Journal articles: '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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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11

Prentki, Tim, and Madonna Stinson. "Relational pedagogy and the drama curriculum." Research in Drama Education: The Journal of Applied Theatre and Performance 21, no. 1 (2016): 1–12. http://dx.doi.org/10.1080/13569783.2015.1127153.

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12

Nagalia, Shubhra. "Conceptualising Gender Studies: Curriculum and Pedagogy." Indian Journal of Gender Studies 25, no. 1 (2018): 79–107. http://dx.doi.org/10.1177/0971521517738452.

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This article draws upon the experience of inhabiting the disciplinary space of Gender Studies (GS) as faculty in a newly founded social science and humanities university, Ambedkar University Delhi (AUD). It attempts to formulate the challenges in and potential for giving shape to this specialised discipline in a neo-liberal context. It grapples with some of the complexities of the originary moment and how they have affected the discipline. Issues and linkages with Women’s Studies also foreground some of the tensions that have characterised our brief disciplinary history. These themes are explored by drawing upon the experience of curricular review and design of the Master’s programme in GS and the pedagogical dilemmas that constantly crop up in this age of celebration of ‘difference’. The first section focuses on the larger context of higher education in which a university like AUD was set up along with a discussion of the specific context of the location of GS within AUD. The second section looks at the various transactions and negotiations needed to run the GS programme.

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13

Malone-France, Derek. "Composition Pedagogy and the Philosophy Curriculum." Teaching Philosophy 31, no. 1 (2008): 59–86. http://dx.doi.org/10.5840/teachphil20083114.

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14

Hall, Jacqueline, and David McCabe. "Curriculum and Pedagogy in Southern California." Journal of Curriculum and Pedagogy 1, no. 1 (2004): 47–50. http://dx.doi.org/10.1080/15505170.2004.10411482.

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15

Garoian, Charles R. "Curriculum and Pedagogy as Collage Narrative." Journal of Curriculum and Pedagogy 1, no. 2 (2004): 25–31. http://dx.doi.org/10.1080/15505170.2004.10411494.

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16

Pinar, William F. "The Problem with Curriculum and Pedagogy." Journal of Curriculum and Pedagogy 2, no. 1 (2005): 67–82. http://dx.doi.org/10.1080/15505170.2005.10411529.

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17

Fellner, Karlee D. "Embodying Decoloniality: Indigenizing Curriculum and Pedagogy." American Journal of Community Psychology 62, no. 3-4 (2018): 283–93. http://dx.doi.org/10.1002/ajcp.12286.

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18

Grissom-Broughton, Paula A. "A matter of race and gender: An examination of an undergraduate music program through the lens of feminist pedagogy and Black feminist pedagogy." Research Studies in Music Education 42, no. 2 (2019): 160–76. http://dx.doi.org/10.1177/1321103x19863250.

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Feminist pedagogy, originating in social constructivism and critical theory, offers an instructional approach for a more democratic and diverse curriculum and pedagogy. Extending from feminist pedagogy is Black feminist pedagogy, which offers a more specialized instructional approach for underrepresented populations in education. Both feminist pedagogy and Black feminist pedagogy foster a unique intersection for institutions of higher education whose historic mission integrates race and gender as part of its targeted efforts. This study examines ways feminist pedagogy and Black feminist pedagogy are integrated into the undergraduate music program at Spelman College, a historically Black college for women. Using Barbara Coeyman’s four principles of traditional feminist pedagogy for women’s studies in music and the general music curriculum (i.e., diversity, opportunities for all voices, shared responsibility, and orientation to action) as a theoretical framework, the following three components were examined for this study: content (curriculum and course design), context (structural influences of gender and race), and pedagogy (classroom instruction and learning outcomes). The analysis of data ascertained through triangulated measures of interviews, observations, and document collection provided suggestions as to how music educators can design and teach within a music environment that is socially and culturally inclusive for all students.

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19

Janson, Elizabeth. "ITINERANT CURRICULUM THEORY: TOWARDS A JUST PEDAGOGY." Revista Teias 20, no. 59 (2019): 212–18. http://dx.doi.org/10.12957/teias.2019.47462.

