Mostrando recursos 61 - 80 de 15.364

  1. Cómo matricularse en el curso Adquisición de habilidades en información. Niveles I y II (2016)

    Universidad de Las Palmas de Gran Canaria. Biblioteca Universitaria

    Tutorial en el que se explica cómo matricularse en el curso Adquisición de habilidades en información. Niveles I y II.

  2. Reflexão acerca da capacitação de professores para a inclusão escolar

    Brandt, Léocla Vanessa; Nau, Adriana Flávia; Benetti, Chane Basso; Gama, María Eliza Rosa
    O direito de acesso de estudantes com necessidades educacionais especiais à educação no ensino regular público é um item previsto na Constituição Federal. No entanto, a inclusão de crianças com necessidades educativas especiais com apoio especializado que ofereça suporte aos professores atuantes no ensino regular, ainda se mostra como um grande desafio. Com base nisso, elaboramos este relato de experiências vivenciadas no âmbito das ações do Subprojeto Interdisciplinar “Organização do Trabalho Pedagógico da Educação Física e da Pedagogia nos Anos Iniciais do Ensino Fundamental” – UFSM. Objetivamos relatar os desafios enfrentados pelos alunos em formação para a docência de Educação Física para...

  3. A atualidade das contribuições de Moisey M. Pistrak e Viktor N. Shulgin para a pedagogia do Movimento dos Trabalhadores Sem Terra

    Santos, Franciele Soares dos; Paludo, Conceição
    O objetivo deste artigo é contribuir para o debate sobre a atualidade da pedagogia socialista para os avanços da Pedagogia do Movimento dos Trabalhadores Sem Terra (MST), por meio da proposta de implementação do plano de estudos de Moisey M. Pistrak e da categoria do trabalho socialmente necessário, elaborada por Viktor N. Shulgin. Para a sua elaboração, foi realizado estudo bibliográ co dos autores citados, assim como das obras de Caldart e de documentos do MST. Os resultados indicam que o MST ensaia e engendra, na atualidade, estabelecendo o diálogo com os educadores russos, a possibilidade de construção de uma...

  4. Formação de professores, possibilidades e desafios das práticas em estágios na educação de jovens e adultos

    Paludo, Conceição; Carlos, Ligia Cardoso
    O artigo realiza uma reflexão sobre a formação inicial de professores para a Educação de Jovens e Adultos (EJA), tendo como base os estágios no Curso de Pedagogia da Universidade Federal de Pelotas nos anos 2013 e 2014. Os objetivos foram: sistematizar o processo de ensino e aprendizagem do estágio; articular temáticas da formação de professores da EJA; dar visibilidade aos desafios do campo do trabalho e da formação de professores. Para tanto nos utilizamos da pesquisa bibliográfica; da leitura dos relatórios, do acompanhamento do estágio e da análise reflexiva do processo. Concluiu-se que o estágio se constitui em um...

  5. Contemporaneity’

    Margaret Somerville; A Place Pedagogy For ‘global; Margaret J. Somerville
    Around the globe people are confronted daily with intransigent problems of space and place. Educators have historically called for place-based or place-conscious education to introduce pedagogies that will address such questions as how to develop sustainable communities and places. These calls for place-conscious education have included liberal humanist approaches that evolved from the work of Wendell Berry (Ball & Lai, 2006) and critical place-based approaches such as those advocated by David Gruenewald (e.g. Gruenewald, 2003a, 2003b). In this paper I will propose a reconceptualized framework of place as a pedagogical practice that draws on contemporary feminist poststructural and postcolonial philosophies...

  6. Reviews / Comptes rendus Exploring More Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind

    Edited Nancy L. Chick; Aeron Haynie; Regan A. R. Gurung
    istic forms of teaching and learning ” (p. 52) of a discipline. The Socratic method in philosophy, the studio method in art and design, and undergraduate laboratory research in chemistry are a few of the examples cited by the contributing chapter authors in Exploring More Signature Pedagogies. As a follow-up to their 2008 book on the same subject, Nancy Chick, Aeron Haynie, and Regan Gurung have delved even further into signature pedagogies with contributions from the humanities and fine arts, the social and natural sciences, and interdisciplinary programs. Non-traditional fields such as Ignatian pedagogy and disability studies are also included....

