicas Españolas (First Spanish Eugenic Days, FSED). The aim of this paper is to relate eugenics to 'governmentality' rather than to State politics alone and to 'Latin eugenics' rather than to 'mainline eugenics'. On the one hand, the FSED were largely centred on the development of a new sexual code which would set Catholic sexual morality aside. For this reason, sexual pedagogy was one of the most relevant topics during the FSED, personal responsibility becoming the first step to social change. The concern about making people play an active role in their own self-regulation is typical of governmentality. The latter refers to societies where power is decentered and where the objective is to structure the field of action of others (the conduct of conduct). On the other hand, the FSED emphasised preventive eugenics such as welfare programmes and health campaigns rather than negative eugenics such as the sterilisation of the unfit. The situation in Spain was mirrored in countries such as Brazil, Argentina and Mexico, which allows us to think about them in terms of 'Latin eugenics' rather than 'mainline eugenics' from countries such as Great Britain, Germany and the USA.

"Human potential" and progressive pedagogy

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Øland, Trine

2012-01-01

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

The diversity of social pedagogy in Europe

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Situated at the intersection between social work and education, social pedagogy is an original and dynamic academic and professional tradition. The aim of the book is to illustrate the great variety between national traditions and understandings. The anthology is structured in three parts: 1. Past...... & present: Countryprotraits - 2. Current Problems: Case studies - 3. Future - social pedagogy as academic discipline. Contributions from UK, Germany, Poland, France, Sweden and Denmark....

Liberation Theology and Liberatory Pedagogies: Renewing the Dialogue

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Stenberg, Shari J.

2006-01-01

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

Pedagogy with Information and Communications Technologies in Transition

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Webb, Mary

2014-01-01

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

PEDAGOGY AND CYBERNETICS.

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STOIAN, STANCIU

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

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

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Aukerman, Maren

2013-01-01

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

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

African Journals Online (AJOL)

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

EMPOWERING NON-NATIVE ENGLISH SPEAKING TEACHERS THROUGH CRITICAL PEDAGOGY

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Nur Hayati

2010-02-01

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

Dialogic & Critical Pedagogies: An Interview with Ira Shor

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

2017-01-01

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

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

African Journals Online (AJOL)

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

Pedagogy of Hate

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Neary, Mike

2017-01-01

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

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

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sj Miller

2016-07-01

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

Telling Active Learning Pedagogies Apart: From Theory to Practice

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Cattaneo, Kelsey Hood

2017-01-01

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

The approach of Hospital Pedagogy in the Venezuelan context

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Marian SERRADAS FONSECA

2018-01-01

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

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

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Hahna, Nicole D; Schwantes, Melody

2011-01-01

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

The effect of teacher interpersonal behaviour on students' subject-specific motivation

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den Brok, P.; Levy, J.; Brekelmans, M.; Wubbels, Th.

2006-01-01

This study brings together insights from research on teaching and learning in specific subjects, learning environments research and effectiveness research by linking teacher interpersonal behaviour to students’ subject-related attitudes. Teaching was studied in terms of a model originating from

Inclusive pedagogy

DEFF Research Database (Denmark)

Korsgaard, Morten Timmermann; Mortensen, Stig Skov

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

Analyzing Peace Pedagogies

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Haavelsrud, Magnus; Stenberg, Oddbjorn

2012-01-01

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

What Is Feminist Pedagogy? Useful Ideas for Teaching Chemistry

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Hurt Middlecamp, Catherine; Subramaniam, Banu

1999-04-01

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

The Rudolf Steiner's pedagogy in the Czech educational system

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Klímová, Šárka

2014-01-01

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

Effects of instructions and cue subjectiveness on specificity of autobiographical memory recall

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Jorge J. Ricarte-Trives

2014-10-01

Full Text Available The first aim of this study was to determine the power of instructions on the specificity of autobiographical memory as obtained with the Autobiographical Memory Test (AMT; Williams & Broadbent, 1986 and the efficacy of cue word criteria selection based on subjective parameters obtained with a standardized lexical program. Results showed a high power of specific instructions in its written version in contrast to non-directed memory recall to the same list of words three weeks later in a counterbalanced repeated measures within-subjects design. This effect was stronger when subjects previously were faced to the non-specific recovery task. Matched word lists using the "Buscapalabras" program (Davis & Perea, 2005 showed a very similar behaviour. These results point out that the same stimuli can be used repeatedly to obtain voluntary and involuntary retrieval with changes at instructional level. Additionally, standardized lexical programs can be employed to adapt cue-words of memory recall systems controlling for subjective differences related to language parameters (frequency, imageability and familiarity.

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

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Ryan, Alex; Tilbury, Daniella

2014-01-01

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

Postmethod Pedagogy and Its Influence on EFL Teaching Strategies

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Chen, Mingyao

2014-01-01

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

New masculinities and pedagogy of freedom

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Oriol Rios

2015-09-01

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

First Year Distance Transition Pedagogy: Synchronous online classrooms

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Wendy Fasso

2013-04-01

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

Subject-specific knee joint geometry improves predictions of medial tibiofemoral contact forces

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Gerus, Pauline; Sartori, Massimo; Besier, Thor F.; Fregly, Benjamin J.; Delp, Scott L.; Banks, Scott A.; Pandy, Marcus G.; D’Lima, Darryl D.; Lloyd, David G.

2013-01-01

Estimating tibiofemoral joint contact forces is important for understanding the initiation and progression of knee osteoarthritis. However, tibiofemoral contact force predictions are influenced by many factors including muscle forces and anatomical representations of the knee joint. This study aimed to investigate the influence of subject-specific geometry and knee joint kinematics on the prediction of tibiofemoral contact forces using a calibrated EMG-driven neuromusculoskeletal model of the knee. One participant fitted with an instrumented total knee replacement walked at a self-selected speed while medial and lateral tibiofemoral contact forces, ground reaction forces, whole-body kinematics, and lower-limb muscle activity were simultaneously measured. The combination of generic and subject-specific knee joint geometry and kinematics resulted in four different OpenSim models used to estimate muscle-tendon lengths and moment arms. The subject-specific geometric model was created from CT scans and the subject-specific knee joint kinematics representing the translation of the tibia relative to the femur was obtained from fluoroscopy. The EMG-driven model was calibrated using one walking trial, but with three different cost functions that tracked the knee flexion/extension moments with and without constraint over the estimated joint contact forces. The calibrated models then predicted the medial and lateral tibiofemoral contact forces for five other different walking trials. The use of subject-specific models with minimization of the peak tibiofemoral contact forces improved the accuracy of medial contact forces by 47% and lateral contact forces by 7%, respectively compared with the use of generic musculoskeletal model. PMID:24074941

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

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Custodero, Lori A.

2008-01-01

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

Reflective Pedagogy: Making Meaning in Experiential Based Online Courses

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Kathy L. Guthrie

2010-07-01

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

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

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Ironside, Pamela M

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

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

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Scholl, Rosie

2014-01-01

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

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

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

Book in three volumes of dr. John Puricha: Theology and pedagogy of St. John Chrysostom

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Parlić-Božović Jasna Lj.

2011-01-01

Full Text Available Before the is latest work of Bishop Dr John Puric, by its importance, analytically decorated works, an impressive and voluminous number of facts happy including pedagogical Serbian public. Specifically, our pedagogical public is missing in this way displayed the Orthodox point of view of observation pedagogical crown and top categories. Episkom John was the there / volume work attempted to provide the interested reader the personality profile of any precise data from the conception of St. John Crisostom by looking at the same time as its pedagogy, and theology. Moreover these two concepts and bringing them to their assence, John episcope them actually connects into one inseparable unity. Therefore, this work has a multiple value and importance esportance especially for educators, who have not tried or had the oppotunality to see and understand the pedagogy of Orthodox theology in general, decorated with the ideas of Saint John Chrysostom special. Mindfullpeace as heir and successor creative Cappadocia 'novonikejske' trijadologije, St. John Chrystom recognizes the statut of Divine pedagogy educational philanthropy and philanthropic saving of pedagogy in each of the three Divine Persons. God the Father is this part, written by Bishop John, and from the perspective of John Chrysostom, is uncreated and unborn educationak philanthropy source of grace of the Holy Trinity. God the Son, and of the Father, uncreated etrinilly born, only begotten Son of God, newborn Logos, Jesus Christ the God/ man, BewAdam is alive and saving, hypostatic Ikonomija God, great mystery of the faith- God is reported in the body, the Divine Krishna- resurrect pedagogy, in which the comic-eschatologiocal Body, Church of Heaven and Earth, The Secret New Substances contain - the salvation of all creation, all creatures animate and inanimate. The salvation of man and the world, in the Divine dispensation and the pedagogy of salvation invation involve all there persons of the Holy

Ethical Leadership and Moral Literacy: Incorporating Ethical Dilemmas in a Case-­Based Pedagogy

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Jenlink, Patrick M.; Jenlink, Karen Embry

2015-01-01

In this paper the authors examine an ethical dilemma approach to case-based pedagogy for leadership preparation, which was used in a doctoral studies program. Specifically, the authors argue that preparing educational leaders for the ethical dilemmas and moral decision-making that define schools requires assessing current programs and pedagogical…

Reculturing Pedagogical Practice: Probing Teachers' Cultural Models of Pedagogy

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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…

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

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Gordon, Neil

2014-01-01

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

Sensory Pedagogy: Understanding and Encountering Children through the Senses

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Johansson, Eva; Løkken, Gunvor

2014-01-01

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

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

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Bullock, Shawn M.; Sator, Andrea

2018-01-01

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

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

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de Camargo Pacheco Amaral, Maria Nazare

2012-01-01

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

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

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Zinn, Denise; Proteus, Kimberley; Keet, Andre

2009-01-01

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

On psychoanalytic supervision as signature pedagogy.

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Watkins, C Edward

2014-04-01

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

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

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Valeriy Yu. Bykov

2016-07-01

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

Dark pedagogy – Speculative Realism and Environmental and sustainability education

DEFF Research Database (Denmark)

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

2018-01-01

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

Variation and Mathematics Pedagogy

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Leung, Allen

2012-01-01

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

Michael Winkler普通教育學之探究 Inquiry into Michael Winkler'’s General Pedagogy

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梁福鎮 Frank Liang

2015-12-01

the concept of general pedagogy; second, understanding historical development of the concept of cultivation; third, explaining the relation between educational theories and practice; fourth, criticizing mistakes of educational doctrines; fifth, understanding the missions of general pedagogy. Nevertheless, it also contains the following problems: first, it denies the natural value of children; second, it neglects the discourse across disciplines; third, it needs more explanation about the structure of educational activities. Winkler’s general pedagogy can be considered as a reference for the establishment of educational theories and the solutions to educational problems. It can help us to promote general pedagogy as a core subject, and provide teachers with a guide to instructional implementation and a solution for educational problems in the postmodern society. Winkler’s general pedagogy deserves more academic attention.

The Subjectivity of Participation

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Nissen, Morten

of a community of social/youth workers in Copenhagen between 1987 and 2003, who developed a pedagogy through creating collectives and mobilizing young people as participants. The theoretical and practical traditions are combined in a unique methodology viewing research as a contentious modeling of prototypical......What is a 'we' – a collective – and how can we use such communal self-knowledge to help people? This book is about collectivity, participation, and subjectivity – and about the social theories that may help us understand these matters. It also seeks to learn from the innovative practices and ideas...

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

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Hastings, David M.

2017-01-01

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

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

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Matlin, Margaret W.

2002-01-01

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

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

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Bringle, Robert G.

2017-01-01

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

Estimating the actual subject-specific genetic correlations in behavior genetics.

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Molenaar, Peter C M

2012-10-01

Generalization of the standard behavior longitudinal genetic factor model for the analysis of interindividual phenotypic variation to a genetic state space model for the analysis of intraindividual variation enables the possibility to estimate subject-specific heritabilities.

Field Education as the Signature Pedagogy of Social Work Education

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Wayne, Julianne; Bogo, Marion; Raskin, Miriam

2010-01-01

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

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

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

2015-01-01

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

Optimal Multitrial Prediction Combination and Subject-Specific Adaptation for Minimal Training Brain Switch Designs

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Spyrou, L.; Blokland, Y.M.; Farquhar, J.D.R.; Bruhn, J.

2016-01-01

Brain-Computer Interface (BCI) systems are traditionally designed by taking into account user-specific data to enable practical use. More recently, subject independent (SI) classification algorithms have been developed which bypass the subject specific adaptation and enable rapid use of the system.

Optimal multitrial prediction combination and subject-specific adaptation for minimal training brain switch designs

NARCIS (Netherlands)

Spyrou, L.; Blokland, Y.M.; Farquhar, J.D.R.; Bruhn, J.

2016-01-01

Brain-Computer Interface systems are traditionally designed by taking into account user-specific data to enable practical use. More recently, subject independent (SI) classification algorithms have been developed which bypass the subject specific adaptation and enable rapid use of the system. A

Developing a pedagogy for nursing teaching-learning.

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

2012-11-01

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

Introspection of subjective feelings is sensitive and specific.

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Questienne, Laurence; van Dijck, Jean-Philippe; Gevers, Wim

2018-02-01

Conversely to behaviorist ideas, recent studies suggest that introspection can be accurate and reliable. However, an unresolved question is whether people are able to report specific aspects of their phenomenal experience, or whether they report more general nonspecific experiences. To address this question, we investigated the sensitivity and validity of our introspection for different types of conflict. Taking advantage of the congruency sequence effect, we dissociated response conflict while keeping visual conflict unchanged in a Stroop and in a priming task. Participants were subsequently asked to report on either their experience of urge to err or on their feeling of visual conflict. Depending on the focus of the introspection, subjective reports specifically followed either the response conflict or the visual conflict. These results demonstrate that our introspective reports can be sensitive and that we are able to dissociate specific aspects of our phenomenal experiences in a valid manner. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

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

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Odom, Summer F.