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Abstract: In this article, I examine how Joao Paraskeva’s Curriculum Epistemologies deepens his previous work on Itinerant Curriculum Theory (ICT) and discuss how this can be seen within the US public education classroom. I analyze (a) how the intricacies of ICT allow educators to fight for a just pedagogy by creating spaces of empowerment for youth and decolonizing the Curriculum; (b) how the standardization of US curriculum can be seen as an anti-ICT which helps teachers theorize spaces for ICT. This analysis of ICT reflects the need to struggle for social and cognitive justice through a just pedagogy of hope.

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20

Naeini, Arash V., and Nima Shakouri. "Preparing for a Postmethod Pedagogy: A Transformative Approach to Curriculum Development." Theory and Practice in Language Studies 6, no. 3 (2016): 586. http://dx.doi.org/10.17507/tpls.0603.18.

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The three parameters of postmethod pedagogy proposed by Kumaravadivelu (2001), particularly a pedagogy of possibility, are in line with and drew on the works of such critical pedagogists as Giroux (1988) whose idea of transformative intellectuals viewed it rightful for every individual teacher and learner to actively participate in the process of learning with their entire social, economic and political experiences; and even make reformations to the direction of pedagogy based on their understanding. However, curriculum development, as an integral part of pedagogy, may inhibit this transformative and dynamic learning by restricting teachers to set and prefabricated materials and guidelines. Nonetheless, teachers play a pivotal role in the realization of this transformative process since they are the executive recipients of curricula. This paper is an attempt to shed light on a transformative approach to curriculum development and holds, a transformative approach to curriculum development requires teachers to have a hand in curriculum development when they are invited by the curriculum to act so; and adapt or transform the curriculum when they are constrained by it.

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Henderson, James G., and Patrick Slattery. "Understanding Curriculum and Pedagogy in Relation to Concepts of Curriculum Leadership." Journal of Curriculum and Pedagogy 4, no. 2 (2007): 1–5. http://dx.doi.org/10.1080/15505170.2007.10411635.

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22

Renner, Adam, and Milton Brown. "Living the Hopeful Curriculum: Reflections on Pedagogy." International Journal of Learning: Annual Review 13, no. 2 (2006): 21–28. http://dx.doi.org/10.18848/1447-9494/cgp/v13i02/44634.

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23

Mittal, Devika. "Engaging with ‘Caste’: Curriculum, Pedagogy and Reception." Space and Culture, India 8, no. 1 (2020): 101–10. http://dx.doi.org/10.20896/saci.v8i1.615.

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Caste has been a persisting form of stratification that continues to evade equality and social justice in Indian society. Among the routes to tackle the menace of caste has been the education system. In this regard, the National Curriculum Framework 2005 came with a resolute to engage the students with different issues, including that of caste with a critical and empathic eye. This paper locates the challenges to this curriculum by focusing on the pedagogy and reception of the curriculum. In doing so, it argues that the challenges emanate from the social identities and lived realities of the students and the teachers.

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24

Kurian, Nomisha. "Transforming education: reimagining learning, pedagogy and curriculum." Pastoral Care in Education 39, no. 4 (2021): 401–3. http://dx.doi.org/10.1080/02643944.2021.1996458.

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25

Pennington, Martha C. "Situating Writing Pedagogy within the Educational Curriculum." Writing & Pedagogy 6, no. 1 (2014): 1. http://dx.doi.org/10.1558/wap.v6i1.1.

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26

CROMPTON, KEVIN. "A curriculum for enterprise: pedagogy or propaganda?" School Organisation 7, no. 1 (1987): 5–11. http://dx.doi.org/10.1080/0260136870070102.

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27

Joseph, Cynthia. "Internationalizing the curriculum: Pedagogy for social justice." Current Sociology 60, no. 2 (2012): 239–57. http://dx.doi.org/10.1177/0011392111429225.

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KEENAN, HARPER BENJAMIN. "Unscripting Curriculum: Toward a Critical Trans Pedagogy." Harvard Educational Review 87, no. 4 (2017): 538–56. http://dx.doi.org/10.17763/1943-5045-87.4.538.

