Relevant bibliographies by topics / Big Picture Education

Contents

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

Academic literature on the topic 'Big Picture Education'

Author: Grafiati
Published: 11 December 2022
Last updated: 26 January 2023

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Journal articles on the topic "Big Picture Education"

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Marshall, Kim. "The big picture." Phi Delta Kappan 99, no. 2 (September 25, 2017): 42–45. http://dx.doi.org/10.1177/0031721717734189.

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The sum of a K-12 education derives from the combined efforts of about 66 teachers and thousands of lessons during about 15,000 hours of class time. How schools orchestrate to connect all of those pieces to ensure some consistency will determine whether each student grows into a well-educated, decent human being.
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Coleman, William F. "The Big Picture." Journal of Chemical Education 81, no. 4 (April 2004): 604. http://dx.doi.org/10.1021/ed081p604.

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Barber, Michael. "The Very Big Picture." School Effectiveness and School Improvement 12, no. 2 (June 1, 2001): 213–28. http://dx.doi.org/10.1076/sesi.12.2.213.3456.

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Barber, Michael. "The Very Big Picture." Improving Schools 3, no. 2 (July 2000): 5–17. http://dx.doi.org/10.1177/136548020000300202.

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Boyd, Diane. "education for sustainability: The big picture." Nursery World 2022, no. 6 (June 2, 2022): 22. http://dx.doi.org/10.12968/nuwa.2022.6.22.

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Keller, Julia. "Looking at the big picture." IEEE Women in Engineering Magazine 1, no. 1 (2007): 25–27. http://dx.doi.org/10.1109/wie-m.2007.4510836.

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Gill, Navroop, and Elena Springall. "Capturing the big picture." Journal of Information Literacy 15, no. 3 (December 7, 2021): 134. http://dx.doi.org/10.11645/15.3.3020.

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This project report describes an internal scan of library staff involved in instruction in a large academic library system. 64 semi-structured interviews were conducted and qualitatively analysed in order to produce a summary of instruction across the library system, and both the challenges faced and supports desired by these instructors. The most often mentioned challenges included the wide variety of students and class characteristics encountered, limitations around time, and navigating faculty expectations. The supports described with greatest frequency were professional development opportunities to support instruction practice, a greater sense of community among those doing instruction, and increased awareness of instruction practices both across the library system and in the institution at large. These finding allowed the authors to form recommendations for the library system to help advance instruction in support of teaching and research in the institution.
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Thorp, H. Holden. "Seeing the big picture." Science 375, no. 6579 (January 28, 2022): 361. http://dx.doi.org/10.1126/science.abo2335.

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I had the good fortune of spending a lot of time with E. O. Wilson, who recently passed away at the age of 92. Wilson was a towering figure who proposed grand ideas about biology and conservation, not just in scientific papers but in numerous books, some winning Pulitzer Prizes, that stood out for their outstanding writing. I began interacting with Ed Wilson when I was running the Morehead Planetarium and Science Center at the University of North Carolina (UNC) at Chapel Hill, and we worked together on a number of education projects. I had the privilege when I was the UNC chancellor of awarding an honorary degree to Wilson when he spoke at a commencement. Wilson’s life is worth examining not just for his extraordinary accomplishments, but also for how debates about his ideas drove science forward.
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Skakoon, James G. "Reading the Big Picture." Mechanical Engineering 138, no. 05 (May 1, 2016): 44–49. http://dx.doi.org/10.1115/1.2016-may-3.

