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Nomenclatura Unesco > (58) Pedagogía

Mostrando recursos 201 - 220 de 17,353

201. Post-Progressivism and the Body of Writing - Megan Watkins
Over the last 10 years there have been considerable changes in Australian literacy curriculum. The genre-based approaches to writing, which emerged in the late 80s and early 90s, now underpin primary English syllabus documents across Australia. The more explicit engagement with aspects of textual form and grammar, which these approaches encourage, tend to demonstrate that there has been a paradigmatic shift away from progressivism to a new phase of post-progressivism in literacy education. The pedagogy used to implement this new curriculum, however, remains very much progressivist in design. Student-centred methodologies, such as group-based learning, tend to dominate classroom practice often...

202. Table des matières Table of Contents - Nous Joindre Contact Us
Revue internationale des technologies en pédagogie universitaire

203. Implications d'un modèle de coopération pour la conception d'outils collaboratifs - Kristine Lund; Université De Lyon; Kristine. Lund@univ-lyon. Fr
Résumé: Les choix de conception d'outils collaboratifs sont souvent basés sur des choix technologiques ou arbitraires. Parfois, ces choix peuvent avoir une justification ancrée dans la pédagogie ou les sciences sociocognitives; nous postulons que de telles justifications sont préférables. Dans cet article, nous expliquons comment un modèle socio-cognitif de la coopération nous a guidé dans nos choix de conception pour un éditeur de texte partagé. Nous décrivons nos hypothèses quant aux liens entre les alternatives de conception et les formes de coopération rendues possibles ainsi que le choix que nous avons fait, en fonction de nos questions de recherche. Nos...

204. digital kompetanse | 2-2008 | vol. 3 | side 97–112 - Petter Karlström; Teresa Cerratto-pargman; Ola Knutsson
Literate tools or tools for literacy? – A critical approach to language tools in second language learning. There are important discrepancies between how language is currently represented by language tools, such as grammar and spelling checkers, and how language is understood in a broad view on literacy in second language learning. On the one hand, language tools do seem useful and important for learning linguistic form, but on the other hand they stand in possible conflict with pedagogies that emphasize the social aspects of language. We approach issues in the intersection of digital literacy and language learning from a wide...

205. HOW YOUNG STATISTICS ACADEMICS LEARN TO TEACH STATISTICS - Thompson Johnson; M. Helen Thompson; Helen L. Johnson
Practicum learning to teach tertiary statistics is a common experience for young statistics academics and plays an important role in the transition from student to inexperienced tutor to confident academic lecturer. We discuss the development of statistics teaching skills and pedagogies through practicum learning in the context of young statistics academics with mathematical statistics backgrounds from a United Kingdom and Australian perspective. Approaches to teaching statistics are described and compared across a variety of introductory to upper-undergraduate statistics courses and for varying student cohorts.

206. Expanding possible futures: . . . - Peter Freebody

207. Education and Information Technologies- ”] - Dorit Tubin; David Mioduser; Rafi Nachmias
The study reported here is based on the results of two international studies: IEA’s Second Information Technology in Education Study (SITES) Module 2, focusing on innovative pedagogical practices at the classroom level, and OECD/CERI Case Studies of ICT and Organizational Innovation, focusing on ICT related innovations at the school system level. In the paper we analyze the data collected in ten innovative schools in Israel which have incorporated ICT in unique ways and have succeeded in devising innovative classroom pedagogies and school system changes. The major research questions addressed are: (a) What levels of innovation were observed in the participant...

208. Chapter 9 - Cutting Edge Reforms
The middle letter in the acronym ACEPT is E. It stands for the word "excellence". Excellence is not only the central word in the acronym, it was central in the ACEPT mission. As described in Chapter One, the evaluation of ACEPT had two major dimensions: the first was to provide strong evidence that the reforms were in place, were working well, and were producing desired student outcomes. Evidence presented thus far in the monograph has largely focused on this dimension. The second dimension of the evaluation was to probe deeper into the reforms in order to reveal insights into the...

209. APRIL JOURNAL ARTICLE 2004OF MARKETING EDUCATION Achieving Marketing Curriculum Integration: A Live Case Study Approach - Elizabeth L. R. Elam; Harlan E. Spotts
Movement toward more active, experiential learning pedagogies is a trend that has found increasing interest in the last decade. The reasons for this interest include creating a more involving and interesting experience for the student, creating a more memorable experience, and facilitating more effective and durable learning. This article discusses an innovative, team-based experiential learning project, oriented around a live case study. While live case studies have been used for some time, what is unique about this exercise is the use of a live case as an integrating project for three separate marketing courses. This large, integrative project provided students...