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In this essay, Harper B. Keenan draws on his own experience as a white queer and trans educator to consider the meaning of a critical trans pedagogy. Amid dissonant narratives of equal rights and subjection, he explores how his classroom teaching is shaped by his own experience of gender conditioning as well as by the contemporary political climate surrounding trans identity. Keenan argues that a critical trans pedagogy requires unscripting and must necessarily support children in constructing new knowledge.

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29

Schubert, William H. "Curriculum and Pedagogy for Reconstruction and Reconceptualization." Journal of Curriculum and Pedagogy 1, no. 1 (2004): 19–21. http://dx.doi.org/10.1080/15505170.2004.10411471.

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30

Leafgren, Sheri, Deb C. DeBenedictis, Dana Keller, and Kathleen Kesson. "Curriculum and Pedagogy: An Evolving, Proliferating Conversation." Journal of Curriculum and Pedagogy 1, no. 1 (2004): 81–98. http://dx.doi.org/10.1080/15505170.2004.10411486.

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31

Mullen, Carol A. "Curriculum and Pedagogy Synergy Through the Arts." Journal of Curriculum and Pedagogy 1, no. 2 (2004): 32–36. http://dx.doi.org/10.1080/15505170.2004.10411495.

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32

Johnson, Aostre N. "Diverse Perspectives on Spiritual Curriculum and Pedagogy." Journal of Curriculum and Pedagogy 2, no. 2 (2005): 30–34. http://dx.doi.org/10.1080/15505170.2005.10411539.

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33

Broadway, Francis. "With Sexuality: Theological Discourses, Curriculum and Pedagogy." Journal of Curriculum and Pedagogy 2, no. 2 (2005): 73–77. http://dx.doi.org/10.1080/15505170.2005.10411549.

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34

Hyun, Eunsook. "Transforming Instruction into Pedagogy through Curriculum Negotiation." Journal of Curriculum and Pedagogy 3, no. 1 (2006): 136–64. http://dx.doi.org/10.1080/15505170.2006.10411587.

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35

Henderson, James G., and Patrick Slattery. "Ethical Challenges Immanent to Curriculum and Pedagogy." Journal of Curriculum and Pedagogy 4, no. 1 (2007): 1–9. http://dx.doi.org/10.1080/15505170.2007.10411613.

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36

Rata, Elizabeth, Graham McPhail, and Brian Barrett. "An engaging pedagogy for an academic curriculum." Curriculum Journal 30, no. 2 (2019): 162–80. http://dx.doi.org/10.1080/09585176.2018.1557535.

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37

Moon, Bob. "Regenerating curriculum and pedagogy: the English experience." Curriculum Journal 6, no. 2 (1995): 185–98. http://dx.doi.org/10.1080/0958517950060203.

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38

Mori, Lynsey. "Towards a perfect universal educational curriculum." Contemporary Educational Researches Journal 12, no. 4 (2022): 256–62. http://dx.doi.org/10.18844/cerj.v12i4.8486.

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In the process of reforming education, it has become no longer possible to discuss pedagogy, curriculum, instruction, academic achievement, or the culture and climate of schools without discussing social-emotional competencies under the framework of social and emotional learning. This paper attempted to explore some of the complications within the building and implementing an educational curriculum. The study discusses educational pedagogy in the existing literature. Based on the findings, education requires more dedicated and school-specific reflection into where things go wrong. Due to the broad range of skills and unfurling neuroscience behind emotional intelligence, it can be proposed that a lack of ownership of these competencies is assisting in a dilution through local authority principles/governments/education boards and to a loosely based school-level approach through individual teachers with little guidance or support. Keywords: COVID-19, emotional competencies, emotional learning, neuroscience, pedagogy;

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Meng, Qingquan, Jiyou Jia, and Zhiyong Zhang. "A framework of smart pedagogy based on the facilitating of high order thinking skills." Interactive Technology and Smart Education 17, no. 3 (2020): 251–66. http://dx.doi.org/10.1108/itse-11-2019-0076.

