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Journal articles on the topic 'Group analytic pedagogy'

Author: Grafiati
Published: 5 June 2025
Last updated: 2 August 2025

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1

D'Antone, Alessandro. "Conflict, Pedagogy, and Supervision. Exploring Theoretical Investigations and Practical Reflections on Educational Work." Form@re - Open Journal per la formazione in rete 23, no. 3 (2023): 196–206. http://dx.doi.org/10.36253/form-15001.

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This paper delves into the intricate relationship between conflict, pedagogy, and supervision, focusing on theoretical investigations and practical reflections within the field of educational work. The theoretical investigations encompass various frameworks, including philosophical, critical pedagogy, and group-analytic perspectives, aiming to better define the complexity of the relationship betwe en conflict and education. In this sense, the study explores the role of pedagogy in understanding social and political conflicts, while also deepening the function of supervision within educational
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Xie, Wan-Ting, Shang-Tse Ho, and Han-Chien Lin. "Designing Cross-Domain Sustainability Instruction in Higher Education: A Mixed-Methods Study Using AHP and Transformative Pedagogy." Sustainability 17, no. 14 (2025): 6380. https://doi.org/10.3390/su17146380.

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This study proposes an interdisciplinary instructional model tailored for Functional Ecological Carbon (FEC) education, combining Electronic, Mobilize, and Ubiquitous (E/M/U) learning principles with the Practical Transformational Teaching Method (PTtM). The research adopts a mixed-methods framework, utilizing the Analytic Hierarchy Process (AHP) to prioritize teaching objectives and interpret student evaluations, alongside qualitative insights from reflective journals, open-ended surveys, and focus group discussions. The results indicate that hands-on experience, interdisciplinary collaborati
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Joyes, Gordon. "Researching tutors’ perceptions of effective online pedagogy." Proceedings of the International Conference on Networked Learning 6 (May 5, 2008): 171–78. http://dx.doi.org/10.54337/nlc.v6.9310.

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The tutor plays an important role in mediating online learning and behaviour is influenced by their understandings of effective pedagogy. An understanding of the relationship between pedagogic beliefs/ understandings and actual practice is therefore a key research area. However research into these understandings is problematic as there are apparent differences between espoused beliefs about teaching and learning and actual practice or enacted beliefs. Measurement and research design/instrument issues can account for part of the disagreements between these. It can be argued that differing abili
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Newell, George E., and Peter Winograd. "Writing About and Learning from History Texts: The Effects of Task and Academic Ability." Research in the Teaching of English 29, no. 2 (1995): 133–63. http://dx.doi.org/10.58680/rte199515348.

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This study examined the effects of three study conditions (review only, study questions, and analytic essay writing) on high school students writing and learning from text (concept application, immediate recall, delayed recall, and recall of manipulated content). An experienced social studies teacher and two levels (general and academic) of her eleventh grade U.S. history course participated in the research. Observational and case study techniques were employed to describe the teacher’s pedagogy, and then a volunteer group of students from each class read, reviewed or wrote about their reading
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Dunn, Alyssa Hadley. "“A Vicious Cycle of Disempowerment”: The Relationship Between Teacher Morale, Pedagogy, and Agency in an Urban High School." Teachers College Record: The Voice of Scholarship in Education 122, no. 1 (2020): 1–40. http://dx.doi.org/10.1177/016146812012200101.

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Background/Context This research is framed by theories of teacher morale and teacher empowerment and contributes to the literature on neoliberal educational policies and teacher burnout and attrition. Purpose and Research Questions The purpose of this study is to understand the intersections of teachers’ experiences with neoliberal policies, at one high school in the urban south. The research questions include: (1) How is the morale of exceptional urban teachers affected by the contextual factors of a neoliberal school climate? (2) How does their morale relate to teachers’ reports of their ped
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Link, Pierre-Carl, Salis Thomas von, and Salis Elisabeth von. "Das gruppale Subjekt im Krisendispositiv der Spätmoderne." Feedback - Zeitschrift für Gruppentherapie und Beratung 12 (2023), no. 2 (2023): 9–45. https://doi.org/10.30820/2752-2245-2023-2-9.

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In einem ersten Schritt wird – ausgehend vom Begriff der Krise – das Konzept der operativen Gruppe (Grupo Operativo) des argentinischen Psychoanalytikers Enrique Pichón-Rivière entfaltet. Die Grupo Operativo ist in Lateinamerika eine stark verbreitete Theorie in der psychoanalytischen Sozialpsychologie. Armando Bauleo und weitere Emigranten haben es in den 1960er Jahren nach Europa gebracht. Heute wird das operative Gruppenkonzept vor allem in Italien, Spanien und durch die AGOG in der Schweiz angewandt und weiterentwickelt. Das Settingkonzept der operativen Gruppe wi
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Knobel, Michele. "Remix, literacy and creativity: An analytic review of the research literature." Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 5, no. 2 (2017): 31–53. http://dx.doi.org/10.12697/eha.2017.5.2.02b.

