Mostrando recursos 21 - 40 de 14,991

  1. Incubating Engineers: Entrepreneur-student collaboration in the teaching of entrepreneurship to Mechanical Engineers

    Gabriel J; Gabriel J. Costello
    This paper will provide an example of using student-entrepreneur collaboration in the teaching of a module on entrepreneurship to Mechanical Engineering final year students at the Galway-Mayo Institute of Technology (GMIT) based in Ireland. Problem-based learning is one of the most significant recent innovations in the area of education for the professions. The focus in this type of learning is to provide the students with problem scenarios so that they can learn through a process of action and reflection. The purpose of this paper is to contribute to the debate on the best pedagogical approach to developing engineering undergraduate skills...

  2. Educational alternatives in food production, knowledge and consumption: The public pedagogies of Growing Power and Tsyunhehkw^

    Pierre Walter
    This paper examines how two sites of adult learning in the food movement create educational alternatives to the dominant U.S. food system. It further examines how these pedagogies challenge racialised, classed and gendered ideologies and practices in their aims, curricular content, and publically documented educational processes. The first case is Growing Power, an urban farm which embraces small scale capitalism and vocational education as an end toward community food security, social and ecological justice, and anti-racist education. The second case, Tsyunhehkw^, is the ‘integrated community food system ’ of the Oneida Nation in rural Wisconsin, centred on cultural decolonisation through...

  3. Empirical research on Waldorf education Pesquisa empírica sobre a pedagogia Waldorf

    Dirk Randoll; Jürgen Peters
    Waldorf education began in 1919 with the first Waldorf School in Stuttgart and nowadays is widespread in many countries all over the world. Empir ical research, however, has been rare until the early nineties and Waldorf education has not been discussed within educational science so far. This has changed during the last decades. This article reviews the results of surveys during the last 20 years and is mainly focused on German Waldorf Schools, because most investigations have been done in this field. Findings are re ported with respect to the following central aspects of Waldorf education: the holistic and integrative...

  4. New Pedagogies of Motivation:

    Alecia Marie Magnifico; Justin Olmanson; Bill Cope
    reconstructing and repositioning motivational constructs in the design of learning technologies

  5. Significant Learning and Civic Education: Shifting Frameworks for Teaching in Light of Learning about the Financial Crisis

    Kimmarie Mcgoldrick; Janice L. Peterson
    The recent financial crisis has motivated economic educators to rethink what economics should be taught, ac-knowledging disconnects between classroom content and real world events. We introduce a learning theory ap-proach that is broader, one that goes beyond such context specific discussions of foundational knowledge and application (i.e., teaching about this specific crisis) and provide a framework to address the broader issue of how teaching practices can, by their very nature, minimize such disconnects and provide more effective pro-cesses for teaching about current economic conditions. The theory of significant learning (Fink 2003) is pres-ented as a model of how experiences can...

  6. Summary

    E. Fazio; Julie M. Fagan; Ph. D
    Discussed is an America dilemma, a troubled primary and secondary school system, while focusing on the plight of one tiny school-- Haycock Elementary School in Quakertown, PA. With a national average cost to educate each child being $11,036, America still lags behind other developed countries. How do we get children engaged in the learning process? Perhaps specialized pedagogies are the solution. In response, we hope to found a charter and an application will be submitted to the Pennsylvania Board of Education for a charter in the Quakertown Community School District. Included is a short film that chronicles that last social...

  7. Sociedad Iberoamericana de Pedagogía Social

    Sociedad Iberoamericana De Pedagogía; Orte Socias Carmen; Sevilla España
    Cómo citar el artículo

  8. A Proposed Model for Online Evaluation

    Salah Alkhafaji; B. Sriram
    Abstract — Currently due to high awareness and quality audits, the higher education institutions have made to keep a track on various performances of the institutions. One such most important activity that has to be analyzed and evaluated is Instructor’s classroom performance. As the students are the main stakeholders of the educational process, their concerns over the instructor, teaching pedagogies and methodologies, assessment techniques need to be collected and analyzed for achieving the institution’s goals and objectives. The students shall give their opinions related to the various performance indicators of instructor.In general, the higher education institutions use various techniques to...

