Relevant bibliographies by topics / 3901 Curriculum and pedagogy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic '3901 Curriculum and pedagogy'

Author: Grafiati
Published: 10 January 2023
Last updated: 28 January 2023

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Journal articles on the topic "3901 Curriculum and pedagogy"

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Miller, Erin T., and Samuel J. Tanner. "Curriculum and Pedagogy Unbound." Journal of Curriculum and Pedagogy 19, no. 2 (April 3, 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 (July 26, 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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F Howard-Hamilton, Mary, and Kandace G Hinton. "Advancing Higher Education as a Field of Study." Journal for the Study of Postsecondary and Tertiary Education 2 (2017): 211–14. http://dx.doi.org/10.28945/3901.

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Aim/Purpose: The book, Advancing Higher Education as a Field of Study: In Quest of Doctoral Degree Guidelines – Commemorating 120 Years of Excellence by Sydney Freeman, Jr., Linda Serra Hagedorn, Lester F. Goodchild, and Dianne A. Wright (Editors), Sterling, VA: Stylus, 2014, 340 pages, $49.95 (softcover) is reviewed and recommended for faculty and administrators who have a graduate program in higher education at their respective institution or may need information on how a program can be created using standardized curriculum guidelines.
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Hartley, Roger. "ICT, Pedagogy and the Curriculum." Journal of Computer Assisted Learning 19, no. 1 (February 25, 2003): 141–42. http://dx.doi.org/10.1046/j.1365-2729.2003.00014.x.

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Gregory, Marshall. "Curriculum, Pedagogy, and Teacherly Ethos." Pedagogy 1, no. 1 (January 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 (August 27, 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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Aoki, Ted. "Interview: Rethinking Curriculum and Pedagogy." Kappa Delta Pi Record 35, no. 4 (July 1999): 180–81. http://dx.doi.org/10.1080/00228958.1999.10518454.

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

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

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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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Dissertations / Theses on the topic "3901 Curriculum and pedagogy"

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Moorehead-Carter, Yvette M. "The Impact of Singing-Integrated Reading Instruction on the Oral Reading Fluency and Motivation of Elementary Students in an Out-of-School Time Program." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3901.

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Abstract The purpose of this study was to investigate the impact of singing-integrated reading instruction on the oral reading fluency and motivation of elementary students in an after school program. Participants were third graders (n = 29) who attended the singing-integrated oral reading fluency (SI ORF) intervention twice a week for eight weeks. Components of the intervention included teacher-modeling of fluent oral reading, oral support, repeated reading and singing activities from a variety of children’s literature, and individual free-time. The adapted Elementary Reading Attitude Survey (ERAS; McKenna & Kear, 1990) measured recreational, academic, and composite reading attitudes. The Qualitative Reading Inventory – 5 (QRI-5; Leslie & Caldwell, 2011) measured the following fluency components: Word Recognition in Isolation (WRI), both Correct Automatic and Total Number Correct, Word Recognition in Context (WRC), and reading rate, calculated as Words per Minute (WPM). Pretests and posttests for components of both assessments were compared using paired-samples t – tests. Data analyses of adapted ERAS mean percentage scores revealed a statistically significant decline in recreational reading attitude, no statistically significant difference in academic reading attitude, and a decline that approached significance in participants’ overall reading attitudes. QRI-5 scores revealed a statistically significant increase from pretest to posttest in WRI Correct Automatic, WRI Total Number Correct, WRC, and reading rate scores. The after-school environment offered a viable option for SI ORF instruction and was free from restraints that can accompany high-stakes testing environments in the traditional school setting. Overall, participants were attentive and enthusiastic, particularly enjoying the singing and repeated lyrics components of the intervention.
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Svennbeck, Margareta. "Omsorg om naturen : Om NO-utbildningens selektiva traditioner med fokus på miljöfostran och genus." Doctoral thesis, Uppsala University, Department of Teacher Training, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-3941.

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This thesis is intended as a contribution to the discussion about science education, especially with regard to how care for nature can be understood, to what extend care for nature is included or excluded in the science education discourse and the importance of this in regard to an environmental education and a gender perspective. The empirical part of the thesis is carried out as a case study, where the discourse of physics is studied as a case within the discourse of science education. The discourse of physics is investigated by analyses of textbooks for lower secondary school in Sweden.