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This article presents views and experiences of several engineers. Experts point out that books about the nature and history of technology can help round out an engineering education. Spencer Bondhus, a B.S.M.E degree holder, has been developing new products in the medical device industry. Adam Leemans has completed a Master of Science degree in energy and sustainability. Jill Hershman, another B.S.M.E graduate, finds Fearless Leadership: High-Performance Lessons From the Flight Deck by Carey D. Lohrenz very helpful in broad engineering thinking. Maxim Budyansky, the chief technology officer and co-founder of Avitus Orthopaedics, likes to learn about different ways of thinking as in The Four Agreements: A Practical Guide to Personal Freedom by Don Miguel Ruiz and Become What You Are by Alan W. Watts and also from self-improvement books like Carnegie’s How to Win Friends and Influence People.
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Wright, David. "Let's see the big picture." Early Years Educator 21, no. 9 (January 2, 2020): 8. http://dx.doi.org/10.12968/eyed.2020.21.9.8.

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In line with Ian McGilchrist's theory of the ‘divided brain’, are we in danger of reducing children's education to ‘left brain thinking’, where policies are founded on expectations for their contribution to GDP, rather than their well-being, creativity and compassion?
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Dissertations / Theses on the topic "Big Picture Education"

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Stone, Helen. "Student experiences of relational pedagogy in a Big Picture Education Advisory at Willibe High School." Thesis, Stone, Helen (2018) Student experiences of relational pedagogy in a Big Picture Education Advisory at Willibe High School. PhD thesis, Murdoch University, 2018. https://researchrepository.murdoch.edu.au/id/eprint/43828/.

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Traditional high schools do not always meet the needs and interests of marginalised students. This thesis has a two-fold aim: first to understand the problem of student disengagement from formal schooling and second, to investigate how a more relational pedagogy within the structure of a Big Picture Advisory (BPA) classroom might address the problem. How to provide quality, equitable and engaging high school education continues to perplex a range of stakeholders, including policymakers, school administrators, teachers, parents and students, particularly in disadvantaged communities. The role of public education is to give all students the opportunity to flourish, be creative and succeed in life and careers. However, this does not always happen as Australia’s high schools are struggling to provide a meaningful and relevant curriculum for marginalised students. In response, this thesis examines how the Advisory or “school within a school” presents a viable way of re-engaging students who are switching off and dropping out of high school in escalating numbers. The Advisory is a design for schooling underpinned by a philosophy of experiential interest-based learning, relational pedagogy and responsive student–teacher relationships. In this thesis, I argue that the Advisory enables a more relational pedagogy which provides a more socially just model of education for marginalised high school students. Using a qualitative interpretive methodology, through participant observation, interviews and an analysis of school documents, the thesis provides an understanding of how students in a BPA understand, experience and respond to a relational pedagogy based on the values of trust, care and respect. Student narratives gathered during research at Willibe High School (WHS) described a trusting, caring and respectful learning environment. Students also reported a sense of connectedness and belonging which supported their overall well-being. The social and emotional needs of marginalised students were attended to via a more relational pedagogy focused on pursuing individual interests. As a result, students showed a greater willingness to engage in learning, connect to the official curriculum and develop career aspirations. It is through the negotiation of a personalised curriculum and activating authentic learning experiences with peers, family and community that a more democratic and relevant experience of high school becomes possible for each student. In conclusion, I examine the implications for students, teachers, administrators and policymakers and recommendations for future research.
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Yuen, Fung-chi Erica. "Written picture-naming performance of healthy Cantonese-speaking adults the effects of age and education /." Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279411.

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Thesis (B.Sc)--University of Hong Kong, 2005.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2005." Also available in print.
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Nordkvist, Rickard. "Att begripliggöra det förflutna : En studie av hur åtta historielärare i samtal och planering föreställer sig historieundervisning inriktad mot att motverka fragmentering." Licentiate thesis, Karlstads universitet, Centrum för de samhällsvetenskapliga ämnenas didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-48239.

