Log in

Relevant bibliographies by topics / Pedagogy Projects / Journal articles

To see the other types of publications on this topic, follow the link: Pedagogy Projects.

Journal articles on the topic 'Pedagogy Projects'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Pedagogy Projects.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Silva, Fabrício Oliveira da, and Rodrigo Pereira Ribeiro. "Potencialidades do uso de tirinhas na pedagogia de projetos: educação geográfica em questão." Revista Educação e Emancipação 14, no. 2 (2021): 217. http://dx.doi.org/10.18764/2358-4319.v14n2p217-238.

Full text

Abstract:

O presente artigo faz reflexões em torno da potencialidade da pedagogia de projetos para o ensino da educação geográfica. Visa compreender como o gênero textual tirinhas pode ser uma interessante estratégia para o desenvolvimento da metodologia ancorada em pedagogia projetos com vistas a pensar educação geográfica. Para isso, foi realizado um estudo bibliográfico sobre pedagogia de projetos, educação geográfica e tirinhas. Na primeira parte discutimos o que é pedagogia de projetos e diferenciamos educação geográfica de ensino de geografia. Na segunda parte, delimitamos o semiárido como um tema

APA, Harvard, Vancouver, ISO, and other styles

2

McLeod, Linda. "Pedagogy, Programs, Projects and Partnerships." International Journal of the Arts in Society: Annual Review 4, no. 5 (2010): 109–30. http://dx.doi.org/10.18848/1833-1866/cgp/v04i05/35750.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Donahoe, Amanda Ellsworth. "Group Projects as Conflict Management Pedagogy." Peace Review 30, no. 1 (2018): 45–52. http://dx.doi.org/10.1080/10402659.2017.1419662.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Batra, Madan M., Barbara E. Walvoord, and Krish S. Krishnan. "Effective Pedagogy for Student-Team Projects." Journal of Marketing Education 19, no. 2 (1997): 26–42. http://dx.doi.org/10.1177/027347539701900204.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Mateu Serra, Mercè, Mariana Giustina Baravalle, Xènia Gumà Marimon, and Glòria Sardà Crous. "Proyectos educativos en danza: una realidad creativa en construcción (Educational projects in dance: developing a creative reality)." Retos, no. 24 (March 7, 2015): 154–57. http://dx.doi.org/10.47197/retos.v0i24.34549.

Full text

Abstract:

La presente aportación se centra en la pedagogía de la danza. Extiende el concepto de pedagogía de la danza a la relación con el bailarín, con el espectador y con los alumnos. Reflexiona pues, sobre los aspectos pedagógicos de la creación coreográfica (y concretamente en la relación pedagógica entre el coreógrafo/a-director/a, y la compañía de bailarines/as –intérpretes). Asimismo aporta el concepto de una pedagogía del espectador/a que necesita educarse para la lectura y disfrute de los espectáculos en este caso, bailados. Y finalmente, la tercera aproximación pedagógica se centra en la relac

APA, Harvard, Vancouver, ISO, and other styles

6

Watson, Mark K. "Pedagogy in Action." Anthropology in Action 26, no. 3 (2019): 23–34. http://dx.doi.org/10.3167/aia.2019.260303.

Full text

Abstract:

While anthropology students may receive general instruction in the debates and critiques surrounding public and/or engaged anthropology, attention to the growing intersection between participatory action research (PAR) and anthropology is often overlooked. I contend that to think of PAR as a complementary approach to conventional anthropological fieldwork (i.e. interviews, participation observation, and focus groups) is problematic in that it runs counterintuitive to the former’s transformative logic. Drawing from my work co-leading a radio-based partnership project with urban Inuit organisati

APA, Harvard, Vancouver, ISO, and other styles

7

Randall, Tresa. "Enlivening Dance History Pedagogy through Archival Projects." Journal of Dance Education 12, no. 1 (2012): 7–13. http://dx.doi.org/10.1080/15290824.2011.566064.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Lasauskienė, Jolanta. "Bachelor Project as a Final Assessment of Study Outcomes." Pedagogika 109, no. 1 (2013): 86–92. http://dx.doi.org/10.15823/p.2013.1837.

