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Books on the topic 'Pedagogical Implication'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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1

Embi, Mohamed Amin. Computer-mediated communication: Pedagogical implications of Malaysian research findings. [Shah Alam]: Karisma Publications, 2010.

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2

Ramouz, Rabah Jamil Abu. Uses of translation and its pedagogical implications for language teaching. Salford: Univerity of Salford, 1989.

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3

Central Institute of Indian Languages., ed. Bilingualism in a multilingual society: Psycho-social and pedagogical implications. Mysore: Central Institute of Indian Languages, 1994.

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4

Badry, Fatima. Acquiring the Arabic lexicon: Evidence of productive strategies and pedagogical implications. Bethesda, Md: Academica Press, 2003.

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5

Parr, Robert. Some linguistic features of a corpus of civil law reports and their pedagogical implications. München: Tuduv-Verlagsgesellschaft, 1992.

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6

The Nweh narrative genre: Implications on the pedagogic role of translation. Göttingen: Cuvillier, 2011.

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7

Signifying as a scaffold for literary interpretation: The pedagogical implications of an African American discourse genre. Urbana, Ill: National Council of Teachers of English, 1993.

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8

Sotiriou, Peter Elias. The pedagogical implications of Hans-Georg Gadamer's hermeneutics: Alternatives for teaching students how to read and write. Lewiston: Edwin Mellen Press, 2012.

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9

School didactics and learning: A school didactic model framing an analysis of pedagogical implications of learning theory. Hove, East Sussex, UK: Psychology Press, 1997.

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10

Ishumi, Abel G. M. Teach all things to all men?: Revisiting a philosophical dictum of far-reaching sociological implications and pedagogical imperatives for today. Dar es Salaam: Dar es Salaam University Press, 1985.

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11

Poppelreuter, Walther. Disturbances of lower and higher visual capacities caused by occipital damage: With special reference to the psychopathological, pedagogical, industrial, and social implications. Oxford: Clarendon Press, 1990.

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12

Disturbances of lower and higher visual capacities caused by occipital damage: With special reference to the psychopathological, pedagogical, industrial, and social implications. Oxford: Clarendon Press, 1990.

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13

Siepmann, Dirk. Discourse markers across languages: A contrastive study of second-level discourse markers in native and non-native text with implications for general and pedagogic lexicography. New York: Routledge, 2005.

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14

Goodger, John. Mini-enterprise at a secondary school: Some observations on its curricular, organisational and pedagogic implications : an occasional paper of the Enterprise Awareness in Teacher Education Project. London: Thames Polytechnic, School of Secondary Education, 1990.

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15

Barsch, Sebastian, ed. Geschichtsdidaktische Perspektive auf die 'Vormoderne'. Kiel: Universitätsverlag Kiel | Kiel University Publishing, 2021. http://dx.doi.org/10.38072/2703-0784/v1.

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Current research shows the importance of interaction between content knowledge and pedagogical content knowledge for history teachers. This is considered effective for the design of history lessons. But even beyond these practical implications, the question of the relationship between historical studies and history education is of great importance. Both approaches have a common object: the past. However, the methodically approaches to the past follow different ways. While historical scholarship reconstructs the past by using sources, history education is dedicated to the reception of history. A dialogue between these two approaches can expand the boundaries of both disciplines with new insights. The anthology is dedicated to such an interlocking of historical research and history education using the example of pre-modern history. In the essays, perspectives opened up by scholars are supplemented by comments from history educators. Thus, on the one hand, it is reflected how subject-specific research could enrich teaching in schools and universities. In addition, these findings are classified in terms of historical theory and empirics.
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16

Julian, Katz Yaacov, ed. Computers in education: Pedagogical and psychological implications. [Sofia, Bulgaria]: Bulgarian Academy of Sciences, Central Library, 1995.

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17

Bedard, Gabriel. Deconstructing whiteness: Pedagogical implications for anti-racism education. 1999.

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18

Aulino, Biagio. Italian Canadian adolescent speech: Analysis and pedagogical implications. 2005.