In the thesis, I present two ways of understanding care for nature. The first way is related to a systemic aspect of ethics that is based on principles. If the principles in use ascribe intrinsic value to nature, then the ethics can be seen as an expression of a systemic aspect of care for nature. The second way is related to an aspect of ethics based on care in ‘I-Thou encounters’ with nature, and is seen as a non-systemic aspect of care for nature.

Three forms of analyses are performed: 1) of the discourse and selective traditions in physics, 2) of orientations (attitudes) towards nature, and 3) of ways of knowing (indicating what meetings with nature students are offered in science education).

The analyses performed showed one discourse in physics education, consisting of two selective traditions. The systemic aspect of care for nature is excluded as the discourse has an anthropocentric foundation. The non-systemic aspect of care for nature is also excluded, as no I-Thou meetings are offered through the ways of knowing and no expression for the I-Thou attitude is found in either of the traditions. Further, ways of knowing and an ethical orientation associated with female gender are excluded. Thus, the discourse in physics does not contribute to obtaining the goals of the national syllabuses concerning gender equality and care for nature from the perspectives investigated.

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Sportun, Jaime. "Advertising as a pedagogy? using literacy and critical pedagogy to empower youth." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104836.

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Partially grounded in the work of George Gerbner, and also in other media theorists including John Berger, Roland Barthes and Michael Hoechsmann, this thesis aims to explore the concept of media as public pedagogy. Based on these theories, an in-depth analysis of the advertisements produced by cellular goods and service providers and their effect on the youth generation with respect to the relatively new phenomenon of cyber-bullying will be examined. Then, through the works and writings of critical pedagogues including Paulo Freire, Henry Giroux, Shirley Steinberg, Joe Kincheloe and Donaldo Macedo, a media literacy approach to education will be introduced which aims to empower youth by enabling them to critically examine the media designed for their consumption.
Principalement fondée par le travail de George Gerber, mais aussi présente dans celui de d'autres théoriciens médiatiques incluant John Berger, Roland Barthes et Michael Hoechsmann, cette thèse a pour but d'explorer le concept des médias comme pédagogie publique. Fondé sur ces théories, une analyse approfondie des publicités produites par les fournisseurs de produits en téléphonie mobiles et leurs effets sur la jeune génération dans le cadre du nouveau phénomène de cyber intimidation sera examinée.Ensuite, par l'entremise de travaux et d'écrits de pédagogues critiques tels que Paulo Freire, Henry Giroux, Shirley Steinberg, Joe Kincheloe et Donaldo Macedo, une approche d'éducation médiatique sera présentée, ce qui a pour but de donner plus de pouvoir aux jeunes en leur permettant d'examiner d'une façon critique les médias conçus de leur consommation.
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Tholin, Rasmus. "Plankning och transkribering : Influenser för solospel på trumset." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-3901.

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Att härma och hitta inspiration från förebilder har varit vardaglig praxis under jazzhistorien. Genom att appropriera (Säljö, 2014), lägger individer beslag på andra individers kunskap och omvandla det till egen kunskap. Senare i externaliseringen (Bruner, 2002) synliggörs kunskapen i handling. I denna studie har metoderna plankning och transkribering undersökts som verktyg för att utveckla eget solospel på trumspel. Genom att följa den egna läroprocessen undersöktes också hur man pedagogiskt kan använda plankning och transkribering som metod för att bidra till konstnärlig utveckling. Den musikgenre som behandlas i studien är jazz, där trumslagaren Max Roach solospel använts genom valda exempel. I resultatet presenteras en jämförelse av två egna trumsolon där ett spelades in i början och ett i slutet av studien. Läroprocessen i övningsrummet och under instrumentallektioner har dokumenteras med hjälp av loggbok. Resultatet visar att en del fraser har härmats exakt och en del har härmats rytmiskt men med en egen konstnärlig prägel. Vid en egen konstnärlig prägel av en exakt rytm har en antydan till ett mer självständigt solospel påträffats och plankning och transkribering har visat sig fungera som metod för att utveckla solospel, men metoden är tidskrävande.
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Helmbrecht, Brenda M. "A Mediatic Pedagogy: Rhetoricizing Images within Composition Curriculum." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1089742902.