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    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...

  10. Artful Practices: identities at work in play

    Mark Vicars
    ABSTRACT This article considers the connectivity between arts-based pedagogies, multimodality, popular culture, learning and identity work within the semiotic domains of communities of play. Drawing on the artful practices of two Year 5 boys of Vietnamese and Sudanese cultural heritage, it reflects on how cultural artefacts were put to work in identity play during a seven-week drawing class in an urban Australian primary classroom. The article proposes how the technology of play in childhood is increasingly situated and connected to artefacts of identity. The troublesome presence of play challenges the axiomatic, regulatory norms of pedagogical practices in educational domains, and...


    Rereading Romanticism; Rereading Expressivism; Hannah J. Rule; Hannah J Rule
    To take up the idea of critical expressivism is to insist upon complexity, con-tradiction, revision, and expansion, rather than reduction, dismissal, and sim-plification. Being critically expressivist too then involves a stance toward how we shape disciplinary histories. Current-traditional, expressivist, social construc-tionist—these are meant to signal broad and sure shifts in the foundations of writing pedagogy and disciplinarity. While these camps might render a telos or progress narrative, they at the same time inevitably diminish practice and con-cepts. There is imprecision in monolithic terms—expressivism, social construc-tionism, the personal, the social, romanticism—because, as Peter Elbow writes in this volume, these broad terms...

  12. Code-Switching Pedagogies and African American Student Voices: Acceptance and Resistance

    K. Dara Hillteachers Should Provide
    nonthreatening spaces for negotiating and applying nonstandard and Standard English and recognize that home language is linked to student identity.


    Medicina Social; No Brasil; Uma Aliança; Entre Educação; Sanitária E Pedagogia Popular; Ricardo Abussafy De Souza; Sonia Aparecida; Moreira França
    This study unfolds from the analysis of a set of documents collected during my doctoral research, which investigated the management of filth and its relationship with the governing of populations during the formation and development of modern cities. In this set, annals of Brazilian hygiene congresses, conducted during the first half of the twentieth century, a period characterized by the enlargement of techniques and practices of social medicine, were selected. Such annals of congresses and some laws of the time evidence the construction of an alliance between Sanitary Education and techniques of popular pedagogy, responsible for the population adherence to...


    Scott L. Stabler; Mary Owusu
    “Who benefited more from the Trans-Atlantic Slave Trade: Ghanaians or Europeans? ” That’s the test question on the official government syllabus/standards for Ghanaian schools. The syllabus also lists the benefits of colonization and that list far outweighs the detriments. The lack of a broader understanding about the devastation brought on by the Trans-Atlantic Slave Trade (TAST) is not exclusive to Ghana, but proves similar in the United States and likely throughout the world. Generally, the TAST appears lost in Trans-lation in secondary schools. The Trans-Atlantic Slave Trade forms the most transnational exchange surrounding Africa and the African Diaspora. The TAST...

  15. $rec.titulo

    Joanna Pawelczyk; Łukasz Pakuła; Jane Sunderland
    Issues of power in relation to gender and sexuality in the EFL classroom – An overview ABSTRACT. Schools in general and classrooms in particular are among society’s primary socializing institutions (Freeman & McElhinny, 1996, p. 261; Adger, 2001). In particular, education, as an institu‐ tion of Gramsci’s ‘civil society ’ (Jones, 2006), can be considered a grassroots space where hegemonic gendered and sexual identities are constructed and regulated. This article looks at the context of the EFL classroom – a discursive space where learners are potentially (re‐)constructed in relation to various (gender) roles in society as well as learning the practices, values and rules of a given society at large. In this paper we explore and discuss how the categories of gender and sexuality are repre‐ sented, (re‐)constructed and generally dealt with in this learning environment. We follow Foucault’s (1978, 1979) conceptualization of power as something which “weaves itself discursively through social organizations, meanings, relations and the construction of speakers ’ subjectivities or identities” (Baxter, 2003, p. 8) and is enacted and contested in every interaction (see Mullany, 2007). We see power as being produced, reproduced, challenged and resisted in the EFL classroom in connection