2015-01-01

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

Tensions and dilemmas in body-pedagogy in kindergarten

DEFF Research Database (Denmark)

Herskind, Mia

2010-01-01

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

Understanding Digital Health as Public Pedagogy: A Critical Framework

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Emma Rich

2014-06-01

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

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

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Samira Sadat Sajadi

2014-09-01

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

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

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Wanberg, Kyle

2013-01-01

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

Buddhist Pedagogy in Teacher Education: Cultivating Wisdom by Skillful Means

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Ma Rhea, Zane

2018-01-01

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

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

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

2016-06-01

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

Video Pedagogy as Political Activity.

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Higgins, John W.

1991-01-01

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

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

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

2012-01-01

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

Second order pedagogy as an example of second order cybernetics

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Anne B. Reinertsen

2012-07-01

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

Luis Huerta: Eugenics, Medicine and Pedagogy in Spain

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Luis Miguel LÁZARO LORENTE

2013-11-01

Full Text Available By comparison with the historiography of other European and Anglo-Saxon countries, the study of the origins and spread of Eugenics in Spain has not received much attention. Even less research has been done on the degree of acceptance of eugenic thought in the pedagogical domain or on the role teachers may have in the diffusion of eugenics. This paper attempts to explore the subject while focusing the analysis on the relations that were established among Medicine, Pedagogy and Eugenics in Spain during the first third of the 20th century. We will take as a point of reference and guiding line of thought the figure of the Asturian teacher Luis Huerta Naves, who was the driving force and tireless advocate of the eugenics movement in our country.

Learning Technology through Three Generations of Technology Enhanced Distance Education Pedagogy

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Anderson, Terry; Dron, Jon

2012-01-01

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

Enterprise Education as Pedagogy

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Jones, Brian; Iredale, Norma

2010-01-01

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

What Is Diversity Pedagogy?

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Sheets, Rosa Hernandez

2009-01-01

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

A Search for Decolonizing Place-Based Pedagogies: An Exploration of Unheard Histories in Kitsilano Vancouver, B.C.

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Henry, Elizabeth Ruth

2014-01-01

This paper explores the ways that place-based pedagogies can facilitate dialogue on colonization, or some of the "dark matters" of environmental education, specifically by engaging non-Indigenous adults in decolonizing dialogues. I share findings from an action research project with Kitsilano Neighbourhood House in Vancouver, British…

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

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Parkinson, Tim J; St George, Alison M

2003-01-01

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

Colonial and Communist Pedagogy

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Leslie, Esther

2016-01-01

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

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

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Beatty, Ian D.; Gerace, William J.

2009-01-01

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

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

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Beck, Dennis; Eno, Jenni

2012-01-01

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

On Whether to Convert from a Rhetorical to a Psychoanalytic Pedagogy

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Kraemer, Don J.

2010-01-01

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

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

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Medina, Yolanda

2012-01-01

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

Teaching English as a Language Not Subject by Employing Formative Assessment

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Chandio, Muhammad Tufail; Jafferi, Saima

2015-01-01

English is a second language (L2) in Sindh, Pakistan. Most of the public sector schools in Sindh teach English as a subject rather than a language. Besides, they do not distinguish between generic pedagogy and distinctive approaches used for teaching English as a first language (L1) and second language (L2). In addition, the erroneous traditional…

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

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Soomro, Abdul Fattah; Almalki, Mansoor S.

2017-01-01

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

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

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Gregorcic, Marta

2009-01-01

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

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

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Hempel-Jorgensen, Amelia

2015-01-01

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

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

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

2013-01-01

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

Christian Caritas in Christian Pedagogy

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Leszek Aftyka

2018-04-01

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

“It has broadened the musical view we had”: the musical education into teaching construction by trainers from Pedagogy/UFSM

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Kelly Werle

2012-01-01

Full Text Available The current article focuses on the music into the process of teaching construction by trainers from Pedagogy Course at Santa Maria Federal University. As a reference to this text, there is a masters’ degree research carried out at PPGE/UFSM and at the group Fapem: “Formação, Ação e Pesquisa em Educação Musical. The Pedagogy Course is the research place due to its differential formation related to musical education, because it offers musical compulsory subjects in its curriculum, besides the complementary education through workshops from Programa LEM: Tocar e Cantar. The methodology defined for the study was a participative research, which was carried out by a group of fotrainers. The text, initially, brings a discussion upon Pedagogy as a course for teacher education, directing to music and music-pedagogical education of the pedagogues. Posteriorly, it shows the research results and analyses, detaching two central categories: “I cannot live without music”, which deals with music in life and in the professional-academic education of the trainers and “I want to do other things with music”, which discusses on the music into the supervising training.

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

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Hyland, Aine; Kilcommins, Shane

2009-01-01

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

A Subject-Specific Kinematic Model to Predict Human Motion in Exoskeleton-Assisted Gait

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Torricelli, Diego; Cortés, Camilo; Lete, Nerea; Bertelsen, Álvaro; Gonzalez-Vargas, Jose E.; del-Ama, Antonio J.; Dimbwadyo, Iris; Moreno, Juan C.; Florez, Julian; Pons, Jose L.

2018-01-01

The relative motion between human and exoskeleton is a crucial factor that has remarkable consequences on the efficiency, reliability and safety of human-robot interaction. Unfortunately, its quantitative assessment has been largely overlooked in the literature. Here, we present a methodology that allows predicting the motion of the human joints from the knowledge of the angular motion of the exoskeleton frame. Our method combines a subject-specific skeletal model with a kinematic model of a lower limb exoskeleton (H2, Technaid), imposing specific kinematic constraints between them. To calibrate the model and validate its ability to predict the relative motion in a subject-specific way, we performed experiments on seven healthy subjects during treadmill walking tasks. We demonstrate a prediction accuracy lower than 3.5° globally, and around 1.5° at the hip level, which represent an improvement up to 66% compared to the traditional approach assuming no relative motion between the user and the exoskeleton. PMID:29755336

A Subject-Specific Kinematic Model to Predict Human Motion in Exoskeleton-Assisted Gait.

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Torricelli, Diego; Cortés, Camilo; Lete, Nerea; Bertelsen, Álvaro; Gonzalez-Vargas, Jose E; Del-Ama, Antonio J; Dimbwadyo, Iris; Moreno, Juan C; Florez, Julian; Pons, Jose L

2018-01-01

The relative motion between human and exoskeleton is a crucial factor that has remarkable consequences on the efficiency, reliability and safety of human-robot interaction. Unfortunately, its quantitative assessment has been largely overlooked in the literature. Here, we present a methodology that allows predicting the motion of the human joints from the knowledge of the angular motion of the exoskeleton frame. Our method combines a subject-specific skeletal model with a kinematic model of a lower limb exoskeleton (H2, Technaid), imposing specific kinematic constraints between them. To calibrate the model and validate its ability to predict the relative motion in a subject-specific way, we performed experiments on seven healthy subjects during treadmill walking tasks. We demonstrate a prediction accuracy lower than 3.5° globally, and around 1.5° at the hip level, which represent an improvement up to 66% compared to the traditional approach assuming no relative motion between the user and the exoskeleton.

What Purposes, Specifically? Re-Thinking Purposes and Specificity in the Context of the "New Vocationalism"

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Dovey, Teresa

2006-01-01

Discipline-specific approaches to English for Academic Purposes (EAP) tend to overlook the purposes of the disciplines themselves and the issue of transferability from academic to professional contexts. This becomes problematic in the context of the "new knowledge economy" and emergent pedagogies in higher education, which are increasingly focused…

Teaching Public Health Through a Pedagogy of Collegiality

Science.gov (United States)

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

2006-01-01

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

Maps of intersections in visual education: artistic event as pedagogy

Directory of Open Access Journals (Sweden)

Belidson Dias

2013-12-01

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

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

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Jonathan J. Wisco

2015-01-01

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

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

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Schindel Dimick, Alexandra

2016-01-01

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

Pedagogy Corner: The Year Puzzle

Science.gov (United States)

Lovitt, Charles

2017-01-01

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

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

Science.gov (United States)

Hardaker, Glenn; Sabki, Aishah Ahmad

2015-01-01

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

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

Science.gov (United States)

Penuel, William R.; O'Connor, Kevin

2018-01-01

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

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

Science.gov (United States)

Nind, Melanie; Lewthwaite, Sarah

2018-01-01

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

Sociocultural Theory and its Role in the Development of Language Pedagogy

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Abdul Hameed Panhwar

2016-12-01

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

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

Science.gov (United States)

Adams, Rhys; Lenton, Kevin

2017-08-01

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

CONTRIBUTIONS OF HISTORICAL CRITICAL PEDAGOGY TO GEOGRAPHY TEACHING

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Lucas André Teixeira

2015-06-01

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

The effect of teacher interpersonal behaviour on students' subject-specific motivation

NARCIS (Netherlands)

Brok, den P.J.; Levy, J.; Brekelmans, J.M.G.; Wubbels, Th.

2005-01-01

A brief narrative description of the journal article, document, or resource. This study brings together insights from research on teaching and learning in specific subjects, learning environments research, and effectiveness research, by linking teacher interpersonal behaviour to students'

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

Science.gov (United States)

Kettle, Jane

2013-01-01

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

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

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Mark Angolia

2016-09-01

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

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

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

2010-01-01

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

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

NARCIS (Netherlands)

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

2016-01-01

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

Pleasure and pedagogy: the consumption of DVD add-ons among Irish teenagers

OpenAIRE

Brereton, Pat; O'Connor, Barbara

2007-01-01

This article addresses the issue of young people and media use in the digital age, more specifically the interconnection between new media pleasures and pedagogy as they relate to the consumption of DVD add-ons. Arguing against the view of new media as having predominantly detrimental effects on young people, the authors claim that new media can enable young people to develop media literacy skills and are of the view that media literacy strategies must be based on an understanding and legitim...

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

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McConnell, Kathleen F.

2017-01-01

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

Widening our understanding of creative pedagogy

DEFF Research Database (Denmark)

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

2015-01-01

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

Signature Pedagogies in Outdoor Education

Science.gov (United States)

Thomas, Glyn

2015-01-01

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

Green Chemistry Pedagogy

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Kolopajlo, Larry

2017-02-01

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

Sensitivity of subject-specific models to errors in musculo-skeletal geometry.

Science.gov (United States)

Carbone, V; van der Krogt, M M; Koopman, H F J M; Verdonschot, N

2012-09-21

Subject-specific musculo-skeletal models of the lower extremity are an important tool for investigating various biomechanical problems, for instance the results of surgery such as joint replacements and tendon transfers. The aim of this study was to assess the potential effects of errors in musculo-skeletal geometry on subject-specific model results. We performed an extensive sensitivity analysis to quantify the effect of the perturbation of origin, insertion and via points of each of the 56 musculo-tendon parts contained in the model. We used two metrics, namely a Local Sensitivity Index (LSI) and an Overall Sensitivity Index (OSI), to distinguish the effect of the perturbation on the predicted force produced by only the perturbed musculo-tendon parts and by all the remaining musculo-tendon parts, respectively, during a simulated gait cycle. Results indicated that, for each musculo-tendon part, only two points show a significant sensitivity: its origin, or pseudo-origin, point and its insertion, or pseudo-insertion, point. The most sensitive points belong to those musculo-tendon parts that act as prime movers in the walking movement (insertion point of the Achilles Tendon: LSI=15.56%, OSI=7.17%; origin points of the Rectus Femoris: LSI=13.89%, OSI=2.44%) and as hip stabilizers (insertion points of the Gluteus Medius Anterior: LSI=17.92%, OSI=2.79%; insertion point of the Gluteus Minimus: LSI=21.71%, OSI=2.41%). The proposed priority list provides quantitative information to improve the predictive accuracy of subject-specific musculo-skeletal models. Copyright © 2012 Elsevier Ltd. All rights reserved.

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

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

2016-01-01

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

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

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Nicoletta Blas

2014-05-01

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

Pedagogy of Absence, Conflict, and Emergence

DEFF Research Database (Denmark)

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

2017-01-01

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

Peacebuilding Dialogue Pedagogies in Canadian Classrooms

Science.gov (United States)

Bickmore, Kathy

2014-01-01

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

Teaching for excellence: honors pedagogies revealed

NARCIS (Netherlands)

Wolfensberger, M.V.C.

2012-01-01

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

Sensitivity of subject-specific models to errors in musculo-skeletal geometry

NARCIS (Netherlands)

Carbone, V.; van der Krogt, M.M.; Koopman, H.F.J.M.; Verdonschot, N.

2012-01-01

Subject-specific musculo-skeletal models of the lower extremity are an important tool for investigating various biomechanical problems, for instance the results of surgery such as joint replacements and tendon transfers. The aim of this study was to assess the potential effects of errors in

Considering a pedagogy of adress through the time image: a philosophical, curational and pedagogic project centered on artium’s collection

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Laura Trafí-Prats

2013-06-01

Full Text Available The article analyzes the foundations and research process of a curatorial-pedagogic project centered on reactivating ARTIUM’s Collection (Vitoria, Spain. In this process art and pedagogy are seen as scenes of address, or spaces of production of difference between the positions that the cultural, museum, curricular text offers, and the responses given by its interpreters, students, viewers. Different moments of this research process are discussed, including: 1 The reactivation of the expressive languages of ARTIUMartworks through a Deleuzian image theory and a pedagogy of address, 2 the production of a dilemmatic museum space centered on producing knowledge from visitors’ memories, experiences and subjectivities, 3 the activation of this space through a Laboratory of Logics of Vision, 4 the production of visual narratives experimenting with the concept of image-time by the participants in such Laboratory.

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

DEFF Research Database (Denmark)

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

2014-01-01

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

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

NARCIS (Netherlands)

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

2016-01-01

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

Instantaneous Metabolic Cost of Walking: Joint-Space Dynamic Model with Subject-Specific Heat Rate.