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Creativity is often identified as a key factor contributing to national economic growth and as an important life skill for personal and group wellbeing. Therefore, it is worth taking a close look at "creativity" as a concept and a practice, and to examine what might be at stake when grouping them together, especially in relation to schooling. The situation at schools is in marked contrast to a sizeable body of out-of-school research which shows how people are being creative and imaginative in their meaning making practices, especially within remix practices. The purpose of the paper is to surv
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Halliwell, BS, IBCLC, Hannah A., Ebony King, MD, Maggie Gonzalez-Matute, BS, et al. "“It’s Like the Elephant in the Room” A Qualitative Analysis of Racism in a U.S. High School." World Journal of Educational Research 9, no. 4 (2022): p28. http://dx.doi.org/10.22158/wjer.v9n4p28.

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Identifying and addressing systemic racial oppression in the education system is a key component in confronting pervasive health and economic disparities for Black students. In this qualitative study, we conducted secondary analysis of existing data. Transcripts of interviews and focus group discussions belonged to 21 Black students in a charter school in Michigan in the year 2013. Open access data were downloaded from University of Michigan’s Inter-university Consortium for Political and Social Research (ICPSR) database in 2022. We used an inductive analytic approach to analyze the qualitativ
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Chowdhury, Mohammad Tawfique Hossain, Sujan Kanti Nath, Ashek Elahi Noor, Clopa Pina Podder, Sabiha Mahbuba, and Md Mahfuzur Raihan. "Evaluation of Goal-Oriented Learning as a model of curriculum delivery in teaching Public Health among dental undergraduate students." Bangladesh Journal of Medical Education 10, no. 1 (2019): 25–29. http://dx.doi.org/10.3329/bjme.v10i1.44591.

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Background: Goal-Oriented Learning (GOL) pedagogy might increase dental students' skill to achieve desired public health goal.
 Purpose: The objective of this study is to assess the effectiveness of GOL system in terms of increasing knowledge retention as method of curriculum delivery in comparison to traditional lecture method and to explore the perceptions and experiences of students and tutors in regards to GOL system.
 Method: The study was conducted among all the 2nd year BDS, Sapporo Dental College using Quasi-Experimental design. Intervention and control group were taught usin
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Malzahn, Nils, Veronica Schwarze, Sabrina C. Eimler, Farbod Aprin, Sarah Moder, and H. Ulrich Hoppe. "How to measure disagreement as a premise for learning from controversy in a social media context." Research and Practice in Technology Enhanced Learning 18 (October 24, 2022): 012. http://dx.doi.org/10.58459/rptel.2023.18012.

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Learning scenarios building on disagreement in a learning group or a whole classroom are well established in modern pedagogy. In the specific tradition of collaborative learning, such approaches have been traced back to theories of socio-cognitive conflict and have been associated with argumentative learning interactions. An important premise for these types of learning scenarios is the identification of disagreement. In the spirit of learning analytics, this calls for analytic tools and mechanisms to detect and measure disagreement in learning groups.Our mathematical analysis of several metho
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Goodwin, A. Lin. "Curriculum as Colonizer: (Asian) American Education in the Current U.S. Context." Teachers College Record: The Voice of Scholarship in Education 112, no. 12 (2010): 3102–38. http://dx.doi.org/10.1177/016146811011201201.

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Background/Context The United States is currently undergoing a period of unprecedented immigration, with the majority of new arrivals coming from Asia and Latin America, not Europe. Asian Americans and Pacific Islanders (APIs) represent the fastest growing racial group in the United States, and schools are again being asked to socialize newcomer students, many of whom are APIs. Yet, even as the United States becomes more racially diverse, the national mindset regarding immigrants and immigration ranges from ambivalent to increasingly (and currently) hostile, and is often contradictory. “Americ
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Setiawan, Caly. "Refleksi guru pendidikan jasmani: Pedagogi efektif dalam persimpangan kritik." Jurnal Pendidikan Jasmani Indonesia 18, no. 2 (2022): 117–27. http://dx.doi.org/10.21831/jpji.v18i2.54431.

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Penelitan tentang refleksi guru tidak hanya jamak dilakukan dalam literatur pendidikan, tapi juga mendapatkan kritik dari berbagai perspektif. Meskipun diyakini manfaat refleksi dalam membantu meningkatkan kapasitas dan kompetensi mengajar guru, penelitian refleksi guru pendidikan jasmani masih jarang menjadi perhatian para peneliti sekalipun dalam ranah efektif. Tujuan penelitian ini adalah untuk mengeksplorasi refleksi guru pendidikan jasmani setelah sesi pengembangan profesi untuk meningkatkan kapasitas pedagogi efektif. Metode penelitian kualitatif menjadi acuan dalam mendesain penelitian
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BALDI, Neilla, Thaís MARQUES, and Djenifer NASCIMENTO. "Meia-volta na Ciranda: Reflexões sobre decolonialidade na Dança." INTERRITÓRIOS 5, no. 8 (2019): 110. http://dx.doi.org/10.33052/inter.v5i8.241594.

