Relevant bibliographies by topics / Theory and practice of education; congresses

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Theory and practice of education; congresses'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Theory and practice of education; congresses"

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Rajah, Ibrahim. "International Conference on Social Development and Social Work Education." American Journal of Islam and Society 9, no. 4 (January 1, 1992): 586–88. http://dx.doi.org/10.35632/ajis.v9i4.2548.

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The Twenty-Sixth Congress of the International Association ofSchools of Social Work (IASSW) and the Seventh International Conferenceof the Inter-University Consortium for International Social Development(IUCISD) was held during 13-19 July 1992, in Washington, DC.These biennial international conferences are held simultaneously in thesame location to encourage interested social work educators to participatein the activities of both conferences.IASSW represents the interests of almost two thousand schools of socialwork and training institutes worldwide. The theme of the 1992 conferencewas "Realities of Global Interdependence: Challenges to SocialWork Education." Papers presented spanned the wide range of interestsof social work educators, from practice theory formulations to curriculumdevelopment to indigenous case materials. They also dealt with many diversefields of social work practice, for example, from family and childwelfare to rural and urban community development. Papers also dealt withclinical practice interests, polity, planning, and social development issues.IUCISD is a younger multidisciplinary organization of social workeducators and other allied professionals with an interest in the broaderarea of international social development. The theme of the IUCISD 1992conference was “Strategies of Social Development for Improving the HumanCondition.” Papers presented covered diverse topics, including socialwelfare provisions in Eastern Europe and countries of the former SovietUnion, peace and development, sustainable agriculture, refugees, socialdevelopment skills, social development and indigenous populations, socialdevelopment and aging populations, social development and children, andmany others ...
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Ефлова, Зинаида Борисовна. "SUMMER PEDAGOGICAL SCHOOL AS A FORMAT OF ADDITIONAL PROFESSIONAL EDUCATION FOR RURAL TEACHERS." Pedagogical Review, no. 6(34) (December 14, 2020): 115–23. http://dx.doi.org/10.23951/2307-6127-2020-6-115-123.

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Аргументирована актуальность поиска и апробации новых форм дополнительного профессионального образования педагогов сельских малочисленных, малокомплектных образовательных организаций, в частности формата Летней педагогической школы (ЛПШ). Представлена обобщенная характеристика материалов и методов исследования. Обоснованы исторические предпосылки формата, истоки которого обнаружены в учительских съездах и курсах сельского учительства России в XIX в., а также принципиальные положения, обусловленные традициями отечественного образования. Определены теоретико-методологические и научно-практические основы содержания образовательной программы и ведущие образовательные модули. Отмечена центральная линия образовательной программы ЛПШ – непрерывное образование как путь профессионально-личностного становления и развития сельского педагога. Приведены примеры тематики и блочного структурирования образовательных программ из опыта летних школ разных лет. Представлены приоритетные образовательные технологии и особенности ЛПШ содержательно-организационного порядка. Сформулированы выводы о результативности формата ЛПШ. The urgency of the search and testing of new forms of additional professional education of teachers of small rural small-scale educational organizations, in particular, the format of the Summer Pedagogical School is proved. The generalized characteristics of materials and research methods are present. The historical prerequisites of the format, the origins of which were found in teachers’ congresses and courses for rural teachers in Russia in the 19th century, are substantiated, as well as the fundamental provisions due to the traditions of Russian education. The theoretical-methodological and scientific-practical foundations of the content of the educational program and the main educational modules have been determined. The central line of the educational program of the summer pedagogical school is noted – this is continuous education as a way of professional and personal formation and development of a rural teacher. Examples of topics and block structuring of educational programs from the experience of summer schools in different years are given. The priority educational technologies and features of the content-organizational order of the summer pedagogical school are presented. Some conclusions about the effectiveness of the format of the summer pedagogical school are formulated. The material of the research was the works of: Russian educators of the 19th – early 20th centuries; modern researchers of the socio-cultural educational situation in rural areas of Russia, a rural small-numbered small educational organization, the professional activities of a rural teacher; domestic and foreign specialists in the field of continuing teacher education; professional training, formation and development of rural school teachers. The sources are the results of the laboratory of the theory and practice of rural school development at Petrozavodsk State University, the Karelian Institute for Education Development and the Association of Rural Schools of the Republic of Karelia, on the initiative and with the support of which the LPS was tested. Accordingly, the main research methods were historical and pedagogical analysis, theoretical analysis, experimental and practical work.
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Sahuichenko, Valentyna Volodymyrivna. "In an orbit of the European philosophy of education: a look from within the Ukrainian participant of the congress of 2018." Filosofiya osvity. Philosophy of Education 24, no. 1 (December 4, 2019): 258–70. http://dx.doi.org/10.31874/2309-1606-2019-24-1-258-270.