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au, Alison Lee@uts edu, and Alison Lee. "Gender and Geography: Literacy Pedagogy and Curriculum Politics." Murdoch University, 1992. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20051129.144620.

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This thesis is an investigation into processes of gendered subject production in literate practices in school settings. Focusing on student writing in geography, the study explores gender differences in written texts with a view to asking what is differently at stake for girls and for boys in 'becoming literate' in school geography. The study is an ethnographic case study of a geography classroom, focusing in particular on contexts for the production of two texts which are subject to close textual analysis. Drawing on a range of theoretical and methodological perspectives: curriculum studies, linguistics and feminist theory, the thesis argue that classrooms are sites of multiple and competing discourses. Student texts are oriented discursively and generically in different ways. These orientations both reflect and produce wider discursive alignments within the discipline of geography and elsewhere. The thesis investigates the politics of these differences. Part I builds a detailed account of the Year 11 geography classroom as a set of curriculum contexts within which students' literate practices are located. Readings are produced of the official curriculum resources, focusing in particular on the syllabus and the classroom textbook material. The spoken language dynamics of the classroom are investigated in terms of the materiality of processes of speaker positioning along gender lines in the production and negotiation of geographical meanings. Part II produces detailed readings of two student essays: one by a girl, one by a boy. Differences between the two are investigated, drawing links between the texts and the discursive contexts of their production and reception. The argument is made that the two texts enact a significant gender difference in and through different geographies. Part III discusses the consequences of the thesis findings for contemporary debates about literacy pedagogy. This includes a critique of one dominant framework within which the notion of 'critical literacy' is being engaged: that of educational linguistics. Finally, the argument is made that existing accounts of 'subject-specific literacy' need to be expanded to engage two senses of the word 'subject': both the specificity and multiplicity of the discourses of subject-disciplines and the concomitant production of different human subject positions through textual practice. To investigate the implications of this, theories of literacy pedagogy, it is argued, need to engage more substantially with available theories of the subject, such as feminist theories, while at the same time engaging sophisticated analytics for the exposure of the material workings of discursive practices in school-literate productions.
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Lee, Alison. "Gender and geography: literacy pedagogy and curriculum politics." Thesis, Lee, Alison (1992) Gender and geography: literacy pedagogy and curriculum politics. PhD thesis, Murdoch University, 1992. https://researchrepository.murdoch.edu.au/id/eprint/149/.

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This thesis is an investigation into processes of gendered subject production in literate practices in school settings. Focusing on student writing in geography, the study explores gender differences in written texts with a view to asking what is differently at stake for girls and for boys in 'becoming literate' in school geography. The study is an ethnographic case study of a geography classroom, focusing in particular on contexts for the production of two texts which are subject to close textual analysis. Drawing on a range of theoretical and methodological perspectives: curriculum studies, linguistics and feminist theory, the thesis argue that classrooms are sites of multiple and competing discourses. Student texts are oriented discursively and generically in different ways. These orientations both reflect and produce wider discursive alignments within the discipline of geography and elsewhere. The thesis investigates the politics of these differences. Part I builds a detailed account of the Year 11 geography classroom as a set of curriculum contexts within which students' literate practices are located. Readings are produced of the official curriculum resources, focusing in particular on the syllabus and the classroom textbook material. The spoken language dynamics of the classroom are investigated in terms of the materiality of processes of speaker positioning along gender lines in the production and negotiation of geographical meanings. Part II produces detailed readings of two student essays: one by a girl, one by a boy. Differences between the two are investigated, drawing links between the texts and the discursive contexts of their production and reception. The argument is made that the two texts enact a significant gender difference in and through different geographies. Part III discusses the consequences of the thesis findings for contemporary debates about literacy pedagogy. This includes a critique of one dominant framework within which the notion of 'critical literacy' is being engaged: that of educational linguistics. Finally, the argument is made that existing accounts of 'subject-specific literacy' need to be expanded to engage two senses of the word 'subject': both the specificity and multiplicity of the discourses of subject-disciplines and the concomitant production of different human subject positions through textual practice. To investigate the implications of this, theories of literacy pedagogy, it is argued, need to engage more substantially with available theories of the subject, such as feminist theories, while at the same time engaging sophisticated analytics for the exposure of the material workings of discursive practices in school-literate productions.
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Lee, Alison. "Gender and geography : literacy pedagogy and curriculum politics /." Lee, Alison (1992) Gender and geography: literacy pedagogy and curriculum politics. PhD thesis, Murdoch University, 1992. http://researchrepository.murdoch.edu.au/149/.

