Academic literature on the topic 'Novela educativa'
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Journal articles on the topic "Novela educativa"
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López Cruz, Humberto. "La novela corta en función educativa: leyendo a Rose Marie Tapia y su presencia en el género." Lejana. Revista Crítica de Narrativa Breve, no. 13 (February 19, 2020): 192–98. http://dx.doi.org/10.24029/lejana.2020.13.264.
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La novela corta es un subgénero que no ha encontrado en español el desarrollo tradicional que sí ha disfrutado la clasificación que la supera por extensión; es decir, la novela. En el caso de la escritora panameña Rose Marie Tapia, la novela corta es la que se destaca en la mayoría de sus relatos; sus entregas reflejan la brevedad requerida por el subgénero que presenta. Este trabajo se aproxima a dos de sus entregas con especial énfasis en un texto que educa por medio de una prosa que se renueva; novelas cortas que se convierten en instrumentos discursivos que fungen como agentes transmisores de una idea, un concepto, un propósito, y en los que la brevedad de la escritura acentúa la magnitud de los relatos.
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Piñar, Gemma Gordo. "Elpensamiento educativo de Miguel de Unamuno." Humanistyka i Przyrodoznawstwo, no. 18 (September 11, 2018): 167–82. http://dx.doi.org/10.31648/hip.723.
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En este articulo abordo la concepcion educativa del pensador espanol Miguel de Unamuno. (1864-1936) haciendo especial hincapie en los principios e ideas que respecto a la eduaction aparecen en sus primeros articulos y en su promera novela, Paz en la guerra (la cual contiene muchas de las ideas que seran el tema central de Amor y pedagogia, su novela pedagogica, o mas bien antipedagogica, por exelencia. Hasta el momento, no se habian tenido presente estos escritos a la hora de analizar su labor educativa y sus ideas pedagogicas, a pesar de que son de gran importancia a la hora de ver como se va fraguando su conception de la education u como esta va evolucionado. Considero que las ideas que el vasco mantuvo en el ambito educativo son todavia de actualidad y dignas de tener en cuenta. Su propuesta educativa encaja perfectamente y defiende los principios de educacion continua, integral y personalizada o indyvidualizada que ahora estan en boga. Por ello, es nescesario hacer una relectura de los escritos unamunianos desde la perspectiva educativa u ver que nos aportan para el momento presente.
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Badel Pérez, Jairo. "La Novela Gráfica como Herramienta Didáctica para la Lectura de Textos Literarios desde la Perspectiva Culturalista." Revista Tecnológica-Educativa Docentes 2.0 9, no. 1 (April 10, 2020): 142–45. http://dx.doi.org/10.37843/rted.v9i1.115.
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El propósito de este artículo es analizar cómo la novela gráfica potencializa el aprendizaje lector, desde una perspectiva teórica culturalista a estudiantes de séptimo grado de la Institución Educativa Donmatías, Antioquia; como adquisición lectora. Por lo tanto, los postulados que fundamentan teóricamente el estudio se orientan en Cole (2003), Carlino & Martínez (2009), Cassany & Morales (2008), García (2010), Artacho (2002), Vásquez (1980), Gómez (2013). A su vez, su ruta metodológica estuvo sustentada en un enfoque cualitativo aplicando un diseño de investigación acción participativa a estudiantes entre 12 y 13 años. Por consiguiente, los resultados arrojaron que la lectura de novelas gráficas hace que el educando encuentre y comprenda fácilmente la estructura del texto, tanto el sentido semántico global como la ilación temática, facilitando la comprensión lectora por medio de la integración de la escritura con la imagen, desarrollando una competencia visual y una interpretación que favorece los significados abiertos. Por ende, se concluye que la novela gráfica tiene potencial didáctico ya que la incorporación de la imagen trae un nuevo referente de aprendizaje a la juventud, siendo un puente entre la literatura y la novela gráfica, explorando nuevas posibilidades del lenguaje; esta perspectiva ha traído un sistema cultural que revalúa el accionar del libro como texto continuo.
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Miralles García, Enrique. "Afinidades de Marianela de Galdós con la «novela de costumbres» del período isabelino." BOLETÍN DE LA BIBLIOTECA DE MENÉNDEZ PELAYO 96, no. 2 (December 10, 2020): 267–79. http://dx.doi.org/10.55422/bbmp.481.
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El artículo tiene como objetivo parangonar Marianela (1878), la última de la serie de “novelas realistas” de Galdós, con las “novelas de costumbres”, un género de de los más prolíficos del período isabelino. El análisis comparativo destaca los factores comunes y diferenciales entre ambas modalidades narrativas a fin de esclarecer y valorar la originalidad del gran novelista, dentro de este contexto literario, a base de medidas antinómicas, sea en los recursos narrativos, los perfiles sociales de los personajes, el eje estructural de un relato ajeno a las intrigas que sobrenadan por las tramas folletinescas, motivos temáticos contrapuestos y diversas menudencias de menor calado. Esta forma de composición es la que tiene en cuenta el autor de Marianela, con el propósito de desmontar un modelo paraliterario agonizante y sustituirlo por otro más novedoso, dotándolo de un simbolismo profundo que emerge entre los extremos de la fabulación lírica y la prosaica realidad, metaforizando la antinomia de belleza física/ideal, de visión/ceguera, hasta incluso los paisajes mineros, como han venido interpretando críticos muy notorios de una obra sujeta a múltiples interpretaciones. No renuncia, con todo, don Benito a ciertas afinidades argumentales que le ofrece la novela de costumbres, como en las coincidencias temáticas de su novela con un cuento de W. Ayguals de Izco en El palacio de los crímenes (1855), o en el prototipo social de Nela, la protagonista huérfana que vive en completo desamparo, sólo remediable con la feliz solución educativa de un positivismo que podría haberla llevado para bien suyo al progreso.
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Jeffers, Nydia. "El maltrato infantil en la novela «Miau» de Galdós." Cuadernos para la Investigación de la Literatura Hispánica, no. 47 (December 29, 2021): 15–43. http://dx.doi.org/10.51743/cilh.vi47.225.
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El niño Luis Cadalso, en la novela Miau (1888) de Benito Pérez Galdós, experimenta sueños, pesadillas, ilusiones visuales, y alucinaciones visuales y auditivas que exponen la angustia de un niño maltratado, víctima de la violencia escolar, gráfica, verbal y física, además de la negligencia educativa y la privación afectiva. El trastorno de estrés agudo, el primer mes tras el cese del puesto de trabajo del abuelo, y el trastorno de estrés postraumático, durante el segundo mes tienen lugar con síntomas similares que: (1) comienzan con reacciones fisiológicas; (2) se desarrollan con recuerdos involuntarios y (3) la evitación deliberada de recordatorios del acoso a su abuelo y a sí mismo; (4) continúan con pánico, furia y desapego; y (5) culminan con las alteraciones cognitivas, como su visión negativa sobre el valor de la vida y la ideación suicida que eventualmente transmite a su abuelo.