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Purpose The purpose of this study is to verify the effect of smart pedagogy to facilitate the high order thinking skills of students and to provide the design suggestion of curriculum and intelligent tutoring systems in smart education. Design/methodology/approach A smart pedagogy framework was designed. The quasi-experiment was conducted in a junior high school. The experimental class used the smart pedagogy and smart learning environment. The control class adopted conventional teaching strategies. The math test scores of these two classes were compared to verify the effectiveness of smart pedagogy. Findings The smart pedagogy framework contains three sections including the situated learning (S), mastery learning (M), adaptive learning (A), reflective learning (R) and thinking tools (T) (SMART) key elements model, the curriculum design method and detailed teaching strategy. The SMART key elements model integrates the situated learning, mastery learning, adaptive learning, reflective learning and thinking tools to facilitate the high order thinking. The curriculum design method of smart pedagogy combines the first five principles of instruction and the SMART key elements model to design the curriculum. The detailed teaching strategies of smart pedagogy contain kinds of innovative learning methods. The results of the quasi-experiment proved that the learning outcome was significantly promoted by using smart pedagogy. Originality/value This research investigates a general framework that can be used to cultivate the high order thinking skills in different subjects and grades was one of the first to introduce high order thinking skills into smart education. The framework of smart pedagogy was innovative and effect in practice.

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Kearns, Lauren. "Dance critique as signature pedagogy." Arts and Humanities in Higher Education 16, no. 3 (2016): 266–76. http://dx.doi.org/10.1177/1474022216652768.

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The curriculum of preprofessional university degree programs in dance typically comprise four components: theory and history, dance technique, creative process, and performance. This article focuses on critique in the modern dance technique and choreography components of the dance curriculum. Bachelor of Fine Arts programs utilize critique as a signature pedagogy because “pedagogies must measure up to the standards not just of the academy, but also of the particular professions” (Lee Shulman, 2005 ). Critique is an essential pedagogy in the training of dance artists and is a vital component of the dance field, as it facilitates an intellectual and kinesthetic deepening of the student’s engagement with the dance profession.

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Perig, Alexander V., Eduard P. Gribkov, Pavlo A. Gavrish, et al. "ENGINEERING PEDAGOGY COURSE MAPPING." Acta Metallurgica Slovaca 28, no. 1 (2022): 49–67. http://dx.doi.org/10.36547/ams.28.1.1411.

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Graduate students of technical universities have practical difficulties with learning and successful instructional implementation of the fundamentals of engineering didactics. The paper is focused on the formulation of a thought-provoking curriculum with computational assignments for the course of “Technical University Pedagogic and Methodological Foundations of Engineering Education” (TUPMFEE) for graduate and Ph.D. students. The paper uses computational modelling of behavioral processes in socio-educational systems. The TUPMFEE-curriculum teaches future engineers to apply computational techniques to modeling of socio-technical phenomena. The author-formulated and a computer modeling-supported metaphor for the psycho-educational effects of high social pressure impact on student learning dynamics was allegorically visualized using mechanical rolling stress distribution for the nonlinear social process of student knowledge acquisition during instructor-enhanced education with description of some successive forgetting of the previously acquired instructional material upon the studied course completion. The author-proposed TUPMFEE-course successfully triggers graduate students’ interest in both social, mechanical and computer sciences.

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Kandiko Howson, Camille, and Marie Lall. "Comparative Perspectives on the Role of National Pride, Identity and Belonging in the Curriculum." Education Sciences 12, no. 3 (2022): 194. http://dx.doi.org/10.3390/educsci12030194.

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In this Special Issue, Comparative Perspectives on the Role of National Pride, Identity and Belonging in the Curriculum, Pedagogy and Experience of Higher Education, papers explore how contemporary issues in democratic education play out in higher education curriculum policy, pedagogy, and the student experience within and across different national contexts [...]

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Gjems, Liv, and Inge Vinje. "Teaching Future Teachers in the Subject of Pedagogy." Journal of Educational Issues 1, no. 1 (2015): 19. http://dx.doi.org/10.5296/jei.v1i1.7591.