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Fragmentation refers to the difficulties that students face when attempting to utilise substantive knowledge to make a useable big picture of the past. What possibilities are there to prevent fragmentation, within the framework of regular history teaching in school? In this thesis I tackle this question with interest in teaching methods proposed by history teachers. The research project is designed with the intention to provide the participating teachers with “reasonably good conditions” to be able to form an opinion about the problem of fragmentation. In the research project the participating teachers take part of litterature from the research field of history teaching, and processing the problem of fragmentation through discussion in focus groups and through planning of a history course. In this study I investigate how eight history teachers, given “reasonably good conditions”, imagine feasible teaching in order to prevent fragmentation within the frames of a History 1a1 course. Three research objects are being investigated. What are the teachers´ views regarding: 1) efficient teaching to prevent fragmentation? 2) the framework of teaching? 3) a History course that is including an action plan in order to prevent fragmentation? The study shows that the teachers experience limited possibilities to conduct efficient teaching to prevent fragmentation within the frames of a History 1a1-course. The teachers still, regardless of these limitations, find it possible to conduct strategically focused teaching to prevent fragmentation. The teaching strategies presented by the teachers can be more or less significant and the teachers are not necessarily prepared to allot time and resources to these strategies. Feasible teaching in order to prevent fragmentation is not necessarily associated with strategically aimed teaching.
Elevers svar på vad som har hänt i det förflutna består många gånger av lösryckt historisk stoffkunskap i form av årtal, anekdoter, händelser och historiska personer. Få elever kan använda historiska kunskaper för att konstruera stora och användbara bilder av det förflutna. I denna explorativa designstudie undersöks historielärares föreställningar om hur fragmentering kan motverkas i historieundervisningen.   Studien baseras på empiriskt material från "workshops" med åtta historielärare på gymnasiet. Lärarnas huvuduppgift bestod i att planera och presentera en planering av en Historia 1a1-kurs som innefattar en handlingsplan för att motverka fragmentering. Analysen visar bland annat att de medverkande lärarna upplever möjlighetsrummet att bedriva effektiv undervisning mot fragmentering inom ramarna för Historia 1a1-kursen som begränsat, dock inte obefintligt. Inom detta begränsade möjlighetsrum ser lärarna bland annat vissa möjligheter att bedriva strategiskt inriktad undervisning mot fragmentering.
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Hui, Wu-on Louise, and 許護安. "Using strategy instruction to improve logical picture sequencing and narration of events by children with learning difficulties (CWLD)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31214149.

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Lee, Chak-pui Terence, and 李澤沛. "The locus of facilitation of animation in mechanical reasoning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B26646936.

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Pearson, Fiona Elisabeth. "Learning English through film: a case study of the effect on S4 students' attitudes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B4517653x.

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Mihalik, Susan Christina. "Photovoice and autism : the big picture for art education." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-08-6347.

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The purpose of this study was to explore Photovoice methodology, a relatively new and increasingly popular form of Participatory Action Research (PAR). Photovoice was examined in order to determine whether or not it might assist art educators in expanding access to the arts for people with Autism Spectrum Disorder (ASD). Photovoice has been used in a variety of fields to address a broad range of issues, however, few Photovoice projects have been conducted to investigate topics in art education. This study centered on the following questions: “What are the potential benefits of Photovoice?” and “How might Photovoice assist in the development of a more accessible art education program for people with autism?” For this study, I interviewed four individuals who had conceptualized, organized, and/or facilitated one or more Photovoice projects. Each was asked to discuss their research background as well as describe their interests and experience conducting Photovoice. Using content analysis to identify predominant themes encoded in the interview data, I compiled a set of codes and categories in order to highlight the most salient features of Photovoice from the perspective of the Participants. This data was then compared to “best practices” in art education. “Best practices” establish guidelines for the education of students with disabilities, including students with ASD. Analysis of the interview and “best practices” data revealed four themes: (a) The importance of planning and organization,(b) factoring in technical issues, (c) structuring participation, and (d) therapy vs. empowerment. Through the evaluation of these four themes, I formulated several key assertions to support the claim that Photovoice will not likely be incorporated into the “best practices” curriculum. However, Photovoice may still have a place in the art classroom as a means to inform and enrich practice on a small scale.
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McLean, Rebekah Anne. "Wellbeing - A Pedagogical Praxis for the Radical Reform of Secondary Education in Australia." Thesis, 2021. http://hdl.handle.net/1959.13/1449144.

