Log in

Relevant bibliographies by topics / 1302 Curriculum and Pedagogy

Contents

Journal articles

Academic literature on the topic '1302 Curriculum and Pedagogy'

Author: Grafiati

Published: 10 January 2023

Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic '1302 Curriculum and Pedagogy.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "1302 Curriculum and Pedagogy"

1

Miller, Erin T., and Samuel J. Tanner. "Curriculum and Pedagogy Unbound." Journal of Curriculum and Pedagogy 19, no. 2 (2022): 93–94. http://dx.doi.org/10.1080/15505170.2022.2074185.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Defeng, Li. "Translation curriculum and pedagogy." Target. International Journal of Translation Studies 19, no. 1 (2007): 105–33. http://dx.doi.org/10.1075/target.19.1.07li.

Full text

Abstract:

Following an earlier study on professional translators which appears in Target 2000, and another on translation students in Meta 2002, this article reports on an empirical study, based on both quantitative and qualitative data, on how administrators of translation/language services perceive translation training in Hong Kong. It will seek to answer questions such as the usual practice of and major considerations in recruitment of new translators; the major challenges the newly recruited face and methods and strategies they use to cope with them; the difficulties translators have in general as seen through the eyes of administrators, and the methods and strategies they use to cope with them; assistance translation agencies usually provide to help them deal with the challenges and difficulties; changes that need to be made to improve translator training. A comparison is made with my earlier projects on professional translators and translation students and pedagogical implications are also drawn in relation to some of the focal issues in translator training.

APA, Harvard, Vancouver, ISO, and other styles

3

Hartley, Roger. "ICT, Pedagogy and the Curriculum." Journal of Computer Assisted Learning 19, no. 1 (2003): 141–42. http://dx.doi.org/10.1046/j.1365-2729.2003.00014.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Gregory, Marshall. "Curriculum, Pedagogy, and Teacherly Ethos." Pedagogy 1, no. 1 (2001): 69–90. http://dx.doi.org/10.1215/15314200-1-1-69.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Ragoonaden, Karen, and Lyle Mueller. "Culturally Responsive Pedagogy: Indigenizing Curriculum." Canadian Journal of Higher Education 47, no. 2 (2017): 22–46. http://dx.doi.org/10.47678/cjhe.v47i2.187963.

Full text

Abstract:

This article examines the impact of culturally responsive pedagogy in an introduction to university course developed in collaboration with local and place-based First Nations communities, Aboriginal Access Studies and the Faculty of Education of the University of British Columbia’s Okanagan Campus. In keeping with requests that Indigenous worldviews be incorporated into curriculum, the content of EDUC 104, modelled on the University of South Carolina’s University 101 Programs, was adapted to incorporate Indigenous traditions of teaching and learning. The introductory course included a holistic approach aimed at supporting the social and emotional well-being of students. Facilitated by peer mentoring, collaborative circles of learning introduced seminal concepts and facilitated the progressive use of newly learned skills. As part of a longitudinal research, the following presents the content of interviews conducted at the conclusion of the courses. Analysis indicated that three themes emerged emphasizing the importance of the circles of learning, peer mentoring, and the relationship with the instructor. In particular, the results demonstrated the perceived value of the course from the students’ perspectives.

APA, Harvard, Vancouver, ISO, and other styles

6

Aoki, Ted. "Interview: Rethinking Curriculum and Pedagogy." Kappa Delta Pi Record 35, no. 4 (1999): 180–81. http://dx.doi.org/10.1080/00228958.1999.10518454.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Eisner, Elliot. "Artistry and Pedagogy in Curriculum." Journal of Curriculum and Pedagogy 1, no. 2 (2004): 15–16. http://dx.doi.org/10.1080/15505170.2004.10411491.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Cullen, Roxanne, and Reinhold Hill. "Curriculum Designed for an Equitable Pedagogy." Education Sciences 3, no. 1 (2013): 17–29. http://dx.doi.org/10.3390/educsci3010017.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

O', Fiona, and N. A. Riordan. "Transformational pedagogy through curriculum development discourse." International Journal of Innovation and Learning 23, no. 2 (2018): 244. http://dx.doi.org/10.1504/ijil.2018.089624.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

O'Riordan, Fiona. "Transformational pedagogy through curriculum development discourse." International Journal of Innovation and Learning 23, no. 2 (2018): 244. http://dx.doi.org/10.1504/ijil.2018.10010241.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!