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The author of article shares the impressions of participation in the 8th congress of the Polish society of philosophical pedagogics of Bronislav F. Trentovsky devoted to the 100-anniversary of the Polish philosophy of education which took place with participation of communities of Poland, Great Britain, Ukraine. Acted as organizers the Ministry of science and the Higher education of Poland, Ministry of Education and Science of Great Britain. The attention to communities of theoretical philosophical and cultural approaches of the European researchers, but different results in practical activities of scientific and practical workers is focused that can be tracked by results of sociological researches on questions of priorities of the choice of training in higher educational institutions of Europe and, in particular, Poland. They testify in favor of the choice of the Polish higher educational institutions and desire of the Ukrainian students graduates to remain after the end of training in Poland. The purpose of article is identification of methodological opportunities of the analysis of an educational perspective diversely of communicative action of Jürgen Habermas which allows to consider educational institutions together with subjects of communicative and strategic actions. In conclusions it is emphasized that the regulatory construct of perfect communicative community offered by Habermas focuses agents and addressees of educational and educational actions on reaching consensus in understanding of prospects of development of educational institutions. At the same time, this theory demands addition with methodological practices of N. Luhmann in which theory of self- reference social systems educational institutions and, first of all, an educational system, are considered as self-reference communication during which internal paradoxes educational and educative the practice which are wrongly interpreted in system self-descriptions as organizational and institutional and such which demand reformatory efforts from the outside though it is possible to eliminate such paradoxicality through selection of meanings of own autopoiesis come to light.
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Ponizovkin, Andrey Yu. "XX Mendeleev Congress on General and Applied Chemistry." Vestnik RFFI, no. 2 (June 25, 2019): 14–25. http://dx.doi.org/10.22204/2410-4639-2019-102-02-14-25.

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A comprehensive report on the XX Mendeleev Congress on General and Applied Chemistry is presented. The most interesting reports are considered, among them are: presentation of Nobel Prize winner Professor D. Shechtman on quasi-periodical crystals; report of Professor S. Dmitriev about completing Mendeleev’s Periodic Table of chemical elements with super heavy elements (atomic numbers 113–118); lecture of then RAS President Academician V. Fortov on the behavior of chemical elements under extremal conditions of superhigh pressures where materials basically change their properties; presentation of Professor K. Ganesha on a new generation of peptide nucleic acids analogs capable of selectively binding DNA or RNA molecules; the combined report of Academicians O. Chupakhin and V. Charushin on the intensive entry of the nucleophilic functionalization of C–H bonds into the theory and practice of organic synthesis, and others. Possibilities of cooperation of fundamental science and leading industrial companies are discussed. Significant attention is given to the modern chemical education as well.
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Chen, Shijie. "Research on Cultivation Ways of New-Type Professional Farmers under the Background of Rural Revitalization Strategy." Finance and Market 5, no. 4 (December 22, 2020): 248. http://dx.doi.org/10.18686/fm.v5i4.2598.

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<p>Due to the focus on solving the issues concerning agriculture, rural areas and peasantry, the 19th National Congress of the Communist Party of China proposed a rural revitalization strategy. In this era, new-type professional farmers came into being. They helped the development of agriculture and accelerated the process of rural revitalization. However, there are still some obvious problems which urgently need to take corresponding improvement measures in the cultivation and development of new-type professional farmers. To solve these problems, it is required to set a premium on basic education in rural areas and promote advanced technology; cultivate correct professional values and improve the social status of farmers; adhere to the training model that combines theory with practice and enrich teaching methods; pay attention to the targeted training of talents at different levels and form reasonable teaching structures; coordinate agricultural development planning and develop regional characteristic agriculture.</p>
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Reichertz, Peter L. "IMIA and its Members: On Balancing Continuity and Transition in Biomedical and Health Informatics." Yearbook of Medical Informatics 18, no. 01 (August 2009): 01–06. http://dx.doi.org/10.1055/s-0038-1638628.