Full text

Abstract:

Study projects are an important part of university studies. They are involved not only for estimating separate study subjects but also for estimating an overall study quality, final study outcomes. The article examines final projects of music pedagogy which are prepared at Lithuanian University of Educational Sciences: peculiarities, educational importance and possibilities to strengthen practical training of future music teachers, by developing project and research activities competencies at university. The abilities of development are being presented in the context of study quality, final st

APA, Harvard, Vancouver, ISO, and other styles

9

Gormaz-Lobos, D., C. Galarce-Miranda, and H. Hortsch. "Evaluation of Teacher Training Needs in Engineering Pedagogy." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 8-9 (2021): 93–103. http://dx.doi.org/10.31992/0869-3617-2021-30-8-9-93-103.

Full text

Abstract:

In European countries, primarily in German-speaking countries, first of all, in Germany (Dresden), the concept of engineering pedagogy (EP) has existed for more than 70 years. In Eastern Europe, particularly in the Russian Federation, the tradition of EP has more than 20 years and shows an extensive network of universities actively participating in IGIP (International Society of Engineering Pedagogy). Several universities offer the IGIP curricula and work on various projects related to majoring in engineering education and pedagogy in Russian Higher Education Institutions. In Spanish-speaking

APA, Harvard, Vancouver, ISO, and other styles

10

Hirons, Jason, and Mel Brown. "Drawing thinking: Illustration as pedagogy." Drawing: Research, Theory, Practice 4, no. 2 (2019): 327–40. http://dx.doi.org/10.1386/drtp_00011_1.

Full text

Abstract:

Abstract The idea of Illustration Pedagogy initially came out of Transformative Learning Theory a learning theory that incites students to challenge their own assumptions and utilizes ideas of drawing & writing, making & thinking in the learning journeys of our students from the first day that they arrive on the course. This project explores the way, as lecturers, we can approach the design and delivery of taught modules in ways that develop the skills of student illustrators, their knowledge and understanding through critical writing practices which combine drawing and illustration. T

APA, Harvard, Vancouver, ISO, and other styles

11

Griniuk, Marija. "Performance Pedagogy: Performing Fluxus Pedagogy in a Contemporary Lithuanian Context." Acta Paedagogica Vilnensia 44 (September 1, 2020): 152–63. http://dx.doi.org/10.15388/actpaed.44.11.

Full text

Abstract:

Educators practice performance pedagogy as the method where an educator/facilitator is seen as a performer or actor (Pineau 1994, p. 4). This paper presents an analysis of the historical roots of performance pedagogies in Fluxus pedagogies and performance pedagogy practices within participatory art events in Lithuania as exemplified by festivals AN88 (1988) and AN89 (1989). The case of my research rests on the contemporary implementation of performance pedagogy techniques during the course The Temporary Department of Time, Space, and Action for BA students at the Vilnius Academy of Arts in Lit

APA, Harvard, Vancouver, ISO, and other styles

12

Grandisoli, Edson, and Pedro Roberto Jacobi. "Sustainability Pedagogy: Effects and Impacts on High School Students’ Knowledge, Behaviour Intention and Actual Behaviour about Sustainability." World Journal of Education 10, no. 6 (2020): 23. http://dx.doi.org/10.5430/wje.v10n6p23.

Full text

Abstract:

The sustainability pedagogy has been considered a central framework for projects in Education for Sustainability due to its importance of equipping people with knowledge, values, skills, attitudes, and behaviors compatible with sustainability. Despite its theoretical-practical importance, there is still a gap in works that demonstrate its actual effectiveness. This work presents the outcomes of the Education for Sustainability Project (EfS) (2010-2016) developed by high school teachers and students in Sao Paulo, Brazil. The EfS considered a particular sustainability pedagogy as a guide for its

APA, Harvard, Vancouver, ISO, and other styles

13

Opaluwah, Akor Omachile, and Akor Omachile Opaluwah. "Participatory Development: A Tool of Pedagogy." Exchanges: The Interdisciplinary Research Journal 4, no. 1 (2016): 120–39. http://dx.doi.org/10.31273/eirj.v4i1.151.

Full text

Abstract:

Participatory development has been heralded as the tool that is capable of bringing development to the most marginalised people. Theorists including Robert Chambers, Mohan Giles, Kristian Stokke, Paulo Freire and Amartya Sen have argued extensively on the importance of including people in the decisions that affect their livelihood. This tool of participation has been employed as a means of accomplishing projects that appeal to a larger group of people. Though a debatable improvement from the top-down approach, this approach to communication has relegated the use of participation to being a mea

APA, Harvard, Vancouver, ISO, and other styles

14

Griniuk, Marija. "BRIDGING THE CITY: CONNECTING ART, PERFORMANCE DESIGN, ENVIRONMENT AND EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 28, 2021): 528–38. http://dx.doi.org/10.17770/sie2021vol4.6412.