  7. Global Business Languages (2014) 3

    Margaret Gonglewski; Anna H. Helm; Margaret Gonglewski; Anna H. Helm
    AbstrAct Heightened urgency about the question of the earth’s survival has generated increased attention to how to teach sustainability across the curriculum. The business language course, positioned at the nexus of business and the humanities, is the ideal environment for bringing to bear perspectives from multiple disciplines on questions around sustainability. This article examines the notion of “sustainability pedagogies ” framed within three key aspects of sustainability education noted in the scholarship: interdisciplinarity, transfor-mative learning, and experiential learning. In each of these areas, we provide an example of how the sustainability pedagogies can be implemented in business language courses.


    Psicologia Sociedade; Abussafy De Souza; Ricardo Aparecida; Moreira França; Minas Gerais Brasil; Medicina Social; No Brasil; Uma Aliança; Entre Educação; Sanitária E Pedagogia Popular; Ricardo Abussafy De Souza; Sonia Aparecida; Moreira França
    How to cite Complete issue More information about this article Journal's homepage in Scientific Information System

  9. Assessing Pedagogy in Bioengineering Classrooms: Quantifying Elements of the “How People Learn ” Model Using

    Purdue E-pubs; Monica F. Cox; David S. Cordray; Monica F. Cox; David S. Cordray
    One goal of the VaNTH Engineering Research Center is to esti-mate the effects of the “value added ” to bioengineering student learning as a result of “How People Learn ” (HPL) framework interventions. A necessary step in that process is to assess peda-gogical differences in both lecture-based and HPL-oriented courses. Data from 28 bioengineering courses, over five semes-ters, were analyzed using a newly developed HPL Index. This index, developed from the Classroom Interaction Observation portion of the VaNTH Observation System, reports levels of HPL-inspired pedagogy, traditional pedagogy, and classroom organization within a class using codes for different types of facul-ty...

  10. Mathematics Remediation for Indigenous Students With Learning Difficulties: Does It Work?

    Poon Cheng Yong; Yeo Kee Jiar; Noor Azlan; Ahmad Zanzali
    Over-reliance on prescriptive pedagogies, such as explicit instruction, could hamper students with learning difficulties from sense-making and thus limit their acquisition of conceptual understanding. To help them in constructing mathematical knowledge, manipulative and drawing could be used to solve problems in a meaningful context. Using a case study design, teaching and learning process of a native teacher and her six indigenous students in a mathematics remediation classroom at an elementary school located in the interior area was investigated. Qualitative data were collected using observation, interview, and students ’ work. Research findings showed that participating teacher tended to use manipulative through...

  11. Géomatique et Environnement,

    De Gestion; Deleguee Des Dechets; Menagers A Casablanca; Ghalloudi Jalila; Universitaire Ordipu; Faculté Sciences; Zahour Ghalem; Faculté Sciences; Talbi Mohamed; Pédagogie Universitaire Ordipu; Fac Sciences
    Urban expansion, population growth and modes of consumption are all factors that have caused a significant increase in waste production in Casablanca. Privatized in 2004, the solid waste management in this city is confronted with institutional, technical and legal problems. The analysis of documents- the Law 28-00 on solid waste, the Convention of delegated management and the National Program of Household Wastes (NPHW)- allows assessing the institutional, political and technical difficulties of the reform of the solid waste management. It shows, in particular, that the legal provisions and governmental strategies are difficult to be applied. In addition, The investigations carried...