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Este texto fala da decolonialidade na Dança a partir da análise da intervenção artística Meia-volta na Ciranda, criada pelo Grupo de Pesquisa sobre (Es)(Ins)critas do/no Corpo (Corpografias), vinculado ao curso de Dança-Licenciatura da Universidade Federal de Santa Maria (UFSM). O objetivo é refletir de que maneira o processo criativo que resultou na obra Meia-volta na Ciranda pode auxiliar as criadoras-intérpretes a repensarem suas práticas artísticas/pedagógicas em Dança em uma perspectiva decolonial. Para isso, apresenta os conceitos de colonialidade e suas diferentes formas, bem como o de
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Fikri, Muhammad Rusdil, Unifah Rosyidi, and Siti Zulaikha. "Technology and Pedagogic Trend of Education Process for Teachers in PGRI Organization." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (2021): 848–54. http://dx.doi.org/10.35445/alishlah.v13i2.635.

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This study aims to determine the pedagogic concepts related to technology to implement the teacher education process in the PGRI (Persatuan Guru Republik Indonesia) organization. Pedagogy in the global era requires a combination of technology for teaching and learning activities. The research method is qualitative through descriptive evaluative. Data collection techniques consist of interviews, observation, and documentation. Data analysis techniques include the reduction process data, data presentation, drawing conclusions and triangulation. The results showed that the PGRI organization had s
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Lu, Li. "What ‘Teeny’ Group Seminar Teach Us: Enhancing Equality, Diversity, and Inclusion (EDI) in Small Group Seminar through Technology-Enhanced Learning (TEL) and Anecdotal Pedagogy." Journal of PGR Pedagogic Practice 3 (November 23, 2023): 88–97. http://dx.doi.org/10.31273/jppp.vol3.2023.1483.

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This reflective study delves into the nuanced impact of varying class sizes on the pedagogy of teaching literary theories and explores the ways of improving diversity in different classroom settings. It is based on my comparative analysis of the outcomes from teaching two different sizes of small seminar groups previously: one with eleven students and one that had between two and four students in regular attendance (what I term as a ‘teeny group’). To empower students to better empathise with the racial and gender inequalities portrayed in theoretical texts, and to facilitate a friendly and op
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Hipólito, Ingridy Bianca Da Silva, and Francisca Ivoneide Benicio Malaquias Alves. "A Atuação do Pedagogo dentro do Ambiente Hospitalar: O Papel do Pedagogo além da Sala de Aula / The Performance of the Pedagogue within the Hospital Environment: The Role of the Pedagogue beyond the Classroom." ID on line. Revista de psicologia 15, no. 57 (2021): 757–68. http://dx.doi.org/10.14295/idonline.v15i57.3249.

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Resumo: A criança e o adolescente que permanecem hospitalizados por muito tempo, necessitam do acompanhamento de um pedagogo que atue no hospital em conjunto com outros profissionais de saúde, buscando garantir que o paciente melhore clinicamente, através de atividades desenvolvidas pelo pedagogo, como também continue a desenvolver a aprendizagem. Assim, o artigo se fundamenta na importância de desmistificar a ideia de que a atuação do pedagogo se limita apenas a sala de aula, sendo perceptível que há outros campos de atuação, como por exemplo, o ambiente hospitalar, foco da pesquisa. O objeti
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Avidov Ungar, Orit, Becky Leshem, Adva Margaliot, and Etty Grobgeld. "Faculty Use of the Active Learning Classroom: Barriers and Facilitators." Journal of Information Technology Education: Research 17 (2018): 485–504. http://dx.doi.org/10.28945/4142.

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Aim/Purpose: The study aimed to examine teacher educators’ perceptions regarding their ability to implement innovative pedagogies following a year during which they used a newly equipped Active Learning Classroom (ALC), designed for teacher training Background: To this end, we asked how participants perceived the effective use of the ALC and how they were able to leverage the use of the ALC to implement innovative pedagogies. Methodology: Using the grounded theory method, we conducted qualitative analysis of data collected from semi-structured in-depth personal interviews. The sample included
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Corrêa, Shirlei de Souza, Sabryna Pereira, Sidnei Gripa, and Edineia Pereira da Silva. "REORGANIZAÇÃO DIDÁTICO-PEDAGÓGICA NO PROCESSO DE FORMAÇÃO INICIAL DE PROFESSORES EM TEMPOS DE PANDEMIA." Professare 12, no. 2 (2023): e3336. http://dx.doi.org/10.33362/professare.v12i2.3336.