210. Process meets product: Innovative Teaching in Construction Technology (IT|CT) at the University of Hong Kong - Alex Amato; James Henri; Ruffina Thilakaratne; Sue Trinidad
Student evaluations suggest that construction technology is one of the most difficult subject areas within construction related professional courses (architecture, surveying, engineering) to teach. Many students think it is peripheral to the main agenda and this is especially true for architectural students who consider their focus to be design. The teaching of Construction Technology has to date been very much an instructor centred didactic exercise. Transmission of information from instructor to student within a lecture theatre is the norm. There is little use made of learner centred pedagogies or of modern Information and Communication Technologies (ICTs) to enliven the courses....

This paper explores debates emerging in the VET sector around the impact of competency based approaches (and more recently training packages) on the capacity of VET to assist in developing lifelong learners. It considers debates around the assumed ‘conventional’ training paradigm of VET (that is focussed on task reproduction for work) and to what extent this is maturing into an appreciation of the need to cultivate capacity for ongoing learning in a rapidly changing vocational environment. A key issue in this debate is the mediating role of the VET teacher and their capacity to foster learning environments that are learner...

212. Creacio̲n de la pedagogi̲a nacional : editoriales de "El Diario." - Tamayo, Franz, 1879-1956.
Mode of access: Internet.

213. La pédagogie janséniste comparée a la pédagogie catholique. - Paradis, Edouard.
"Bibliographie": p. [5]-6.

214. Recherche concernant les formations initiales des professionnel(le)s de l’enfance (0-12 ans) et des équipes d’encadrement. À la découverte d’autres systèmes éducatifs européens : Flandre - Francois, Nathalie; Pools, Elodie; Pirard, Florence
Ce rapport a été produit dans le cadre d'une recherche-action, menée en Fédération Wallonie Bruxelles (Belgique) de novembre 2013 à juin 2015, et qui propose un cadre de réflexion pour repenser les formations initiales dans le champ de l'accueil de l'enfance (0-12 ans) inscrites dans un système compétent (Urban et al., 2011) en tenant compte des recommandations internationales, des savoirs scientifiques, des valeurs, de l’analyse d’expériences européennes de référence dans le domaine. Ce deuxième rapport est centré sur le cas de la Flandre où une série de réformes ont été engagées, dont certaines sont encore en cours actuellement. Citons la...

215. Algunas reflexiones sobre educación física y pedagogía crítica - Ana García Peñuela, Víctor M. López Pastor (coord.),; Esther López Pastor, Darío Pérez Brunicardi,; Mariam Rueda Cayón, Roberto Monjas Aguado,
Este trabajo pretende ser una llamada de atención sobre la necesidad de avanzar hacía una EF Crítica, que ayude a desarrollar en las personas las capacidades necesarias para intentar construir un mundo más justo y humano.En un primer apartado realizamos una breve descripción del estado de la cuestión en lo referente a una Educación Física (EF) Crítica y a la pedagogía crítica en que se basa.  En el segundo apartado planteamos una serie de interrogantes que surgen desde esta perspectiva.A continuación nos preguntamos que aportación realiza la EF al mundo en que vivimos. Creemos que es fundamental que sepamos darle...

216. Regular e/ou induzir qualidade? os cursos de pedagogia nos ciclos avaliativos do sinaes - Griboski, Claudia Maffini
Tese (doutorado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2014.

217. Educação a distância na Sala de Aula Conectada : a percepção discente e docente sobre uma experiência no curso de Pedagogia da Universidade de Brasília - Borba, Kalina Lígia de Almeida
Dissertação (mestrado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2014

218. O curso de pedagogia : perfil de ingresso, inserção profissional e promoção social - Ferreira, Marcos Felipe
Dissertação (mestrado)—Universidade de Brasília, Programa de Pós-Graduação em Educação, Mestrado em Educação, 2014.

219. Características conceituais que distinguem o que é de para que serve em algumas definições de termos da pedagogia - Silva, Darto Vicente da
Tese (doutorado)—Universidade de Brasília, Instituto de Letras, Departamento de Linguística, Português e Línguas Clássicas, Programa de Pós-Graduação em Linguística, 2014.

220. A pedagogia crítico-superadora e o esporte escolar : um estudo sobre a proposta curricular da educação física do Centro de Ensino e Pesquisa Aplicada à Educação da Universidade Federal de Goiás - Nunes, Natália Macedo
Dissertação (mestrado)—Universidade de Brasília, Faculdade de Educação Física, Programa de Pós-Graduação Strictu-Sensu em Educação Física, 2014.


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