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Bachelor Honours - Bachelor of Arts (Honours)
This thesis explores the topic, Wellbeing: a pedagogical praxis for the radical reform of secondary education. Key researchers such as Freire, and Robinson, expose the inextricable link between politics and education, and advocate for pedagogical practices that promote wellbeing. Traditionalist educators such as Donnelly, and Wiltshire uphold standardised testing and ‘high stakes’ competition such as NAPLAN and the HSC. Connell and Teinken present the neo-liberal influence on secondary education in Australia. I find that the current the policies uphold neoliberal ideologies. The case study analysis in chapter five, explores Big Picture Education, and demonstrates the extent to which it challenges the neoliberal banking version of education, and claims to offer a range of alternative pedagogical practices that foster and support well-being. I explore this through critical pedagogy and find that, student centred learning and co-investigatory relationships are paramount to politically shifting the current educational paradigm to better support student wellbeing, which is not adequately addressed for most Australian students. Wellbeing, when addressed effectively, has a positive impact of student wellbeing on mental health, cognitive development, and academic achievements. I developed the analysis through my experience, observations, and reflections, as a secondary educator in mainstream and alternative settings, which enable an autoethnographic approach, and the methodological framework for this research encapsulates a range of Indigenous, and feminist research methodologies. I find that the current the policies uphold neoliberal ideologies evident in language, practices such as the ‘banking’ model, standardised testing and high stakes competition, do not support student wellbeing. A recent survey revealed that ‘70% of students surveyed rated their mental health as poor or fair’ (Headspace, 2019). This is alarming! This paper recommends alternative pedagogical practices as a solution to successfully embedding wellbeing, that can and should be incorporated into educational systems and practices, to support our students more effectively.
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Ware, Karen. "Ultrakinetic features of anime texts : revisioning composition theory and exploring visual rhetoric pedagogy / by Karen O'Connell Ware." 2009. http://digital.library.louisville.edu/cgi-bin/showfile.exe?CISOROOT=/etd&CISOPTR=918&filename=919.pdf.

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Books on the topic "Big Picture Education"

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Helm, David R. The big picture family devotional. Wheaton, Illinois: Crossway, 2014.

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Rabbior, Gary. The Canadian economy: The big picture. Toronto: Canadian Foundation for Economic Education, 1993.

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Sandra, Lee, ed. Seeing the big picture: Exploring American cultures on film. Yarmouth, Me: Intercultural Press, 2001.

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Bryson, Smith, ed. Full of promise: The big picture of the Old Testament. Sydney, N.S.W: Matthias Media, 1997.

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The big picture bible verses: Tracing the storyline of the bible. Wheaton, Illinois: Crossway, 2014.

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Sandra, Lee, ed. Seeing the big picture: A cinematic approach to understanding cultures in America. [Ann Arbor]: University of Michigan Press, 2006.

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Hug, Theo. Micromedia & e-Learning 2.0 : Gaining the Big Picture: Proceedings of Microlearning Conference 2006. Innsbruck: innsbruck university press, 2006.

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Mapping the big picture: Integrating curriculum & assessment, K-12. Alexandria, Va: Association for Supervision and Curriculum Development, 1997.

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Delaney, Helen. Clifford's puppy days: The big red stop sign. New York: Scholastic Inc., 2006.

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Norman, Bridwell, and Haefele Steve ill, eds. Clifford's puppy days: The big red stop sign. New York: Scholastic Inc., 2006.

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Book chapters on the topic "Big Picture Education"

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Daniel, Ben K. "Big Data in Higher Education: The Big Picture." In Big Data and Learning Analytics in Higher Education, 19–28. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-06520-5_3.

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Randau, Henk R., and Olga Medinskaya. "The Education System: The Big Picture." In China Business 2.0, 179–84. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07677-5_33.