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Dustyn Roberts

Full Text Available A subject-specific model of instantaneous cost of transport (ICOT is introduced from the joint-space formulation of metabolic energy expenditure using the laws of thermodynamics and the principles of multibody system dynamics. Work and heat are formulated in generalized coordinates as functions of joint kinematic and dynamic variables. Generalized heat rates mapped from muscle energetics are estimated from experimental walking metabolic data for the whole body, including upper-body and bilateral data synchronization. Identified subject-specific energetic parameters-mass, height, (estimated maximum oxygen uptake, and (estimated maximum joint torques-are incorporated into the heat rate, as opposed to the traditional in vitro and subject-invariant muscle parameters. The total model metabolic energy expenditure values are within 5.7 ± 4.6% error of the measured values with strong (R2 > 0.90 inter- and intra-subject correlations. The model reliably predicts the characteristic convexity and magnitudes (0.326-0.348 of the experimental total COT (0.311-0.358 across different subjects and speeds. The ICOT as a function of time provides insights into gait energetic causes and effects (e.g., normalized comparison and sensitivity with respect to walking speed and phase-specific COT, which are unavailable from conventional metabolic measurements or muscle models. Using the joint-space variables from commonly measured or simulated data, the models enable real-time and phase-specific evaluations of transient or non-periodic general tasks that use a range of (aerobic energy pathway similar to that of steady-state walking.

STEM professional volunteers in K-12 competition programs: Educator practices and impact on pedagogy

Science.gov (United States)

Zintgraff, Alfred Clifton

This mixed methods dissertation study explored how secondary school educators in specific K-12 competition programs recruited and deployed STEM professional volunteers. The study explored which practices were viewed as most important, and how practices related to constructivist pedagogy, all from the viewpoint of educators. The non-positivist approach sought new knowledge without pursuing generalized results. Review of the literature uncovered extensive anecdotal information about current practices, and suggested that large investments are made in engaging volunteers. One National Science Foundation-sponsored study was identified, and its recommendations for a sustained research agenda were advanced. Three study phases were performed, one to explore practices and operationalize definitions, a second to rate practice's importance and their relation to pedagogy, and a third to seek explanations. Educators preferred recruiting local, meaning recruiting parents and former students, versus from industry or other employers. Most educators preferred volunteers with mentoring skills, and placing them in direct contact with students, versus deploying volunteers to help with behind-the-scenes tasks supporting the educator. Relationships were identified between the highest-rated practices and constructivism in programs. In STEM professional volunteers, educators see affordances, in the same way a classroom tool opens affordances. A model is proposed which shows educators considering practicality, pedagogy, knowledge and skills, and rapport when accessing the affordances opened by STEM professional volunteers. Benefits are maximized when programs align with strong industry clusters in the community.

Signature Pedagogy in Theatre Arts

Science.gov (United States)

Kornetsky, Lisa

2017-01-01

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

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

Science.gov (United States)

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

2018-04-01

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

Situating Preparedness Education within Public Pedagogy

Science.gov (United States)

Kitagawa, Kaori

2017-01-01

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

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

Science.gov (United States)

Dobson, Nicolas

2016-01-01

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

Ecopedagogy as an element of citizenship education: The dialectic of global/local spheres of citizenship and critical environmental pedagogies

Science.gov (United States)

Misiaszek, Greg William

2016-10-01

Emerging from popular education movements in Latin America, ecopedagogy is a critical environmental pedagogy which focuses on understanding the connections between social conflict and environmentally harmful acts carried out by humans. These connections are often politically hidden in education. Ecopedagogy, while being pluralistic, is in its essence defined as a critical, transformative environmental pedagogy centred on increasing social and environmental justice. Its ultimate aim is to find a sustainable balance between the conflicting goals of diverse notions of human progress and environmental wellbeing. This article is based on two comparative research projects. The first was a qualitative study on ecopedagogical models involving 31 expert ecopedagogues in Argentina, Brazil and the Appalachian region of the United States. They were asked for their perspectives on how successful ecopedagogy can be defined within the contexts in which they taught and conducted research. The second study analysed how 18 international expert scholars of citizenship and/or environmental pedagogy from six world continents regarded the ways in which citizenship intersects with environmental issues and the pedagogies of both in an increasingly globalised world, with specific focus on Global Citizenship Education. Results from the first study indicate the following two needs for effective environmental pedagogies: (1) for there to be an ecopedagogical paradigm shift in environmental teaching and research; and (2) for ecopedagogy to be an essential element of citizenship education (and vice versa). This article examines how conflicting processes of globalisation both help and hinder in achieving such a paradigm shift by decentring traditional nation-state citizenship. Results from the second study indicate how critical teaching within and between different spheres of citizenship (e.g. local, national, global, and planetary citizenship) is essential for ecopedagogy (and the

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

Science.gov (United States)

Hetherington, Lindsay; Wegerif, Rupert

2018-01-01

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

Pedagogies of Doing Good: Problematisations, Authorities, Technologies and Teleologies in Food Activism

Science.gov (United States)

Flowers, Rick; Swan, Elaine

2012-01-01

In this paper, we apply a framework from Nikolas Rose to analyse the politics of "doing good" in food activist education, what we call food pedagogies. We argue that a detailed exploration of food pedagogies has been neglected in adult education and in the growing field of food studies, in spite of the rapidly proliferating forms and…

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

Science.gov (United States)

Kopelson, Karen

2002-01-01

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

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

Science.gov (United States)

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

2017-01-01

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

Andragogy And Pedagogy Theories Of Learning In Joint Professional Military Education

Science.gov (United States)

2015-09-27

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

THE APPLICATION OF CYBERNETICS IN PEDAGOGY.

Science.gov (United States)

ATUTOV, P.R.

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

Implementing a Mobile Social Media Framework for Designing Creative Pedagogies

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Thomas Cochrane

2014-08-01

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

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

Science.gov (United States)

Connolly, Maureen; Harvey, William J

2018-04-12

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

Unpacking the invisible knapsack: The invention of white privilege pedagogy

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Leslie Margolin

2015-12-01

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

The FachRef-Assistant: Personalised, subject specific, and transparent stock management

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Eike T. Spielberg

2017-07-01

Full Text Available We present in this paper a personalized web application for the weeding of printed resources: the FachRef-Assistant. It offers an extensive range of tools for evidence based stock management, based on the thorough analysis of usage statistics. Special attention is paid to the criteria individualization, transparency of the parameters used, and generic functions. Currently, it is designed to work with the Aleph-System from ExLibris, but efforts were spent to keep the application as generic as possible. For example, all procedures specific to the local library system have been collected in one Java package. The inclusion of library specific properties such as collections and systematics has been designed to be highly generic as well by mapping the individual entries onto an in-memory database. Hence simple adaption of the package and the mappings would render the FachRef-Assistant compatible to other library systems. The personalization of the application allows for the inclusion of subject specific usage properties as well as of variations between different collections within one subject area. The parameter sets used to analyse the stock and to prepare weeding and purchase proposal lists are included in the output XML-files to facilitate a high degree of transparency, objectivity and reproducibility.

The specifics of the Russian market of confectionery: subject-object certainty

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Tsarenko Elena

2012-12-01

Full Text Available This article describes a study of the Russian confectionery market. Determining the specificity of the market in Russia, identified and examined the components of this market with the help of subject - object orientation. As well as the actuality of considering new approaches to promote sales of confectionery products.

Is gerontology ready for anti-racist pedagogy? A survey of educators' practices and perspectives.

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Karasik, Rona J; Kishimoto, Kyoko

2018-01-01

The older population in the United States is becoming more diverse, bringing increasing attention to the ways in which diversity and multiculturalism are addressed in gerontological education. Although diversity and multiculturalism have long been recognized as important components of the aging experience, our approach to understanding their significance and impact continues to grow and change. Anti-racist pedagogy represents one catalyst to stimulate such change. To evaluate the potential for anti-racist pedagogy in gerontology, this study explored gerontological educators' (N = 121) current practices and perspectives regarding the inclusion of diversity content in their courses, as well as the extent to which they are familiar with and/or use anti-racist pedagogy in their classes. The findings suggest that greater attention to issues of race, ethnicity, and multicultural diversity throughout the gerontological curriculum is needed and wanted. Although respondents were generally unfamiliar with the name anti-racist pedagogy, many indicated that their current teaching practices employed select components of it. Overall, the findings point toward the need for continued exploration of how anti-racist pedagogy may be brought into the gerontological classroom, as well as its implications for future research, policy, and practice.

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

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Del Gandio, Jason

2017-01-01

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

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

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Kaya, Çaglar; Kaya, Sinem

2017-01-01

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

Pedagogy of Attention: Subverting the Strong Language of Intention in Social Justice Education

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Desroches, Sarah J.

2016-01-01

In this paper, I explore the possibility of social justice education as pedagogy of "attention" rather than simply pedagogy of "intention." Drawing on Gert Biesta's (2010) concept of "strong" education, I begin by explaining how the language of intention in social justice education relies on a discourse in which…

Teaching For and About Critical Pedagogy in the Post-Secondary Classroom

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Mary Breunig

2009-12-01

Full Text Available While there is a body of literature that considers the theory of critical pedagogy, there is significantly less literature that specifically addresses the ways in which professors attempt to apply this theory in practice. This paper presents the results from a study that was designed, in part, to address this gap. Seventeen self-identified critical pedagogues participated in this qualitative research study. Participants reported their use of the following classroom practices, including: dialogue; group work; co-construction of syllabus; and experiential activities. This paper critically examines the social justice-oriented nature of these critical classroom practices.

The Purpose and Scope of Pedagogy in Pharmaceutical Education.

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Nakamura, Akihiro

2017-01-01

The WHO and International Pharmaceutical Federation (FIP) introduced the concept of the "seven-star pharmacist" in which a pharmacist is described as a caregiver, communicator, decision-maker, teacher, lifelong learner, leader and manager. In six-year pharmaceutical education programs, which have been provided in schools of pharmacy since 2006, 5th year students participate in on-site practice experiences in hospitals and community pharmacies. Thus, Japanese pharmacists also began to have a role in pharmaceutical education as teachers in clinical settings. Not only pharmacists in clinical settings, but also faculty members of pharmacy schools, had not previously been familiar with evidence-based education, and therefore they often teach in the way they were taught. Since research on teaching and learning has not been well developed in Japanese pharmaceutical education, both the model core curriculum for six-year programs and the subject benchmark statement for four-year programs are based on insufficient scientific evidence. We should promote the scholarship of teaching and learning, which promotes teaching as a scholarly endeavor and a worthy subject for research. In this review, I will summarize the needs and expectations for the establishment of pedagogy in pharmaceutical education.

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

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

2018-01-01

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

Educational "Testimonio": Critical Pedagogy as Mentorship

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Burciaga, Rebeca; Cruz Navarro, Natalia

2015-01-01

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

Field Systems Research: Sport Pedagogy Perspectives.

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Locke, Lawrence F.; And Others

1992-01-01

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

Sociocultural Theory and its Role in the Development of Language Pedagogy

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Abdul Hameed Panhwar; Sanaullah Ansari; Komal Ansari

2016-01-01

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

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

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Davidson, Robert; Lupton, Mandy

2016-01-01

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

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

OpenAIRE

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

2017-01-01

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

Food Pedagogy, Food Symposium - What is food about? A new approach for promoting changes in food related behaviour

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Thuv, Sølvi

2009-01-01

PURPOSE Guidelines suggest food related competency as a measure to develop better and more sustainable eating habits. Norwegian schools have got a new subject, Food and Health. Our purpose is to exemplify coherence in our teaching program and introduce the concept of Food Pedagogy. METHODS Literature research was used to discuss concepts of nutrition, food and "food culture". We arranged a pilot study and wrote a final teaching program for study Food and Health (60ECTS). We are work...

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

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Dallavis, Christian

2011-01-01

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

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

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McLinden, Michael

2013-01-01

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

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

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Ford, Derek R.

2014-01-01

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

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

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Hermann-Shores, Patricia

2017-01-01

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

Critiquing the Critical: The Casualties and Paradoxes of Critical Pedagogy in Music Education

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Hess, Juliet

2017-01-01

In the twenty-first century, many music education scholars seek to reconceptualize music education toward social justice. Critical pedagogy is at the forefront of this shift. However, as teachers aim toward equity through employing critical pedagogy, some undesired effects of using this teaching approach may arise. In this paper, I consider the…

Subject-specific computer simulation model for determining elbow loading in one-handed tennis backhand groundstrokes.

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King, Mark A; Glynn, Jonathan A; Mitchell, Sean R

2011-11-01

A subject-specific angle-driven computer model of a tennis player, combined with a forward dynamics, equipment-specific computer model of tennis ball-racket impacts, was developed to determine the effect of ball-racket impacts on loading at the elbow for one-handed backhand groundstrokes. Matching subject-specific computer simulations of a typical topspin/slice one-handed backhand groundstroke performed by an elite tennis player were done with root mean square differences between performance and matching simulations of elbow loading for a topspin and slice one-handed backhand groundstroke is relatively small. In this study, the relatively small differences in elbow loading may be due to comparable angle-time histories at the wrist and elbow joints with the major kinematic differences occurring at the shoulder. Using a subject-specific angle-driven computer model combined with a forward dynamics, equipment-specific computer model of tennis ball-racket impacts allows peak internal loading, net impulse, and shock due to ball-racket impact to be calculated which would not otherwise be possible without impractical invasive techniques. This study provides a basis for further investigation of the factors that may increase elbow loading during tennis strokes.

Critical Pedagogy as Collective Social Expertise in Higher Education

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Juha Suoranta

2006-10-01

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

Developmental Dynamics of General and School-Subject-Specific Components of Academic Self-Concept, Academic Interest, and Academic Anxiety.