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<p>In several European countries, teacher education is regulated by national plans that emphasise pedagogy as the central subject. Pedagogy shall include research-based knowledge, as well as having a strong connection between theory and practice. We have interviewed teacher educators about what they emphasise about theoretical and practical issues in the subject of pedagogy. Though they have to follow the curriculum, they express that they have different conceptions and emphasise different issues both in theoretical and practical pedagogy. Their answers point to the challenges between the establishment of a professional autonomy and the control the national curriculum imposes them The teacher educators were quite vague about their teaching about research-based knowledge. They expressed that they need support, time and possibilities to discuss the content in the curriculum and how to educate high qualified teachers.</p>

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Billett, Stephen. "Vocational Curriculum and Pedagogy: An Activity Theory Perspective." European Educational Research Journal 2, no. 1 (2003): 6–21. http://dx.doi.org/10.2304/eerj.2003.2.1.11.

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This article advances a scheme that proposes how curriculum goals and content might be conceptualised for vocational education. The scheme is founded in socio-historical activity theory. An account of the social sources of vocational knowledge (sociogeneses) comprising history, culture and situation is discussed to illuminate how both the canonical requirements of vocational practice and its manifestations in actual practice need to be accounted for in curriculum goals and content. Currently, curriculum frameworks for vocational programmes focus on the sociocultural level of practice (e.g. national competencies, national skills standards). Yet, these fail to account for the actual manifestations and requirements of the vocational practice and how judgements are made about performance. An emphasis on practice as a basis for considering curriculum goals and developing adaptable outcomes is proposed.

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45

Nugraha, Muhammad Anjar, and Slamet Wahyudi Yulianto. "Investigating the Implementation of 2013 Revised Curriculum and School-Based Curriculum from Postmethod Pedagogy Principle: Teachers’ Perspective." Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan 6, no. 1 (2020): 116–25. http://dx.doi.org/10.35569/biormatika.v6i1.700.

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Take-in the ever-changing policy of Education in Indonesia seems a very long-crucial issue to be discussed. Post-method pedagogy offers with the controversial claim that in the 21st era the play of teaching method is dying. Post-method pedagogy is the current issue of English Language Teaching (ELT) nowadays. This is a qualitative case study aims at investigating English teachers’ perspective towards post-method pedagogy. English teachers from two senior high schools in Subang has taken as the participants. A school is a public school, in which implements 2013 revised-curriculum and one another school is a private school that implements a School-based Curriculum or integrated curriculum. Those teachers administered the questionnaire and one teacher for each school will be chosen to conduct classroom observation and semi-structured interviews. According to the result of this study, the researcher indicates that all the participants tend to implement Communicative Approaches-Communicative Language Teaching (CLT)-Task Based Language Teaching most in their future classes. Eventhough the participants have their own style of teaching, they are not believe in themselves enough to produce their own teaching method. They have an authority to combine and prove it with their beliefs and background knowledge. They pay attention to the background of language learner and should not only focus on native speakers’ value. The researcher is almost able to observe the macro strategies that purposed by Kumaravadivelu. There is no difference between teacher who implements the 2013 revised curriculum and school-based curriculum or integrated curriculum from post method pedagogy principle

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46

Nugraha, Muhammad Anjar, and Slamet Wahyudi Yulianto. "Investigating the Implementation of 2013 Revised Curriculum and School-Based Curriculum from Postmethod Pedagogy Principle: Teachers’ Perspective." Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan 6, no. 1 (2020): 116–25. http://dx.doi.org/10.35569/biormatika.v6i1.700.

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Take-in the ever-changing policy of Education in Indonesia seems a very long-crucial issue to be discussed. Post-method pedagogy offers with the controversial claim that in the 21st era the play of teaching method is dying. Post-method pedagogy is the current issue of English Language Teaching (ELT) nowadays. This is a qualitative case study aims at investigating English teachers’ perspective towards post-method pedagogy. English teachers from two senior high schools in Subang has taken as the participants. A school is a public school, in which implements 2013 revised-curriculum and one another school is a private school that implements a School-based Curriculum or integrated curriculum. Those teachers administered the questionnaire and one teacher for each school will be chosen to conduct classroom observation and semi-structured interviews. According to the result of this study, the researcher indicates that all the participants tend to implement Communicative Approaches-Communicative Language Teaching (CLT)-Task Based Language Teaching most in their future classes. Eventhough the participants have their own style of teaching, they are not believe in themselves enough to produce their own teaching method. They have an authority to combine and prove it with their beliefs and background knowledge. They pay attention to the background of language learner and should not only focus on native speakers’ value. The researcher is almost able to observe the macro strategies that purposed by Kumaravadivelu. There is no difference between teacher who implements the 2013 revised curriculum and school-based curriculum or integrated curriculum from post method pedagogy principle

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47

Rollett, Stephen. "Curriculum development: Two key questions." SecEd 2019, no. 15 (2019): 10–11. http://dx.doi.org/10.12968/sece.2019.15.10.