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Summary Objective To report on major past (2008) and future (2009 and beyond) activities of IMIA, the International Medical Informatics Association. Method Summarizing discussions and planning activities within IMIA, in particular with respect to its Board and General Assembly meetings in 2008; looking at recent progress of biomedical and health informatics by commenting on IMIA Yearbook surveys and best paper selections. Results Major recent IMIA efforts include preparatory work for Medinfo 2010, global partnership activities in collaboration with WHO, planning activities for shifting to a biennial Medinfo cycle and setting up an IMIA office, all in accordance with IMIA’s longterm strategic plan ‘Towards IMIA 2015’. The IMIA Yearbook of Medical Informatics, published annually since 1992, can be regarded as an important observatory for progress in health and biomedical informatics. Future activities include conference events in 2009 and IMIA’s world congress, Medinfo 2010, finalizing a revision of IMIA’s recommendations on education in biomedical and health informatics, and publication activities to stimulate the transfer of knowledge from theory to practice Conclusions Since its inception in 1967, IMIA has evolved into a truly global organization, in a world where medical informatics has gained in significance and importance for supporting high-quality, efficient health care and for research in biomedicine and in the health sciences. Now in its 5th decade, IMIA’s responsibilities, as well as opportunities, as a global, independent organization have both increased. Finding the right balance between continuity and transition, in order to appropriately support, stimulate, and, to some extent enable high-quality translational communication, research, education, and practice in biomedical and health informatics is a key IMIA challenge.
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Romaniuk, S. "CURRENT TRENDS OF TEACHER TRAINING IN UKRAINIAN ABROAD." Aesthetics and Ethics of Pedagogical Action, no. 23 (August 4, 2021): 195–210. http://dx.doi.org/10.33989/2226-4051.2021.23.238280.

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The article analyzes the modernization processes in the modern education system of Ukraine, primarily in the formation of its pedagogical potential. The expediency of using in this sphere the achievements of foreign states in which Ukrainians live is substantiated. It has been proved that the most significant experience in training pedagogical staff for the Ukrainian schooling system in the diaspora has been developed in Canada. It is carried out by universities and university colleges. It is established that their educational and professional programs include academic courses, professional courses, and practical activities at school (educational practice). The task of these courses is to provide future teachers with knowledge of the subjects they will teach at school. The curricula include mandatory fundamental disciplines (development of children/adolescents, education of children with special needs, methods of teaching different subjects, theory of learning, etc.) and optional courses of professional direction offered by universities. The peculiarities of training teachers of Ukrainian disciplines in Alberta, Saskatchewan, and Toronto universities and the organization of their further professional growth by public institutions of Canadian Ukrainians are analyzed. It was established that Ukrainian studies in Canadian universities have a degree structure of training specialists and cover three levels: Bachelor, Master, and Ph.D. However, different universities have different Ukrainian language training programs and, accordingly, their graduates have various opportunities for further employment. It was found that postgraduate education and professional growth of Ukrainian school teachers are provided by public organizations of foreign Ukrainians (World Coordinating Educational Council, Congress of Ukrainians of Canada, School Councils, etc.). They organize summer teacher training courses, seminars, webinars, online training, etc. The ideas of foreign experience, which it is advisable to creatively implement in the activities of institutions of higher pedagogical education in Ukraine, are distinguished.
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Liao, Yuan. "Perspective of the Legal Basis of NPC’s Discussion and Decision-making Power on Major Issues." Journal of Finance Research 3, no. 1 (April 29, 2019): 72. http://dx.doi.org/10.26549/jfr.v3i1.1377.

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The decision of local people's congresses to discuss major issues is a basic right granted to local people's congresses by the Chinese Constitution and laws. However, in practice, the implementation of the power of deliberation of major issues by local people's congresses is worrying. By applying the theory of Chinese traditionalism and unity in the theory of law, the theory of “sovereignty in the people” in the social contract theory of Western natural law school, Austin's “legal command theory” in Western positivist law and Hart's “recognition” “Rules theory” to argue that the integrity of rights necessarily involves the dual factors of decision-making and execution. At the same time, the existence and operation of the law always reflects the development of the political system. The realistic political situation requires us to make more precise and meticulous refinement of the external form and specific technical links of the legal system, and to coordinate the rules to make up the legal theory and Conflicts and conflicts in legal practice help to reform social institutions.
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Macias, Jose. "Anti-Racism Education: Theory and Practice.:Anti-Racism Education: Theory and Practice." Anthropology Education Quarterly 29, no. 1 (March 1998): 133–35. http://dx.doi.org/10.1525/aeq.1998.29.1.133.