Full text

Abstract:

This study explores knotworks and networks within art, participatory performance design, the environment and education specialists and institutions within the case-project “Nomadic Radical Academy”, realised in 2019 and 2020. The novelty of the research lies in its investigation of how international collaborations impact the performance pedagogy project at the local level. The project bridged a wide spectrum of actors in order to design an interactive space and participatory infrastructure involving a diverse variety of stakeholders. The projects were created by the author of this paper and in

APA, Harvard, Vancouver, ISO, and other styles

15

Pretty, Annabel C., and Peter McPherson. "Encountering the pedagogy of live and interactive architectural projects." Journal of Public Space 2, no. 3 (2017): 63. http://dx.doi.org/10.5204/jps.v2i3.114.

Full text

Abstract:

<p class="Normale1">The use of the word “live” as a prefix for a project, is a thought-provoking, and perplexing concept; does one assume that all other projects are dead?<br />Or is it that "(a)live," in the studio build paradigm, is about the currency and value of the moment? Or is it that one is operating outside of normative architectural academia, and is therefore (a)live?<br />Untangling the meta meaning of the verb “live” and then juxtaposing it with the word “interactive” could draw the reader to the conclusion that we are talking about a non-momentary or continuous t

APA, Harvard, Vancouver, ISO, and other styles

16

Coates, Rodney D., and Nancy A. Heitzeg. "Micro-Level Social Justice Projects, Pedagogy, and Democratic Movements." American Behavioral Scientist 51, no. 5 (2008): 595–98. http://dx.doi.org/10.1177/0002764207307744.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Orner, Mimi. "Teaching for the moment: Intervention projects as situated pedagogy." Theory Into Practice 35, no. 2 (1996): 72–78. http://dx.doi.org/10.1080/00405849609543705.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Pike, Pamela D. "Improving music teaching and learning through online service: A case study of a synchronous online teaching internship." International Journal of Music Education 35, no. 1 (2016): 107–17. http://dx.doi.org/10.1177/0255761415613534.

Full text

Abstract:

This case study explored the potential for using a synchronous online piano teaching internship as a service-learning project for graduate pedagogy interns. In partnership with the university, a local music retailer, and a local middle school, three pedagogy interns taught beginning piano to underprivileged teenaged students for 8 weeks. All instruction took place in the synchronous online environment using acoustic Disklavier pianos, Internet MIDI, Facetime, and traditional method books. As a result of the experience, the students demonstrated musical understanding and the pedagogy interns de

APA, Harvard, Vancouver, ISO, and other styles

19

Garwood, Deborah A., and Alex H. Poole. "Pedagogy and public-funded research: an exploratory study of skills in digital humanities projects." Journal of Documentation 75, no. 3 (2019): 550–76. http://dx.doi.org/10.1108/jd-06-2018-0094.

Full text

Abstract:

Purpose Public-funded research in digital humanities (DH) enhances institutional and individual research missions and contributes open data to a growing base of globally networked knowledge. The Digging into Data 3 challenge (DID3) (2014–2016) is an international, interdisciplinary and collaborative grant initiative, and the purpose of this paper is to explore skills that faculty and students brought to projects and others they acquired and shared on collaborative teams. Design/methodology/approach Rooted in the naturalistic paradigm, this qualitative case study centers on semi-structured inte

APA, Harvard, Vancouver, ISO, and other styles

20

Moganakrishnann, Jayasubamani Arvi S., Satesh Narayana Namasivayam, and NurHazwani Ismail. "Linking Liberatory Pedagogy to Engineering and Sustainable Development." MATEC Web of Conferences 152 (2018): 04003. http://dx.doi.org/10.1051/matecconf/201815204003.

Full text

Abstract:

This paper is written to link liberatory pedagogy with engineering education and sustainable development Its application to specifically, design education for community is explored through deconstructing of engineering student narratives to place understanding of power and privilege in a specific learning setting. The use of liberatory pedagogy for design education and SD is attempted where there is need of changes in understanding of learning outcomes for SD aimed at producing of sustainable physical products to address SD problems in community-based projects. We argue against the simple-mind

APA, Harvard, Vancouver, ISO, and other styles

21

Hull, R. Bruce, Courtney Kimmel, David P. Robertson, and Michael Mortimer. "International field experiences promote professional development for sustainability leaders." International Journal of Sustainability in Higher Education 17, no. 1 (2016): 86–104. http://dx.doi.org/10.1108/ijshe-07-2014-0105.