    Ziamandanis Claire M; Valencia España; Claire M. Ziamandanis
    How to cite Complete issue More information about this article Journal's homepage in Scientific Information System

  13. An Activity Theoretical Approach to Designing Curriculum and Instruction That Shift the Means and Ends of History Education

    Thomas H. Levine; Thomas H. Levine; Ph. D
    Abstract: Reformers want history education to help students learn to engage in historical inquiry, read critically across conflicting sources, and engage in civil discussion of controversial issues. How can we help teachers and students shift the roles, norms, and activity in history classrooms to achieve these aims? An activity-theoretical framework suggests the value of explicitly attending to multiple aspects of human activity when designing and presenting reform-oriented pedagogies or curricula. Such attention increases the odds that teachers who implement new approaches or curriculum will achieve significant shifts in the means and ends of history education.

  14. From the 3 Rs to the 4 Rs: Toward Doctoral Education that Encourages Evidence-Based Management through Problem-Focused Research

    Paul Salipante; Ann Kowal Smith
    To make Evidence-Based Management (EBMgt) commonplace and effective, senior managers and academics must develop the capabilities that problem-focused research requires. Drawing lessons from alternative doctoral programs and problem-focused research, this chapter offers its readers concrete ways to support EBMgt in their educational, research, and senior management activities. It covers three related developments: 1) Alternative doctoral education programs producing a community of managerially experienced practitioner-scholars, that fosters EBMgt by bridging managerial and academic practice, 2) Problem-focused research, providing a new model of research for more effective EBMgt, refined in alternative doctoral programs, and 3) Overcoming barriers to EBMgt, new educational pedagogies...

  15. Proceedings Chapter Reference

    Archives Jean Piaget; Université De Genève
    Jean Piaget et l'Éducation nouvelle à l'issue des années folles de la pédagogie. Conceptualisation, reconfiguration, récupération

  16. Students ’ use of power in Foreign Language classroom interaction*

    Patricia Kim; Jiménez Niño
    * Artículo de Investigación científica que recoge los resultados de un proyecto de investigación inscrito en el grupo: Pedagogías y didácticas innovadoras de la lectura y la escritura con énfasis en las nuevas tecnologías y Didácticas.

  17. Professional Practice Research: Ensuring teacher development through a critical approach to professional learning

    Tania Aspland; Ian Macpherson (co-author
    Adelaide and president of the Australian Teacher Educators Association (ATEA). She has been a leader in course development in teacher education for many years and is currently engaged in a number of research projects in higher education pedagogies in teacher education undergraduate and graduate courses. Professor Aspland has developed an international


    Bingyi Li
    My thesis is the product of the efforts of many parties. First, I would like to thank the University of Western Sydney for providing me with an International Postgraduate Research Scholarship, which provided me with the great financial support I needed to concentrate on my study over the past three years. Most importantly, I would like to thank my principal supervisor Professor Michael Singh for his contributions to the development of my research capabilities, especially his innovative approaches to research education and supervisory pedagogies. I acknowledge that his inspiration and encouragement nurtured the germ of my ideas that has resulted...

  19. Supporting Mathematics Instruction with an Expert Coaching Model

    Drew Polly
    This article presents findings from a study in which the author served as an expert coach and provided ongoing support to four elementary school teachers related to employing standards-based pedagogies in their mathematics classrooms. In addition to assisting teachers, the author examined which supports they sought and the impact of them on mathematics instruction. Data were collected through participant interviews, classroom observations, and anecdotal notes. Inductive qualitative analysis indicated that teachers who sought more in-class support and co-teaching opportunities showed more enactments of standards-based pedagogies than teachers who asked for resources and support outside of their mathematics classroom. Implications for...

  20. Fielding-Wells Identifying Core Elements of Argument-Based Inquiry in Primary Mathematics Learning

    Jill Fielding-wells
    Having students address mathematical inquiry problems that are ill-structured and ambiguous offers potential for them to develop a focus on mathematical evidence and reasoning. However, students may not necessarily focus on these aspects when responding to such problems. Argument-Based Inquiry is one way to guide students in this direction. This paper draws on an analysis of multiple primary classes to describe core elements in Argument-Based Inquiry in mathematics. The inclusion of inquiry-based pedagogies into classroom mathematics teaching has the potential to engage students in mathematics in authentic ways (Fielding-Wells & Makar, 2008). Students engage with inquiry as they are supported...

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