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Este trabalho tem como objetivo analisar o impacto que esse movimento de enfrentamento ao vírus teve sobre a formação inicial de professores no curso de licenciatura em Pedagogia. Foi desenvolvido com a técnica de grupo focal com sujeitos que são acadêmicos do curso de Pedagogia de uma instituição privada no litoral norte catarinense e posterior análise de conteúdo com base em Bardin (2017), que resultou em duas categorias, a saber: enfrentamento dos dilemas e novas possibilidades e descobertas. Os achados indicam que, embora algumas dificuldades de natureza híbrida tenham feito parte desse pr
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Ilic, Marina. "Sociometric research in pedagogy." Zbornik Instituta za pedagoska istrazivanja 45, no. 1 (2013): 24–41. http://dx.doi.org/10.2298/zipi1301024i.

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The use of sociometric research in pedagogy implies consideration of methodological demands pertaining to the selection and formulation of sociometric criteria, the selection of sociometric techniques, instruments and sociometric group classification methods. Various authors agree that sociometric criteria are basic relevant activities of the group they refer to and that they should be meaningful, understandable to every group member and clearly and precisely formulated. The selection of the appropriate sociometric technique and instrument has to be adjusted with the goal of sociometric resear
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Jami Pour, Mona, Mahnaz Hosseinzadeh, Mohammad Bagherzadeh Azar, and Fatemeh Taheri. "Developing a new framework for evaluating e-learning systems: integrating BSC and FAHP." Kybernetes 46, no. 8 (2017): 1303–24. http://dx.doi.org/10.1108/k-02-2017-0060.

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Purpose E-learning is one area of strategic application of information technology (IT) in the educational field. In the past, massive investments in e-learning systems have neither been necessarily effective nor created value for e-learners. As a result, e-learning systems’ evaluation has become critical. Although many researchers have studied e-learning’s performance evaluation, there is little research on e-learning assessment, which uses pedagogical principles and organizational issues along with information systems (ISs) assessment measures. Thus, the purpose of this study is to consolidat
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Jami, Pour Mona, Mahnaz Hosseinzadeh, Azar Mohammad Bagherzadeh, and Fatemeh Taheri. "Developing a new framework for evaluating e-learning systems: integrating BSC and FAHP." Kybernetes 46, no. 8 (2017): 1303–24. https://doi.org/10.1108/K-02-2017-0060.

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Purpose E-learning is one area of strategic application of information technology (IT) in the educational field. In the past, massive investments in e-learning systems have neither been necessarily effective nor created value for e-learners. As a result, e-learning systems’ evaluation has become critical. Although many researchers have studied e-learning’s performance evaluation, there is little research on e-learning assessment, which uses pedagogical principles and organizational issues along with information systems (ISs) assessment measures. Thus, the purpose of this study is t
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Mustafa, Zainun, Loh Su Ling, and Nur Ezdiani Yusoff. "Culturally Responsive Science Pedagogy through Malay Bardic Stories." International Journal of Creative Future and Heritage (TENIAT) 12, no. 2 (2024): 47–56. http://dx.doi.org/10.47252/teniat.v12i2.1257.

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Abstract The idea of grasping the science lesson through the lens of culture is not new in developed countries as compared to developing and underdeveloped countries. However, the exploration is limited because the exam-orientation in the schooling system converged the science lesson to be curricular-confined. The folk tales, for instance, embodies narratives to illustrate natural objects and phenomena by appreciating the self-hood, cultural identity, and history. This article focuses on the practical instances on Hang Tuah dan Keris Taming Sari and Muntah Jembalang Air dalam Kisah Badang thro
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Tomar, Sarika, Arundhathi Arundhathi, Shikha Gupta, and Mansi Sharma. "Digital assessment: impact on student motivation, peer learning, group dynamics." Journal of Education and Learning (EduLearn) 18, no. 1 (2024): 9–17. http://dx.doi.org/10.11591/edulearn.v18i1.21138.

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As universities shifted to online education with the onset of the coronavirus disease 2019 (COVID-19) pandemic, both pedagogy and assessment patterns across disciplines underwent a change, with a shift towards collaborative digital assessments. In this context, using qualitative and quantitative methods for data collection from an assessment conducted for 55 students who worked in groups to create YouTube videos on pre-selected modules, our analysis reveals that this assessment tool had a significant impact on peer learning, motivation and group dynamics. Students were more motivated to learn
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Ekeh, Martin Chukwudi. "Developing Early Graders' Collaborative Skills through Group-Work, Play-Based Pedagogy." International Journal of Learning, Teaching and Educational Research 22, no. 4 (2023): 160–77. http://dx.doi.org/10.26803/ijlter.22.4.10.

