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Relevant bibliographies by topics / Pedagogy curriculum

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Academic literature on the topic 'Pedagogy curriculum'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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Journal articles on the topic "Pedagogy curriculum"

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Defeng, Li. "Translation curriculum and pedagogy." Target. International Journal of Translation Studies 19, no. 1 (2007): 105–33. http://dx.doi.org/10.1075/target.19.1.07li.

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Following an earlier study on professional translators which appears in Target 2000, and another on translation students in Meta 2002, this article reports on an empirical study, based on both quantitative and qualitative data, on how administrators of translation/language services perceive translation training in Hong Kong. It will seek to answer questions such as the usual practice of and major considerations in recruitment of new translators; the major challenges the newly recruited face and methods and strategies they use to cope with them; the difficulties translators have in general as seen through the eyes of administrators, and the methods and strategies they use to cope with them; assistance translation agencies usually provide to help them deal with the challenges and difficulties; changes that need to be made to improve translator training. A comparison is made with my earlier projects on professional translators and translation students and pedagogical implications are also drawn in relation to some of the focal issues in translator training.

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Mulyana, Endang, Turmudi Ph.D., and Dadang Juandi. "MODEL PENGEMBANGAN DESAIN DIDAKTIS SUBJECT SPECIFIC PEDAGOGY BIDANG MATEMATIKA MELALUI PROGRAM PENDIDIKAN PROFESI GURU." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 19, no. 2 (2014): 141. http://dx.doi.org/10.18269/jpmipa.v19i2.454.

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Salah satu kompetensi inti sebagai guru matematika adalah kompetensi pedagogi yaitu mengembangkan kurikulum (enacted curriculum) dalam mata pelajaran matematika. Dalam Pendidikan Profesi Guru (PPG) Matematika di Universitas Pendidikan Bandung (UPI), kemampuan pedagogi ini dilatih melalui workshop yang disebut subject specific pedagogy (SSP). Tujuan dari kajian ini adalah mengembangkan suatu model/prosedur workshop yang efektif dalam mendorong peserta PPG untuk meningkatkan kompetensi pedagoginya. Model ini dikembangkan atas dasar teori segitiga didaktik antara siswa, guru dan materi yang meliputi Hubungan Didaktik (HD), Hubungan Pedagogik (HP) dan Antisipasi Didaktik-Pedagogik (ADP). Dengan mengikuti prosedur workshop yang telah ditetapkan ini, diperoleh desain pembelajaran matematika yang baru dan efektif. Hal ini menunjukkan adanya peningkatan kompetensi pedagogik para peserta PPG. Kelemahan peserta akan penguasaan materi dapat diatasi melalui pendalaman kembali (repersonalisasi) sebagai tugas mandiri, sedangkan kelemahan dalam memprediksi respon siswa dapat diatasi dengan memberikan para peserta pengalaman dalam mengobservasi dan refleksi.Kata kunci: antisipasi didaktik-pedagogik, desain didaktis, hubungan didaktik, hubungan pedagogik, subject specific pedagogy

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Vieira, Estefani Cruz, and Evaldo Ribeiro Oliveira. "Diversidade étnico-racial: uma experiência pedagógica em espaço não escolar." MOTRICIDADES: Revista da Sociedade de Pesquisa Qualitativa em Motricidade Humana 3, no. 2 (2019): 79. http://dx.doi.org/10.29181/2594-6463.2019.v3.n2.p3-10.

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ResumoO presente artigo tem como objetivo apresentar uma experiência pedagógica desenvolvida a partir de uma atividade intitulada “Ser pedagoga (o) em espaços não escolares: vivências pedagógicas em espaços não escolares”, da componente curricular “Pesquisa e Prática da Atuação do Pedagogo em Ambientes Não Escolares nos Países da Integração”, do curso de Pedagogia da Universidade da Integração Internacional da Lusofonia Afro-Brasileira (UNILAB). Trata-se de uma oficina de contação de história, onde se buscou, por meio da história “Que Rei Sou Eu?”, discutir sobre a diversidade étnico-racial que é composta nossa sociedade, refletir sobre a história dos povos africanos e sobre a temática afro-brasileira.Palavras-chave: Prática Pedagógica. Espaço Não Escolar. Diversidade Étnico-Racial. Contação de História.Ethnic-racial diversity: a pedagogical experience in non-school spaceAbstractThis article aims to present a pedagogical experience developed in the activity entitled “Being a pedagogue in non-school spaces: pedagogical experiences in non-school spaces”, from the curriculum component “Research and Practice of Pedagogic Practice in Non-School Environments in the Integration Countries”, from the Pedagogy course at the University of International Integration of Afro-Brazilian Lusophony (UNILAB). It is a storytelling workshop, in which we sought through the story “What King Am I?”, to discuss the ethnic-racial diversity that form our society, to reflect on the History of African peoples and about the Afro-Brazilian theme.Keywords: Pedagogical Practice. Non-School Space. Ethnic-Racial Diversity. Storytelling.Diversidad étnico-racial: una experiencia pedagógica en el espacio no escolarResumenEste artículo tiene como objetivo presentar una experiencia pedagógica desarrollada a partir de una actividad titulada “Ser un pedagogo en espacios no escolares: experiencias pedagógicas en espacios no escolares”, del componente curricular “Investigación y práctica de la práctica pedagógica en entornos no escolares en los países de la integración”, del curso de Pedagogía de la Universidad de Integración Internacional de la Lusofonía Afrobrasileña (UNILAB). Es un taller de narración de historias, donde, a través de la historia “¿Qué rey soy yo?”, tratamos de discutir la diversidad étnico-racial que se compone nuestra sociedad, para reflexionar sobre la historia de los pueblos africanos y sobre el tema afrobrasileño.Palabras clave: Práctica pedagógica. Espacio no Escolar. Diversidad Étnico-Racial. Derechos humanos.