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Torres Hernández, Jorge Wilson. "TRANSFORMANDO LA EDUCACIÓN PARA LA POBLACIÓN VULNERABLE." Revista Prociências 6, no. 1 (June 22, 2023): 100–125. http://dx.doi.org/10.15210/prociencias.v6i1.5514.
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El presente estudio se efectuó en un colegio colombiano que atiende niños en condiciones de vulnerabilidad educativa. Allí, se creó una novela gráfica digital fundamentada en el aprendizaje cooperativo cuyo propósito radicó en fortalecer las habilidades lingüísticas del inglés. La investigación es cualitativa bajo la modalidad investigación-acción. Se seleccionó un grupo de grado undécimo (16 estudiantes) cuyas características socio-culturales se enmarcan dentro de la vulnerabilidad social. Se llevaron a cabo 4 fases para la realización de la investigación (Diagnóstico, Diseño e intervención y Evaluación). Primero, se realizó un cuestionario de necesidades hacia el aprendizaje para determinar las preferencias en términos pedagógicos y didácticos. Luego, se exploran diversos motores para la creación novelas graficas digitales teniendo en cuenta las teorías propuestas en el presente estudio. Posteriormente, se socializa el motor grafico Ren´ Py a los participantes. Por último, con la ayuda de un cuestionario de percepción de los estudiantes respecto a la adquisición de habilidades lingüísticas en inglés generado con base en un motor grafico para la creación de novelas visuales, se valora la experiencia para proponer acciones de mejoramiento. En conclusión, se transformó la realidad educativa de una institución que atiende población vulnerable, concretamente, en los procesos de enseñanza-aprendizaje del -ingles- que conllevó al fortalecimiento de las cuatro habilidades lingüísticas alcanzando cambios significativos mediante la interacción social los cuales enriquecieron la experiencia, asimismo, se expandió la propia idea de trabajo en equipo al proponer un trabajo intergrupal y una evaluación intergrupal los cuales fueron apoyados por una retroalimentación efectiva.
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González Sanz, Carlos. "Los cuentos novela en Aragón y La Rioja (España)." Estudis de Literatura Oral Popular / Studies in Oral Folk Literature, no. 4 (December 17, 2015): 49. http://dx.doi.org/10.17345/elop201549-61.
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<p>Como paso previo para la presentación del repertorio de los relatos recogidos y de los cuentos tipo catalogados en Aragón y La Rioja —en este último caso, a partir de la colaboración del autor en la clasificación de los cuentos recopilados y editados por el folclorista Javier Asensio en esta comunidad autónoma—, se propone una reflexión acerca del subgénero de los cuentos novela. Para ello se parte de la definición que Carme Oriol ofrece en su obra <em>Introducció a l’etnopoètica. Teoria i formes del folklore en la cultura catalana</em> y se tienen en cuenta las críticas a la etnopoética que Luis Beltrán expone en «Géneros y estéticas en la literatura tradicional», de las que se concluye que, junto a las características de los cuentos novela o cuentos de ingenio que señala Carme Oriol, deben considerarse también su carácter de género bajo, su naturaleza mixta serio-cómica y la naturaleza idílica de los relatos del conflicto familiar. Por lo que respecta a los cuentos novela aragoneses y riojanos, se destaca, en particular, que una amplia mayoría de ellos responden claramente a la función educativa y sapiencial propia de este género, siendo el ingenio y el buen consejo los principales valores que ofrecían a sus receptores.</p><p>***</p><p>Com a pas previ per a presentar el repertori dels relats recollits i dels contes-tipus catalogats a Aragó i La Rioja — en aquest darrer cas, a partir de la col·laboració de l’autor en la classificació de les rondalles recopilades i editades pel folklorista Javier Asensio en aquesta comunitat autònoma—, es proposa una reflexió sobre el subgènere de les rondalles d’enginy. Es parteix per a fer-ho de la definició que Carme Oriol dóna en la seva obra <em>Introducció a l’etnopoètica. Teoria i formes del folklore en la cultura catalana</em> i es tenen en compte les crítiques a l’etnopoètica que Luis Beltrán exposa a «Géneros y estéticas en la literatura tradicional», concloent que, juntament amb les característiques de les rondalles d’enginy que assenyala Carme Oriol, s’han de considerar també el seu caràcter de gènere baix, la seva naturalesa mixta seriosa i còmica i la naturalesa idíl·lica dels relats del conflicte familiar. Pel que fa a les rondalles d’enginy aragoneses i de La Rioja, es destaca, en particular, que una àmplia majoria d’aquestes responen clarament a la funció educativa i sapiencial, pròpia d’aquest gènere, sent l’enginy i el bon consell els principals valors que aquestes rondalles oferien als seus receptors.</p>
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Caro Valverde, Mª Teresa, and María González García. "De la mano de Cervantes: la lectura moderna de los clásicos." Ocnos: Revista de estudios sobre lectura, no. 9 (February 6, 2013): 89–106. http://dx.doi.org/10.18239/ocnos_2013.09.05.
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Este artículo delimita la innovación educativa de la competencia lectora basada en la interdisciplinariedad frente a las resistencias academicistas de la enseñanza disciplinar ; reivindica la intervención epistemológica de la imaginación y del sentido en acciones comunicativas recontextualizadoras con la metodología del intertexto lector para modernizar el tratamiento de los clásicos en lecturas creativas y críticas de proyección hipertextual en las aulas; y revela que su genealogía semiótica-krausistaromántica sobre la modernidad del clásico por su pervivencia en el tiempo procede del reconocimiento del Quijote como la primera novela moderna del mundo por otorgar al lector su reinvención infinita.
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Cánepa, Laura, and Juliana Cristina Borges Monteiro. "Quatro voltas do parafuso: romance epistolar, found footage e glitch gothic no ensino de cinema." Comunicação & Educação 27, no. 1 (July 14, 2022): 85–101. http://dx.doi.org/10.11606/issn.2316-9125.v27i1p85-101.
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Neste trabalho, apresentaremos reflexões sobre os resultados da pesquisa teórico-prática desenvolvida em 2018, na qual uma turma de alunos de graduação do curso de Cinema e Audiovisual adaptou cenas da novela epistolar A volta do parafuso (1898), de Henry James, para a linguagem audiovisual, fazendo uso do recurso da câmera intradiegética. Este trabalho analisa algumas características estilísticas dos trabalhos realizados, relacionando-as à literatura epistolar, ao found footage de horror, ao fenômeno do horror digital e ao chamado glitch gothic, com o objetivo de descrever e discutir implicações de uma atividade educativa desenvolvida em curso de Comunicação Social.