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This study aimed to develop early grade learners' collaborative skills through group work and play-based pedagogy because collaboration is among the twenty-first century's core skills needed among learners. Thus, its development among early-grade learners is paramount, if they are going to fit seamlessly into the twenty-first century. Participatory-action research, as a research design and professional development workshop, guided this study. Three public primary schools (n = 3) and nine teachers (n = 9), who were purposely sampled, constituted the sample for the study. The study was conducted
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Sarika, Tomar, Arundhathi Arundhathi, Gupta Shikha, and Sharma Mansi. "Digital assessment: impact on student motivation, peer learning, group dynamics." Digital assessment: impact on student motivation, peer learning, group dynamics 18, no. 1 (2024): 9~17. https://doi.org/10.11591/edulearn.v18i1.21138.

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As universities shifted to online education with the onset of the Coronavirus Disease 2019 (COVID-19) pandemic, both pedagogy and assessment patterns across disciplines underwent a change, with a shift towards collaborative digital assessments. In this context, using qualitative and quantitative methods for data collection from an assessment conducted for 55 students who worked in groups to create YouTube videos on pre-selected modules, our analysis reveals that this assessment tool had a significant impact on peer learning, motivation and group dynamics. Students
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Spasenović, Vera, and Nevenka Kraguljac. "Self-portrait of the professional role of a pedagogue." Nastava i vaspitanje 72, no. 2 (2023): 169–84. http://dx.doi.org/10.5937/nasvas2302169s.

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The professional practice of pedagogists is of great importance for achieving and developing the quality of educational work in preschools and schools. However, there are still open questions and dilemmas in the professional community regarding the nature of the professional role of pedagogists. This paper presents the findings of research conducted with the aim of gaining a more complete understanding of the beliefs of (pre)school pedagogists about their own professional role. Data was collected through a focus group interview involving 9 pedagogists employed in preschools and schools in the
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Acharya, Bisna, Surya Sigdel, and Omkar Poudel. "Analysis of Effectiveness of Collaborative Pedagogy Practices." NPRC Journal of Multidisciplinary Research 1, no. 4 (2024): 172. http://dx.doi.org/10.3126/nprcjmr.v1i4.70965.

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This study analyzes the effectiveness of collaborative teaching and learning strategies to enhance student's educational experience and learning results. Collaborative pedagogy converts the traditional teacher-centered paradigm into a more participatory, student-centered approach, promoting active participation via group work, debates, and collective problem-solving. This study examines existing literature, case studies, and empirical evidence to evaluate the impact of collaborative approaches on student accomplishment, motivation, and the development of fundamental abilities such as critical
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Janvier, Antoine, and Sophie Wustefeld. "Affects and politics in classroom: A group-based approach to education." Policy Futures in Education 15, no. 7-8 (2017): 900–914. http://dx.doi.org/10.1177/1478210317731925.

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Group dynamics in the classroom are a fundamental aspect of learning which, it is argued here, has not received sufficient academic interest. Increasingly, however, research on critical and alternative pedagogy is concerned with exploring the benefits of collaborative learning. This paper recalls the insights of two streams of French institutional pedagogy from the 1960s: the clinical and political dimensions of learning, and the benefits of group-based approaches in education. These pedagogies, based on structural analysis of relationships in the classroom, explore first how teachers’ and lea
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Nihala K, Fathimath, Priya Nagar, Nameeda K S, Anagha Saseendran, and Fathimath Nishana K. "The Effect of Visual Pedagogy and Probiotics in Improving Oral Hygiene of Hearing Impaired Children in the Age Group 6-14 Years." RGUHS Journal of Dental Sciences 13, no. 4 (2021): 263–68. http://dx.doi.org/10.26715/rjds.13_4_9.

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Introduction: Maintaining oral hygiene remains a priority in differently abled children. In recent times, probiotics usage has shown reduced disease causing oral microflora and promoting good oral hygiene. Aim: To assess the effect of visual pedagogy and probiotic mouth rinse on oral health of hearing impaired children. Methods: A prospective interventional study was done on hearing impaired children. The children were divided into three groups. Oral hygiene instructions were given using visual pedagogy, probiotic rinse and combination of both respectively. OHI and pH scores at each clinical v
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Watson, Kevin E. "A Comparative Analysis of Method Books for Class Jazz Instruction." Update: Applications of Research in Music Education 36, no. 1 (2017): 5–11. http://dx.doi.org/10.1177/8755123317692640.

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The purpose of this study was to analyze and compare instructional topics and teaching approaches included in selected class method books for jazz pedagogy through content analysis methodology. Frequency counts for the number of pages devoted to each defined instructional content category were compiled and percentages of pages allotted to each category were calculated. Analyses of supplementary media consisted of noting the duration in seconds that each excerpt devoted to illustrating concepts in each instructional content category. Results indicated that the largest amount of content was devo
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Herrera-Dulcet, Andrea, and Gabrielle Yocupicio. "Impact of Sociolinguistically Informed Critical Pedagogy." Spanish as a Heritage Language 4, no. 1 (2024): 1–24. https://doi.org/10.5744/shl.2024.4101.