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Naeini, Arash V., and Nima Shakouri. "Preparing for a Postmethod Pedagogy: A Transformative Approach to Curriculum Development." Theory and Practice in Language Studies 6, no. 3 (2016): 586. http://dx.doi.org/10.17507/tpls.0603.18.

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The three parameters of postmethod pedagogy proposed by Kumaravadivelu (2001), particularly a pedagogy of possibility, are in line with and drew on the works of such critical pedagogists as Giroux (1988) whose idea of transformative intellectuals viewed it rightful for every individual teacher and learner to actively participate in the process of learning with their entire social, economic and political experiences; and even make reformations to the direction of pedagogy based on their understanding. However, curriculum development, as an integral part of pedagogy, may inhibit this transformative and dynamic learning by restricting teachers to set and prefabricated materials and guidelines. Nonetheless, teachers play a pivotal role in the realization of this transformative process since they are the executive recipients of curricula. This paper is an attempt to shed light on a transformative approach to curriculum development and holds, a transformative approach to curriculum development requires teachers to have a hand in curriculum development when they are invited by the curriculum to act so; and adapt or transform the curriculum when they are constrained by it.

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Metcalf, Shari J., Amy M. Kamarainen, Tina Grotzer, and Chris Dede. "Teacher Perceptions of the Practicality and Effectiveness of Immersive Ecological Simulations as Classroom Curricula." International Journal of Virtual and Personal Learning Environments 4, no. 3 (2013): 66–77. http://dx.doi.org/10.4018/jvple.2013070105.

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Recent research with Multi-User Virtual Environments (MUVEs) in education has shown that these platforms can be effective and engaging for students; however, educators and administrators have practical concerns about the adoption of MUVE-based curricula. This study looks at implementations of EcoMUVE, a MUVE-based curriculum designed to support middle school learning of ecosystem concepts and processes. Research questions looked at teacher perceptions of the curriculum’s implementation feasibility, alignment with curricular objectives and standards, and perceived value. Results showed that EcoMUVE was very well-received, and technical issues were manageable. Teachers felt the curriculum was effective, aligned well with standards, and compared favorably with a non-MUVE alternative. Particular technological and curriculum features that contributed to EcoMUVE’s perceived value included student-directed learning, an inquiry, role-based pedagogy, immersion in the virtual environment, and the ease of collecting and comparing data with graphs.

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Aoki, Ted. "Interview: Rethinking Curriculum and Pedagogy." Kappa Delta Pi Record 35, no. 4 (1999): 180–81. http://dx.doi.org/10.1080/00228958.1999.10518454.

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

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Gregory, Marshall. "Curriculum, Pedagogy, and Teacherly Ethos." Pedagogy 1, no. 1 (2001): 69–90. http://dx.doi.org/10.1215/15314200-1-1-69.

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Hartley, Roger. "ICT, Pedagogy and the Curriculum." Journal of Computer Assisted Learning 19, no. 1 (2003): 141–42. http://dx.doi.org/10.1046/j.1365-2729.2003.00014.x.

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Ragoonaden, Karen, and Lyle Mueller. "Culturally Responsive Pedagogy: Indigenizing Curriculum." Canadian Journal of Higher Education 47, no. 2 (2017): 22–46. http://dx.doi.org/10.47678/cjhe.v47i2.187963.