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Reyes-Torres, Agustín, and Daniel Chávez Landeros. "La novela gráfica literaria: una aproximación didáctica a Rulfo a través del aprendizaje mediante diseño." Doblele. Revista de lengua y literatura 9 (December 13, 2023): 44–56. http://dx.doi.org/10.5565/rev/doblele.136.
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La enseñanza de español como segunda lengua representa una disciplina educativa que permite implicar a los estudiantes en un proceso de aprendizaje a nivel cognitivo y sociocultural que va más allá de la visión tradicional de la adquisición del lenguaje. En este sentido, la novela gráfica es un recurso con diferentes modos de expresión que pueden tratarse para explorar temas literarios y guiar a los estudiantes a desarrollar sus multiliteracidades. Con este enfoque transdisciplinar, es posible aproximarse a la obra Rulfo, una vida gráfica (2017) de Óscar Pantoja y Felipe Camargo e identificar tres discursos concurrentes a lo largo de las imágenes y el texto: historiográfico, que explica el contexto en el que surgen las obras de Juan Rulfo; biográfico, en el que se representan las etapas en la vida del autor; y literario, que representa pasajes de El llano en llamas (1953) y Pedro Páramo (1955).
Dissertations / Theses on the topic "Novela educativa"
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Pau, Custodio Isabel. "La novel·la com a context en l’educació científica." Doctoral thesis, Universitat Autònoma de Barcelona, 2018. http://hdl.handle.net/10803/461304.
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La tesi La novel·la com a context en l’educació científica planteja una aportació en el camp de la didàctica de les ciències experimentals des de la perspectiva de l’alfabetització científica. La proposta parteix de diverses aproximacions didàctiques, com són l’ensenyament de les ciències en context o a partir de qüestions sociocientífiques, així com de recerques on s’analitza l’ús de narratives en l’educació científica. Específicament, la finalitat de la recerca és analitzar la potencialitat de la novel·la com a context en l’educació científica. Finalitat que es concreta en tres objectius: 1) Dissenyar un instrument per tal d’analitzar novel·les per ser usades com a context en l’educació científica 2) Analitzar la novel·la com a context en l’educació científica a partir de la participació en un club de lectura 3) Analitzar la novel·la com a context en l’educació científica a partir de la interpretació que fan els alumnes d’un fragment d’aquesta. Per respondre a aquests objectius s’utilitzen diferents mètodes tots de caràcter qualitatiu i interpretatiu. Per respondre al primer objectiu, es fa una recerca en relació als criteris per seleccionar novel·les a la classe de ciències a partir d’una revisió bibliogràfica i entrevistes a diversos professionals. Paral·lelament s’analitzen les característiques d’un conjunt de novel·les juvenils relacionades amb les ciències. Per a respondre al segon i al tercer objectiu, es dissenyen dues activitats centrades en dues novel·les juvenils diferents que s’implementen respectivament entre els alumnes de 3r i 1r d’ESO d’un centre de secundària de la província de Barcelona. En tots dos casos s’analitza el discurs dels participants. En el segon objectiu, l’anàlisi se centra en la mobilització de continguts científics i aspectes ètics durant el club de lectura així com en la percepció que en tenen els propis participants. En el tercer objectiu, l’anàlisi se centra en l’ús i avaluació de proves que realitzen els alumnes tant en l’activitat escrita i individual com en els debats orals i en grup. Els resultats del primer objectiu proposen un instrument d’anàlisi anomenat graella ANUCEC, que incorpora tant criteris científics com literaris en el seus requisits. A més a més, planteja l’anàlisi de la novel·la mitjançant tres dimensions -continguts científics subjacents, naturalesa de la ciència i aspectes ètics- definides cada una d’elles per diversos criteris i patrons. Els resultats del segon objectiu mostren que la participació en el club de lectura ha permès el pas d’una immersió afectiva a una immersió cognitiva tot capacitant els estudiants per discutir i reflexionar sobre la temàtica de la novel·la, en relació als trasplantaments d’òrgans, des d’una visió sociocientífica. Els resultats del tercer objectiu mostren que una activitat en la qual s’evidencien les diferents interpretacions que permet un mateix text promou que els alumnes justifiquin les seves posicions i discuteixin sobre l’ús i l’avaluació de les diferents proves. Es conclou que les potencialitats de la novel·la com a context en l’educació científica es concreten en permetre que la immersió en la temàtica científica es faci a partir d’activitats pròpies d’un lector literari, que es doni una immersió afectiva espontània en la temàtica, una immersió cognitiva si aquesta es promou mitjançant activitats específiques i una varietat d’interpretacions que promouen la reflexió i el debat. A més a més, s’identifica la necessitat de realitzar una anàlisi en profunditat per poder dissenyar les activitats adients per fer-ne emergir les potencialitats esmentades.The doctoral thesis Novels as a context in science education contributes to research in the field of science education from a scientific literacy perspective. The proposal is based on several didactic approaches, such as context-based education and socioscientific issues, and on the existing research about using narratives to teach and learn science. Specifically, the purpose of the research is to analyse the potentiality of novels as a context in science education. This purpose is divided into three objectives: 1) Designing an instrument in order to analyse novels to be used as a context in science education 2) Analysing novels as a context in science education through a book club dynamic 3) Analysing novels as a context in science education through students’ interpretations of a novel fragment. Both qualitative and interpretative methods were used to achieve these objectives. To answer the first aim, we explored the criteria to select novels for science class through a bibliographic review and interviews to several professionals. Simultaneously we analysed the features of some young-adult novels related to the sciences. To answer the second and the third aim, we designed two activities focused on two different young-adult novels. These activities were performed by two groups of secondary school students (12 and 14 years old respectively) from a high-school in the province of Barcelona. In both cases we analysed the participants’ discourse. In the second objective the analysis was focused on the mobilisation of scientific contents and ethical concerns during the book club as well as on the participants’ own perception of the book club. In the third aim, the analysis was focused on the use and evaluation of evidence, both in written and oral activities. First aim results are set on an analysis instrument called ANUCSE grid, which incorporates both scientific and literary criteria in its requirements. In addition, it suggests analyzing the novel by means of three dimensions —underlying scientific contents, nature of science and ethical concerns. Each of these dimensions contains several criteria and patterns. Second objective results show that participating in a book club has allowed readers to switch from an affective immersion to a cognitive immersion. This cognitive immersion lead students into an argumentation and a reflection on the novel science topic, related with organ transplantation, form a socioscientific view. Third objective results show that an activity where different interpretations of the same text are expressed promotes that students justify their positions and argue about the use and evaluation of evidence. The research concludes that the potentialities of using a novel as a context in science education are: a) it allows for scientific immersion to be promoted by literary activities b) it promotes spontaneous affective immersion in the scientific subject c) it promotes cognitive immersion by some specific activities d) it promotes reflecting and discussing on the scientific topic through debating about the variety of text interpretations. In addition, it identifies the need to make an in-depth analysis in order to be able to design the suitable activities to promote the potentialities mentioned.