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This thesis is an investigation into processes of gendered subject production in literate practices in school settings. Focusing on student writing in geography, the study explores gender differences in written texts with a view to asking what is differently at stake for girls and for boys in 'becoming literate' in school geography. The study is an ethnographic case study of a geography classroom, focusing in particular on contexts for the production of two texts which are subject to close textual analysis. Drawing on a range of theoretical and methodological perspectives: curriculum studies, linguistics and feminist theory, the thesis argue that classrooms are sites of multiple and competing discourses. Student texts are oriented discursively and generically in different ways. These orientations both reflect and produce wider discursive alignments within the discipline of geography and elsewhere. The thesis investigates the politics of these differences. Part I builds a detailed account of the Year 11 geography classroom as a set of curriculum contexts within which students' literate practices are located. Readings are produced of the official curriculum resources, focusing in particular on the syllabus and the classroom textbook material. The spoken language dynamics of the classroom are investigated in terms of the materiality of processes of speaker positioning along gender lines in the production and negotiation of geographical meanings. Part II produces detailed readings of two student essays: one by a girl, one by a boy. Differences between the two are investigated, drawing links between the texts and the discursive contexts of their production and reception. The argument is made that the two texts enact a significant gender difference in and through different geographies. Part III discusses the consequences of the thesis findings for contemporary debates about literacy pedagogy. This includes a critique of one dominant framework within which the notion of 'critical literacy' is being engaged: that of educational linguistics. Finally, the argument is made that existing accounts of 'subject-specific literacy' need to be expanded to engage two senses of the word 'subject': both the specificity and multiplicity of the discourses of subject-disciplines and the concomitant production of different human subject positions through textual practice. To investigate the implications of this, theories of literacy pedagogy, it is argued, need to engage more substantially with available theories of the subject, such as feminist theories, while at the same time engaging sophisticated analytics for the exposure of the material workings of discursive practices in school-literate productions.
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Spooner, Holly S. "Agape: Love as the Foundation of Pedagogy and Curriculum." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1524236286626882.

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Owens, Darya. "Teachers' Pedagogical Resistance to Prescribed Curriculum." Thesis, Wayne State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599931.

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Research indicates that teachers feel intimidated into fully implementing prescribed literacy curriculum at the expense of their own praxis which may indeed be effective in boosting student literacy achievement. This perceived intimidation may serve to compromise students’ literacy outcomes. The objective of the study was to recognize the different forms of resistance teachers demonstrate in order to take responsibility of their own pedagogical practices as it helps develop students’ literacy skills. This paper analyzes teachers’ praxis and use of integrated methods of prescribed literacy curriculum in relation to teacher resistance. It answers four key questions: 1) What forms of resistance to the prescribed literacy curriculum do teachers at this elementary school use? 2) Why do teachers use resistance? 3) What do teachers say are the implications of their resistance? 4) What are teachers’ pedagogical choices in relation to resistance?

The study gathered qualitative and qualitative data in order to detail the frequency with which teachers favor their praxis over prescribed literacy curriculum, and to address concepts such as culturally responsive teaching and social participation. The limitations inherent in the research are the lack of diversity among the 18 respondents interviewed (all of them white female teachers from a northeastern U.S. suburban school); and the possibility that respondents might be less than candid in their responses due to concerns about anonymity.

Most of the teachers reported that they felt teachers resist prescribed literacy curriculum by developing their own pedagogical practices within their classroom in order to feel responsible for developing students’ literacy skills. At the same time, participants reported that they tended to completely follow prescribed literacy curriculum consistent with their professional development training. Teachers have strategically adjusted controlled academic environments to serve students, which implies a strategy of politicizing education within their classrooms. The long standing educational systems which were believed to promote education for the sake of preparing students for service jobs and consumerism are adjustable in classrooms where teachers promote students’ social capital instead.