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Gogol, Katarzyna; Brunner, Martin; Preckel, Franzis; Goetz, Thomas; Martin, Romain

2016-01-01

The present study investigated the developmental dynamics of general and subject-specific (i.e., mathematics, French, and German) components of students' academic self-concept, anxiety, and interest. To this end, the authors integrated three lines of research: (a) hierarchical and multidimensional approaches to the conceptualization of each construct, (b) longitudinal analyses of bottom-up and top-down developmental processes across hierarchical levels, and (c) developmental processes across subjects. The data stemmed from two longitudinal large-scale samples (N = 3498 and N = 3863) of students attending Grades 7 and 9 in Luxembourgish schools. Nested-factor models were applied to represent each construct at each grade level. The analyses demonstrated that several characteristics were shared across constructs. All constructs were multidimensional in nature with respect to the different subjects, showed a hierarchical organization with a general component at the apex of the hierarchy, and had a strong separation between the subject-specific components at both grade levels. Further, all constructs showed moderate differential stabilities at both the general (0.42 < r < 0.55) and subject-specific levels (0.45 < r < 0.73). Further, little evidence was found for top-down or bottom-up developmental processes. Rather, general and subject-specific components in Grade 9 proved to be primarily a function of the corresponding components in Grade 7. Finally, change in several subject-specific components could be explained by negative effects across subjects.

Subject-Specific Sparse Dictionary Learning for Atlas-Based Brain MRI Segmentation.

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Roy, Snehashis; He, Qing; Sweeney, Elizabeth; Carass, Aaron; Reich, Daniel S; Prince, Jerry L; Pham, Dzung L

2015-09-01

Quantitative measurements from segmentations of human brain magnetic resonance (MR) images provide important biomarkers for normal aging and disease progression. In this paper, we propose a patch-based tissue classification method from MR images that uses a sparse dictionary learning approach and atlas priors. Training data for the method consists of an atlas MR image, prior information maps depicting where different tissues are expected to be located, and a hard segmentation. Unlike most atlas-based classification methods that require deformable registration of the atlas priors to the subject, only affine registration is required between the subject and training atlas. A subject-specific patch dictionary is created by learning relevant patches from the atlas. Then the subject patches are modeled as sparse combinations of learned atlas patches leading to tissue memberships at each voxel. The combination of prior information in an example-based framework enables us to distinguish tissues having similar intensities but different spatial locations. We demonstrate the efficacy of the approach on the application of whole-brain tissue segmentation in subjects with healthy anatomy and normal pressure hydrocephalus, as well as lesion segmentation in multiple sclerosis patients. For each application, quantitative comparisons are made against publicly available state-of-the art approaches.

THE WALDORF - PEDAGOGY AND CHILDREN WITH SPECIAL NEEDS

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Lena DAMOVSKA

2005-06-01

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

On Rethinking Our Classrooms: A Critical Pedagogy View

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Yolanda Samacá Bohórquez

2012-12-01

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

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

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Murray, Elizabeth J

2018-01-15

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

Subject-specific regional measures of water diffusion are associated with impairment in chronic spinal cord injury.

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Choe, Ann S; Sadowsky, Cristina L; Smith, Seth A; van Zijl, Peter C M; Pekar, James J; Belegu, Visar

2017-08-01

We aimed to identify non-invasive imaging parameters that can serve as biomarkers for the integrity of the spinal cord, which is paramount to neurological function. Diffusion tensor imaging (DTI) indices are sensitive to axonal and myelin damage, and have strong potential to serve as such biomarkers. However, averaging DTI indices over large regions of interest (ROIs), a common approach to analyzing the images of injured spinal cord, leads to loss of subject-specific information. We investigated if DTI-tractography-driven, subject-specific demarcation approach can yield measures that are more specific to impairment. In 18 individuals with chronic spinal cord injury (SCI), subject-specific demarcation of the injury region was performed using DTI tractography, which yielded three regions relative to injury (RRI; regions superior to, at, and below injury epicenter). DTI indices averaged over each RRI were correlated with measures of residual motor and sensory function, obtained using the International Standard of Neurological Classification for Spinal Cord Injury (ISNCSCI). Total ISNCSCI score (ISNCSCI-tot; sum of ISNCSCI motor and sensory scores) was significantly (p injury epicenter (IRRI), the degree of which exceeded that of those measured from the entire cervical cord-suggesting contribution from Wallerian degeneration. DTI tractography-driven, subject-specific injury demarcation approach provided measures that were more specific to impairment. Notably, DTI indices obtained from the IRRI region showed the highest specificity to impairment, demonstrating their strong potential as biomarkers for the SCI severity.

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

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

2016-01-01

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

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

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Nguyen, David J.; Larson, Jay B.

2015-01-01

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

Pedagogy of Possibility for EFL Learners: Principles, Application, and Course Development

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Rahman Sahragard

2015-08-01

Full Text Available This study reports on the development of a reading comprehension course based on Critical Pedagogy principles, and the result of its application on EFL learners' reading comprehension competence, their motivation to read English materials, their democratic attitudes towards their English classrooms, and also their attitudes towards the critical course. The present study is, in fact, a step forward to scrutinize the outcomes of the beginning phases of a dissertation which was intended to develop a tentative model of Critical Pedagogy for English language teaching practice in Iran. Sixty one sophomore students (in two groups were the participants of the present study. One group was randomly assigned to the control group (n=31 who received instruction based on the conventional method of teaching reading comprehension practiced in most reading comprehension courses in Iran, while the other one made the experimental group (n=30 who received instruction based on the Critical Pedagogy course. Results of the statistical analyses comparing the participants' performance on pre- and post-tests regarding reading comprehension, a questionnaire on motivation, and a democratic attitude questionnaire which were administered before and after the treatment, besides the qualitative data from a semi-structured interview, suggested that despite some problem issues rising while practicing the principles of Critical Pedagogy, the developed course proved to have a significant positive impact on EFL learners’ reading comprehension ability, developing a positive democratic attitude towards their English classroom and also their motivation towards reading English materials. Students’ attitude towards the critical reading comprehension course was also discussed in terms of four emerging themes driven out of the qualitative data analysis. The most important message, however, may be the applicability of Critical Pedagogy principles in Iran, which had been reported

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

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Majors, Twanelle Deann Walker

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

nmsBuilder: Freeware to create subject-specific musculoskeletal models for OpenSim.

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Valente, Giordano; Crimi, Gianluigi; Vanella, Nicola; Schileo, Enrico; Taddei, Fulvia

2017-12-01

Musculoskeletal modeling and simulations of movement have been increasingly used in orthopedic and neurological scenarios, with increased attention to subject-specific applications. In general, musculoskeletal modeling applications have been facilitated by the development of dedicated software tools; however, subject-specific studies have been limited also by time-consuming modeling workflows and high skilled expertise required. In addition, no reference tools exist to standardize the process of musculoskeletal model creation and make it more efficient. Here we present a freely available software application, nmsBuilder 2.0, to create musculoskeletal models in the file format of OpenSim, a widely-used open-source platform for musculoskeletal modeling and simulation. nmsBuilder 2.0 is the result of a major refactoring of a previous implementation that moved a first step toward an efficient workflow for subject-specific model creation. nmsBuilder includes a graphical user interface that provides access to all functionalities, based on a framework for computer-aided medicine written in C++. The operations implemented can be used in a workflow to create OpenSim musculoskeletal models from 3D surfaces. A first step includes data processing to create supporting objects necessary to create models, e.g. surfaces, anatomical landmarks, reference systems; and a second step includes the creation of OpenSim objects, e.g. bodies, joints, muscles, and the corresponding model. We present a case study using nmsBuilder 2.0: the creation of an MRI-based musculoskeletal model of the lower limb. The model included four rigid bodies, five degrees of freedom and 43 musculotendon actuators, and was created from 3D surfaces of the segmented images of a healthy subject through the modeling workflow implemented in the software application. We have presented nmsBuilder 2.0 for the creation of musculoskeletal OpenSim models from image-based data, and made it freely available via nmsbuilder

Safe Space Oddity: Revisiting Critical Pedagogy

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Redmond, Melissa

2010-01-01

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

Pragmatism, Pedagogy, and Community Service Learning

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Yoder, Scot D.

2016-01-01

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

Imagining the Impossible: Revolutionary Critical Pedagogy Against the 21st Century American Imperium

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Valerie Scatamburlo-D’Annibale

2006-10-01

Full Text Available This article examines some of the major Marxist-humanist themes that animate the revolutionary critical pedagogy delineated by Peter McLaren in recent years. Among these themes are radical universalism, an interrogation of the capitalization and commodification of human labor, and the interrelatedness of American imperialism and neoliberal globalized capitalism. It argues that McLaren’s scholarship provides progressive educationalists with an alternative to those “post-alized” and liberal humanist versions of critical pedagogy that have virtually abandoned all forms of class analysis. It contends that revolutionary critical pedagogy offers a much-needed narrative capable of challenging the most recent manifestations of empire, wars of aggression, and exploitative capitalist relations.

Experimental Investigation of Subject-Specific On-Body Radio Propagation Channels for Body-Centric Wireless Communications

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Mohammad Monirujjaman Khan

2014-01-01

Full Text Available In this paper, subject-specific narrowband (2.45 GHz and ultra-wideband (3–10.6 GHz on-body radio propagation studies in wireless body area networks (WBANs were performed by characterizing the path loss for eight different human subjects of different shapes and sizes. The body shapes and sizes of the test subjects used in this study are characterised as thin, medium build, fatty, shorter, average height and taller. Experimental investigation was made in an indoor environment using a pair of printed monopoles (for the narrowband case and a pair of tapered slot antennas (for the ultra-wideband (UWB case. Results demonstrated that, due to the different sizes, heights and shapes of the test subjects, the path loss exponent value varies up to maximum of 0.85 for the narrowband on-body case, whereas a maximum variation of the path loss exponent value of 1.15 is noticed for the UWB case. In addition, the subject-specific behaviour of the on-body radio propagation channels was compared between narrowband and UWB systems, and it was deduced that the on-body radio channels are subject-specific for both narrowband and UWB system cases, when the same antennas (same characteristics are used. The effect of the human body shape and size variations on the eight different on-body radio channels is also studied for both the narrowband and UWB cases.

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

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Grosland, Tanetha J.

2013-01-01

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

Modelling of subject specific based segmental dynamics of knee joint

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Nasir, N. H. M.; Ibrahim, B. S. K. K.; Huq, M. S.; Ahmad, M. K. I.

2017-09-01

This study determines segmental dynamics parameters based on subject specific method. Five hemiplegic patients participated in the study, two men and three women. Their ages ranged from 50 to 60 years, weights from 60 to 70 kg and heights from 145 to 170 cm. Sample group included patients with different side of stroke. The parameters of the segmental dynamics resembling the knee joint functions measured via measurement of Winter and its model generated via the employment Kane's equation of motion. Inertial parameters in the form of the anthropometry can be identified and measured by employing Standard Human Dimension on the subjects who are in hemiplegia condition. The inertial parameters are the location of centre of mass (COM) at the length of the limb segment, inertia moment around the COM and masses of shank and foot to generate accurate motion equations. This investigation has also managed to dig out a few advantages of employing the table of anthropometry in movement biomechanics of Winter's and Kane's equation of motion. A general procedure is presented to yield accurate measurement of estimation for the inertial parameters for the joint of the knee of certain subjects with stroke history.

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

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Etherington, Matthew

2008-01-01

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

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

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Ciampaglia, Steve

2014-01-01

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

Blended learning pedagogy designed for communication module among undergraduate nursing students: A quasi-experimental study.

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Shorey, Shefaly; Kowitlawakul, Yanika; Devi, M Kamala; Chen, Hui-Chen; Soong, Swee Kit Alan; Ang, Emily

2018-02-01

Effective communication is important for nurse and patient outcomes. Nursing students often feel unprepared to communicate effectively with patients and other healthcare workers within the clinical environment. Blended learning pedagogy-based communication skills training can provide an alternative to traditional methods of teaching to enhance students' satisfaction and self-efficacy levels in communicating with others. To examine the effectiveness of blended learning pedagogy in a redesigned communication module among nursing undergraduates in enhancing their satisfaction levels and attitudes towards learning communication module as well as self-efficacy in communication. A single group pre-test and post-test quasi-experimental design was adopted. Data were collected from August 2016 to November 2016 from 124 nursing undergraduates from a leading nursing school. Blended learning pedagogy was adopted to redesign a communication module that offered a wide array of learning opportunities via face-to-face classroom and online sessions. Validated and reliable instruments were used to measure satisfaction levels with blended learning pedagogy, attitudes towards learning communication, and communication self-efficacy. Descriptive and inferential statistics were used to analyze the data. Participants had enhanced satisfaction levels with blended learning pedagogy, better attitudes in learning communication skills, and improved communication self-efficacies at posttest (week 13 of the semester) when compared with their pre-test scores (week one of the semester). Participants scored higher in the Blended Learning Satisfaction Scale, the Communication Skills Attitude Scale, and the communication skills subscale of the Nursing Students Self-Efficacy Scale. Blended learning pedagogy can be effectively used in facilitating communication modules and enhancing student outcomes among nursing undergraduates. The long-term effectiveness of using blended learning pedagogy in

Developmental Dynamics of General and School-Subject-Specific Components of Academic Self-Concept, Academic Interest, and Academic Anxiety

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Katarzyna eGogol

2016-03-01

Full Text Available The present study investigated the developmental dynamics of general and subject-specific (i.e., mathematics, French, and German components of students’ academic self-concept, anxiety, and interest. To this end, the authors integrated three lines of research: (a hierarchical and multidimensional approaches to the conceptualization of each construct, (b longitudinal analyses of bottom-up and top-down developmental processes across hierarchical levels, and (c ipsative developmental processes across subjects. The data stemmed from two longitudinal large-scale samples (N = 3,498 and N = 3,863 of students attending Grades 7 and 9 in Luxembourgish schools. Nested-factor models were applied to represent each construct at each grade level. The analyses demonstrated that several characteristics were shared across constructs. All constructs were multidimensional in nature with respect to the different subjects, showed a hierarchical organization with a general component at the apex of the hierarchy, and had a strong separation between the subject-specific components at both grade levels. Further, all constructs showed moderate differential stabilities at both the general (.42 < r < .55 and subject-specific levels (.45 < r < .73. Further, little evidence was found for top-down or bottom-up developmental processes. Rather, general and subject-specific components in Grade 9 proved to be primarily a function of the corresponding components in Grade 7. Finally, change in several subject-specific components could be explained by negative, ipsative effects across subjects.