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Glossop, Deanna. "Theory and practice clinical education." Nursing Standard 10, no. 29 (April 10, 1996): 21. http://dx.doi.org/10.7748/ns.10.29.21.s39.

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Dissertations / Theses on the topic "Theory and practice of education; congresses"

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Alexander, Dorothy Jean. "Developmentally Appropriate Practice and Preschool Teachers' Perceptions| Theory Versus Practice." Thesis, Johnson & Wales University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621971.

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The National Association for the Education of Young Children (NAEYC) Position Statement of Developmentally Appropriate Practices (2009) serves as a pedagogical framework for best practice among early childhood educators. Developmentally Appropriate Practice (DAP) is guided by what is known about how children develop and learn. Teachers draw upon these principles to make decisions about planning experiences which promote learning and optimize children's growth. The DAP statement is accepted in the early childhood field as the standard by which quality early learning experiences are defined and is used as a guidepost for planning (Copple & Bredekamp, 2009).

Copple and Bredekamp (2009) state that "intentional teachers are purposeful and thoughtful about the actions they take, and they direct their teaching towards the goals the program is trying to help children reach" (p. 10).

This qualitative descriptive study explored preschool teachers' perceptions of DAP and their use of DAP in planning learning experiences. Semi-structured interviews and document analyses were utilized to examine potential gaps between preschool teachers' perceptions and more fully understand daily planning decisions related to DAP. Utilizing Rubin and Rubin's responsive interviewing model (2012), (N=7) degreed preschool teachers employed at NAEYC accredited group care facilities were interviewed. Findings revealed inconsistencies among teachers' descriptions of key learning experiences for preschool children, implementation of learning experiences, and planning practices, thus, indicating a disconnect between theory and DAP.

The findings of this study may benefit pre-service and in-service teacher training programs as well as administrators of childcare centers. It is useful in identifying ways in which preschool teachers' understandings of developmentally appropriate practice can be further supported and developmentally inappropriate perceptions can be challenged.

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Samuelson, Peter L. "Moral imagination in theory and practice." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04232007-151719/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Ann Cale Kruger, committee chair; Laura D. Fredrick, Amy R. Lederberg, John Suarey, committee members. Electronic text (129 p. : col. ill.) : digital, PDF file. Description based on contents viewed Oct. 25, 2007. Includes bibliographical references.
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Evanshen, Pamela, Mary Myron, and Dilawar Grewal. "2 The Virtual Classroom: Theory to Practice." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4463.

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Akister, Jane. "Systems theory and attachment theory in social work education and practice." Thesis, Anglia Ruskin University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427479.

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Clarke, Vincent. "The theory-practice relationship in paramedic undergraduate education." Thesis, University of Hertfordshire, 2018. http://hdl.handle.net/2299/21089.

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A theory-practice gap has previously been proposed as existing in paramedic education. This proposal has been based on the literature, predominantly drawn from nursing, which describes the phenomenon as being a detrimental lack of congruence between the theory that is taught in the classroom and the experiences of students in the practice environment. This submission proposes, rather, that there is a 'paramedic praxis' where the relationship between theory and practice is such that the 'gaps' discussed in the nursing literature do not manifest in the same, potentially problematic, way. Paramedic students' views of theory were found to be centred around the components of their programme taught at university, including simulated practice and procedural approaches to skills-based interventions. Practice was predominantly seen as engaging with 'real' patients in the out-of-hospital environment, where theory was utilised in varying degrees based on the curriculum area to which the theory related. Practice was also considered by some participants to include university-based practical workshops and simulation exercises. Therefore, the resultant views of theory and practice included 'border areas' where no discrete delineation could be found to exist between the two concepts. Paramedic students perceived varying degrees of inconsistency when relating their practice-based experiences to the theoretical components of their programme. These inconsistencies were found to be due predominantly to the contextual and situational challenges associated with the undertaking of paramedic practice, challenges which were considered by the students to be an expected part of practice-based learning and not detrimental to their learning experience. There was found to be a clear appreciation among students that theory can never be exactly matched by their experiences of practice, and not all aspects of practice-based experiences can be fully 'unpicked' by reviewing the associated theory, particularly when considering aspects of practice related to the social sciences. Paramedic Practice Educators considered themselves to be a catalyst for learning, a view shared by their students who considered that the role was of greatest benefit when the Practice Educator was an active, engaged partner in the learning process. Learning was, however, also found to have taken place in the absence of an actively engaged Practice Educator. The model of Paramedic Praxis developed through this research has informed the implementation of practices to enhance existing undergraduate paramedic and Practice Educator educational programmes. The model has been utilised when preparing students for practice placements with greater attention being given to encouraging students to better prepare themselves to make the links between theory and practice. Approaches to reflection and reflective practice have been made more practical and applicable to the realities of practice-based learning, supporting students to enter the practice environment with a clearer individual strategy of learning already considered. Practice Educator education has also been developed, both locally and nationally. The model of Paramedic Praxis has informed the development of curricula for academically accredited, paramedic-specific, Practice Educator short courses. The Zip Analogy component of the model has been incorporated as a core concept by the College of Paramedics in its promotion of the role of the Practice Educator as a facilitator of learning. Continued development of these approaches, based on the findings of this research, will go to supporting the development of student paramedics into lifelong learners who will, themselves, become the Practice Educators of the future.
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Weierbach, Florence M., and Sharon D. Loury. "Nursing Theory: Education to Practice in Southern Appalachia." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7388.