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Teachers talk a lot about pedagogy, but often neglect to discuss the curriculum and how it translates into their lessons. Curriculum specialist Stephen Rollett looks at how we can have high-quality conversations about what we teach…

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O’Meara, John, and Ashwin Vaidya. "A Network Theory Approach to Curriculum Design." Entropy 23, no. 10 (2021): 1346. http://dx.doi.org/10.3390/e23101346.

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In this paper we hypothesize that education, especially at the scale of curriculum, should be treated as a complex system composed of different ideas and concepts which are inherently connected. Therefore, the task of a good teacher lies in elucidating these connections and helping students make their own connections. Such a pedagogy allows students to personalize learning and strive to be ‘creative’ and make meaning out of old ideas. The novel contribution of this work lies in the mathematical approach we undertake to verify our hypothesis. We take the example of a precalculus course curriculum to make our case. We treat textbooks as exemplars of a specific pedagogy and map several texts into networks of isolated (nodes) and interconnected concepts (edges) thereby permitting computations of metrics which have much relevance to the education theorists, teachers and all others involved in the field of education. We contend that network metrics such as average path length, clustering coefficient and degree distribution provide valuable insights to teachers and students about the kind of pedagogy which encourages good teaching and learning.

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Amadi, Azubuike H., Paul O. Okafor, Victor D. Ola, et al. "Pedagogy of Petroleum Engineering in Nigeria." European Journal of Education and Pedagogy 3, no. 3 (2022): 257–63. http://dx.doi.org/10.24018/ejedu.2022.3.3.370.

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The petroleum industry in Nigeria contributes a huge percentage to the national revenue of the country, to the extent that budgets are being passed based on the oil price dynamics. With the importance the petroleum sector has attained in Nigeria, it is expected that the country's pedagogy will reflect the value it contributes to the national table. However, reviews, surveys, and works of literature have shown otherwise. As a result, this study emphasizes the importance of petroleum engineering pedagogy in-country as an oil-producing country, the university curriculum of petroleum engineering in Nigeria was also examined (with a particular focus on the impact of poor curriculum on national development), and the dynamics between the university, industry and government were critically discussed and recommended practices for improving petroleum engineering pedagogy were made. This study targets national development and control over its own resources through a knowledge economy and seamless dynamics of information within the oil and gas industry. The Nigerian government, through the Federal Ministry of Education, is further expected to capitalize on the outcomes of this research for curriculum review of petroleum engineering and related courses offered in-country to foster sustainability in a competing global society.

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Hedges, Helen, and Joy Cullen. "Subject Knowledge in Early Childhood Curriculum and Pedagogy: Beliefs and Practices." Contemporary Issues in Early Childhood 6, no. 1 (2005): 66–79. http://dx.doi.org/10.2304/ciec.2005.6.1.10.

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The concept of ‘subjects' has posed a philosophical dilemma and polarised debate within early childhood education. Consequently, little attention has been paid to teachers' and children's subject knowledge and the role these might play in early childhood curriculum and pedagogy to extend and enhance children's learning. This article reports on a study that explored beliefs and practices about subject knowledge in one kindergarten in New Zealand. The study's findings are analysed from two contrasting perspectives: categories of teacher knowledge and sociocultural theory. The article argues that a contemporary sociocultural view of knowledge has potential within the existing philosophy underpinning early childhood curriculum and pedagogy to recognise and strengthen the position of subject knowledge. Implications for curriculum, pedagogy and teacher education are discussed.

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Journal articles on the topic '1302 Curriculum and Pedagogy'

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