Developmental Dynamics of General and School-Subject-Specific Components of Academic Self-Concept, Academic Interest, and Academic Anxiety

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Gogol, Katarzyna; Brunner, Martin; Preckel, Franzis; Goetz, Thomas; Martin, Romain

2016-01-01

The present study investigated the developmental dynamics of general and subject-specific (i.e., mathematics, French, and German) components of students' academic self-concept, anxiety, and interest. To this end, the authors integrated three lines of research: (a) hierarchical and multidimensional approaches to the conceptualization of each construct, (b) longitudinal analyses of bottom-up and top-down developmental processes across hierarchical levels, and (c) developmental processes across subjects. The data stemmed from two longitudinal large-scale samples (N = 3498 and N = 3863) of students attending Grades 7 and 9 in Luxembourgish schools. Nested-factor models were applied to represent each construct at each grade level. The analyses demonstrated that several characteristics were shared across constructs. All constructs were multidimensional in nature with respect to the different subjects, showed a hierarchical organization with a general component at the apex of the hierarchy, and had a strong separation between the subject-specific components at both grade levels. Further, all constructs showed moderate differential stabilities at both the general (0.42 < r < 0.55) and subject-specific levels (0.45 < r < 0.73). Further, little evidence was found for top-down or bottom-up developmental processes. Rather, general and subject-specific components in Grade 9 proved to be primarily a function of the corresponding components in Grade 7. Finally, change in several subject-specific components could be explained by negative effects across subjects. PMID:27014162

Soft tissue artifact compensation in knee kinematics by multi-body optimization: Performance of subject-specific knee joint models.

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Clément, Julien; Dumas, Raphaël; Hagemeister, Nicola; de Guise, Jaques A

2015-11-05

Soft tissue artifact (STA) distort marker-based knee kinematics measures and make them difficult to use in clinical practice. None of the current methods designed to compensate for STA is suitable, but multi-body optimization (MBO) has demonstrated encouraging results and can be improved. The goal of this study was to develop and validate the performance of knee joint models, with anatomical and subject-specific kinematic constraints, used in MBO to reduce STA errors. Twenty subjects were recruited: 10 healthy and 10 osteoarthritis (OA) subjects. Subject-specific knee joint models were evaluated by comparing dynamic knee kinematics recorded by a motion capture system (KneeKG™) and optimized with MBO to quasi-static knee kinematics measured by a low-dose, upright, biplanar radiographic imaging system (EOS(®)). Errors due to STA ranged from 1.6° to 22.4° for knee rotations and from 0.8 mm to 14.9 mm for knee displacements in healthy and OA subjects. Subject-specific knee joint models were most effective in compensating for STA in terms of abduction-adduction, inter-external rotation and antero-posterior displacement. Root mean square errors with subject-specific knee joint models ranged from 2.2±1.2° to 6.0±3.9° for knee rotations and from 2.4±1.1 mm to 4.3±2.4 mm for knee displacements in healthy and OA subjects, respectively. Our study shows that MBO can be improved with subject-specific knee joint models, and that the quality of the motion capture calibration is critical. Future investigations should focus on more refined knee joint models to reproduce specific OA knee geometry and physiology. Copyright © 2015 Elsevier Ltd. All rights reserved.

Critical Capability Pedagogies and University Education

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Walker, Melanie

2010-01-01

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

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

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Belinda Mendelowitz

2011-05-01

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

Dynamical Systems Theory: Application to Pedagogy

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Abraham, Jane L.

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

Validating atlas-guided DOT: a comparison of diffuse optical tomography informed by atlas and subject-specific anatomies.

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Cooper, Robert J; Caffini, Matteo; Dubb, Jay; Fang, Qianqian; Custo, Anna; Tsuzuki, Daisuke; Fischl, Bruce; Wells, William; Dan, Ippeita; Boas, David A

2012-09-01

We describe the validation of an anatomical brain atlas approach to the analysis of diffuse optical tomography (DOT). Using MRI data from 32 subjects, we compare the diffuse optical images of simulated cortical activation reconstructed using a registered atlas with those obtained using a subject's true anatomy. The error in localization of the simulated cortical activations when using a registered atlas is due to a combination of imperfect registration, anatomical differences between atlas and subject anatomies and the localization error associated with diffuse optical image reconstruction. When using a subject-specific MRI, any localization error is due to diffuse optical image reconstruction only. In this study we determine that using a registered anatomical brain atlas results in an average localization error of approximately 18 mm in Euclidean space. The corresponding error when the subject's own MRI is employed is 9.1 mm. In general, the cost of using atlas-guided DOT in place of subject-specific MRI-guided DOT is a doubling of the localization error. Our results show that despite this increase in error, reasonable anatomical localization is achievable even in cases where the subject-specific anatomy is unavailable. Copyright © 2012 Elsevier Inc. All rights reserved.

Immanent Shakespearing: Politics, Performance, Pedagogy

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Barnes, Todd Landon

2010-01-01

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

Indirect detection of an epitope-specific response to HIV-1 gp120 immunization in human subjects.

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Evgeny Shmelkov

Full Text Available A specific response of human serum neutralizing antibodies (nAb to a conformational epitope as a result of vaccination of human subjects with the surface envelope glycoprotein (gp120 of HIV-1 has not previously been documented. Here, we used computational analysis to assess the epitope-specific responses of human subjects, which were immunized with recombinant gp120 immunogens in the VAX003 and VAX004 clinical trials. Our computational methodology--a variation of sieve analysis--compares the occurrence of specific nAb targeted conformational 3D epitopes on viruses from infected individuals who received vaccination to the occurrence of matched epitopes in the viruses infecting placebo subjects. We specifically studied seven crystallographically defined nAb targeted conformational epitopes in the V3 loop, an immunogenic region of gp120. Of the six epitopes present in the immunogens and targeted by known monoclonal neutralizing antibodies, only the one targeted by the anti-V3 nAb 2219 exhibited a significant reduction in occurrence in vaccinated subjects compared to the placebo group. This difference occurred only in the VAX003 Thailand cohort. No difference was seen between vaccinated and placebo groups for the occurrence of an epitope that was not present in the immunogen. Thus, it can be theorized that a specific 2219-like human neutralizing antibody immune response to AIDSVAX immunization occurred in the VAX003 cohort, and that this response protected subjects from a narrow subset of HIV-1 viruses circulating in Thailand in the 1990s and bearing the conformational epitope targeted by the neutralizing antibody 2219.

Entrepreneurship Education Pedagogy: Teacher-Student-Centred Paradox

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

2018-01-01

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

The Dispositions for Culturally Responsive Pedagogy Scale

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Whitaker, Manya C.; Valtierra, Kristina Marie

2018-01-01

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

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

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Murphy, Michael P. A.

2017-01-01

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

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

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Borrero, Noah; Ziauddin, Asra; Ahn, Alexandra

2018-01-01

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

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

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Dr. John L. VITALE

2008-07-01

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

The Personalistic Pedagogy of Giorgio Agamben

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Peterson, Thomas Erling

2014-01-01

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

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

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

2015-12-01

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

Narrative pedagogy and simulation: future directions for nursing education.

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Walsh, Mike

2011-05-01

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

RHYTHMIC MUSIC PEDAGOGY: A SCANDINAVIAN APPROACH TO MUSIC EDUCATION

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Hauge Torunn Bakken

2012-06-01

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

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

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Harrop-Allin, Susan

2017-01-01

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

Activation of prefrontal cortex and anterior thalamus in alcoholic subjects on exposure to alcohol-specific cues.

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George, M S; Anton, R F; Bloomer, C; Teneback, C; Drobes, D J; Lorberbaum, J P; Nahas, Z; Vincent, D J

2001-04-01

Functional imaging studies have recently demonstrated that specific brain regions become active in cocaine addicts when they are exposed to cocaine stimuli. To test whether there are regional brain activity differences during alcohol cue exposure between alcoholic subjects and social drinkers, we designed a functional magnetic resonance imaging (fMRI) protocol involving alcohol-specific cues. Ten non-treatment-seeking adult alcoholic subjects (2 women) (mean [SD] age, 29.9 [9.9] years) as well as 10 healthy social drinking controls of similar age (2 women) (mean [SD] age, 29.4 [8.9] years) were recruited, screened, and scanned. In the 1.5-T magnetic resonance imaging scanner, subjects were serially rated for alcohol craving before and after a sip of alcohol, and after a 9-minute randomized presentation of pictures of alcoholic beverages, control nonalcoholic beverages, and 2 different visual control tasks. During picture presentation, changes in regional brain activity were measured with the blood oxygen level-dependent technique. Alcoholic subjects, compared with the social drinking subjects, reported higher overall craving ratings for alcohol. After a sip of alcohol, while viewing alcohol cues compared with viewing other beverage cues, only the alcoholic subjects had increased activity in the left dorsolateral prefrontal cortex and the anterior thalamus. The social drinkers exhibited specific activation only while viewing the control beverage pictures. When exposed to alcohol cues, alcoholic subjects have increased brain activity in the prefrontal cortex and anterior thalamus-brain regions associated with emotion regulation, attention, and appetitive behavior.

Exploring Signature Pedagogies in Undergraduate Leadership Education

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Jenkins, Daniel M.

2012-01-01

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

YouTube, Critical Pedagogy, and Media Activism

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Kellner, Douglas; Kim, Gooyong

2010-01-01

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

Embracing Tensions in Feminist Organizational Communication Pedagogies

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

2017-01-01

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

Self-regulated learning in students of pedagogy

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Janete Aparecida da Silva Marini

2014-12-01

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

Feminist pedagogy: a framework for nursing education?

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Hezekiah, J

1993-02-01

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

Specific terms glossary for subjects taught in Physical Culture first year career

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Ana Isel Rodríguez Cruz

2016-08-01

Full Text Available Contents comprehension is an important element in the learning process; present didactic ways demand from teaching styles that favor communicative competence in the students. Taking into account the relevance of this topic in the teaching learning process it was decided to develop the present work, which has the objective to offer the students a tool that allow them an efficient comprehension of the contents they receive in the Physical Culture first year career subjects. To fulfil the goal a glossary with specific terms of basketball, chess, swimming, athletics, basic gymnastics, and morphology was designed starting from the results of the initial diagnosis, the scientific observation, as well as the detail revision of the normative documents that rule Communicative Spanish subject. The glossary use favor the students´ texts comprehension development from the mentioned subject.

Examining Hip-Hop as Culturally Relevant Pedagogy

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Kim, Jung; Pulido, Isaura

2015-01-01

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

Culturally Responsive Pedagogy for Teachers of Color

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Gist, Conra D.

2017-01-01

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

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

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Lamont, Emma

2014-05-01

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

Pedagogy as influencing nursing students' essentialized understanding of culture.

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

2010-01-01

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

Environmental Design Pedagogy in Leningrad in the 1980s

DEFF Research Database (Denmark)

Karpova, Yulia

2019-01-01

of America with the support of the U.S. Environmental Protection Agency, and held in San Jose, California, in August 1992. At this event, young Leningrad designers demonstrated the tendency to de-centre the consumer in their picture of environmental design, and, arguably, took a step towards a post...... awareness. In cooperation with environmentalists, philosophers, historians and other specialists, industrial designers sought for specific methods of environmentally affirmative design. In line with this, they also called for a corresponding reconsideration of design pedagogy: no adding “environmental...... design” as an extra discipline to design departments, but orienting the whole curriculum towards solving environmental issues. This chapter highlights tensions and contradictions of late Soviet design environmentalism by considering the case of a design workshop run by Vladimir Kirpichev at Mukhina...

Cytomegalovirus (CMV) Epitope-Specific CD4+ T Cells Are Inflated in HIV+ CMV+ Subjects.

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Abana, Chike O; Pilkinton, Mark A; Gaudieri, Silvana; Chopra, Abha; McDonnell, Wyatt J; Wanjalla, Celestine; Barnett, Louise; Gangula, Rama; Hager, Cindy; Jung, Dae K; Engelhardt, Brian G; Jagasia, Madan H; Klenerman, Paul; Phillips, Elizabeth J; Koelle, David M; Kalams, Spyros A; Mallal, Simon A

2017-11-01

Select CMV epitopes drive life-long CD8 + T cell memory inflation, but the extent of CD4 memory inflation is poorly studied. CD4 + T cells specific for human CMV (HCMV) are elevated in HIV + HCMV + subjects. To determine whether HCMV epitope-specific CD4 + T cell memory inflation occurs during HIV infection, we used HLA-DR7 (DRB1*07:01) tetramers loaded with the glycoprotein B DYSNTHSTRYV (DYS) epitope to characterize circulating CD4 + T cells in coinfected HLA-DR7 + long-term nonprogressor HIV subjects with undetectable HCMV plasma viremia. DYS-specific CD4 + T cells were inflated among these HIV + subjects compared with those from an HIV - HCMV + HLA-DR7 + cohort or with HLA-DR7-restricted CD4 + T cells from the HIV-coinfected cohort that were specific for epitopes of HCMV phosphoprotein-65, tetanus toxoid precursor, EBV nuclear Ag 2, or HIV gag protein. Inflated DYS-specific CD4 + T cells consisted of effector memory or effector memory-RA + subsets with restricted TCRβ usage and nearly monoclonal CDR3 containing novel conserved amino acids. Expression of this near-monoclonal TCR in a Jurkat cell-transfection system validated fine DYS specificity. Inflated cells were polyfunctional, not senescent, and displayed high ex vivo levels of granzyme B, CX 3 CR1, CD38, or HLA-DR but less often coexpressed CD38 + and HLA-DR + The inflation mechanism did not involve apoptosis suppression, increased proliferation, or HIV gag cross-reactivity. Instead, the findings suggest that intermittent or chronic expression of epitopes, such as DYS, drive inflation of activated CD4 + T cells that home to endothelial cells and have the potential to mediate cytotoxicity and vascular disease. Copyright © 2017 by The American Association of Immunologists, Inc.