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Extensive literature has been devoted to examining the attitudes of Spanish speakers towards their own language varieties, yet further research is needed to understand how Spanish heritage language (SHL) education can inform and shape these attitudes. The present study explored if a Sociolinguistically Informed Critical Pedagogy (SICP) (1) fostered critical language awareness (CLA) among SHL learners, and (2) informed SHL learners’ language attitudes towards multilingual practices in the SHL classroom. Our data comes from focus group interviews of learners enrolled in four different sections o
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VINCZE, Beatrix. "MAIN SPECIFICITIES OF THE DEVELOPMENT OF THE REFORM PEDAGOGICAL MOVEMENT IN HUNGARY: ALTERNATIVE SCHOOLS AFTER 1990." Journal of Pedagogy - Revista de Pedagogie LXXII, no. 2 (2025): 175–96. https://doi.org/10.26755/revped/2024.2/175.

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The study aims to present the current reform and alternative education situation in Hungary. Hungarian reform pedagogy has a long history, and between the two world wars, the reception of European reform trends became a significant part of the pedagogical culture. The New School movement, the Child Study movement and experimental pedagogy became an integral part of Hungarian pedagogy. Reform pedagogical institutions were established mainly in the capital, the most important being Waldorf, Montessori pedagogy, the Family School, the New School, and in the countryside, the most significant were
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Gill, Ayesha Asghar, and Fauzia Jangua. "Genre Pedagogy and ELLs’ Writing Skills: A Theme Analysis." English Language Teaching 13, no. 7 (2020): 8. http://dx.doi.org/10.5539/elt.v13n7p8.

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Coherent writing skill is an important prerequisite for academic success, especially at the tertiary level. This work studied the effect of four-month teaching intervention of genre pedagogy with Reading to Learn (R2L) approach for developing coherence in argumentative writing. It was implemented on 40 undergraduate Pakistani English Language Learners (ELLs). Pre-test evaluation informed learning gaps especially at theme choice and theme progression strategies in their argumentative writings. These gaps were addressed while planning the R2L teaching cycle of ELLs’ experimental group.
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Gill, Ayesha Asghar, and Fauzia Janjua. "Genre Pedagogy and ELLs’ Writing Skills: A Theme Analysis." English Language Teaching 13, no. 8 (2020): 141. http://dx.doi.org/10.5539/elt.v13n8p141.

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Coherent writing skill is an important prerequisite for academic success, especially at the tertiary level. This work studied the effect of four-month teaching intervention of genre pedagogy with Reading to Learn (R2L) approach for developing coherence in argumentative writing. It was implemented on 40 undergraduate Pakistani English Language Learners (ELLs). Pre-test evaluation informed learning gaps especially at theme choice and theme progression strategies in their argumentative writings. These gaps were addressed while planning the R2L teaching cycle of ELLs’ experimental group.
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Strang, Kenneth David. "Effectiveness of instructor-led collaborative learning in the classroom." Journal of Applied Research in Higher Education 7, no. 2 (2015): 134–45. http://dx.doi.org/10.1108/jarhe-07-2012-0018.

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Purpose – Collaborative learning was examined as a pedagogy to determine if students could improve standardized exam scores when the professor led the sessions in class. The purpose of this paper is to design a quasi-experiment to test the predictive ability of this pedagogy using a randomly allocated treatment vs control group. An externally administered standardized exam was used as the instrument. Design/methodology/approach – A post-positivist ideology was employed, quantitative data were collected from standardized exit exams scores and from the experiment factors. Descriptive statistics,
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Thomsen, Trine Lindvig, Nikolaj Stegeager, and Jacob Gorm Davidsen. "Towards a Pedagogy of Organizational Change." Journal of Problem Based Learning in Higher Education 12, no. 1 (2024): 117–40. http://dx.doi.org/10.54337/ojs.jpblhe.v12i1.8517.

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The rapidly evolving landscape of higher education demands not only changes in teaching approaches but also organizational transformation. This paper explores the potential of problem-based learning (PBL) as a lever for organizational change, particularly within higher education institutions. Based on a comprehensive organizational development project involving 60 employees at a university library, this study examines the potentials and challenges of PBL in fostering a culture of continuous learning and innovation. Three focus group interviews reveal both opportunities and challenges in transl
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Ranev, Aleksandar, and Krasimir Kostov. "Attitudes, Expectations and Interests among Students for Education and Career Development in the Sphere of Social Pedagogy." Strategies for Policy in Science and Education-Strategii na Obrazovatelnata i Nauchnata Politika 30, no. 2 (2022): 200–210. http://dx.doi.org/10.53656/str2022-2-7-att.

