Saturday, September 5, 2015

 

 



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Nomenclatura Unesco > (58) Pedagogía

Mostrando recursos 21 - 40 de 17,686

21. El impacto de los dispositivos móviles como Sistemas de Respuesta Personal en la enseñanza de futuros maestros: un estudio de caso - Paz-Albo Prieto, Jesús

22. La educación: ¿un derecho universal? - Fontán Montesinos, Mª Teresa

23. Evitar la discriminación hoy: reflexiones didácticas en torno al vídeo - Vega Herrera, María del Pino

24. El reto de publicar una revista de investigación: una reflexión personal - Ibáñez-Martín, José Antonio

25. De los libros de texto y la lectura - Egüés Oroz, Inmaculada

26. Q
As many contributors to the CUR Quarterly have pointed out, undergraduate research is “the pedagogy for the twenty-first century,” but “Humanities departments have been the slowest to participate ” (Dotterer, 2002). In this article, I hope to add another per-spective to those teacher-scholars who in the pages of the CUR Quarterly and else-where have encouraged humanities faculty to participate in this significant pedagogi-cal movement. Specifically, I want to affirm the value of independent research as a model for undergraduate research in the humanities in order to increase humanities students ’ participation in this important pedagogical movement. I suggest that as...

27. Changement de curriculum : le projet comme bras de levier en pédagogie active - LANDRAC, Gabrielle; ROUVRAIS, Siegfried; GILLIOT, Jean-Marie; HOUCKE, Sébastien
International audience

28. Actualité de Basil Bernstein. Savoir, pédagogie et société - Frandji, Daniel; Vitale, Philippe
International audience

29. L’usage pédagogique de la coopération étudiante en filière professionnelle à l’Université. La pédagogie additionnelle entre savoirs et compétences - Parisot, Sophie
International audience

30. Implementing Mobile Learning Curricula in Schools: A Programme of Research from Innovation to Scaling - Chee-kit Looi; Lung-hsiang Wong
Many countries, regions and education districts in the world have experimented with models of one-device-per-student as an enabler of new or effective pedagogies supported by mobile technologies. Researchers have also designed innovations or interventions for possible adoption by schools or for informal learning. Of critical interest to the community is the question of how the more successful of these top-down or bottom-up models or innovations can proliferate to more usage, adoption and adaptation across levels of the education system. This paper describes a research programme that demonstrates how to make successful research innovations count in practice and that delineates what...

31. Personalized System of Instruction and Mobile-Learning Models 2014 and Beyond - Dr. Laura Thompson; Dr. Richard Johnson
The purpose of this study is to analyze the delivery method used in Personalize System of Instruction (PSI). Asynchronous in nature, the PSI model may provide viable alternatives m-learning platforms, while at the same time fulfilling some of the theories of social science research. Learning style types are also presented in this study. A strategic alignment model is measured against the learning style types in efforts to map the feasibility of m-learning in social sciences versus other educational research. In the case of m-learning, stakeholders include but are not limited to curriculum creators, ISPs and those who host mobile sites,...

32. Cruising utopia: a riff on longing, desire and the yet-to-come in politics and performance - Walsh, Aylwyn; Tsilimpounidi, Myrto
Setting: an urban nowhere. A dialling tone. A neon light flickers. Hello? Are you there? Can you hear me? The connection is - From this side The dirty secret seems like a promise I can’t tell if you are being serious - The missive on the back of the toilet cubicle Tells a story For anyone who still reads graffiti I <3 U For a good time, call 555-HOPE But where are you? What hope? You cannot take what you have not given, and you must give yourself. You cannot buy Utopia. You cannot make Utopia. You can only be the Utopia. Utopia is in the individual spirit, or it is...

33. El papel de la educación en el proceso de consolidación de la paz mundial [Recurso electrónico] : la importante función de los centros educativos en el camino hacia la prevención y reducción de la violencia / Laura Conde Colmenarejo; directora María Hernández-Sampelayo. - Conde Colmenanejo, Laura.; Hernández-Sampelayo Matos, María, dir.
Trabajo Fin de Master en Formación para Profesores de Educación Secundaria Obligatoria y Bachillerato, presentado en la Facultad de Humanidades y Ciencias de la Comunicación, Departamento de Psicología y Pedagogía, en Madrid junio del 2015, [81 págs.]

34. Reflexiones acerca de la trama de la violencia en las producciones de la TV - Delmas, Flavia
Las tramas simbólicas son densas, por lo que la tarea de su deconstrucción tiene que responder a dicha complejidad. Si bien en el articulo que presento no haré una propuesta metodológica, es mi intención avanzar en el rastrillaje de los hilos que en este aquí y ahora situado históricamente, sedimentan al patriarcado a través de una de las más populares y extendidas instrumentos comunicacionales, la TV, tan banal (y no por esto despreciable) como productora y reproductora de elementos que de manera articulada nos ofrecen las pistas del pensamiento hegemónico en la sociedad.Para este cometido repasaré las ideas de Bentham ...

35. ‘And what did Lincoln say at Gettysburg?' Une pédagogie des lieux de mémoire - Kempf, Jean
International audience

36. Designing online learning assessment through - Facultat De Pedagogia; Prof Albert Sangrà
alternative approaches: facing the concerns

37. LEVELS, DOMAINS AND INVOLVED FACTORS: MPLEMENTATION OF PEDAGOGICAL INNOVATIONS USING TECHNOLOGY
The rapid and pervasive implementation of new information and communication technologies (ICT) in the education system raises expectations regarding its potential for and contribution to the improvement of education. In spite of the accelerated implementation pace of ICT infrastructure in the educational system, including connection to the Internet, we are only at the beginning of a long process (Venezky & Davis, 2002). The goal of this study is to analyze the data collected in ten Israeli schools which have implemented ICT in unique ways and have succeeded in creating innovative classroom pedagogies and school system changes. In this paper we...

38. GUIDE TO INCLUSIVE TEACHING
Why inclusive learning and teaching? Higher Education is more diverse than it has ever been. We know that different groups of students have different rates of completion and attainment. We need to make sure that the learning, teaching and assessment at Oxford Brookes does not disadvantage any groups of students and allows all students to reach their potential. What do we mean by inclusive? With a greater emphasis today on equality, diversity and inclusion (EDI) we should revisit our teaching and engage with the learning needs of all students by adopting inclusive pedagogies. By inclusive we mean valuing the contribution...

39. Guidelines and Templates for Planning, Conducting and Reporting - Sahana Murthy; Sridhar Iyer
a wide range of areas, including the development of technology tools for learning and teaching, pedagogies for technology enhanced learning, and use of ICT-based materials or tools for learning. The interdisciplinary nature of ET leads to a wide variation in the focus and quality of research articles. Hence there is a need for guidelines for planning, conducting and reporting ET research studies. Such guidelines are also useful to instructors, as they are often well-positioned to carry out applied ET research studies. This article is a mini-tutorial that provides guidelines and templates to conduct ET research studies. The emphasis of this...

40. Aproximaciones teóricas en torno al debate de la literatura en la escuela - Alonso Padilla, Carolina
Throughout the 20th century, and until the present, the debate over literature teaching at school has become more complex thanks to the contributions of literary theory, linguistics, pedagogy, sociology, among other disciplines. When facing the polemic question on what for or why teaching literature, these disciplines legitimated such practice at the education system assigning it different functions and objectives. Among them are communication, pleasure, subjectivity construction, artistic appreciation and critical thought development. Meanwhile some disciplines keep dichotomous concepts and attitudes (such as classic literature versus youth literature, books versus technology, communicative function versus aesthetic function), some other try to conciliate...

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