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This article examines the impact of culturally responsive pedagogy in an introduction to university course developed in collaboration with local and place-based First Nations communities, Aboriginal Access Studies and the Faculty of Education of the University of British Columbia’s Okanagan Campus. In keeping with requests that Indigenous worldviews be incorporated into curriculum, the content of EDUC 104, modelled on the University of South Carolina’s University 101 Programs, was adapted to incorporate Indigenous traditions of teaching and learning. The introductory course included a holistic approach aimed at supporting the social and emotional well-being of students. Facilitated by peer mentoring, collaborative circles of learning introduced seminal concepts and facilitated the progressive use of newly learned skills. As part of a longitudinal research, the following presents the content of interviews conducted at the conclusion of the courses. Analysis indicated that three themes emerged emphasizing the importance of the circles of learning, peer mentoring, and the relationship with the instructor. In particular, the results demonstrated the perceived value of the course from the students’ perspectives.

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Dissertations / Theses on the topic "Pedagogy curriculum"

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Gaskell, Kate Matilda. "Basil Bernstein's theory of pedagogic transmission : pedagogy, curriculum and ageing." Thesis, University of Dundee, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424323.

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

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

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Helmbrecht, Brenda M. "A Mediatic Pedagogy: Rhetoricizing Images within Composition Curriculum." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1089742902.

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

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

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Lee, Alison. "Gender and geography : literacy pedagogy and curriculum politics /." Lee, Alison (1992) Gender and geography: literacy pedagogy and curriculum politics. PhD thesis, Murdoch University, 1992. http://researchrepository.murdoch.edu.au/149/.

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

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Spooner, Holly S. "Agape: Love as the Foundation of Pedagogy and Curriculum." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1524236286626882.

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Carey, Gemma Marian. "New Understanding Of 'Relevant' Keyboard Pedagogy In Tertiary Institutions." Queensland University of Technology, 2004. http://eprints.qut.edu.au/15909/.

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In current times, issues of curriculum relevance are driving a raft of reforms and reviews in higher education. The unmet needs of students in terms of employment outcomes, particularly in the area of the performing arts are increasingly a matter of concern. For tertiary music training institutions, the need to attach greater importance to student needs has forced a more critical reappraisal of curriculum priorities. An effect of this has been ongoing contestation and debate within music institutions about the nature and purposes of music curriculum as a university offering. This thesis examines the implications of the above by undertaking an investigation into the relevance of keyboard curriculum, as it is currently understood in one tertiary institution, a Conservatorium of Music. It examines the contestation over student needs that is apparent within the curriculum of keyboard within such an institution. The aim is to improve the institution's capacity to respond appropriately to 'student needs' by better understanding issues about curriculum relevance. This is done by investigating how needs become articulated within this particular institution and curriculum domain and by investigating the effect these needs articulations have on the practices of those who teach and those who learn within this domain. The study uses the conceptual work of Nancy Fraser (1989) and Elizabeth Ellsworth (1989) and a doctoral study by Erica McWilliam (1992), to focus on needs articulations or needs talk that is related to the needs of keyboard students within this Conservatorium. This talk, which is generated in management, staff and student texts, is examined as produced out of systems of language use that are employed within and outside the Conservatorium. The analysis of the talk treats the contestations and struggle over student needs in the Conservatorium as products of, and productive of, power relations. The analysis reveals discourse communities that are not only fractured from within but which share very little common language. It demonstrates how systems of language use at work within the Conservatorium marginalise students at the same time as they permit the institution to continue its traditional work and practice. The study clearly demonstrates how the institution itself is actively producing 'failing' and 'blaming' students as discursive subjects. The conclusion is drawn that more attention needs to be paid to building shared communities that share a common discourse, rather than trying to wedge more 'relevant' material into the curriculum.

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Gutierez-Schmich, Tina. "Public Pedagogy and Conflict Pedagogy: Sites of Possibility for Anti-Oppressive Teacher Education." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20490.

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Lesbian, gay, bisexual, transgender, and queer (LGBTQ) students, students of color, and students with disabilities are failing school and being pushed out at much higher rates that majority populations students while also experiencing high rates of bullying, harassment, and physical violence in school. This study explores efforts to reduce the violent experiences and academic disparities for these students through teacher practice at the classroom level. It examines public pedagogy and conflict pedagogy as curricular strategies in a preservice teacher education course over 5 years. The course aims to develop and support an advocate/activist teacher identity, a teacher identity that is not neutral and can challenge and disrupt the ideas and practices that have become normalized in our schools. This research draws on three theoretical frameworks to inform the design and analysis of this study on teacher identity: poststructuralism, feminist pragmatism, and queer theory. These theories provide a conceptual vocabulary for critically examining anti-oppressive teacher education curricula. Specifically, this work looks at the way public and conflict pedagogy can be used to achieve anti-oppressive curricular ends through the potential impact on preservice teacher identity.

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McMillan, Sylvia. "Kierkegaard and a Pedagogy of Liminality." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3624.