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19

Knisel, Elke. Health Promotion at School: Pedagogical Aspects and Practical Implications. de Gruyter GmbH, Walter, 2020.

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20

G, Lederman Norman, Gess-Newsome Julie, and Association for the Education of Teachers in Science, eds. Examining pedagogical content knowledge: The construct and its implications for science education. Dordrecht: Kluwer Academic, 1999.

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21

Badry, Fatima. Acquiring the Arabic Lexicon: Evidence of Productive Strategies and Pedagogical Implications. Academica Pr Llc, 2004.

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22

(Editor), Julie Gess-Newsome, and Norman G. Lederman (Editor), eds. Examining Pedagogical Content Knowledge - The Construct and its Implications for Science Education (Science & Technology Education Library). Springer, 1999.

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23

John, Alberti, ed. The canon in the classroom: The pedagogical implications of canonrevision in American literature. New York: Garland Pub, 1995.

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24

Chan, Mable. Acquisition of Be by Cantonese ESL Learners in Hong Kong and Its Pedagogical Implications. Lang AG International Academic Publishers, Peter, 2014.

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25

John, Alberti, ed. The canon in the classroom: The pedagogical implications of canon revision in American literature. New York: Garland Pub., 1995.

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26

(Editor), Julie Gess-Newsome, and Norman G. Lederman (Editor), eds. Examining Pedagogical Content Knowledge: The Construct and its Implications for Science Education (Science & Technology Education Library). Springer, 2001.

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27

Lucila, Vargas, ed. Women faculty of color in the white classroom: Narratives on the pedagogical implications of teacher diversity. New York: P. Lang, 2002.

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28

German-Irish Sales Negotiation: Theory, Practice and Pedagogical Implications (Forum Linguisticum (Frankfurt Am Main, Germany), Bd. 36.). Peter Lang Publishing, 2001.

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29

Martin, Gillian S. German-irish Sales Negotiation: Theory, Practice And Pedagogical Implications (Forum Linguisticum (Frankfurt Am Main, Germany), Bd. 36.). Peter Lang Publishing, 2001.

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30

Uljens, Michael. School Didactics and Learning: A School Didactic Model Framing an Analysis of Pedagogical Implications of Learning Theory. Taylor & Francis Group, 1998.

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31

Exploring ELF in Japanese Academic and Business Contexts: Conceptualisation, Research and Pedagogic Implications. Taylor & Francis Group, 2017.

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32

Exploring ELF in Japanese Academic and Business Contexts: Conceptualisation, research and pedagogic implications. Routledge, 2015.

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33

Percival, Jane Ellen Zucker. Discourse rules and the oral narrative production of selected middle school students: An ethnographic study with pedagogical implications. 1992.

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34

Matsunaga, Sachiko. The Role of Phonological Coding in Reading Kanji: A Research Report and Some Pedagogical Implications (Technical Report, No 6). University of Hawaii Press, 1995.

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35

Alberti, John. The Canon in the Classroom: The Pedagogical Implications of Canon Revision in American Literature (Garland Reference Library of the Humanities). Routledge, 1994.

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36

Seargeant, Philip. Teaching the History of English OnlineOpen Education and Student Engagement. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190611040.003.0029.

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Within the context of a rapidly changing educational landscape, this chapter addresses issues around the teaching of the history of English to non-traditional students via online and multimedia platforms. It uses as a case study the video series “The History of English in Ten Minutes”—a ten-part animation series broadcast via YouTube and iTunesU—as a means of examining how pedagogical approaches which use new media resources can actively engage large, often non-traditional student audiences. The chapter reviews the design, production, and dissemination of these teaching materials and the implications of their reception and uptake for contemporary pedagogical approaches to the history of English.
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37

Colón, Edgar Rivera. From Fire Escapes to Qualitative Data: Pedagogical Urging, Embodied Research, and Narrative Medicine’s Ear of the Heart. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199360192.003.0012.