Full text

Abstract:

Purpose – This paper aims to describe, explain and evaluate a graduate education program that provides international project experiences and builds competencies related to collaborative problem-solving, cultural capacity to work globally and sustainable development. Design/methodology/approach – Qualitative analysis of survey data from 28 students supplemented by observation and interviews conducted before, during and after a multi-week project and a ten-day trip to China in 2014. Supplemental data and contextual information were provided by a series of related projects and trips led by the au

APA, Harvard, Vancouver, ISO, and other styles

22

Tavares Bellato Spagiari, Nathália, Maria Gabriela Montresol Sanches, Mônica Tablas Martinez Figueiredo, Maíra Bonafé Sei, and Rafael Bianchi Silva. "A PSICOLOGIA NA FORMAÇÃO DO PEDAGOGO: ANÁLISE DAS DISCIPLINAS DE PSICOLOGIA DOS CURSOS DE PEDAGOGIA DE UNIVERSIDADES ESTADUAIS DO NORTE DO PARANÁ." COLLOQUIUM HUMANARUM 15, no. 3 (2018): 157–70. http://dx.doi.org/10.5747/ch.2018.v15.n3.h380.

Full text

Abstract:

The objective of this study is to reflect on Psychology in the field of pedagogical training and whether it has been offered as a tool for an emancipatory education.This is based on the analysis of the Pedagogical Political Projects (PPP) and the Psychology courses of the Pedagogy course offered at the state universities of the North of Paraná. From this, we sought to analyze if the psychology employed is involved in the formation of pedagogues with ethical, social and reflexive commitment. It was observed a variability in the disciplines and theoretical lines of Psychology taught in Pedagogy,

APA, Harvard, Vancouver, ISO, and other styles

23

Zhitnaya, Inna, Anna Lysenko, Anastasia Levshina, and Irina Kiseleva. "Art pedagogy in preschool education: opportunities and challenges." SHS Web of Conferences 72 (2019): 04002. http://dx.doi.org/10.1051/shsconf/20197204002.

Full text

Abstract:

The article considers issues related to the development of a creatively active personality of a preschool child through art pedagogy. The essence, goals and objectives of art pedagogy in the context of preschool education are determined. Possible problems of art pedagogy technologies’ implementation are highlighted: at the organization level of the subject-spatial environment, the readiness of children, teachers and parents. The ways and means of resolving the identified problems are also presented: systematic work with teachers and parents included in joint parent-child projects and ways of t

APA, Harvard, Vancouver, ISO, and other styles

24

Jarrett, Olga S., and Vera Stenhouse. "Problem Solution Project." Urban Education 46, no. 6 (2011): 1461–95. http://dx.doi.org/10.1177/0042085911400336.

Full text

Abstract:

This article presents findings of 6 years of implementing a Problem Solution Project, an assignment influenced by service learning, problem-based learning, critical theory, and critical pedagogy whereby teachers help children tackle real problems. Projects of 135 teachers in an urban certification/master’s program were summarized by cohort year and grade-level taught. A subset of 22 projects was analyzed qualitatively to determine the decision-making process, degree of implementation, evidence of teacher and student empowerment, and extent of curriculum integration. Results confirm the Problem

APA, Harvard, Vancouver, ISO, and other styles

25

Jorgenson, Simon N. "Green pedagogy: How STEM teachers understand and enact environmental projects." Environmental Education Research 22, no. 3 (2015): 452–53. http://dx.doi.org/10.1080/13504622.2015.1118753.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

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.

Full text

Abstract:

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 s

APA, Harvard, Vancouver, ISO, and other styles

27

Choi, Woongsik. "Code-meshing Projects in K-12 Classrooms for Social and Linguistic Equity." INTESOL Journal 18, no. 1 (2021): 1–23. http://dx.doi.org/10.18060/25086.

Full text

Abstract:

To contest monolingualism, which oppresses language diversity in U.S. classrooms, Horner et al. (2011) called for a translingual approach to language differences. As much of the literature on translingualism has remained at a theoretical level, writing teachers have been seeking to enact this disposition in their classrooms pedagogically. As a response to this, code-meshing (Young, 2004, 2013; Canagarajah, 2006, 2011) can be used as a pedagogical application of the translingual approach. This paper conceptualizes code-meshing as translingual pedagogy and explores how it can be used in K-12 con

APA, Harvard, Vancouver, ISO, and other styles

28

Ramírez Marroquín, Paula. "The Articulation of Formative Research and Classrooms Projects in the Language and Culture Class in an Undergraduate English Teaching Program." GiST Education and Learning Research Journal, no. 10 (June 20, 2015): 74–91. http://dx.doi.org/10.26817/16925777.268.