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Hampson, Gary, and Matthew Rich-Tolsma. "Coalescing and Potentializing Integrative Higher Education." In Big Picture Perspectives on Planetary Flourishing, 169–208. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003140313-11.

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Deardorff, Darla K. "The big picture of intercultural competence assessment." In Intercultural Competence in Higher Education, 124–33. First edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315529257-11.

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Nur, Shakila, Megan Short, and Greg Ashman. "From the Infrastructure to the Big Picture." In The Routledge Handbook of English Language Education in Bangladesh, 17–32. First. | New York, NY: Routledge, 2021. | Series: The Routledge International Handbook Series: Routledge, 2020. http://dx.doi.org/10.4324/9780429356803-2.

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Lynch, Timothy. "Making Sense of the Big Picture: What the Literature Says." In The Future of Health, Wellbeing and Physical Education, 53–66. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31667-3_4.

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Deardorff, Darla K. "The BIG Picture: Reflections on the Role of International Educational Exchange in Peace and Understanding." In International Education Exchanges and Intercultural Understanding, 11–20. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43829-0_2.

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Münster, Sander. "Drawing the “Big Picture” Concerning Digital 3D Technologies for Humanities Research and Education." In Transforming Digital Worlds, 671–76. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78105-1_77.

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Sánchez Galera, María Dolores. "Conceptualising and Understanding Education and Cultural Challenges for Sustainability Transformation. Raising Awareness on the Big Picture." In Educational and Cultural Challenges of the European Sustainability Model, 109–77. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38716-7_4.

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Tan, Oon Seng, and Jallene Jia En Chua. "The Honeycomb of Early Childhood Development (ECD): A Big Picture Approach for Supporting Development and Education for Early Years." In Empowering Teaching and Learning through Policies and Practice: Singapore and International Perspectives, 13–42. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7405-1_2.

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Conference papers on the topic "Big Picture Education"

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Ouyang, Defang. "How to Help First-Year Pharmacy Students to Gain the Big Picture." In Manchester Pharmacy Education Conference. The University of Manchester Library, 2014. http://dx.doi.org/10.3927/226740.

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Bleek, Wolf-Gideon, Carola Lilienthal, and Axel Schmolitzky. "Transferring Experience from Software Engineering Training in Industry to Mass University Education - The Big Picture." In Proceedings. 18th Conference on Software Engineering Education & Training. IEEE, 2005. http://dx.doi.org/10.1109/cseet.2005.38.

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Tamrin, Andi Febriana. "Children and Nature in a Picture Book “Our Big Home”: An earth poem–ecocriticism." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.36.

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Veschunova, Ksenia S. "INFLUENCE OF COMPETITION EVENTS ON THE SCHOOLCHEAD’S CREATIVE DEVELOPMENT." In Treshnikov readings – 2021 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-08-2-2021-103-104.

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The article discusses the impact of competitive events on creative development. Big changes are taking place in the creative development associated with the transition from collective creative activity to the personal development of the student. And this creates the prerequisites for changing competition events.
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Unfried, Alana, Douglas Whitaker, Leyla Batackci, Wendine Bolon, Marjorie Bond, April Kerby-Helm, and Michael Posner. "The Big Picture: A Family of Instruments for Understanding University-Level Statistics and Data Science Attitudes." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t8a1.

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Attitudes matter in statistics and data science education, but previous instruments have been limited in scope, resulting in many unanswered questions. This paper discusses the Surveys of Motivational Attitudes toward Statistics and Data Science, a family of instruments designed to provide a broad understanding of university-level student and instructor attitudes as well as learning environment characteristics. Based on Expectancy Value Theory, a meta-model explains the interrelationships among the instruments, and an iterative design process is followed for survey development. Psychometric results from data collections using instruments developed thus far are presented. This is the first time a cohesive, synergistic set of instruments has been designed to work together to give a broader understanding of the state of statistics and data science education.
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"The Role of Informing Systems in Securing Sanity and Wisdom of the Globalizing Society in the Context of Civilization Sustainability in the 21st Century: The Case of Poland." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3966.