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Books on the topic "3901 Curriculum and pedagogy"

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Chapman, Thandeka K., and Nikola Hobbel. Social Justice Pedagogy Across the Curriculum. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429352409.

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Mal, Leicester, Modgil Celia, and Modgil Sohan, eds. Classroom issues: Practice, pedagogy, and curriculum. London: Falmer Press, 1999.

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Aoki, Ted T. Inspiriting curriculum and pedagogy: Talks to teachers. [Edmonton]: Dept. of Secondary Education, Faculty of Education, University of Alberta, 1991.

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Teaching and learning: Pedagogy, curriculum and culture. 2nd ed. London: Routledge, 2012.

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Moore, Alex. Teaching and learning: Pedagogy, curriculum and culture. London [England]: RoutledgeFalmer, 2000.

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Teaching and learning: Pedagogy, curriculum, and culture. London: RoutledgeFalmer, 2000.

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Halsall, Jamie P., and Michael Snowden, eds. The Pedagogy of the Social Sciences Curriculum. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-33868-2.

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Guiney, M. Martin. Literature, Pedagogy, and Curriculum in Secondary Education. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52138-1.

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Curriculum: From theory to practice. Lanham: Rowman & Littlefield Publishers, 2011.

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Avril, Loveless, and Ellis Viv 1965-, eds. ICT, pedagogy, and the curriculum: Subject to change. London: Routledge/Falmer, 2001.

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Book chapters on the topic "3901 Curriculum and pedagogy"

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Trần, Lý Thị, Trúc Thị Thanh Lê, and Nhài Thị Nguyễn. "Curriculum and Pedagogy." In Higher Education in Vietnam, 86–107. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137436481_4.

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Agarwal, Manju. "Curriculum and Pedagogy." In Economics for Middle School, 111–214. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003158332-3.

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Grace, Gerald. "Curriculum and Pedagogy." In Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 vols, Vol223:190—Vol223:213. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203125526-102.

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Blewett, Craig. "From Traditional Pedagogy to Digital Pedagogy." In Disrupting Higher Education Curriculum, 265–87. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-896-9_16.

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O’Toole, John. "Drama as Pedagogy." In Drama and Curriculum, 97–116. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9370-8_6.

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Boronski, Tomas. "Decolonising the curriculum and society." In Critical Pedagogy, 76–95. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315101811-5.

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Garlen Maudlin, Julie. "2. Pregnant Pedagogy." In Mothering a Bodied Curriculum, edited by Stephanie Springgay and Debra Freedman, 34–50. Toronto: University of Toronto Press, 2012. http://dx.doi.org/10.3138/9781442696846-004.

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Simpson, Kat. "Pedagogy, Curriculum, and Ghosts." In Social Haunting, Education, and the Working Class, 89–113. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003099451-5-6.

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Burgh, Gilbert, and Simone Thornton. "Democracy, curriculum, and pedagogy." In Teaching Democracy in an Age of Uncertainty, 55–86. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003098089-4.

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Rata, Elizabeth, and Tauwehe Sophie Tamati. "The curriculum pedagogy alignment." In Academic Achievement in Bilingual and Immersion Education, 79–89. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003156444-8.

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Conference papers on the topic "3901 Curriculum and pedagogy"

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Goteti, L. N. S. Prakash, and Ushakiran Chivaluri. "Programming Curriculum, Pedagogy in Digital World." In 2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE). IEEE, 2016. http://dx.doi.org/10.1109/mite.2016.032.

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Widiaty, Isma, and Ana Ana. "Vocational Pedagogy in Perspective Vocational High School Curriculum." In 3rd UPI International Conference on Technical and Vocational Education and Training. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ictvet-14.2015.22.

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Kang, Hyeon-Suk. "Curriculum Design and Pedagogy based on Bruner's Narrative." In Education 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.59.26.

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Adekunle, Temitope, Sumboornam Moodley, and Delysia Timm. "TOWARDS THE INTERNATIONALISATION OF THE CURRICULUM: DIGITISING PEDAGOGY." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0137.