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The article reflects the results of a survey among students majoring in Social Pedagogy at Sofia University. The research was conducted through a focus group and a survey and aims to establish the general attitudes for continuing education and career development in the social pedagogy field. The analysis of the results allows to outline guidelines for improving the quality of education and optimizing the curriculum in master's programs in this specialty in order to attract more students and meet the need for qualified and motivated staff working in the social pedagogy sphere.
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De Araújo, Regina Magna Bonifácio, Célia Maria Fernandes Nunes, and Nilzilene Imaculada Lucindo. "Um estudo com egressos do curso de Pedagogia: avaliando a formação inicial." Revista @mbienteeducação 11, no. 2 (2018): 240. http://dx.doi.org/10.26843/ae19828632v11n22018p241a59.

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O estudo apresenta um recorte da pesquisa que teve como objetivo investigar a função profissional que os egressos do curso de Pedagogia, formados após a Resolução CNE/CP nº 1/2006, estão exercendo. Este texto avalia a formação oferecida no curso de Pedagogia da UFOP sob a ótica de seus egressos. A pesquisa de abordagem qualitativa fez uso da análise documental, pesquisa bibliográfica e pesquisa de campo que utilizou um questionário on-line em 145 egressos formados entre 2012 e 2015. Com base nas respostas de 70 egressos identificamos que esse grupo se constitui, em sua maioria, por mulheres, n
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Halimah, Lilis Mulyatul. "Analisis Kompetensi Pedagogik Dan Kompetensi Profesional Guru Di Sekolah Dasar." JAMP : Jurnal Administrasi dan Manajemen Pendidikan 6, no. 4 (2024): 313. http://dx.doi.org/10.17977/um027v6i42023p313.

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Abstract: This research is motivated by the importance of teacher pedagogic and professional competence in elementary schools to improve the quality and quality of education in these institutions. The competence of teachers in elementary schools is the most important factor for influencing students in the class in the learning process in order to increase students' grades. This study aims to explain the analysis of teacher competence, namely the pedagogic competence and professional competence of teachers in elementary schools. The approach in this research is descriptive qualitative. For resp
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Zucchero, Renee' A., and Jennifer E. Gibson. "A Comparison of Intergenerational Service-Learning and Traditional Pedagogy among Undergraduate Psychology Students." Psychology Learning & Teaching 18, no. 2 (2019): 179–96. http://dx.doi.org/10.1177/1475725718823970.

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This study examined student outcomes of participating in a semester-long, intergenerational service-learning course compared to a traditional pedagogy course. At the beginning and end of the semester, students ( N = 161) voluntarily completed a series of measures assessing six outcomes across four domains: personal, social, citizenship, and academic. Results from mixed analysis of variance and multivariate analysis of variance tests suggest service-learning students only outperformed the traditional pedagogy group on self-efficacy for community service (i.e., a personal outcome). Service-learn
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Iigibaeva, A., and А. Toleukhanova. "METHODOLOGICAL PROBLEMS OF GENDER PEDAGOGY." BULLETIN Series of Pedagogical Sciences 66, no. 2 (2021): 14–19. http://dx.doi.org/10.51889/2020-2.2077-6861.02.

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The high level of activity in the social life of both men and women in modern conditions requires new methodological approaches to the study of gender issues. Of particular importance is the issue of studying the experience of implementing a gender approach in the educational system. The article analyzes the main theoretical approaches in research on gender pedagogy in the context of cultural and national values. An excursion into the history of the problem is made.Based on the analysis of scientific research by Russian and domestic scientists, an attempt is made to determine the main methodol
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Iigibaeva, A. K., and A. D. Toleukhanova. "METHODOLOGICAL PROBLEMS OF GENDER PEDAGOGY." BULLETIN Series of Pedagogical Sciences 66, no. 2 (2020): 14–19. http://dx.doi.org/10.51889/2020-2.1728-5496.02.

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The high level of activity in the social life of both men and women in modern conditions requires new methodological approaches to the study of gender issues. Of particular importance is the issue of studying the experience of implementing a gender approach in the educational system. The article analyzes the main theoretical approaches in research on gender pedagogy in the context of cultural and national values. An excursion into the history of the problem is made.Based on the analysis of scientific research by Russian and domestic scientists, an attempt is made to determine the main methodol
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Szymański, Mirosław S. "Recepcja niemieckiej pedagogiki kultury w polskiej humanistyce." Kwartalnik Pedagogiczny 64, no. 4 (254 (2020): 9–19. http://dx.doi.org/10.5604/01.3001.0013.8456.

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The starting point for the discussion is the obvious statement that cultural pedagogy is one of the three main currents in German education sciences; the other two are empirical and critical pedagogy. As the title suggests, the author focuses on cultural pedagogy only, and in particular on the reception of German cultural pedagogy by Polish cultural pedagogy during the interwar period. One can definitely say that German Geisteswissenschaften, or “the sciences of spirit” (including pedagogy) influenced Polish humanities. The main thesis of the article is that although the geisteswissenschaftlic
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Hwang, Sungwon. "Development of an After-School Program Applying Freinet Pedagogy and Cousinet's Small Group Free Learning." Korea Association of Yeolin Education 31, no. 5 (2023): 113–41. http://dx.doi.org/10.18230/tjye.2023.31.5.113.