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] To monitor Sustainability Development Goals (SDG) established by the United Nations through the hierarchical architecture of informing systems Background: The paper discusses the case of Poland and its Gdansk region Methodology: The method of debating is based on the set of SDG and their monitoring via the hierarchical architecture of informing systems which include Big Data, Management Dashboard and so forth. Contribution: The solution combines the big-picture of civilization with small-picture of a nation, regions, cities, and firms Findings: The presented solution can be implemented if the political will can be secured. Recommendations for Practitioners: Take the main idea of this paper and adapt to your local case. Recommendation for Researchers: Develop some prototypes of presented informing systems and test in your local environment Impact on Society: The success of the sustainability of globalizing society can be secured if the coherent informing systems can be applied to the planning, monitoring, and implementation of the UN's universal SDG. Future Research: Work on the modeling of costs and benefits of the presented solution.
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Wang, Yu, and Yang Feng. "Developing Junior High School Students' English Writing Skills Through Reading and Creating English Picture Books: An Experimental Study." In ICBDE'22: The 2022 5th International Conference on Big Data and Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3524383.3524417.

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Carlton, Caleb B., Renee M. Clary, Ryan Walker, and Cade Smith. "CONNECTING THE DOTS: USING GEOSCIENCE EDUCATION TO FOSTER PERSONAL MEANING AND DEVELOP BIG PICTURE UNDERSTANDING OF THE NATURE OF SCIENCE." In GSA Annual Meeting in Indianapolis, Indiana, USA - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018am-322569.

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Böttcher, Axel, and Veronika Thurner. "On an Architectural Concept for Didactics in the Context of Constructive Alignment." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13024.

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In the wake of the massive digitalization in education brought about by the Covid-19 pandemic, a vast variety of didactic concepts, methods, activities, tools and technologies came into use and are now widely discussed. However, a lack of clarity is observable, as to how these different concepts, activities and tools integrate into a big picture, when to use what, and which aspects have to be considered and addressed to create solutions that work effectively towards achieving specific learning and teaching objectives. To systematically structure this vast variety of didactic concepts, activities and tools, we introduce an architectural concept for didactics in the context of constructive alignment. We achieve this via an abstraction process, which clusters the existing didactic concepts, activities and tools, and specifies interrelations between the identified clusters. On this basis, it is possible to quickly adapt our model by subtractive customization, thus focusing on what is really needed within a specific teaching and learning situation.
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Gruenewald, Armin, David Kroenert, Steffen Buechner, and Rainer Brueck. "Switching perspectives: Physicians meet Engineers in a Novel Lab on Medical Device Development." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9269.

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Education nowadays often still lacks in seeing the big picture. While becoming an expert in a certain, narrow field is naturally desirable, switching disciplinary perspectives is mandatory for an overall understanding. Next to benefiting from the knowledge of other disciplines itself, the merging of two disciplines and their actors leads to a synergy effect through the exchange of their knowledge and experience. Therefore a mixed course structure consisting of theoretical and practical parts seems most feasible to guarantee varying degrees of didactic approaches including co-operative course designs. In this paper our already well established advanced lab on medical device development (part of the Bachelor's degree in Computer Science) and its enhancement towards an interdisciplinary lab and lecture with medical students is presented. Based on the existing lab, we analyze the prior knowledge of physicians and computer scientists and derive contents, structure and necessary competence goals for a four-week block course. The main objective of the lab is to enable the students of both disciplines to share a common language and a common understanding of the procedures, approaches and tools.
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Reports on the topic "Big Picture Education"

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Mental Health In Educational Settings. ACAMH, March 2019. http://dx.doi.org/10.13056/acamh.6923.

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Abstract:
Lecture from Les Lawrence, Chair of Children’s Quarter, former Chair at Heart of England NHS Foundation Trust, former Cabinet Member for Children and Young People on 'Mental Health Matters in Schools: Big Picture and Detail'
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