Full text

Abstract:

This article shows the results of a research project which searched to answer how to articulate formative research with classroom projects in an undergraduate English teaching program. To accomplish the purpose of this paper, the document will focus on the two specific objectives of this qualitative research: document revision, and knowing about students’ and teachers’ perceptions about the projects, to finally show the main elements to articulate the formative research with the classroom projects in the Anglophone Language and Culture course. The article develops three theoretical concepts: f

APA, Harvard, Vancouver, ISO, and other styles

29

Schultz, Jennifer L., Joel R. Wilson, and Kenneth C. Hess. "Team-based Classroom Pedagogy Reframed: The Student Perspective." American Journal of Business Education (AJBE) 3, no. 7 (2010): 17–24. http://dx.doi.org/10.19030/ajbe.v3i7.455.

Full text

Abstract:

Postsecondary learning environments often utilize team-based pedagogical practices to challenge and support student learning outcomes. This manuscript presents the findings of a qualitative research study that analyzed the viewpoints and perceptions of group or team-based projects among undergraduate business students. Results identified five pro-team thematic perspectives of team learners’ views including better deliverables, increased ideas, improved learning experiences, reduced workload, and collective security. Responses from students who preferred to work autonomously resulted in three t

APA, Harvard, Vancouver, ISO, and other styles

30

Pepin, Matthias. "Learning to be enterprising in school through an inquiry-based pedagogy." Industry and Higher Education 32, no. 6 (2018): 418–29. http://dx.doi.org/10.1177/0950422218802536.

Full text

Abstract:

In the French-speaking province of Québec in Canada, entrepreneurship was officially introduced into the Québec Education Program (QEP) in 2001. Entrepreneurship is viewed there as a learning tool associated with the conduct of entrepreneurial projects; that is, student-led action projects that respond to a community need by creating a good, offering a service or organizing an event. The purpose of this article is to report on an investigation conducted into a school shop at primary school level to document what it means to learn to be enterprising in school. The results show that, to learn to

APA, Harvard, Vancouver, ISO, and other styles

31

McNamara, Judith, Catherine Campbell, and Evan Hamman. "Community Projects: Extending the Community Lawyering Model." International Journal of Clinical Legal Education 21, no. 2 (2014): 106. http://dx.doi.org/10.19164/ijcle.v21i2.385.

Full text

Abstract:

Law schools in Australia and the United Kingdom are increasingly adopting clinical legal education (CLE) as an important part of their curriculum. Models of CLE are emerging in those jurisdictions which draw on local experience and the strong tradition of CLE and community lawyering in the United States. The purpose of this article is to examine the pedagogy that underlies CLE and to consider how it can be applied to newly emerging models of CLE.

APA, Harvard, Vancouver, ISO, and other styles

32

Ribeiro, Luís Távora Furtado, Josefa Jackline Rabelo, Maria das Dores Mendes Segundo, and Francisca Maurilene do Carmo. "OS NOVOS CURRÍCULOS DOS CURSOS DE PEDAGOGIA: indicadores e tendências." Cadernos de Pesquisa 25, no. 4 (2018): 53. http://dx.doi.org/10.18764/2178-2229.v25n4p53-69.

Full text

Abstract:

Neste artigo realizamos uma síntese proveniente de uma pesquisa, em desenvolvimento, a respeito dos indicadores teórico-metodológicos presentes na organização dos novos currículos dos cursos de Pedagogia no contexto das diretrizes curriculares nacionais. Para tanto, com base numa revisão teórico-documental, de abordagem qualitativa, revisamos os projetos pedagógicos em cinco instituições, entre os anos de 2011-2016, a saber: Universidade Federal de Mato Grosso; Universidade Federal de Pernambuco; Universidade Federal de São João Del-Rei; Universidade Federal de Viçosa e Universidade Federal do

APA, Harvard, Vancouver, ISO, and other styles

33

Taha, Nashrawan, Jamie Wood, and Andrew Cox. "Social Bookmarking Pedagogies in Higher Education: A Comparative Study." International Journal of Information Systems in the Service Sector 6, no. 1 (2014): 24–36. http://dx.doi.org/10.4018/ijisss.2014010102.