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Hunt, Sylvia. "Educating the domestic reader, literary allusion as educative device in Maria Edgeworth's novels of manners." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ56407.pdf.
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Church, Dearbhaile Brona. "New directions : a novel approach to educating for capability in post-compulsory humanities education." Thesis, University of Newcastle Upon Tyne, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576648.
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Is it possible to educate for capability as a goal, not a by-product, of education? This thesis addresses this research question by presenting a model to support the implementation of a person-centred approach to teaching and learning in post-compulsory humanities education. This is based on a new methodological framework employed within the Project module in the Philosophical Studies programme at Newcastle University. Here, learners apply a project-based, context-driven approach to develop an understanding of conceptual themes set out in lectures within the context of a personal interest (the Project). The model puts the learner at the centre of the process and develops students' knowledge and understanding of course content alongside the development of individual competences; that is, a capacity for learning. The model is based on my own experience of the methodology as a learner and tutor, as well as practical research and delivery. It draws on Problem-Based Learning theory to offer a vocabulary to support dialogue between students and tutors to enhance the learning experience. The model of Project Practices seeks to bridge the gap between the personal and private with the academic and theoretical, by supporting a dual approach to learning. It may be used to enhance the delivery of the context-driven methodology and its effectiveness in supporting skills development alongside knowledge acquisition by acting as a planning and dialogue tool. It may also offer the potential to apply the object-based context driven project methodology in other educational contexts or levels where appropriate. Placed within the context of the growing literature on this subject, this thesis offers one alternative to traditional approaches to teaching and learning which is grounded in and responds to the increasingly complex nature of life and work in the twenty-first century. This model responds to the research objective by integrating a person-centred approach to teaching and learning alongside traditional delivery methods in order to educate for capability. It offers an original model to support person-centred learning alongside traditional delivery methods within Higher Education.
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Besora, Mascarella Max. "Ficcions acadèmiques. Un estudi crític sobre la Literatura de la Universitat." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/668500.
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L‘objecte d‘aquesta tesi és l‘anàlisi de les relacions entre la institució universitària i les anomenades novel·les de campus o novel·les acadèmiques, un gènere literari procedent del món anglosaxó, que té el seu origen a la societat victoriana del segle XIX. Tanmateix, l‘auge d‘aquestes obres coincideix amb la democratització de les universitats occidentals, a mitjans del segle següent. Hi ha nombroses aproximacions crítiques a aquestes ficcions acadèmiques, però no solen plantejar-se la qüestió del perquè de la seva existència. En aquesta recerca pretenem anar més enllà de la simple classificació atès que, després d‘haver ampliat històricament la visió d‘aquesta producció tot cercant-ne les bases i les causes, ens hem adonat que remunten al moment en què s‘imposa un propòsit fonamentat i reglat d‘ensenyament. Si alguna cosa ha caracteritzat aquest tipus de ficcions, davant el poder institucional de l‘acadèmia, ha estat la seva funció contrahegemònica, mitjançant la sàtira, la ironia, la mofa adreçada cap a l‘ideal d‘educació constituït com a sistema en cada societat.
Així, doncs, la nostra intenció era d‘aclarir quina mena de pensament crític han vehiculat aquests textos al llarg de la història respecte al món acadèmic, i com aquestes actituds han anat variant paral·lelament a la creació de la universitat i la seva expansió durant els segles. I la perspectiva que proposem és la de la mirada, a partir de la universitat, cap a la mateixa institució a través del filtre d‘unes ulleres enfocades segons la graduació de la creació literària. Per això, hem centrat la nostra atenció cap a les zones on la ficció i el discurs acadèmic es superposen, s‘alimenten recíprocament i interfereixen de manera constant. Amb l‘esperança de fer visible la interacció de tensions i debats encara avui molt vius al voltant del control de l‘educació, entre el saber acadèmic i el literari.
L‘estructura del nostre treball es basa en la lectura conceptual, progressiva i històrica d‘aquesta disputa, en les formes diverses en què es realitza: des de l‘Acadèmia platònica i la seva continuació al món llatí, passant per l‘Edat Mitjana, el Renaixement, la Il·lustració i la Revolució Industrial, fins a arribar als ateneus dels nostres dies. I, malgrat la centralitat assumida, per moltes raons que anirem examinant, dins el territori anglosaxó, hem volgut fer un esforç per registrar i estudiar les formes amb què aquest gènere literari s‘ha estès, en els últims vint anys, a d‘altres països com ara l‘Índia, Sud- àfrica, Austràlia, Argentina, Espanya o Catalunya mateixa, i explicar-ne els motius i les
motivacions i finalitats que han empès uns escriptors ja consolidats a assumir aquest nou repte creatiu.In this thesis we will see how academic fictions (known also as campus novels) are more than a modern Anglo-Saxon literary genre that had existed since the emergence of the first institutionalized system of education, that is, Plato‘s Academe. From our point of view academic fiction works as a critical device against Western higher education and our research scrutinizes the interrelation of literary and academic or theoretical discourses, both thematically and performatively (through literature that ―does‖ theory). The research may include historical and sociological approaches to different periods and cultures and also a comparative approach between academic and literary texts. History, Cultural Studies and Comparative Literature will be our main disciplines and the tool-box for our research. To illustrate our point we will establish a connection between Aristophanes‘ The Frogs and the Socratic-Platonic thought; medieval universities and the appearance of the Goliards; Tomas Hardy‘s Jude the obscure or the English workers with the intellectual class of the rising English universities. Ida’s Journey by Ricardo Piglia, and the implications of industrial capitalism on the institution, among many other literary examples. Our research explores hybrid modes of writing that result from the intermingling of literature and theory. Through the study of academic fictions, novels written by theorists, and related theoretical writings, our research stimulates critical reflection on the past, present, and future of the university and the Humanities in particular, our roles as academics and our shifting position in society By means of the foucaultian concept of power-knowledge, we will trace a historical- sociological approach to see how there is a counter-hegemonic literary element in every period in the history of university education, which calls into question the games of truth and education of the university institution. This will allow us to show the relations between university as a close space and the external world across politics, economics and social issues and also to explain the main reason and the existence of academic fictions across history.
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Baumann-Birkbeck, Lyndsee. "Development, Implementation and Appraisal of Virtual Simulations for Pharmacy Education." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/409152.