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Caldas, Júlia da Silva, Larissa da Silva Gomes, Talita da Silva Ernesto, and Luzia Alves de Carvalho. "Integrated curriculum for teacher education in the pedagogy course." In V Seminário de Pesquisa e Desenvolvimento PROVIC/PIBIC - II Encontro de Iniciação Científica CNPq. Perspectivas Online: Humanas e Sociais Aplicadas, 2020. http://dx.doi.org/10.25242/8876102820202165.

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Qureshi, Sheila, Venkat Rao Vishnumolakala, David F. Treagust, Daniel Southam, and Mauro Mocerino. "Culturally Relevant Science Pedagogy: Curriculum Resources and their Implementation." In Qatar Foundation Annual Research Conference Proceedings. Hamad bin Khalifa University Press (HBKU Press), 2016. http://dx.doi.org/10.5339/qfarc.2016.sshapp2887.

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Morreira, Shannon. "Pandemic Pedagogy: Assessing the Online Implementation of a Decolonial Curriculum." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12861.

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The student protests in South Africa (2015–2017) triggered shifts in pedagogical practices, such that by 2020 many South African higher education institutions had begun to make some concrete moves towards more socially just pedagogies within teaching and learning (Quinn, 2019; Jansen, 2019). In March 2020, however, South Africa went into lockdown as a result of Covid-19, and all higher education teaching became remote and non-synchronous. This paper reports on the effects of the move to remote teaching on the implementation of a new decolonial ‘emplaced’ pedagogy at one South African university. The idea of emplacement draws on the careful incorporation of social space as a teaching tool within the social sciences, such that students can situate themselves as reflexive, embodied persons within concrete spaces and communities which carry particular social, economic and political histories. This paper draws on data from course evaluations and student assignments, as well as a description of course design, to argue that many of the benefits of careful emplacement in historical and contemporary context can happen even where students are never in the same physical spaces as one another or their lecturers. This relies, however, on students’ having access to both the necessary technology and to an environment conducive to learning.
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Helmsing, Mark. "The Curriculum and Cultural Pedagogy of Medievalism Across Mediated Spaces." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1891289.

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Lockard, Louise. "The Dine Family Resource for Culturally Responsive Curriculum and Pedagogy." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1880289.

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Northcut, Kathryn. "Writing Beyond the Curriculum: Latin American Themes Spur Innovative Pedagogy." In 2018 IEEE International Professional Communication Conference (ProComm). IEEE, 2018. http://dx.doi.org/10.1109/procomm.2018.00012.

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Reports on the topic "3901 Curriculum and pedagogy"

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SHESTAKOVA, L. G. FORMATION OF PEDAGOGICAL COMPETENCIES AMONG STUDENTS OF THE DIRECTION 01.03.02 APPLIED MATHEMATICS AND INFORMATICS. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-88-94.

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The task of forming pedagogical competencies among students of the direction “Applied Mathematics and Informatics” is relevant. For its solution, the following conditions are identified: to include in the curriculum a pedagogical module, consisting of pedagogy, methodological disciplines and pedagogical practice; use links with specialized disciplines; apply in the work the educational and methodological support adapted to the reduced amount of time; include activities based on the pedagogical module in the educational program.
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Peters, Vanessa, Deblina Pakhira, Latia White, Rita Fennelly-Atkinson, and Barbara Means. Designing Gateway Statistics and Chemistry Courses for Today’s Students: Case Studies of Postsecondary Course Innovations. Digital Promise, August 2022. http://dx.doi.org/10.51388/20.500.12265/162.