Towards a Pedagogy of Grammar Instruction

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Richards, Jack C.; Reppen, Randi

2014-01-01

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

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

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Hassenfeld, Ziva R.

2018-01-01

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

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

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Simone Fullagar

2017-11-01

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

Automatic generation of a subject-specific model for accurate markerless motion capture and biomechanical applications.

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Corazza, Stefano; Gambaretto, Emiliano; Mündermann, Lars; Andriacchi, Thomas P

2010-04-01

A novel approach for the automatic generation of a subject-specific model consisting of morphological and joint location information is described. The aim is to address the need for efficient and accurate model generation for markerless motion capture (MMC) and biomechanical studies. The algorithm applied and expanded on previous work on human shapes space by embedding location information for ten joint centers in a subject-specific free-form surface. The optimal locations of joint centers in the 3-D mesh were learned through linear regression over a set of nine subjects whose joint centers were known. The model was shown to be sufficiently accurate for both kinematic (joint centers) and morphological (shape of the body) information to allow accurate tracking with MMC systems. The automatic model generation algorithm was applied to 3-D meshes of different quality and resolution such as laser scans and visual hulls. The complete method was tested using nine subjects of different gender, body mass index (BMI), age, and ethnicity. Experimental training error and cross-validation errors were 19 and 25 mm, respectively, on average over the joints of the ten subjects analyzed in the study.

Pedagogy for Economic Competitiveness and Sustainable Development

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Sahlberg, Pasi; Oldroyd, David

2010-01-01

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

Reconceptualising Higher Education Pedagogy in Online Learning

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

2010-01-01

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

Medical Image Processing for Fully Integrated Subject Specific Whole Brain Mesh Generation

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Chih-Yang Hsu

2015-05-01

Full Text Available Currently, anatomically consistent segmentation of vascular trees acquired with magnetic resonance imaging requires the use of multiple image processing steps, which, in turn, depend on manual intervention. In effect, segmentation of vascular trees from medical images is time consuming and error prone due to the tortuous geometry and weak signal in small blood vessels. To overcome errors and accelerate the image processing time, we introduce an automatic image processing pipeline for constructing subject specific computational meshes for entire cerebral vasculature, including segmentation of ancillary structures; the grey and white matter, cerebrospinal fluid space, skull, and scalp. To demonstrate the validity of the new pipeline, we segmented the entire intracranial compartment with special attention of the angioarchitecture from magnetic resonance imaging acquired for two healthy volunteers. The raw images were processed through our pipeline for automatic segmentation and mesh generation. Due to partial volume effect and finite resolution, the computational meshes intersect with each other at respective interfaces. To eliminate anatomically inconsistent overlap, we utilized morphological operations to separate the structures with a physiologically sound gap spaces. The resulting meshes exhibit anatomically correct spatial extent and relative positions without intersections. For validation, we computed critical biometrics of the angioarchitecture, the cortical surfaces, ventricular system, and cerebrospinal fluid (CSF spaces and compared against literature values. Volumina and surface areas of the computational mesh were found to be in physiological ranges. In conclusion, we present an automatic image processing pipeline to automate the segmentation of the main intracranial compartments including a subject-specific vascular trees. These computational meshes can be used in 3D immersive visualization for diagnosis, surgery planning with haptics

Makiguchian pedagogy in the middle school science classroom

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Pagan, Iris Teresa

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

In Defense of Critical Democratic Pedagogy

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Tracey Isaacs

2018-04-01

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

Pedagogy of Financial Education among College Students

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Jacob Michael Ben

2016-12-01

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

The Place of Imagination in Inclusive Pedagogy: Thinking with Maxine Greene and Hannah Arendt

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Harwood, Valerie

2010-01-01

Conceptualising difference is a key task for inclusive pedagogy, and vital to the politics of inclusion. My purpose in this paper is to consider the place that imagination has in helping us to conceptualise difference, and to argue that imagination has a key part to play in inclusive pedagogy. To do this I draw closely on the work of Maxine Greene…

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

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McPherson, Charmaine; MacDonald, Cathy

2017-01-01

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

Mathematics, commonness and integral pedagogy: offering trends from a humanist integral optics

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Milagros Elena Rodríguez

2010-10-01

Full Text Available In the educative institutions, numerous difficulties still are being perceived to teach Mathematics as it is circumscribed in a traditional pedagogy, th educative, cultural and social context is still being planned in an hegemonic way. Using a hermeneutical methodology in this qualitative research, offerer tendencies are given on the triad: Mathematics-daily life experiences-integral pedagogy, to provide a swerve to the teaching of science and to present it with an improved, active and liberating pedagogy; tending to change the perspective of the teaching of science. Among such tendencies we can find: the contribution to educate a honorable, supportive and humanist individual; the preparation on the intellectual, moral and spiritual levels; and authentic education, taking into account the scholar’s potentialities and an individual educated on mind, body and heart. To do so, the teacher must be skilled on history, philosophy, psychology, sociology, semiotics among other categories; and they must be ethical, critics on their own praxis, opened to the changes and innovations individuals.

Music Cultural Pedagogy in the "Network Society"

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Sakai, Winfried

2014-01-01

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

Reforming Teacher Education for Online Pedagogy Development

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Scheg, Abigail G.

2014-01-01

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

Feminist Pedagogy in Early Childhood Teachers' Education

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Ziv, Haggith Gor

2015-01-01

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

Cultivating Discontinuity: Pentecostal Pedagogies of Yielding and Control

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Brahinsky, Josh

2013-01-01

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

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

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Crowther, Phillip

2013-01-01

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

Pedagogies in Action: A Community Resource Linking Teaching Methods to Examples of their Use

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Manduca, C. A.; Fox, S. P.; Iverson, E. A.; Kirk, K.; Ormand, C. J.

2009-12-01

The Pedagogies in Action portal (http://serc.carleton.edu/sp) provides access to information on more than 40 teaching methods with examples of their use in geoscience and beyond. Each method is described with pages addressing what the method is, why or when it is useful, and how it can be implemented. New methods added this year include Teaching with Google Earth, Jigsaw, Teaching the Process of Science, Guided Discovery Problems, Teaching Urban Students, and Using ConceptTests. Examples then show specifically how the method has been used to teach concepts in a variety of disciplines. The example collection now includes 775 teaching activities of which more than 550 are drawn from the geosciences. Geoscience faculty are invited to add their own examples to this collection or to test examples in the collection and provide a review. Evaluation results show that the combination of modules and activities inspires teachers at all levels to use a new pedagogy and increases their confidence that they can use it successfully. In addition, submitting activities to the collection, including writing summary information for other instructors, helps them think more carefully about the design of their activity. The activity collections are used both for ready to use activities and to find ideas for new activities. The portal provides overarching access to materials developed by a wide variety of collaborating partners each of which uses the service to create a customized pedagogic portal addressing a more specific audience. Of interest to AGU members are pedagogic portals on Starting Point: Teaching Introductory Geoscience (http://serc.carleton.edu/introgeo); On the Cutting Edge (http://serc.carleton.edu/NAGTWorkshops); Enduring Resources for Earth System Education (http://earthref.org/ERESE) Microbial Life Educational Resources (http://serc.carleton.edu/microbe_life); the National Numeracy Network (http://serc.carleton.edu/nnn/index.html); CAUSE: The Consortium for

Specifics of Educational Texts Selection for Schoolchildren Doing the Humanities Subjects

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T. V. Oblasova

2012-01-01

Full Text Available The paper proposes the new approach to educational text selection for the humanities teaching. Its specifics is based on the wide interpretation of educational texts, as the culture texts involved in cognitive learning activity and fulfilling the multiple tasks of the related subjects and personal development. The educational text is taken as a generalized model, its content and structure determining the scheme of a speech cognitive activity, as well as the meaning formation mechanism responsible for understanding and personal development. The texts and tasks selection is oriented on schoolchildren’s understanding with the reference to the psycholinguistic, psychological and hermeneutic approaches; information extraction and interpretation level related to the author’s and student’s context. The given approach could provide the basis for developing and structuring the textbooks content for the humanities subjects. 

Critical Pedagogy Principles in Teaching EFL Reading

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Slamet Wahyudi Yulianto

2015-12-01

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

Blended learning pedagogy: the time is now!

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Pizzi, Michael A

2014-07-01

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

Studios Abroad: A Challenge in Innovative Pedagogy

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Macedo, Joseli

2017-01-01

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

Linguistics, pedagogy and teaching of the language

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Álvaro William Santiago Galvis

2005-02-01

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

A Combined Experimental and Computational Approach to Subject-Specific Analysis of Knee Joint Laxity

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Harris, Michael D.; Cyr, Adam J.; Ali, Azhar A.; Fitzpatrick, Clare K.; Rullkoetter, Paul J.; Maletsky, Lorin P.; Shelburne, Kevin B.

2016-01-01

Modeling complex knee biomechanics is a continual challenge, which has resulted in many models of varying levels of quality, complexity, and validation. Beyond modeling healthy knees, accurately mimicking pathologic knee mechanics, such as after cruciate rupture or meniscectomy, is difficult. Experimental tests of knee laxity can provide important information about ligament engagement and overall contributions to knee stability for development of subject-specific models to accurately simulate knee motion and loading. Our objective was to provide combined experimental tests and finite-element (FE) models of natural knee laxity that are subject-specific, have one-to-one experiment to model calibration, simulate ligament engagement in agreement with literature, and are adaptable for a variety of biomechanical investigations (e.g., cartilage contact, ligament strain, in vivo kinematics). Calibration involved perturbing ligament stiffness, initial ligament strain, and attachment location until model-predicted kinematics and ligament engagement matched experimental reports. Errors between model-predicted and experimental kinematics averaged ligaments agreed with literature descriptions. These results demonstrate the ability of our constraint models to be customized for multiple individuals and simultaneously call attention to the need to verify that ligament engagement is in good general agreement with literature. To facilitate further investigations of subject-specific or population based knee joint biomechanics, data collected during the experimental and modeling phases of this study are available for download by the research community. PMID:27306137

Exploring Culturally Sustaining Writing Pedagogy in Urban Classrooms

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Woodard, Rebecca; Vaughan, Andrea; Machado, Emily

2017-01-01

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

An online learning space facilitating supervision pedagogies in ...

African Journals Online (AJOL)

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

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

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

2014-01-01

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

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

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Pendakur, Vijay; Furr, Sara C.

2016-01-01

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

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

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Dunphy, Elizabeth

2012-01-01

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

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

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Kailah R. Carden

2016-07-01

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

Review Essay: Faltering Forms Go to School. Analysis of the Subject in Connection With Andreas Reckwitz

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Johannes Twardella

2009-03-01

Full Text Available In his book "Subjectivity," Andreas RECKWITZ interprets the work of a series of structuralist and poststructuralist authors in relation to the analysis of subjectivity. In the following article I reconstruct this interpretation and attempt to critically analyze the empirical explanatory power of these authors. An excerpt from the school routine of a German class is used to show how these various "subject-theoretical analysis strategies" may lead to different, interesting, and insightful interpretations. It also becomes clear that the idea of subjectivity, and therefore of education and maturity, cannot be abandoned. Without this idea, the application of pedagogy would be cynical, and the ability to understand it impossible. URN: urn:nbn:de:0114-fqs090222

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

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Zepke, Nick

2015-02-01

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

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

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Murris, Karin

2014-01-01

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

The Social Perspective and Pedagogy in Technical Communication.

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Thralls, Charlotte; Blyler, Nancy Roundy

1993-01-01

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

"Pedagogies of Resistance" and Critical Peace Education Praxis

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Bajaj, Monisha

2015-01-01

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

Towards a pedagogy for education for sustainable development

African Journals Online (AJOL)

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

Composing, Songwriting, and Producing: Informing Popular Music Pedagogy

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Tobias, Evan S.

2013-01-01

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

From "Postwar Pedagogy" to "Post-Cold War Pedagogy": An Overview of the History of Educational Theory in Japan 1945-2007

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Imai, Yasuo

2007-01-01

This paper examines the development of educational theory in Japan from 1945 to the present in five time divisions: (1) postwar "new education" and its critics (1945-52); (2) revisionist educational policy versus the people's education movement (1952-61); (3) the formation of "postwar pedagogy" as a self-reflection of the…

Teaching thoughtful practice: narrative pedagogy in addictions education.

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Vandermause, Roxanne K; Townsend, Ryan P

2010-07-01

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

Pedagogy and Academic Success in Prelicensure Nursing Education.