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The author begins with a lyrical and evocative description of a cilantro-green fire escape from which he observed the neighborhood of his childhood, explaining that the work of the ethnographer is rooted in experiences of observation and experience. Drawing upon these tools of social interaction, training in qualitative research methods can help students to discover and reframe their already practiced skills in the social observation and interpretation with which they, and all of us, traverse the world. The embodied and reflexive nature of this practice is emphasized, with attention to the observer’s own social positionality and identity. Citing William Stringfellow’s proposal that “listening…is a primitive act of love,” the author proposes that qualitative research and narrative medicine both offer frameworks for such listening, with implications of political and social liberation.
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38

Davidson, Cathy N., and Danica Savonick. Digital Humanities. Edited by Robert Frodeman. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198733522.013.14.

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This chapter traces the emergence of an interdisciplinary field, the digital humanities, in response to a complex set of recent personal, ethical, psychological, social, cultural, spiritual, and political concerns, many generated by technology, that require the insights of humanistic inquiry. Drawing from examples of digital humanities praxis including FemTechNet, HASTAC, and the Futures Initiative, this chapter focuses on the pedagogical implications of the digital humanities as an interdisciplinary field. A specific case study, “Mapping the Futures of Higher Education,” is used to explore some of the implications of interdisciplinary, networked pedagogy. The chapter concludes with an analysis of the administrative collaborations and conditions necessary to facilitate this interdisciplinary work.
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39

Belemu, Francis Lyayinga. Training for ELT: Incorporating trainee autonomy and self directed learning into ELT teacher education : course contentand pedagogical implications for Zambia primary ELT teacher education practice. 1991.

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40

Cavender, Gray, and Nancy C. Jurik. Prime Suspect and Progressive Moral Fiction. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037191.003.0007.

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This chapter discusses the strengths and limitations of Prime Suspect as a work of progressive moral fiction. It identifies ways that the conventions of the crime genre and the strictures of television work against the transformative potential of the series. It elaborates apparent flaws in the character of Jane Tennison: incidents of personality issues and unethical behavior that appear in the series. It suggests that Tennison's flaws can actually enhance debates about gender and justice. The chapter draws on the work of feminist critical race scholar Patricia Hill Collins (2000) in her work Black Feminist Thought to describe a “both/and” perspective for understanding Tennison's character. It compares Prime Suspect with other contemporary police procedural dramas. The chapter concludes with a discussion of the theoretical and pedagogical implications of Prime Suspect and the model of progressive moral fiction. It focuses on how the model can be used in the classroom to address the justice implications in Prime Suspect and media productions more generally.
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41

Keating, AnaLouise. Pedagogies of Invitation. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037849.003.0006.

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This chapter calls for and attempts to enact alternatives to critical pedagogy. More specifically, it explores the implications of positing interconnectivity as a framework for invitational pedagogies and relational models of identity. Language, belief, perception, and action are intimately interwoven. All too often, however, we (educators and students) assume that our perceptions and beliefs accurately reflect the entire truth about reality and ourselves; such assumptions narrow, limit, and restrict our worldviews and inhibit our actions. After examining the crucial role self-enclosed individualism plays in sustaining racism and other forms of social injustice, this chapter uses indigenous science and womanist thought to develop transformative pedagogical models, or “pedagogies of invitation;” invitational pedagogies are nonoppositional and require intellectual humility, flexibility, and an open-minded attitude.
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42

Shahidullah, Md. Genre theory and teaching the reading of literature: Theoretical perspectives, pedagogic implications, and a project in materials design for students at Rajshahi University, Bangladesh. 1993.

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43

Dirk, Siepmann. Discourse Markers Across Languages: A Contrastive Study of Second-Level Discourse Markers in Native and Non-Native Text with Implications for General and Pedagogic Lexicography. Taylor & Francis Group, 2015.

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44

D'Amore, Abigale, and Gareth Dylan Smith. Aspiring to Music Making as Leisure through the Musical Futures Classroom. Edited by Roger Mantie and Gareth Dylan Smith. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190244705.013.23.