Full text

Abstract:

This paper compares two projects that adopted social bookmarking (SB) technology in different educational contexts at the same institution, a large, research-intensive university in the north of England. The first study used social bookmarking in a multicultural postgraduate class to increase interactivity within the whole class and to produce an archive of course-related online resources to engage potentially isolated students. The second study used social bookmarking to support first year undergraduate students' independent research activities, to facilitate collaboration and to aid the tuto

APA, Harvard, Vancouver, ISO, and other styles

34

Scott, Elizabeth M. "Redefining the Pedagogy: Service-Learning in Libraries and Archives." Pennsylvania Libraries: Research & Practice 8, no. 1 (2020): 37–48. http://dx.doi.org/10.5195/palrap.2020.218.

Full text

Abstract:

Service-learning has become an established pedagogy in higher education classrooms. With a push in recent years to offer classroom experiences that offer more than static lectures, service-learning incorporates three main elements into its model; experiential learning, contribution to the community, and reflection which merges theory with practice for a unique learning experience. Service-learning can also be found in early models of library science education. This article will highlight service-learning projects in both libraries and archives that used innovative methods to create partnership

APA, Harvard, Vancouver, ISO, and other styles

35

Droppa, David C. "Developing Student Competence in Policy Practice through Policy Projects in Human Service Organizations." Journal of Baccalaureate Social Work 12, no. 2 (2007): 83–97. http://dx.doi.org/10.18084/1084-7219.12.283.

Full text

Abstract:

Concerned that students were not developing sufficient competence in policy practice in a BSW social policy course, the author required them to undertake policy practice projects in partnership with human service organizations. Using the political engagement module, part of the Cedar Crest College Democratic Academy project, students in the course partnered with a community organization or political entity to work on a policy project at one of three levels: organizational, community, or legislative. This pedagogical strategy was piloted, revised, and evaluated by the author over three academic

APA, Harvard, Vancouver, ISO, and other styles

36

Monson, Renee. "Groups That Work: Student Achievement in Group Research Projects and Effects on Individual Learning." Teaching Sociology 45, no. 3 (2017): 240–51. http://dx.doi.org/10.1177/0092055x17697772.

Full text

Abstract:

Group research projects frequently are used to teach undergraduate research methods. This study uses multivariate analyses to examine the characteristics of higher-achieving groups (those that earn higher grades on group research projects) and to estimate the effects of participating in higher-achieving groups on subsequent individual learning (grade on final paper). The sample includes 257 students who completed a sociology research methods course at a small liberal arts institution between 2004 and 2015. Group achievement (grade on group research project) is predicted by group size, gender c

APA, Harvard, Vancouver, ISO, and other styles

37

Aires, Berenice Feitosa, and João Henrique Suanno. "A Educação Ambiental numa perspectiva transdisciplinar: uma articulação entre a Educação Superior e a Educação Básica." REMEA - Revista Eletrônica do Mestrado em Educação Ambiental 34, no. 2 (2017): 42–56. http://dx.doi.org/10.14295/remea.v34i2.6822.

Full text

Abstract:

Este artigo visa apresentar e discutir os resultados de um trabalho inovador, desenvolvido em Projetos Transdisciplinares de Educação Ambiental (EA) do Estágio Curricular do Curso de Pedagogia da Universidade Federal de Goiás (UFG), aplicados na Escola Municipal João Paulo I, em Goiânia, GO. Para a análise dos discursos que impregnam as práticas de EA em Projetos Transdisciplinares, desenvolvidos entre 2013 e 2016, foram realizadas entrevistas com grupos focais compostos por estagiárias do curso de Pedagogia-UFG e a análise documental dos relatórios finais de estágio que apresentam os resultad

APA, Harvard, Vancouver, ISO, and other styles

38

Whitmer, Kelly J. "Projects and pedagogical expectations: Inside P. J. Marperger's ‘golden clover leaf’ ( Trifolium ), 1700–1730." Notes and Records: the Royal Society Journal of the History of Science 72, no. 2 (2018): 139–57. http://dx.doi.org/10.1098/rsnr.2018.0005.

Full text

Abstract:

Many eighteenth-century projectors believed in the potential of pedagogy, including its ability to improve lives and to radically reconfigure the structure of society. Despite an obvious inability to predict how effective their projects would be if implemented, those who managed to gain the support of state leaders very frequently peddled educational reform schemes they expected would generate real improvements, including heightened abilities to apprehend the quality of usefulness. This paper considers the relationship between pedagogy and expectations in a three-part reform project put forwar

APA, Harvard, Vancouver, ISO, and other styles

39

Moreira de Castro Neves, Carmem. "Pedagogia da Autoria." Boletim Técnico do Senac 31, no. 3 (2005): 16–23. http://dx.doi.org/10.26849/bts.v31i3.328.