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Murray, Teri A

2016-01-01

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

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

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Thomas Cochrane

2014-08-01

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

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

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Oland, Trine

2012-01-01

This article examines the cultural constructs of progressive pedagogy in Danish school pedagogy and its emerging focus on the child's human potential from the 1920s to the 1950s. It draws on Foucault's notion of "dispositifs" and the "elements of history," encircling a complex transformation of continuity and discontinuity of…

Subject-specific computational modeling of DBS in the PPTg area

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Laura M. Zitella

2015-07-01

Full Text Available Deep brain stimulation (DBS in the pedunculopontine tegmental nucleus (PPTg has been proposed to alleviate medically intractable gait difficulties associated with Parkinson’s disease. Clinical trials have shown somewhat variable outcomes, stemming in part from surgical targeting variability, modulating fiber pathways implicated in side effects, and a general lack of mechanistic understanding of DBS in this brain region. Subject-specific computational models of DBS are a promising tool to investigate the underlying therapy and side effects. In this study, a parkinsonian rhesus macaque was implanted unilaterally with an 8-contact DBS lead in the PPTg region. Fiber tracts adjacent to PPTg, including the oculomotor nerve, central tegmental tract, and superior cerebellar peduncle, were reconstructed from a combination of pre-implant 7T MRI, post-implant CT, and post-mortem histology. These structures were populated with axon models and coupled with a finite element model simulating the voltage distribution in the surrounding neural tissue during stimulation. This study introduces two empirical approaches to evaluate model parameters. First, incremental monopolar cathodic stimulation (20Hz, 90µs pulse width was evaluated for each electrode, during which a right eyelid flutter was observed at the proximal four contacts (-1.0 to -1.4mA. These current amplitudes followed closely with model predicted activation of the oculomotor nerve when assuming an anisotropic conduction medium. Second, PET imaging was collected OFF-DBS and twice during DBS (two different contacts, which supported the model predicted activation of the central tegmental tract and superior cerebellar peduncle. Together, subject-specific models provide a framework to more precisely predict pathways modulated by DBS.

PEDAGOGY OF DIFFERENCES AND EQUITY...FROM AND TO AN INCLUSIVE EDUCACION-CULTURA OF POSITIVE AND COMPREHENSIVE PEACE

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Anaida Pascual-Morán

2014-01-01

Full Text Available A pedagogy of differences and justness is proposed, in order to eradicate inequality, discrimination, and injustice. It is contextualized from a scaffold of positive and integral peace education-culture of inclusive nature, towards which it is also heading. To think about and practice this pedagogy entails seeing justness and inclusion as leading threads and driving force to be forged, together and inseparably, across culture and education. It is envisioned as a personalized and differentiated pedagogy, centered on human dignity, human rights and the richness of the different and the diverse. Like-minded paradigms and approaches are shared stemming from differentiated ducation, active nonviolence and conflict transcendence. Emphasis is placed on liberating education and projects of possibility as a normative-formative framework to differentiate and democratize education. This pedagogy is grounded on seven premises and the principles, values and practices derived from them.

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

African Journals Online (AJOL)

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

Are subject-specific musculoskeletal models robust to the uncertainties in parameter identification?

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Giordano Valente

Full Text Available Subject-specific musculoskeletal modeling can be applied to study musculoskeletal disorders, allowing inclusion of personalized anatomy and properties. Independent of the tools used for model creation, there are unavoidable uncertainties associated with parameter identification, whose effect on model predictions is still not fully understood. The aim of the present study was to analyze the sensitivity of subject-specific model predictions (i.e., joint angles, joint moments, muscle and joint contact forces during walking to the uncertainties in the identification of body landmark positions, maximum muscle tension and musculotendon geometry. To this aim, we created an MRI-based musculoskeletal model of the lower limbs, defined as a 7-segment, 10-degree-of-freedom articulated linkage, actuated by 84 musculotendon units. We then performed a Monte-Carlo probabilistic analysis perturbing model parameters according to their uncertainty, and solving a typical inverse dynamics and static optimization problem using 500 models that included the different sets of perturbed variable values. Model creation and gait simulations were performed by using freely available software that we developed to standardize the process of model creation, integrate with OpenSim and create probabilistic simulations of movement. The uncertainties in input variables had a moderate effect on model predictions, as muscle and joint contact forces showed maximum standard deviation of 0.3 times body-weight and maximum range of 2.1 times body-weight. In addition, the output variables significantly correlated with few input variables (up to 7 out of 312 across the gait cycle, including the geometry definition of larger muscles and the maximum muscle tension in limited gait portions. Although we found subject-specific models not markedly sensitive to parameter identification, researchers should be aware of the model precision in relation to the intended application. In fact, force

Signature Pedagogy in California State University Educational Doctorates

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

2009-01-01

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

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

African Journals Online (AJOL)

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

Place-Based Care Ethics: A Field Philosophy Pedagogy

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

2014-01-01

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

An introduction to Management of Technology pedagogy (andragogy)

NARCIS (Netherlands)

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

2015-01-01

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

Mentoring as a supportive pedagogy in theological training ...

African Journals Online (AJOL)

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

The Use of Emancipatory Pedagogy in Teacher Education.

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Gordon, Beverly M.

1986-01-01

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

Creating Spaces for Reconstructing Knowledge in Feminist Pedagogy.

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Thompson, Audrey; Gitlin, Andrew

1995-01-01

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

Testing a pedagogy for promoting historical contextualization in classrooms

NARCIS (Netherlands)

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

2016-01-01

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

Political Participation as Public Pedagogy--The Educational Situation in Young People's Political Conversations in Social Media

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Andersson, Erik; Olson, Maria

2014-01-01

In this article we argue that young people's political participation in the social media can be considered "public pedagogy". The argument builds on a previous empirical analysis of a Swedish net community called Black Heart. Theoretically, the article is based on a particular notion of public pedagogy, education and Hannah Arendt's…

Difficult relationships: critical pedagogies and curriculum

OpenAIRE

María Verónica Di Caudo Villoslada

2013-01-01

This paper reviews the proposals of the ‘critical pedagogies’ and presents some difficulties in the realization of their principles in the context of current public policies in Latin America. Distances between discourses and practices, absence of radically democratic educational policies, lack of awareness of critical pedagogies by teachers, lack of contextual production and indiscriminate use of the word critical—that ends up opposing everything that is considered as traditional pedagogy—mak...

Russia needs the Subjective Philosophy

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S. Z. Gontcharov

2012-01-01

Full Text Available Based on the comparative analysis of different kinds of philosophic thinking, the paper reveals the advantages of subjective philosophy – the most adequate universal essentiality of socialized human being, opening the prospects for Russia as the creative society of cultural spontaneous activity. Objective principle of thinking is limited by the logic of outward definition. According to the above logic, people are regarded as tiny parts of social mechanism, the objects of manipulation. Separating action from spontaneous activity, object changes from self-alteration of human subject, executive functions from norm-creating ones brings about alienated practices and such social situation that makes individuals perceive their own existence as alien non- existence, or opposing existence.Subjectivity is a form of social activity regarding individuals and groups according to their ability in self-definition, self-organizing, self-control, norm-creating, as well as their actual rights and duties in social spheres of needs and objectives, and their feasible power over forces of nature and society. Subjective philosophy perceives the material production as the means for cultivating wholesome and spontaneously active individuals due to educational fundamentality and cultural prosperity. Accordingly, accumulation of capital turns into accumulation of culture and personal creativity growth. The results of the undertaken analysis and its conclusions can be implemented in developing creative anthropological bases for philosophy, pedagogy, psychology, economics, political science, as well as the relating discipline teaching. 

Erotic pedagogies.

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Carrillo Rowe, Aimee

2012-01-01

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

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

Index Scriptorium Estoniae

Oja, Mare, 1960-

2014-01-01

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

Pedagogies of the Walking Dead

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Michael A. Peters

2016-04-01

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

A Survey of Anatomy and Physiology Pedagogy and Lifestyle Factors in Undergraduate Medical Students in Zimbabwe

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Cooper, R. G.; Chifamba, J.

2011-01-01

Studies on health pedagogy in medical students in African universities are lacking. The aim of the current investigation was to assess the following pedagogy influences on second year Zimbabwean medical students' well-being. A group of 100 students studying Physiology and Anatomy in MBChB. II program at the University of Zimbabwe College of Health…

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

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Matheson, Ruth; Sutcliffe, Mark

2017-01-01

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

Physical Education Pedagogy Faculty Perceptions of Journal Quality

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

2013-01-01

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

Dramaturgical and Music-Theoretical Approaches to Improvisation Pedagogy

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

2011-01-01

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

Exploring Human Kindness through the Pedagogy of Aikido.

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Brawdy, Paul

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

Public Anthropology as Public Pedagogy: An Autobiographical Account

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Beck, Sam

2011-01-01

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

Sport and Exercise Pedagogy and Questions about Learning

Science.gov (United States)

Quennerstedt, Mikael; Öhman, Marie; Armour, Kathleen

2014-01-01

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

Roots and Rhizomes--Some Reflections on Contemporary Pedagogy

Science.gov (United States)

Munday, Ian

2012-01-01

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

Steps toward Gaining Knowledge of World Music Pedagogy

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Carlisle, Katie

2013-01-01

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

Popular Media, Critical Pedagogy, and Inner City Youth

Science.gov (United States)

Leard, Diane Wishart; Lashua, Brett

2006-01-01

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

Pedagogy in the Era of the Post-Non-Classical Science

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V. L. Benin

2015-02-01

Full Text Available The paper considers over again the problem of the low quality of the scientific pedagogic research of the recent time. The author analyses numerous publications concerning the above problem and presents his opinion on the actual reasons for stagnation in the modern national pedagogy. Its crisis is primarily caused by ignoring the complications of the world perception, changing world outlook, as well as by long ago developed but rejected necessity for devising new methodological principles and value- and objective-oriented educational attitudes. The exact forms and methods of professional activity of pedagogic process participants are derived from the definite historically developed complex lying in their foundation. The educational system structure depends on the logic of cultural structure of the related era both from the methodological and organizational viewpoint. However, our pedagogy retains the position of the New Time classical methodology not complying with the non-classical paradigm, all the more so with the post-non-classical science. The demonstrative appeal to synergetics – the attempt of pedagogy to position itself in terms of post-non-classical science – still remains doubtful.Not persisting on the absolute correctness of his position, the author invites teaches and specialists from educational sphere to the scientific discussion to facilitate, even partially, the existing problem solving. 

The effect of Kinesio Taping on postural control in subjects with non-specific chronic low back pain.

Science.gov (United States)

Abbasi, Soheila; Rojhani-Shirazi, Zahra; Shokri, Esmaeil; García-Muro San José, Francisco

2018-04-01

The aim of this study was to investigate the possible alterations in postural control during upright standing in subjects with non-specific chronic low back pain and the effect of Kinesio taping on the postural control. Twenty subjects with non-specific chronic low back pain and twenty healthy subjects participated in this study. The center of pressure excursion was evaluated before the intervention for both groups, and immediately after intervention for the low back pain group. Independent sample t-test, Mann-Whitney test and repeated measure ANOVA were used for the statistical analysis of the data. There were significant differences in the center of pressure excursion between the low back pain group versus the healthy group. The results of the ANOVA demonstrated a statistically significant difference in the mean COP displacement and velocity before Kinesio Taping, immediately after, and 24 h after in the low back pain group. There are poor postural control mechanisms in subjects with non-specific chronic low back pain. Kinesio taping seems to change postural control immediately and have lasting effects until the day after. Copyright © 2017 Elsevier Ltd. All rights reserved.

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

African Journals Online (AJOL)

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

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

Science.gov (United States)

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

2015-01-01

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

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

Science.gov (United States)

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

2017-01-01

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

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

Science.gov (United States)

Mayo, J. B., Jr.

2013-01-01

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

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

Science.gov (United States)

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

2016-03-01

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

The Power of Students’ Subjectivity Processes in Foreign Language acquisition

DEFF Research Database (Denmark)

Bojsen, Heidi

2015-01-01

of the students in reading and communicating in French and German as part of their academic learning process (Bojsen 2012). In this framework we are already on new ground within the established practice of FL teaching and learning in Denmark as this practice has traditionally been confined to language courses...... and degrees and diplomas in particular foreign languages. However in this case, the students are not inscribed as students of foreign languages. Their subjectivity process is thus not that of a student of French or German, but rather of pedagogy, cultural studies, economics, development studies or other...

Re-visioning Curriculum and Pedagogy in a University Science and ...

African Journals Online (AJOL)

Re-visioning Curriculum and Pedagogy in a University Science and Technology Education Setting: Case Studies Interrogating Socio-Scientific Issues. Overson Shumba, George Kasali, Yaki Namiluko, Beauty Choobe, Gezile Mbewe, Moola Mutondo, Kenneth Maseka ...

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

Science.gov (United States)

Scheckel, Martha; Hedrick-Erickson, Jennifer

2009-01-01

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

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

Science.gov (United States)

Watermeyer, Richard

2015-01-01

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

Occupy: New Pedagogy of Space and Time?

Directory of Open Access Journals (Sweden)

Sarah Amsler

2015-12-01

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

How Gender Conscious Pedagogy in Higher Education Can Stimulate Actions of Social Justice in Society

OpenAIRE

Ann-Katrin Witt; Marta Cuesta

2014-01-01

In order to reflect about methods that can generate social justice and democratization, this article emphasises on practical implementations, connected to gender conscious pedagogy. Gender conscious pedagogy aims at overcoming the myth of objectivity, and by questioning through teaching what is considered as common sense and "normal". This entails acting and reflecting on breakthroughs, for example about an understanding of how gender codes influence everyday instances as well as working life...

Deconstructive Pedagogy and Ideological Demystification in Post-Colonial Pakistan

Science.gov (United States)

Mansoor, Asma; Malik, Samina

2016-01-01

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

Engaged Pedagogy in the Feminist Classroom and Yoga Studio

Science.gov (United States)

Musial, Jennifer

2011-01-01

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

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

Science.gov (United States)

Peterson, Thomas Erling

2012-01-01

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

Torey Hayden's Teacher Lore: A Pedagogy of Caring

Science.gov (United States)

Marlowe, Mike

2006-01-01

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

Anti-Racist Pedagogy: From Faculty's Self-Reflection to Organizing within and beyond the Classroom

Science.gov (United States)

Kishimoto, Kyoko

2018-01-01

This article is a synthesis of my own work as well as a critical reading of the key literature in anti-racist pedagogy. Its purpose is to define anti-racist pedagogy and what applying this to courses and the fullness of our professional lives entails. I argue that faculty need to be aware of their social position, but more importantly, to begin…

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

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Long, Jeffery D.