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Simulation lends itself to an outcomes-based learning model. Such models have become favoured for education of health professionals, as they can help fill gaps in clinical knowledge, increase safety and offer improved patient outcomes. In particular, there has been an upsurge in the use of technology-enhanced simulations, such as virtual patients, facilitated by the increasing availability of technology. However, a number of issues regarding use of simulations for education have been noted. These include cost, software availability, adaptation to the desired curriculum, ability to edit/personalise, and feasibility, particularly in terms of usability. In addition to these issues, there remains no clear consensus on how to best describe and report on these tools or, in fact, to measure the outcomes associated with their implementation. As such, this thesis explored current gaps in the research, and studied the creation, implementation and reporting of simulation-based interventions which focused on subjects pertaining to pharmacy curriculum. It also provided commentary on pedagogical considerations for the design of such interventions and discussed novel methods of measuring engagement and learning outcomes.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Pharmacy & Med Sci
Griffith Health
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Jackson, Mary. "Forgotten Things: A Historian's Tale." Otterbein University Honors Theses / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=otbnhonors1620458342340454.
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Santos, Filipe D. Saavedra. "Education and the boarding school novel : examining the work of José Régio." Thesis, University of Canterbury. School of Educational Studies and Leadership, 2014. http://hdl.handle.net/10092/10251.
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This thesis is centred on the work of Portuguese writer José Régio (1901-1969). He was a teacher-writer and, arguably, the most philosophical of Portuguese school novel authors.
In his novel ‘A Drop of Blood’ (1945), Régio shows interest in the formation of the artist as the special object of education – the ‘marked man’ –, whose sensitivity distances him irremediably from the crowd. He adopted the radical individualism of Nietzsche not in order to be ‘for’ or ‘against’ this or that schooling model but to exemplify the perpetual clash, inherent in mankind, between the individual and the group, the artist and the non-artistic person, the young and the adult, the son and the father and the self and the world.
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Shave, Anne Elise. "Education in the novels of Anne and Charlotte Brontë." Thesis, University of Canterbury. English, 1997. http://hdl.handle.net/10092/7116.
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Charlotte and Anne Bronte were both educators and it is not surprising that education plays a prominent part in their fiction. It is more surprising that students and educators, who presumably share an interest in the processes and purposes of education, have not attempted, in previous studies, to provide a comprehensive coverage of the Brontes' approach to educational issues or to examine the function of teaching and learning interactions within their novels. My thesis traverses this relatively unexplored territory.
My argument is divided into six parts. First, I outline some of the educational issues of particular significance at the time the Bronte sisters were writing, including school conditions, content of curricula for girls and boys, and "the governess problem". In chapter two I consider the authors' responses to these contemporary issues and raise points of contrast between Anne and Charlotte's approaches to similar subjects. Anne's moral emphasis and desire to affect change is compared with her sister's ambiguous and often contradictory attitudes towards social issues. Next, the close connection between education and power (and characters' exploitation of this feature of education) is explored from several perspectives. I comment on the imbalance of power between the sexes that educational differences contributed to in early-Victorian society and demonstrate that those most desirous of educational power in the Brontes' work are often the most oppressed. Chapters four and five examine the ways in which education contributes to the central heterosexual relationships in the novels, and focus most closely on Charlotte's preoccupation with relationships between masters and pupils.
Finally I compare Anne and Charlotte's treatment of education in order to make some observations about their attitudes towards writing itself. I argue that the sisters' understandings of "truth" in fiction, the recurring conflict between reason and emotion in Charlotte's novels, and Anne's Christian world-view, contribute to the differing approaches to education - and, indeed, a vast number of other issues - within their fiction.
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Encinar, Prat Laia. "Aprenentatge informal en docència del professorat universitari novell." Doctoral thesis, Universitat Autònoma de Barcelona, 2021. http://hdl.handle.net/10803/673818.
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La docència és una de les funcions que desenvolupa el professorat universitari, però la formació reglada que reben entorn aquesta és escassa. A més, el professorat novell, que es troba en l'etapa inicial del seu desenvolupament professional, es caracteritza per l'inici de la construcció de la seva identitat docent, el contrast de les seves expectatives amb la realitat i les inseguretats vers la docència. Aquestes circumstàncies comporten la necessitat d'explorar l'aprenentatge informal en docència del professorat universitari novell a les universitats de l'àrea metropolitana de Barcelona. La recerca contempla dos objectius generals. El primer d'ells és analitzar l'aprenentatge informal del professorat universitari novell en docència, tot comprenent els motius pels quals es realitza aquest aprenentatge, les competències docents que s'han adquirit a través d'aquest, les vies d'aprenentatge informal utilitzades i la influència dels elements organitzacionals en aquest fenomen. El segon objectiu general té el propòsit de dissenyar un model per impulsar l'aprenentatge informal en docència en el si de les organitzacions universitàries que inclogui uns principis d'intervenció, unes propostes institucionals i unes estratègies d'acció. La metodologia de la recerca es basa en un disseny mixt, combinant tècniques de recollida de dades quantitatives i qualitatives. En primer lloc, s'ha aplicat un qüestionari a professorat universitari novell de les universitats públiques i privades de l'àrea metropolitana de Barcelona. Seguidament, s'han realitzat entrevistes a docents novells que han permès aprofundir qualitativament en les dades quantitatives obtingudes prèviament. A partir d'aquests resultats, s'ha elaborat un model de foment de l'aprenentatge que ha estat validat posteriorment per caps de Departaments universitaris i persones expertes en la temàtica mitjançant grups de discussió. Els resultats possibiliten la comprensió del fenomen de l'aprenentatge informal en docència del professorat novell a les universitats participants, tenint en compte les diferents variables que hi intervenen. A més, també s'aporta un model de foment de l'aprenentatge, que pot servir d'orientació a les universitats a l'hora de promoure el desenvolupament de competències docents del professorat novell.La docencia es una de las funciones que desarrolla el profesorado universitario, pero la formación reglada que reciben acerca de ésta es escasa. Además, el profesorado novel, que se encuentra en la etapa inicial de su desarrollo profesional, se caracteriza por el inicio de la construcción de su identidad docente, el contraste de sus expectativas con la realidad y las inseguridades entorno la docencia. Estas circunstancias conllevan la necesidad de explorar el aprendizaje informal en docencia del profesorado universitario novel en las universidades del área metropolitana de Barcelona. La investigación contempla dos objetivos generales. El primero de ellos es analizar el aprendizaje informal del profesorado universitario novel en docencia, comprendiendo los motivos por los que se realiza este aprendizaje, las competencias docentes que se han adquirido a través de él, las vías de aprendizaje informal utilizadas y la influencia de los elementos organizacionales en este fenómeno. El segundo objetivo general tiene el propósito de diseñar un modelo para impulsar el aprendizaje informal en docencia en el seno de las organizaciones universitarias que incluya unos principios de intervención, unas propuestas institucionales y unas estrategias de acción. La metodología de la investigación se basa en un diseño mixto, combinando técnicas de recogida de datos cuantitativos y cualitativos. En primer lugar, se ha aplicado un cuestionario a profesorado universitario novel de las universidades públicas y privadas del área metropolitana de Barcelona. Seguidamente, se han realizado entrevistas a docentes noveles que han permitido profundizar cualitativamente en los datos cuantitativos obtenidos previamente. A partir de estos resultados, se ha elaborado un modelo de fomento del aprendizaje que ha sido validado posteriormente por jefes de Departamentos universitarios y personas expertas en la temática mediante grupos de discusión. Los resultados posibilitan la comprensión del fenómeno del aprendizaje informal en docencia del profesorado novel en las universidades participantes, teniendo en cuenta las diferentes variables que intervienen en él. Además, también se aporta un modelo de fomento del aprendizaje, que puede servir de orientación a las universidades a la hora de promover el desarrollo de competencias docentes del profesorado novel.