Full text

Abstract:

Digital technology, insofar as it promotes interactivity, integration and media convergence, brought to the contemporary agenda the discussion on a new distance education. This new distance education rejects bureaucratized and inflexible projects that depersonalize course attendants and inhibit innovation and creativity. The proposal put forward in the text is a pedagogy that promotes authoring, based on strategies that view the student as the protagonist of the educational act, respecting the complexity of human beings and their totality and capacity to build significations and generate socia

APA, Harvard, Vancouver, ISO, and other styles

40

Doroshenko, S. I., and Yu I. Doroshenko. "Method of Projects in Foreign and Domestic Pedagogy 1920–1930-ies." Scholarly Notes of Transbaikal State University Series Pedagogical Sciences 13, no. 5 (2018): 6–15. http://dx.doi.org/10.21209/2542-0089-2018-13-5-6-15.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Hernández Varona, Wilson, and Daniel Felipe Gutiérrez Álvarez. "English Language Student-Teachers Developing Agency Through Community-Based Pedagogy Projects." Profile: Issues in Teachers´ Professional Development 22, no. 1 (2020): 109–22. http://dx.doi.org/10.15446/profile.v22n1.76925.

Full text

Abstract:

This paper presents a narrative inquiry study on agency development in student-teachers of an English language teacher program at a public university in the south of Colombia. Our goal was to understand how student-teachers develop agency when narratively inquiring their community by planning and conducting community-based pedagogy projects on issues they found pertinent to investigate. The data were gathered through semi-structured focus group interviews, individual journal entries, and video-recorded talks about their inquiries. As a conclusion, we acknowledge that certain social and narrati

APA, Harvard, Vancouver, ISO, and other styles

42

Appiah-Kubi, Philip. "Multivariate Analysis of Students Perception on Teaching with Client Based and Non-Client Based Team Projects." International Journal of Engineering Pedagogy (iJEP) 8, no. 3 (2018): 93. http://dx.doi.org/10.3991/ijep.v8i3.8498.

Full text

Abstract:

The classroom experience has evolved from traditional lecture, PowerPoint and whiteboards to a more active environment where students and instructors work together more on hands-on activities to achieve the course objectives. Various names have been given to this pedagogy; experiential learning, project-based learning, active learning, problem-based learning are a handful of names used to describe this evolving pedagogy. The main challenge faced by educators in educating undergraduate students to be independent thinkers and problem solvers, has been the driving force fueling the shift in pedag

APA, Harvard, Vancouver, ISO, and other styles

43

Piwowar‑Sulej, Katarzyna. "Human Capital Development via Management by Projects." Kwartalnik Ekonomistów i Menedżerów 29, no. 3 (2013): 0. http://dx.doi.org/10.5604/01.3001.0009.6312.

Full text

Abstract:

The article presents a brief characteristics of the main ways of human capital development and shows the concept of management by projects (MBP) as a tool for this development. The author based the article on her analysis of specialist literature in the area of management and pedagogy as well as the results of interviews conducted with members of the project teams from a clothing industry company. It was found that the implementation of MBP has a direct impact on the sphere of employee trainings and promotion. Consequently, MBP has an influence not only on the development of human capital comp

APA, Harvard, Vancouver, ISO, and other styles

44

Lau, Chrissy Yee. "Towards a Pedagogy of Asian American Public History." Southern California Quarterly 98, no. 3 (2016): 275–96. http://dx.doi.org/10.1525/ucpsocal.2016.98.3.275.

Full text

Abstract:

A pedagogical experiment in Asian American History courses partnered classes with the Cornell University Library. Students using its Japanese American Relocation Center Records archive learned to apply historical analysis through an intersectional framework of race, class, gender, and generation. Their finished projects formed a digital exhibition—a research tool accessible to the wider public.

APA, Harvard, Vancouver, ISO, and other styles

45

Badenhorst, Cecile, Cecilia Moloney, Janna Rosales, and Jennifer Dyer. "Graduate Research Writing: A Pedagogy of Possibility." LEARNing Landscapes 6, no. 1 (2012): 63–80. http://dx.doi.org/10.36510/learnland.v6i1.576.