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Scholars of teaching and learning examine the impacts of pedagogical decisions on students’ learning and course success. In this report, we describes findings from case studies of eight innovative postsecondary introductory statistics and general chemistry courses that have evidence of improving student completion rates for minoritized and low-income students. The goal of the case studies was to identify the course design elements and pedagogical practices that were implemented by faculty. To identify courses, Digital Promise sought nominations from experts in statistics and chemistry education and reviewed National Science Foundation project abstracts in the Improving Undergraduate STEM Education (IUSE) program. The case studies courses were drawn from 2- and 4-year colleges and were implemented at the level of individual instructors or were part of a department or college-wide intervention. Among the selected courses, both introductory statistics (n = 5) and general chemistry (n = 3) involved changes to the curriculum and pedagogy. Curricular changes involved a shift away from teaching formal mathematical and chemical equations towards teaching that emphasizes conceptual understanding and critical thinking. Pedagogical changes included the implementation of peer-based active learning, formative practice, and supports for students’ metacognitive and self-regulation practices.
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Duong, Bich-Hang, Vu Dao, and Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.

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Education systems globally are implementing competency-based education (CBE) reforms. Vietnam's leaders have also adopted CBE in a comprehensive reform of its education since the early 2010s. Although the global idea of CBE has been widely adopted and recontextualized in various educational contexts, implementing the reform at the local level (e.g., teachers in schools) is never a linear and simple process. Given the complicated sensemaking process of competency and competency teaching, this study explores how Vietnamese teachers made sense of key competencies and adapted their teaching to competency development. Informed by a sociocultural approach and the sensemaking perspective, this study draws from a dataset of 91 secondary teachers collected over three years (2017-2019), with a particular focus on longitudinal analysis of eight teachers. The findings shed light on teachers’ ambivalence as they made sense of the target competencies and aligned their practices with the new CBE reform. Based on their prior experiences and worldviews, teachers made sense of competencies as learning foundational knowledge and skills, in addition to developing good attitude, character, and morality. Over the years, they placed a stronger emphasis on the competencies’ process-orientation, integration, and real-life application toward whole-child development. Despite teacher sensemaking and changing practices, the performativity culture for high learning outcomes still prevailed, making teaching competencies for life a challenging task. Contributing to the CBE literature and practice, this study illustrates the long and complicated process through which teachers recontextualize the CBE pedagogy. It also suggests how teacher practices can be better supported to transition to the new CBE curriculum.
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Fitzpatrick, Rachael, and Helen West. Improving Resilience, Adaptation and Mitigation to Cimate Change Through Education in Low- and Lower-middle Income Countries. Institute of Development Studies, March 2022. http://dx.doi.org/10.19088/k4d.2022.083.

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Climate resilience is the ability to anticipate, prepare for, and respond to hazardous events, trends, or disturbances related to climate (C2ES, 2022). Mitigation focuses on reducing the human impacts contributing to climate change (Burton, 2007, cited in Rousell & Cutter-Mackenzie-Knowles, 2020). Adaptation is about increasing people’s adaptive capacity, reducing the vulnerability of communities and managing risks (Anderson, 2012). Anderson further defines adaptation as not just being able to adapt from one stable climate to another but having the skills to adapt to uncertainty and make informed decisions in a changing environment. While ‘climate change’ is the term used throughout these briefs, it should be read as a shorthand for a more inclusive approach, which also captures associated environmental degradation. The Intergovernmental Panel on Climate Change (IPCC) warned, in their latest report, that global surface temperatures will continue to increase until 2050 (IPCC, 2021, p. 17). This will take place regardless of human intervention to reduce greenhouse gas emissions. The report also warns that the traditional technocratic approaches are insufficient to tackle the challenge of climate change, and that greater focus on the structural causes is needed. High- and upper-middle-income countries have been persistently shown to be the biggest contributors to the global carbon dioxide emissions, with lower income countries facing the most disruptive climate hazards, with Africa countries particularly vulnerable (CDP, 2020; IPCC, 2021). The vulnerability of low-income contexts exacerbates this risk, as there is often insufficient infrastructure and resources to ensure resilience to climate hazards (IPCC, 2021). For decades, advocates of climate change education have been highlighting the potential of education to help mitigate against climate change, and support adaptation efforts. However, implementation has been patchy, with inconsistent approaches and a lack of evidence to help determine the most effective way forward.This paper is divided into three sections, drawing together evidence on the key aspects of system reform,green and resilient infrastructure and Curriculum, pedagogy, assessment and teacher development.
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Interdisciplinary Pedagogy, Integrated Curriculum, and Professional Development. Purdue University, August 2018. http://dx.doi.org/10.5703/1288284316848.

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