Teaching is one of the functions performed by university professors, but the formal training they receive for it is rare. In addition, novice professors, who are in the initial stage of their professional development, are characterized by the beginning of their teaching identity construction, the contrast of their expectations with reality and insecurities towards teaching. These circumstances lead to the need to explore informal learning in teaching of novice university professors in universities in the metropolitan area of Barcelona. The research has two general objectives. The first aims to analyze the informal learning about teaching of novice university professors, understanding the reasons for this learning, the teaching skills acquired through it, the strategies of informal learning used and the influence of organizational factors on this phenomenon. The second general objective is to design a model to promote informal learning in teaching within university organizations, including intervention principles, institutional proposals and action strategies. The research methodology is based on a mixed design, combining quantitative and qualitative data collection techniques. First, a questionnaire was applied to novice university professors from public and private universities in the Barcelona metropolitan area. Subsequently, interviews with novice professors were conducted to delve qualitatively into the quantitative data previously obtained. Based on these results, a learning promotion model has been developed, which has after been validated by heads of university departments and experts through focus groups. The results make it possible to understand the phenomenon of informal learning about teaching of novice professors in the universities selected, taking into account the different variables involved. In addition, a model for promoting learning is also provided, which can be a guide for universities in fostering the development of teaching skills for novice professors.
Universitat Autònoma de Barcelona. Programa de Doctorat en Educació
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MCCLELLAN, ANN KRISTYN. "MIND OVER MOTHER: GENDER, EDUCATION, AND CULTURE IN TWENTIETH CENTURY BRITISH WOMEN'S FICTION." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin983561751.
Full textBooks on the topic "Novela educativa"
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Kundera, Milan. The joke: Definitive version. New York, NY: HarperCollins Publishers, 1992.
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Deming, Weng, ed. Wan xiao: La plaisanterie. Taibei Shi: Huang guan wen hua chu ban you xian gong si, 2006.
Find full textBook chapters on the topic "Novela educativa"
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Gough, Noel, and Simon Gough. "Watchmen, Scientific Imaginaries, and the Capitalocene: The Media and Their Messages for Science Educators." In Palgrave Studies in Education and the Environment, 277–92. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79622-8_17.
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AbstractThis chapter explores the generativity of comics/graphic novels and their filmic adaptations as contributions to the “cultural literacy” of science educators by examining: (i) representations of science in Alan Moore and Dave Gibbons’ graphic novel Watchmen; (ii) the unique capability of sequential art to depict key scientific imaginaries, such as complexity and simultaneity; (iii) the treatment of these imaginaries in Zack Snyder’s (Watchmen. Universal Pictures, 2009) filmic adaptation of Watchmen; and (iv) the shift from the novel’s threats of Cold War nuclear annihilation toward the film’s concern with contemporary fears of a climate crisis. Many science educators treat comics/graphic novels (and much science fiction) with suspicion, tending to focus on their fidelity (or lack thereof) with canonical “textbook science” and the im/plausibility of their narratives. We argue that both versions of Watchmen constitute distinctively generative media resources (with cross-generational relevance) for rethinking science education in the Capitalocene.
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Nurbhai, Saleel, and K. M. Newton. "Conclusion: Social Critique, Education, Allegory." In George Eliot, Judaism and the Novels, 181–91. London: Palgrave Macmillan UK, 2002. http://dx.doi.org/10.1057/9780230288539_11.
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Valls, Francesc, Ernest Redondo, David Fonseca, Pilar Garcia-Almirall, and Jordi Subirós. "Videogame Technology in Architecture Education." In Human-Computer Interaction. Novel User Experiences, 436–47. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39513-5_41.
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Spencer, Stephanie. "The Career Novels." In Gender, Work and Education in Britain in the 1950s, 104–28. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230286184_5.
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Davis, Sara N. "Values and the Romance Novel." In Education, Arts, and Morality, 45–62. Boston, MA: Springer US, 2005. http://dx.doi.org/10.1007/0-306-48671-7_3.
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Drury, Annmarie. "7. Searching for Swahili Jane." In Prismatic Jane Eyre, 398–419. Cambridge, UK: Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0319.11.
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While Jane Eyre has travelled widely, it remains absent from most languages of sub-Saharan Africa. This chapter explores a failure of transmission through translation by focusing on a specific literary sphere, that of Swahili. It traces a culture of translation that has not (yet) admitted Brontë, one in which the nineteenth-century British novel had a role in colonial enforcement of language norms. After suggesting that Swahili translations of Alice in Wonderland might point to a place for Brontë’s novel, the chapter explores preoccupations shared by Jane Eyre and Euphrase Kezilahabi’s novel Rosa Mistika (1971) and Mwana Kupona binti Msham’s nineteenth-century poem Utendi wa Mwana Kupona (Mwana Kupona’s Poem); it highlights bird imagery in the novels and themes of power, education, and femininity across all three texts.
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Rose, Jonathan. "Education, Literacy, and the Victorian Reader." In A Companion to the Victorian Novel, 31–47. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996324.ch3.
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de Castro, Eurides Florindo, Edilson Thialison da Silva Reis, Camila Santos de Castro e Lima, Carla Galvão Spinillo, and Ana Emilia Figueiredo de Oliveira. "Health Education in Brazil." In Design, User Experience, and Usability: Novel User Experiences, 358–65. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40355-7_34.
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Lackéus, Martin. "Entrepreneurial Education, Its Unique and Novel Contribution to Education." In Encyclopedia of Educational Innovation, 1–7. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2262-4_174-1.
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Hall, Lynda A. "Marriage, Credit, and a Woman’s Education." In Women and ‘Value’ in Jane Austen’s Novels, 37–65. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50736-1_3.