  16. Mind-body Holism, Paradigm Shifts, and Education1

    Revista De Filosofía; Ética Y Derecho Del Deporte; Scott Kretchmar; Scott Kretchmar
    In this essay, I examine claims made for the significance of mind-body holism. I look for the promised earthquake-like impact of holism on sport pedagogy by reviewing concepts of special education, curriculum development, and assessment. By relying on holistic insights generated by Husserl, Merleau-Ponty, Polanyi, Sheets-Johnstone and others, I attempt to show how traditional pedagogies are turned, as it were, upside down by holism. I discuss play handicaps, the reciprocal process of growing players and playgrounds, and the need for ambiguous, meaning-inclusive play assessments. I conclude by underlining pedagogical ironies generated by an earthquake of holism that many have never...

  17. ARTICLE10.1177/0898010102250278JOURNAL OF HOLISTIC NURSING / March 2003Hayes / RESPONSE TO WOLF Faculty Response to “Building a Caring Client Relationship and Creating a Quilt: A Parallel and Metaphorical Process”

    Patricia A. Hayes; Ph. D
    The acceptance of Terri Wolf’s article for publication by the Journal of Holistic Nursing symbolizes for me the commitment of our profession to support and welcome new members into the discipline. I am hon-ored to have the opportunity to provide some pedagogical and philo-sophical background for Terri’s aesthetic expression of nursing as a way of being with others in a caring relationship. Her quilt and the quilting process is a beautiful story of a relationship between a client and a 1st-year nursing student. It illustrates a student’s willingness to hear a patient’s story and share its meaning within the context...

  18. University’s Response to Senate Bill 1

    Charlie Sweet; Hal Blythe; Dorie Combs; Ginni Fair; Jessica Hearn; Charlie Sweet
    Using a grant from the Council on Postsecondary Education to respond to specific mandates of Senate Bill 1, Eastern Kentucky University created the Curriculum Alignment for Retention and Transition at Eastern initiative (CARTE). In its first phase, CARTE developed a hybrid professional learning community, an organizational network of embedded professional learning communities whose major task consisted of aligning sixty-four syllabi identified as key University courses in General Education and Teacher Preparation with the Kentucky Common Core Standards, and a chart for insuring deep learning on the part of the faculty. In addition to meeting 100 % of our major goal,...

  19. Interaction quality during partner reading. Paper presented at the annual meeting of the National Reading Conference

    Elizabeth B. Meisinger; Paula J. Schwanenflugel; Barbara A. Bradley; Steven A. Stahl
    The influence of social relationships, positive interdepen-dence, and teacher structure on the quality of partner reading interactions was examined. Partner reading, a scripted cooperative learning strategy, is often used in class-rooms to promote the development of fluent and automatic reading skills. Forty-three pairs of second grade children were observed during partner reading sessions taking place in 12 classrooms. The degree to which the partners displayed social cooperation (instrumental support, emotional support, and conflict management) and on/off task behavior was evalu-ated. Children who chose their own partners showed greater social cooperation than those children whose teacher selected their partner. However, when...

  20. Entrepreneurship education: Known worlds and new frontiers

    Heidi M. Neck; Patricia G. Greene
    We explore three “worlds ” that entrepreneurship educators generally teach in and introduce a new frontier where we discuss teaching entrepreneurship as a method. The method is a way of thinking and acting, built on a set of assumptions using a portfolio of techniques to create. It goes beyond understanding, knowing, and talking and requires using, applying, and acting. At the core of the method is the ability for students to practice entrepreneurship and we introduce a portfolio of practice-based pedagogies. These include starting businesses as coursework, serious games and simulations, design-based thinking, and reflective practice.

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