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The objective of this study is to develop a more specialized after-school program for lower-grade elementary school children, moving away from a talent-centered approach. Drawing on previous research using Freinet pedagogy and Cousinet's small group free learning, a total of 10 sessions were designed focusing on expression, communication, and cooperation. The program was implemented for three months at OO Elementary School in N City, Chungnam province, and then refined based on feedback. Additionally, to assess the program's effectiveness, measures of self-expression, social competence, and so
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Amy Skeen. "Field Education as the Signature Pedagogy of Social Work." Advances in Social Work 23, no. 1 (2023): 204–20. http://dx.doi.org/10.18060/26234.

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As the social work profession emerged, the primary method for training social workers was the apprentice model, now referred to as field education. In 2008, the Council on Social Work Education (CSWE) declared field education the signature pedagogy of social work education in the Educational Policies and Standards (EPAS), thus connecting it to accreditation. Despite this prioritization over other areas of social work education, debate continues as to whether field education meets the criteria of signature pedagogy. This study applied a contextual analysis to determine the extent to which a sam
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Nijemčević Perović, Marija. "Doprinos pozorišne pedagogije razvoju kompetencija nastavnika nemačkog jezika u inicijalnom obrazovanju." Узданица 18, no. 1 (2021): 269–85. http://dx.doi.org/10.46793/uzdanica18.1.269n.

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This paper examines the contribution of theatre pedagogy, implemented in the initial education of German language and literature students, to the development of teaching competencies defined in strategic documents. The target group of the research consisted of German language teachers who were members of the Academic Theater of German Students during their bachelor and master studies. A semi-structured group discussion was used as the data collection technique, while the data analysis and interpretation theater pedagogy methods, they should be integrated into the curricula of study programs de
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Kolstrein, Abraham Magendzo, and María Isabel Toledo Jofré. "Bullying: an analysis from the perspective of human rights, target groups and interventions." International Journal of Children’s Rights 21, no. 1 (2013): 46–58. http://dx.doi.org/10.1163/157181812x637136.

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This article takes a human rights approach to analysing the phenomenon of school bullying and specifies which international human rights instruments are applicable to this violent problem. The article then moves to a discussion of groups targeted by bullying, focusing on homophobic-, gender- and xenophobic-based bullying as well as bullying linked to special educational needs (disabilities) and socioeconomic status. The second part of the article presents the principles behind bullying interventions through a human rights perspective. Anti-bullying interventions are analysed along with the nec
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Mishra, Sita, and Rajendra Nargundkar. "An analysis of intensive mode pedagogy in management education in India." International Journal of Educational Management 29, no. 4 (2015): 408–19. http://dx.doi.org/10.1108/ijem-04-2014-0050.

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Purpose – Management education is at its peak in India. But pedagogy and modes of delivery are not always innovative compared to top international Business Schools. It is through experimentation that the paper may be able to discover what works best in our context. The purpose of this paper is to determine the effectiveness of intensive mode of delivery vs traditional semester-wide teaching of management courses among MBA students of a leading Business School, through one such experiment. Design/methodology/approach – A total of 19 dimensions were used in this study. The questionnaire was test
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Chukhno, O. "DEVELOPING PROFESSIONAL SKILLS OF FUTURE TEACHERS OF ENGLISH IN MIXED-ABILITY GROUPS." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 2(113) (August 30, 2023): 150–59. http://dx.doi.org/10.35433/pedagogy.2(113).2023.150-159.

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The ultimate goal of pedagogical education is to prepare specialists who possess a sufficient level of professional competence and are able to teach successfully at school. To achieve this goal, it should be taken into account that students in one academic group may differ in a number of characteristics, such as their cultural and social background, motivation, learner styles, level of academic performance in different subjects, etc. The study aims to set out guidelines for developing professional skills of future teachers of English while working in mixed-ability groups.
 The analysis of
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Crotti, Matteo, James Rudd, Simon Roberts, et al. "Physical activity promoting teaching practices and children’s physical activity within physical education lessons underpinned by motor learning theory (SAMPLE-PE)." PLOS ONE 17, no. 8 (2022): e0272339. http://dx.doi.org/10.1371/journal.pone.0272339.

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Purpose Movement competence is a key outcome for primary physical education (PE) curricula. As movement development in children emerges through physical activity (PA), it is important to determine the extent of PA promotion within movement competence focused teaching pedagogies. Therefore, this study aimed to assess children’s moderate-to-vigorous PA (MVPA) and related teaching practices in primary PE within Linear pedagogy and Nonlinear pedagogy and to compare this to current practice within PE delivery in primary schools. Methods Participants (n = 162, 53% females, 5-6y) were recruited from
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