Full textConference papers on the topic "Novela educativa"
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Lima, Felipe Roveroni de, Maurilio Martins Campano Junior, and Linnyer Beatrys Ruiz Aylon. "Logicalizando feat Flip & Flop: um graphic novel para ensino de circuitos digitais." In Anais Estendidos do Simpósio Brasileiro de Jogos e Entretenimento Digital. Sociedade Brasileira de Computação, 2023. http://dx.doi.org/10.5753/sbgames_estendido.2023.234059.
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Aprender com jogos educativos é prazeroso e divertido, agradando pessoas de qualquer idade. Quando falamos de jogos na Ciência da Computação, tanto jogos digitais quanto jogos não digitais têm sido utilizados no ambiente acadêmico. Matérias como Circuitos Digitais costumam fazer uso de simuladores em suas práticas, no entanto, diversos jogos educativos abordam os conceitos dessa disciplina. Assim, o objetivo deste trabalho é apresentar o jogo educativo Logicalizando feat Flip & Flop, voltado para o ensino de circuitos e expressões lógicas. Os resultados iniciais obtidos a partir de uma avaliação prévia indicam que o jogo foi bem recebido, proporcionando uma experiência de aprendizado lúdica e divertida.
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Cóndor-Herrera, Omar, Pamela Acosta-Rodas, and Carlos Ramos-Galarza. "Applying Minecraft Education to Pedagogical Teaching." In Human Systems Engineering and Design (IHSED 2021) Future Trends and Applications. AHFE International, 2021. http://dx.doi.org/10.54941/ahfe1001101.
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Emerging teaching methodologies have reached restructuring educative scenario, leading to the implementation of novel teaching ways, using not conventional elements, such as videogames in the teaching process, it is the case of Minecraft education. This is a learning platform based in games, promoting creativity, collaboration and problem-solving in a digital immersive environment, that allow teachers to work with their students on lessons or projects of different subjects. Applying as basis, gamification and transforming educative scenarios into ludic environments, complementing them with STEM learning, which improves and increases students’ motivation.
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Tillaev, Azamat. "Ways to use modern information technologies in education." In NOVEL TRENDS IN RHEOLOGY IX. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0144790.
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BIAN, YI-DUO. "THE ANALYSIS OF NARRATIVE EXPRESSION FORMS IN CONTEMPORARY CHINESE NOVELS." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35677.
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As an important part of literary form, novels have a wide audience. Novels play an important role in recording and reflecting the changes of history, society and people's spiritual consciousness. The novel has various forms of expression, and its narrative methods and techniques have been fully developed. Through the interpretation of the narrative expression of the novel, we can find that: with the development of the times, the change of social background, the change of people's spiritual ideology, the expression forms and methods of the novel also show diversity. Mining and refining the epitome of historical development from novels also reflects its importance as a literary carrier.
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Moskaleva, O. I., I. V. Usikova, and N. V. Zueva. "Pedagogical design of higher education in the context of digital transformation and mixed forms of education: principles, problems, tools." In Global science. Development and novelty. Global science. Development and novelty, 2022. http://dx.doi.org/10.18411/gsdn-12-2022-03.
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The article is devoted to some issues of digital transformation of higher education during the pandemic and the transition to digital distance and mixed forms of education. The main concept of this article was pedagogical design. The basic principles of pedagogical design and teaching according to Robert M. Gagne are considered, their interpretation is given, some problems of applying these principles in the current situation are formulated, IT tools for implementation in the activities of the university are identified, a preliminary survey of a group of experts on these issues using the Delphi method is conducted.
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Babaian, C. S. "Comic books, graphic novels, and a novel approach to teaching anatomy and surgery." In 2014 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2014. http://dx.doi.org/10.1109/isecon.2014.6891007.
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"Proffered papers: Novel education." In Proceedings of UK Imaging and Oncology Congress Online 2022. The British Institute of Radiology, 2022. http://dx.doi.org/10.1259/conf-pukrc.2022-b-nov-edu.
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Massahi, Sonny, Desiree Ferreira, Michael Avngaard, Aksel Christensen, Daniel Haugbølle, Karen Jensen, Ida Mejnertz, et al. "Hands-on project aimed at technical education: realizing a dc magnetron sputtering system." In Novel Optical Systems, Methods, and Applications XXIV, edited by Cornelius F. Hahlweg and Joseph R. Mulley. SPIE, 2021. http://dx.doi.org/10.1117/12.2594434.
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Imre, Zsigmond. "Ontology based UX Personalization for Gamified Education." In 15th International Conference on Evaluation of Novel Approaches to Software Engineering. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0009414804150422.
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Imre, Zsigmond, Andrei Zamfirescu, and Horia Pop. "Automated Evaluation and Narratives in Computer Science Education." In 15th International Conference on Evaluation of Novel Approaches to Software Engineering. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0009415704300437.
Full textReports on the topic "Novela educativa"
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Angrist, Noam, David K. Evans, Deon Filmer, Rachel Glennerster, Halsey Rogers, and Shwetlena Sabarwal. How to improve education outcomes most efficiently? What Works Hub for Global Education, December 2023. http://dx.doi.org/10.35489/bsg-whatworkshubforglobaleducation-wp_2023/02.
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Many low- and middle-income countries lag far behind high-income countries in educational access and student learning. Policymakers must make tough choices about which investments to make to improve education with limited resources. Although hundreds of education interventions have been rigorously evaluated, comparing their impacts is challenging. This paper provides the most recent and comprehensive review of the literature on effective education programs, with a novel emphasis on cost-effectiveness, covering the effectiveness and cost-effectiveness of interventions from over 200 impact evaluations across 52 countries. The analysis uses a unified measure – learning-adjusted years of schooling (LAYS) – that combines access and quality and compares gains to an absolute, cross-country standard. The results identify programs and policies that can be orders of magnitude more cost-effective than business-as-usual approaches, enabling policymakers to improve education outcomes substantially more efficiently.
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Hesthaven, Jan S. DURIP10: Hybrid Computing Facilities Enabling Novel Developments for Stochastic Simulations and Research-related Education. Fort Belvoir, VA: Defense Technical Information Center, December 2011. http://dx.doi.org/10.21236/ada566285.
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Carnoy, Martin, and Claudio de Moura Castro. ¿Qué rumbo debe tomar el mejoramiento de la educación en América Latina? Inter-American Development Bank, August 1997. http://dx.doi.org/10.18235/0010227.