Full text

Abstract:

Graduates often find conceptualizing and writing long research projects an arduous alienating process. This paper1 describes a research writing intervention conducted at Memorial University in Newfoundland with two groups of graduate students (Engineering and Arts). One small part of the workshop was devoted to creative "sentence activities." Our argument is that these creative activities contributed to re-connecting students to themselves as researchers/writers and to others in the group. The activities engaged students in language literally, metaphorically, and performatively.

APA, Harvard, Vancouver, ISO, and other styles

46

Danilova, Nataliya, and Emma Dolan. "The politics and pedagogy of war remembrance." Childhood 27, no. 4 (2020): 498–513. http://dx.doi.org/10.1177/0907568220921226.

Full text

Abstract:

Drawing on analysis of learning materials, interviews and ethnographic observations of Scottish education, we analyse how projects aimed at teaching children to remember wars instil war-normalising logics through (a) substitution of self-reflective study of conflict with skill-based knowledge; (b) gendered and racial stereotyping via emphasis on soldier-centric (Scottish/British) nationalisms, localisation and depoliticisation of remembrance; (c) affective meaning-making and embodied performance of ‘Our War’. Utilising Ranciere-inspired critical pedagogy, we explore opportunities for critical

APA, Harvard, Vancouver, ISO, and other styles

47

Szafrański, Mateusz. "After experiences in writing my master’s thesis in the eye of the work of my doctoral dissertation. The essay about my struggle with my research technique." Yearbook of Pedagogy 41, no. 1 (2018): 255–61. http://dx.doi.org/10.2478/rp-2018-0018.

Full text

Abstract:

SummaryThis article presents experiences associated with writing my master’s thesis and designing research to my doctoral dissertation. In this text I indicate determinants that shape my research addescence is favourable to conducting reliable research projects. In both cases research sets in pedagogy of people with intellectual disabilities (oligophrenopedagogy) – a detailed science of special pedagogy that deals with an individual and social life of a person with intellectual disabilities.

APA, Harvard, Vancouver, ISO, and other styles

48

Kelly, Jill E., and Omar Badsha. "Teaching South African History in the Digital Age: Collaboration, Pedagogy, and Popularizing History." History in Africa 47 (March 23, 2020): 297–325. http://dx.doi.org/10.1017/hia.2020.6.

Full text

Abstract:

AbstractThe digitization of African materials has made it easier than ever for students to engage with primary source documentation and undertake original research. Digitizing sources and using digital sources to teach African history has great pedagogical value, but must be done ethically. This article suggests a model for collaborative and publicly-engaged scholarship, demonstrating the potential of transnational projects and shared knowledge production while maintaining sensitivity towards questions of the hegemony of the North. The study draws on experience of a virtual internship project

APA, Harvard, Vancouver, ISO, and other styles

49

Brier, Stephen. "History, Interactive Technology and Pedagogy: Past Successes and Future Directions." Journal of the Canadian Historical Association 23, no. 2 (2013): 1–20. http://dx.doi.org/10.7202/1015787ar.

Full text

Abstract:

Based on a keynote presentation at the 2012 Canadian Historical Association conference, this paper surveys the state of digital technology and its impact on academic publication and teaching in the contemporary university. Focusing on the dramatic rise of the Digital Humanities in the last few years, the paper examines alternative forms of peer review, academic scholarship and publication, and classroom teaching as they have been reshaped by the adoption of a variety of digital technologies and formats, including open-access, online peer reviewing, use of databases and visualization techniques

APA, Harvard, Vancouver, ISO, and other styles

50

Melendro, Miguel, Ángel De-Juanas, Francisco Javier García-Castilla, and Paloma Valdivia. "El compromiso social de la universidad a través de la transferencia de conocimiento en el ámbito de la investigación en Pedagogía Social." Aula Abierta 47, no. 4 (2018): 403. http://dx.doi.org/10.17811/aula_abierta.47.4.2018.403-414.

Full text

Abstract:

RESUMENLa universidad del nuevo milenio debe ser capaz de producir investigación de calidad, que dé lugar a innovaciones orientadas a mejorar el bienestar de la sociedad de su tiempo. Partiendo de ello, el objetivo del estudio ha sido explorar el grado de compromiso con la sociedad de la investigación universitaria en pedagogía social, a través de un sistema de indicadores sobre procesos activos de transferencia de conocimientos. Se da respuesta a este objetivo a través de un estudio exploratorio de 47 investigaciones, realizadas por 41 grupos de investigación y en las que han participado 131

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!