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There is a strain of curriculum theory especially since the reconceptionalist movement that applies existential philosophy to educational issues and questions. There is also a related branch of curriculum theory that looks especially at existentialist theology to cast light on curriculum issues from a more religious slant. Both of these strains of analysis are rooted in Kierkegaard, the father of existentialism and existential theology (Huebner, 1999; Tillich, 1948). The educational implications of the works of Kierkegaard are a subject that has been virtually unexamined in either educational or Kierkegaardian scholarship except by two scholars whose works are already 40 years old. A pedagogy of liminality aims at empowering the teacher and student to make what is being studied in the classroom something that each student will appropriate in her own way. The teacher facilitates this process by never letting the student rest for very long in any particular solution to a problem. Rather the teacher positions the student on a landscape which is filled with paradoxes. Each solution breeds a new set of questions and often equally viable though opposite solutions. The teacher thus constantly places herself and her student between dialectical poles, always reaching higher and higher syntheses in recursive process. The purpose of a pedagogy of liminality is twofold. First, it prevents the curriculum from becoming an inert object. It becomes a dynamic growing thing. Second, it requires the student to never rest in any so-called objective answer but to always be striving towards a higher answer and an even better set of questions. In this way the teacher and student in collective discourse are each appropriating the discourse uniquely in enriching their life narratives. This is consistent with Kierkegaard's primary emphasis on subjectivity and his view of objectivity as secondary and always ideally in the context and service of subjectivity. This dissertation is done in the hybrid style. The main part of the work is designed as a journal article.

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Martello, Julie Marie, University of Western Sydney, of Arts Education and Social Sciences College, and School of Education and Early Childhood Studies. "Acting on literacy curriculum and pedagogy in early childhood education." THESIS_CAESS_EEC_Martello_J.xml, 2005. http://handle.uws.edu.au:8081/1959.7/764.

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The eight published articles in this portfolio collectively constitute a reconceptualising of literacy curriculum and pedagogy in early childhood education, with an emphasis on the use of drama pedagogy. The portfolio includes a synthesis of the themes that unify the articles and a review of the qualitative research methods that inform the articles, namely theoretical/conceptual and case study research. In relation to literacy curriculum, the portfolio explicates an inclusive and extended definition of literacy which reflects the wide range of social and cultural practices that engage young students in their everyday lives. From a sociocultural perspective, the articles investigate current literacy practices involving spoken, written and visual modes of representation and highlight the prevalence of multimodal texts within the concept of multiliteracies. Reconceptualising literacy pedagogy is another major theme of the articles in the portfolio. The majority of articles explore the use of drama pedagogy for the teaching and learning of literacies in early childhood education. A second pedagogical strategy researched in the articles is the explicit teaching of knowledge about language to young school students. The portfolio is underpinned by the premise that the proposed reforms of literacy curriculum and pedagogy contribute to social justice in education by facilitating success in literacy for more young students<br>Doctor of Education

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Books on the topic "Pedagogy curriculum"

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Moore, Alex. Teaching and learning: Pedagogy, curriculum and culture. RoutledgeFalmer, 2000.

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

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

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

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

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

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

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Curriculum, pedagogy & life works: The selected works of Ivor F. Goodson. RoutledgeFalmer, 2005.

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Corrigan, Deborah, Richard Gunstone, and Alister Jones, eds. Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6668-6.

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Jorge, Torres. El curriculum oculto. Ediciones Morata, 1991.

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Book chapters on the topic "Pedagogy curriculum"

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

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

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

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

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

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Vonderembse, Mark A. "Redesigning Curriculum and Pedagogy." In Crisis in Higher Education. CRC Press, 2017. http://dx.doi.org/10.1201/b21812-10.

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

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Lovat, Terence, Kerry Dally, Neville Clement, and Ron Toomey. "Values and the Curriculum." In Values Pedagogy and Student Achievement. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1563-9_5.

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Copeland, Susan R., and Megan M. Griffin. "Special education curriculum and pedagogy." In APA handbook of intellectual and developmental disabilities: Clinical and educational implications: Prevention, intervention, and treatment (Vol. 2). American Psychological Association, 2021. http://dx.doi.org/10.1037/0000195-005.

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Weninger, Csilla. "Bridging theory, curriculum and pedagogy." In From Language Skills to Literacy. Routledge, 2018. http://dx.doi.org/10.4324/9781315223100-5.

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Conference papers on the topic "Pedagogy curriculum"

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

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

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

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

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

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

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

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

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Abstract:

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

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Zamroni, Yaris Shidiq, and Haryanto. "School Curriculum Planning in Integrating National and International Curriculum: A Case Study at Kesatuan Bangsa High School Yogyakarta." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.054.

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Kang, Hyeon-Suk. "Future of School Curriculum Design based on the Bruner's Folk Pedagogy." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.103.56.

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Reports on the topic "Pedagogy curriculum"

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Interdisciplinary Pedagogy, Integrated Curriculum, and Professional Development. Purdue University, 2018. http://dx.doi.org/10.5703/1288284316848.

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