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En este documento de base se presenta un breve análisis de la situación concreta de la educación en América Latina en los años noventa, después de un decenio de ajuste estructural. Las entrevistas mantenidas con destacados ministros de educación sugirieron la conveniencia de examinar más a fondo las cuatro grandes esferas de interés para quienes propugnan un proceso de reforma en la región: 1. La dinámica del proceso de reforma propiamente dicho. 2. La evaluación del rendimiento educativo. 3. La educación secundaria y técnica. 4. La formación y habilitación de docentes. En cada una de estas grandes áreas los autores se concentran en la identificación y evaluación de las principales tendencias y problemas, así como también de las opciones a las que podría recurrirse. Este documento tuvo por objeto estructurar la discusión durante el Seminario sobre Reforma Educativa.
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Haider, Huma. Education, Conflict, and Stability in South Sudan. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/k4d.2021.129.
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This Emerging Issues Report explores the relationship between education, conflict, and (in)stability in South Sudan, drawing on a wide range of academic, policy, and programming literature. There is a growing body of research on the ways in which education can both exacerbate conflict and contribute to peace. The 4Rs framework (focusing on aspects of Redistribution, Recognition, Representation, and Reconciliation) provides a holistic way to explore and address the education system’s relationship to economic, social, cultural and political development processes; and its role in producing or exacerbating inequalities that fuel grievances and ultimately conflict (Novelli et al., 2019, 2016). The 4Rs framework is adopted throughout this report, at the start of each main section, providing summaries of key issues in the delivery of education and outcomes in South Sudan. These summaries are also presented in this overview. The report also looks at the interaction of donor interventions in education with conflict and stability in South Sudan, focusing on the Girls’ Education South Sudan (GESS) programme (see below), but also drawing on a few other interventions. While there is a range of donor reports and other literature that outline and discuss these initiatives and their impacts, there is limited research that makes explicit connections to their interactions with conflict and (in)stability.
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Cabrales, Antonio, Samuel Berlinski, and Facundo Albornoz. Motivation, Resources and the Organization of the School System. Inter-American Development Bank, July 2016. http://dx.doi.org/10.18235/0011749.
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This paper studies a model where student effort and talent interact with parental and teachers' investments, as well as with school system resources. The model is rich, yet sufficiently stylized to provide novel implications. It can show, for example, that an improvement in parental outside options will reduce parental and school effort, which are partially compensated through school resources. In this way, by incorporating the behavioral responses of parents, teachers and policymakers, the paper provides a rationale for the existing ambiguous empirical evidence on the effect of school resources. The paper also provides a novel microfoundation for peer effects, with empirical implications for welfare and different education policies.
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Altaras, Nesi. ECMI Minorities Blog. New Jewish Approaches to Public Life in Turkey: The Case of Avlaremoz. European Centre for Minority Issues, July 2023. http://dx.doi.org/10.53779/flxz2559.
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Founded in 2016, Avlaremoz began its life as an online publication created by a group of Jews and non-Jews from Turkey to educate the Turkish public about antisemitism and the Holocaust. The small platform presents a new Jewish approach for participating in public life in Turkey. This piece uses examples from Avlaremoz’s coverage of Holocaust education, queerness, language politics, and Armenian issues to clarify this novel politicisation of Jewish identity.
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Gehlhaus, Diana, Joanne Boisson, Sara Abdulla, Jacob Feldgoise, Luke Koslosky, and Dahlia Peterson. China’s AI Workforce. Center for Security and Emerging Technology, November 2022. http://dx.doi.org/10.51593/20220003.
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U.S. policies on artificial intelligence education and the AI workforce must grow, cultivate, attract, and retain the world’s best and brightest. Given China’s role as a producer of AI talent, understanding its AI workforce could provide important insight. This report provides an analysis of the AI workforce demand in China using a novel dataset of 6.8 million job postings. It then outlines potential implications along with future reports in this series.
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Du, Lin, Tianxin Xu, Xuemiao Huang, Wanting Zu, Lisheng Wang, and Wenbo Nie. The potential of a novel teaching strategy: blended learning VS traditional teaching in nursing education - a systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2021. http://dx.doi.org/10.37766/inplasy2021.7.0020.
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SOLOVEVA, N., and V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.
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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary to use technological approaches of training, various creative tasks, research projects at the lectures. On the first and second years of education the pedagogical technology which is based on motivation of educational cognitive activity through communication and cooperation influences on the intellectual and behavioral status of students. Training is more effective, than the better methodology and technology of educational process will be coordinated with technology of assimilation the knowledge. It is important that all students in a higher educational institution could acquire material and began to use it in practice in the work. The signs of technology, a model of pedagogical technology, the scheme of technological creation of educational process and the results of expense of time in digestion of material by students are described in the article. Technological approach modernizes training on a basis of activity of students. Thanks to it, students achieve goals in the form of assimilation the knowledge in easier and productive way. When using technological approach there is an involvement of each student in educational process, knowledge is put into practice, there is always an access to necessary information (including the Internet), there is a communication and cooperation not only with the lecturer, but also with fellow students and what is more important is a constant test of the forces for overcoming the arising problems. Features of pedagogical technologies consist in activity of the lecturers and students. The activity of the lecturers is in that he knows well psychological and personal features of students and can introduce amendments on the training process course. The lecturer, as directly, and by means of technical means carries out the organizing, operating, motivating and controlling functions in the course of training. Practical significance. The practical importance consists in the use in practice of technological approaches to training in Higher Education Institution that promotes the guaranteed achievement of the set educational objects, the organization of all course of training in compliance to the purposes and tasks, assessment of the current results and their correction in case of need and also final assessment of results.
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Mateo-Berganza Díaz, María Mercedes, Emma Näslund-Hadley, Margarita Cabra, and Laura Felizia Vélez Medina. Socioemotional Learning in Early Childhood Education: Experimental Evidence from the Think Equal Program’s Implementation in Colombia. Inter-American Development Bank, May 2023. http://dx.doi.org/10.18235/0004877.
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In this article we experimentally evaluate Colombias Think Equal program, which teaches socioemotional skills to children ages 3 to 6. Given the context of COVID-19, the original design was adapted as a hybrid model, alternating in-person and remote instruction and engaging families in the implementation of the curriculum. We found that the program had positive effects on childrens prosocial behavior, self-awareness, and cognitive learning. The intervention also had an impact on education centers personnel (community mothers) and caregivers implementing the activities. Treated community mothers had higher levels of empathy, lower negative health symptoms, better pedagogical practices, and a closer relationship with the childrens caregivers compared with those in the control group. Treated caregivers had better stimulation practices and lower negative health symptoms compared with those in the control group. These findings suggest that a well-designed intervention has the potential to develop socioemotional skills in children at an early age and, at the same time, to develop capacities in those who implement the activities. Our results have important implications for the design, implementation, and evaluation of early childhood socioemotional learning programs and provide novel evidence about the challenges faced by interventions combining face-to-face and remote learning.