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The chapter discusses the centrality of music making to the lives of young people, framing teenagers’ out-of-school music making and attendant identity realization as leisure activities. It presents arguments for including in school music classrooms the music that students enjoy outside of school. It describes Musical Futures, an approach to informal music learning developed from understanding how popular musicians learn and adopting these practices for the music classroom. Citing examples of nationwide research on Musical Futures from secondary schools in England, the chapter balances benefits and challenges of adopting the approach, and considers implications of a focus in school on the process rather than the product of music making. The authors argue that framing and aspiring to music making as leisure through this particular pedagogical approach could stand to benefit students, teachers, schools, and society.
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45

Bejan, Teresa M. First Impressions. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198803409.003.0004.

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The metaphor of ‘imprinting’ used to describe the process of education in Leviathan has long captured the imagination of commentators inclined to view Hobbes as a harbinger of modern totalitarianism. And yet its significance for recent scholarly debates about a ‘more tolerant’ Hobbes has been ignored. This chapter examines Hobbes’s metaphor in the broader context of his life and works in order to understand its implications for the sovereign’s role in regulating religion, not only outwardly, but in foro interno as well. Doing so reveals imprinting, like all of Hobbes’s metaphors, to have been carefully chosen. As a play both on a Platonic pedagogical analogy and the Pauline maxim, ‘Faith cometh by hearing’, it reflects Hobbes’s sensitivity to the curious moment in which he wrote—a moment in which the rise of a new culture of mass media and older traditions of philosophical and religious reflection on education would collide.
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46

Ben-Haim, Yakov. The Dilemmas of Wonderland. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198822233.001.0001.

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Innovations create both opportunities and dilemmas. Innovations provide new and purportedly better opportunities, but—because of their newness—they are often more uncertain and potentially worse than existing options. There are new drugs, new energy sources, new foods, new manufacturing technologies, new toys and new pedagogical methods, new weapon systems, new home appliances, and many other discoveries and inventions. To use or not to use a new and promising but unfamiliar and hence uncertain innovation? That dilemma faces just about everybody. Furthermore, the paradigm of the innovation dilemma characterizes many situations even when a new technology is not actually involved. The dilemma arises from new attitudes, like individual responsibility for the global environment, or new social conceptions, like global allegiance and self-identity transcending all nation-states. These dilemmas have far-reaching implications for individuals, organizations, and society at large as they make decisions in the age of innovation. The uncritical belief in outcome optimization—“more is better, so most is best”—pervades decision-making in all domains, but this is often irresponsible when facing the uncertainties of innovation. There is a great need for practical conceptual tools for understanding and managing the dilemmas of innovation. This book offers a new direction for a wide audience. It discusses examples from many fields, including e-reading, online learning, bipolar disorder and pregnancy, disruptive technology in industry, stock markets, agricultural productivity and world hunger, military hardware, military intelligence, biological conservation, and more.
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47

Fuson, Karen C., Aki Murata, and Dor Abrahamson. Using Learning Path Research to Balance Mathematics Education. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.003.

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This chapter is an overview of central research-based perspectives that support teaching-learning for understanding and for fluency. We summarize the Class Learning Path Model that integrates two theoretical foci – a Piagetian focus on learning and a Vygotskiian focus on teaching – and specifies phases in learning that reflect Vygotsky’s assertion about the move from spontaneous to scientific concepts. Major aspects of the model were drawn from national research-based reports. This model connects understanding and fluency with a focus on mathematically important but also accessible methods in the middle and on maths drawings and other supports for understanding these methods. Such methods can be generated by students and can bridge from less-advanced student methods to formal methods that are unnecessarily complex. For three maths domains in Grades Kindergarten through Grade 6, we illustrate and discuss methods in the middle and drawings (diagrams) that support these methods: problem solving and especially the full range of word problem situations with each quantity the unknown; multidigit addition, subtraction, multiplication, and division; and ratio and proportion. Central features of the Common Core State Standards Mathematical Practices (CCSSO/NGA 2010) in these domains are identified, and how these can support understanding and fluency are briefly discussed. Further aspects of how the pedagogical supports help students move through the Class Learning Path in their own individual ways, and implications for research and for designing maths programmes are then discussed.
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