2018-01-01

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

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

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Albertus Hartana

2016-04-01

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

A manifesto for critical narrative research and pedagogy for/with young children: Teacher and child as critical annalist

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O’Loughlin Michael

2016-06-01

Full Text Available In this essay I pose the question of whether it might be possible to articulate a collaborative, critical narrative mode of research in which teachers and students come together using a critical and analytic epistemology to engage in adventurous pedagogy. This approach has echoes of Freire’s “teachers-as-students and students- -as-teachers,” but elaborates the Freirean metaphor to include conceptions of emotion, creativity, and incorporation of the latent historical subjectivities of teachers and students in the process. Contrary to the deadening, circumscribed epistemology of putatively “evidence-based” pedagogies, in which teachers and children are expected to check their cultural meaning-making capacities and their emotional investments at the door, this is a plea for a regenerative, engaged, local curriculum making process. As I note in the essay, “This is a strategy that cannot work in the service of utilitarian modes of education that are focused only on value (cf. Appiah, 2015. It can only work for forms of schooling that seek to foster values of receptivity, cultural respect, open-mindedness, and critical imaginaries. In these coldly utilitarian times we need to provide leadership to progressively minded teachers to allow them to develop, document, and disseminate such practices.”

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

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Begoña GROS

2015-04-01

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

Benner 改革教育學之探究 A Study on Dietrich Benner’s Reform Pedagogy

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梁福鎮 Fu-Chen Frank Liang

2012-03-01

Full Text Available 本研究採用教育詮釋學的方法，探討Benner改革教育學的思想淵源、主要內涵、優劣得失，以及重要啟示。Benner深受Rousseau教育學思想、Kant批判哲學、Herbart普通教育學、Humboldt語言哲學、Hegel辯證哲學、Schleiermacher教育理論、Fink存在現象學、Derbolav實踐學和Kuhn科學哲學的影響，注重改革教育學與常規教育學的關係、教育學與政治學的關係、改革教育學歷史撰寫的形式、現代教育學在德國的發展、西方占領區和西德的國家學校改革及學校實驗等問題的探究，具有擴大改革教育學的探討範圍、轉變改革教育學的撰寫方式、澄清改革教育學的核心關係、充實改革教育學的實質內涵，以及指出教育改革運動的優劣得失等優點。儘管Benner改革教育學存在著一些問題，但是，仍然可以做為我國建構教育改革理論和進行教育改革活動的參考，在學術研究和教育實務上，值得我們加以重視。 This study explored the thinking background and major contents of Benner’s reform pedagogy and analyzed its advantages, disadvantages, and significant implications through the methodology of educational hermeneutics. Dietrich Benner was deeply influenced by the thinking of various ideologists including Rousseau’s pedagogy, Kant’s criticism, Herbart’s general pedagogy, Humboldt’s linguistic philosophy, Hegel’s dialectics, Schleiermacher’s educational theories, Fink’s existential phenomenology, Derbolav’s praxeology, and Kuhn’s philosophy of science. His research focused on the correlation between the reform pedagogy and the traditional pedagogy, and between pedagogy and political science, as well as the style of history writing for the reform pedagogy, the development of modern pedagogy in Germany, the reform and educational experiment in national schools in Allied-occupied and West Germany, etc. His research has

Proliferating Textual Possibilities: Toward Pedagogies of Critical-Creative Tinkering

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Koupf, Danielle

2017-01-01

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

Focus on Australian English: A Critical Learning Portfolio Pedagogy

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Yang, James H.

2016-01-01

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

Education for Peace and a Pedagogy of Hope

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Carl, A. E.

2011-01-01

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

Key concepts in social pedagogy

DEFF Research Database (Denmark)

Harbo, Lotte Junker

2011-01-01

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

Cultural pedagogy, gender, and sexuality

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Ruth Sabat

2001-01-01

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

Hidden histories: challenges for pedagogy and participation

OpenAIRE

Morrice, Linda

2013-01-01

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

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

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Darbyshire, P

1993-10-01

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

An initial approach to the pedagogy Ph. D. trainees are studying

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Magdalena de la Caridad Montalvo Díaz

2015-01-01

Full Text Available The article partially describes the findings of a research aimed at knowing the referents used by educational specialist who have recently completed their Ph. D. studies in Pedagogy in Cuba. Bibliometric tools were used to analyze a sample of 139 dissertations reports corresponding to the 2005-2013 period in two geographical regions. The findings correlate the reports bibliographies to the book selection Chávez, Deler and Suárez (2009 has regarded as “suitable texts to meet our needs and idiosyncrasy”, this relation is taken as a basis of comparison and expression of the best titles published in pedagogy during the first decade of the 21st century. The conclusions reveal certain features characterizing Ph. D. studies in the area.

Using a community of inquiry framework to teach a nursing and midwifery research subject: An evaluative study.

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Mills, Jane; Yates, Karen; Harrison, Helena; Woods, Cindy; Chamberlain-Salaun, Jennifer; Trueman, Scott; Hitchins, Marnie

2016-08-01

Postgraduate nursing students' negative perceptions about a core research subject at an Australian university led to a revision and restructure of the subject using a Communities of Inquiry framework. Negative views are often expressed by nursing and midwifery students about the research process. The success of evidence-based practice is dependent on changing these views. A Community of Inquiry is an online teaching, learning, thinking, and sharing space created through the combination of three domains-teacher presence (related largely to pedagogy), social presence, and cognitive presence (critical thinking). Evaluate student satisfaction with a postgraduate core nursing and midwifery subject in research design, theory, and methodology, which was delivered using a Communities of Inquiry framework. This evaluative study incorporated a validated Communities of Inquiry survey (n=29) and interviews (n=10) and was conducted at an Australian university. Study participants were a convenience sample drawn from 56 postgraduate students enrolled in a core research subject. Survey data were analysed descriptively and interviews were coded thematically. Five main themes were identified: subject design and delivery; cultivating community through social interaction; application-knowledge, practice, research; student recommendations; and technology and technicalities. Student satisfaction was generally high, particularly in the areas of cognitive presence (critical thinking) and teacher presence (largely pedagogy related). Students' views about the creation of a "social presence" were varied but overall, the framework was effective in stimulating both inquiry and a sense of community. The process of research is, in itself, the creation of a "community of inquiry." This framework showed strong potential for use in the teaching of nurse research subjects; satisfaction was high as students reported learning, not simply the theory and the methods of research, but also how to engage

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

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Chadwick, Sheelagh

2011-01-01

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

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

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Mike Levy

2004-05-01

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

Multiple-Input Subject-Specific Modeling of Plasma Glucose Concentration for Feedforward Control.

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Kotz, Kaylee; Cinar, Ali; Mei, Yong; Roggendorf, Amy; Littlejohn, Elizabeth; Quinn, Laurie; Rollins, Derrick K

2014-11-26

The ability to accurately develop subject-specific, input causation models, for blood glucose concentration (BGC) for large input sets can have a significant impact on tightening control for insulin dependent diabetes. More specifically, for Type 1 diabetics (T1Ds), it can lead to an effective artificial pancreas (i.e., an automatic control system that delivers exogenous insulin) under extreme changes in critical disturbances. These disturbances include food consumption, activity variations, and physiological stress changes. Thus, this paper presents a free-living, outpatient, multiple-input, modeling method for BGC with strong causation attributes that is stable and guards against overfitting to provide an effective modeling approach for feedforward control (FFC). This approach is a Wiener block-oriented methodology, which has unique attributes for meeting critical requirements for effective, long-term, FFC.

Redesigning Pedagogy for Boys and Dance in Physical Education

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Garrett, Robyne; Wrench, Alison

2018-01-01

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

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

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Mahiri, Jabari

2001-01-01

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

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

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Burke, Penny Jane

2015-01-01

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

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

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Dixson, Adrienne D.

2003-01-01

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

Developing a Mobile Social Media Framework for Creative Pedagogies

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

2014-01-01

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

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

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Howard, Tyrone C.; Rodriguez-Scheel, Andrea

2017-01-01

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

Der Begriff des "Ki" und die japanische Padagogik: Uber Konflikte zwischen westlicher und japanischer Padagogik (The Concept of "Ki" and Japanese Pedagogy: On Conflicts between Western and Japanese Pedagogics).

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Fujikawa, Nobuo

1997-01-01

Sketches the characteristics of the Japanese educational tradition and analyzes conflicts between modern western pedagogies and traditional education. Argues that Japanese socialization processes stress a specifically Japanese construction of the "self" and of behavior. Concludes that Japanese educators should be more aware of this…

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

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Hunter Revell, Susan M; McCurry, Mary K

2013-11-01

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

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

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

2014-09-01

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

Provocative Pedagogies in e-Learning: Making the Invisible Visible

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Sinclair, Anne

2009-01-01

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

Becoming-Speckled Warbler: Re/Creating Australian Natural History Pedagogy

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Stewart, Alistair

2011-01-01

The speckled warbler and other woodland birds of south-eastern Australia have declined dramatically since European settlement; many species are at risk of becoming locally and/or nationally extinct. Coincidently, Australian environmental education research of the last decade has largely been silent on the development of pedagogy that reflects the…

Project-Based Pedagogy for the Facilitation of Webpage Design

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Jakovljevic, Maria; Ankiewicz, Piet

2016-01-01

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

Visual Communication Design as a Form of Public Pedagogy

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Kelly, Meghan

2015-01-01

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

Selling Your Design: Oral Communication Pedagogy in Design Education

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Morton, Janne; O'Brien, David

2005-01-01

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

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

African Journals Online (AJOL)

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

Lessons from abroad : whatever happened to pedagogy?

OpenAIRE

Elliott, J.G.

2014-01-01

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

Academic Management of the Pedagogy of Love

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Mariela Eduvigis Jiménez Campos

2016-08-01

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

Pedagogia: o espaço da educação na universidade Pedagogy: the space for education at the university

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Dermeval Saviani

2007-04-01

Full Text Available Este artigo destaca a importância da pedagogia como o espaço específico da universidade para o desenvolvimento de estudos educacionais e de formação profissional de educadores abordando, a partir daí, as diretrizes curriculares nacionais recentemente definidas pelo Conselho Nacional de Educação para o Curso de Pedagogia. Para tanto, após considerar a emergência histórico-teórica do conceito de pedagogia, identifica a relação teoria-prática como o problema fundamental do qual derivam as duas grandes correntes pedagógicas que desembocam num dilema e que alimentam o caráter polêmico da pedagogia. Sobre esse pano de fundo é analisado o espaço da educação na universidade brasileira no interior do qual ocupa lugar central o Curso de Pedagogia. Por fim, procede a um exame sucinto das diretrizes curriculares nacionais, revelando uma situação paradoxal: o documento é, ao mesmo tempo, extremamente restrito e demasiadamente extensivo; é muito restrito no essencial e muito extensivo no acessório. À vista dessa constatação, o trabalho se encerra indicando um possível caminho para se contornar o paradoxo.This article points out the importance of pedagogy as the specific realm within the university for the development of educational studies and educators´ professional training. From then on, it addresses the national curricular guidelines which have been lately defined by the National Council of Education for the Pedagogy Course. To that end, after considering the historical and theoretical emergence of the pedagogy concept, it identifies the theory-practice relationship as the fundamental problem from which the two main pedagogical currents arise ending up in a dilemma and feeding the polemic character of pedagogy. Against this background, the paper analyzes the place education occupies within the Brazilian university, where Pedagogy plays a major role. Finally, it briefly examines the national curricular guidelines revealing a

Developing Multilingual Pedagogies and Research through Language Study and Reflection

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

2018-01-01

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

Critical Pedagogy and Empowering in Teacher Education in Venezuela.

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Chacon, Carmen T.; Alvarez, Luisa Cristina

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

Embodiments of Public Pedagogy: The Art of Soulful Resistance

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Darder, Antonia

2011-01-01

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

The development of a professional development intervention for mathematical problem-solving pedagogy in a localised context

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Brantina Chirinda

2017-06-01

Full Text Available This article reports on the design and findings of the first iteration of a classroom-based design research project which endeavours to design a professional development intervention for teachers’ mathematical problem-solving pedagogy. The major outcome of this study is the generation of design principles that can be used by other researchers developing a professional development (PD intervention for mathematical problem-solving pedagogy. This study contributes to the mathematical problem-solving pedagogy and PD body of knowledge by working with teachers in an under-researched environment (an informal settlement in Gauteng, South Africa. In this iteration, two experienced Grade 9 mathematics teachers and their learners at a public secondary school in Gauteng, South Africa, participated in a 6-month intervention. Findings from the data are discussed in light of their implications for the next cycle and other PD studies.

RACISM IN THE FORM OF SILENT VIOLENCE AND THE CONTRIBUTIONS OF INSTITUTIONAL PEDAGOGY IN ITS FIGHT

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Tarcia Regina da Silva

2013-07-01

Full Text Available This study contextualizes violence within schools, pausing in his expression as symbolic. Symbolic violence is present so subtle that many times we do not realize its impact. Living in a country where hangs the myth of racial democracy, combating racism is also reflect on our own values, beliefs and behaviors. Thus, consisting of Institutional Pedagogy see, add and manage conflict breaks the silence of racism in school, favoring his match through its theoretical foundations. This text highlights the possibilities presented by the Institutional Pedagogy to combat racial discrimination in school that children, youth, adults and seniors are objects. So we can say that the Institutional Pedagogy presents itself as a possibility of mediation to build a society with social justice, the place where the threshold, law and language lead to a land of fairness and respect.

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

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

2016-09-01

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

Designing pedagogy incorporating executive function.

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Wasserman, Theodore

2013-01-01

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