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Jensen, Marilyn Duckworth. "Courting Serendipity: Constructivist Theory and Classroom Practice." UNF Digital Commons, 1998. http://digitalcommons.unf.edu/etd/136.

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This dissertation is a cross-case study and analysis of four teachers in a school involved in two reform initiatives which promote constructivist approaches to teaching and learning. The study describes the teachers' understandings of the learning theory and their interpretations of it in their classroom practice. The study found that three of the four teachers were practicing in ways consistent with constructivism while one was not because her need for control took precedence. The study found that although teachers are very aware of their students as individuals with different ways of learning and constructing an understanding, they are not much interested in learning theory. Teachers are, therefore, more likely to practice in ways consistent with constructivist learning theory if they see that such practice can help them meet the diverse learning needs of the individuals in their classes and if they are shown the "how-to's" in their professional development. The study also found that classroom management needs and the need for control of student behavior inhibit practice consistent with constructivism and concluded that teachers are more likely to practice in ways consistent with constructivism if complimentary classroom management techniques can be found and if teachers are comfortable giving students choice and control. The study uncovered the four C's of impediments to constructivist practice: classroom management, control, "coverage," and custodial care.
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Cain, Kellie J. "The development of teachers' reflectivity: Theory into practice." Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/2451.

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Cultivating preservice teachers' reflection on their practice has been a major objective in teacher education over the last twenty years. Teacher educators have designed a number of activities, usually related to coursework, to facilitate preservice teachers' reflectivity. These kinds of assignments might be described as asking preservice teachers to reflect on demand. Studies in the past have typically focused on the discussion of specific strategies used to elicit reflection or descriptions of reflective teacher education programs. This study explored how preservice and first-year teachers understand and engage in reflection in different contexts while learning to teach. A sample of seventeen respondents, education students enrolled in coursework, student teachers, and first-year teachers, was selected to participate in the study. The data consisted of interviews, classroom observations and the examination of related documents. Preservice teachers taking courses engaged in introspection or self-reflection. This time was spent exploring their emerging identities as teachers. As respondents got opportunities to work in school settings, they began to reflect more on content and students. First-year teachers applied some of the reflective strategies they learned during coursework in their own practice. Several factors appeared to enhance preservice and first-year teachers' ability to reflect as they moved from coursework into student teaching and their own classrooms: (1) building relationships with teachers and students in K--12 classrooms, (2) engaging in reflective dialogue with 'more knowledgeable others'---university faculty and practitioners, and (3) having opportunities to teach on a regular basis.
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Evanshen, Pamela, Mary Myron, and D. Grewal. "Integrating Theory and Practice in Virtual Classrooms." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/4366.

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Buttle, Joseph Walter. "Educational projects : theory, practice and curriculum change." Thesis, University of Sussex, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306000.

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This thesis sets out to add to our understanding of the "what" "how" and "why" of curriculum change in the following ways: (a) it takes a broad view of "curriculum", including the interactive as well as the pre-active; and evaluation and pedagogy as well as curriculum content. By means of the concept of "curricularisation", it forces attention upon the constructed nature of curriculum and the knowledge-constitutive interests it serves, whilst the notion of "evolution" is looked at in the context of cultural hegemony; (b) by focussing upon the "educational project" and its relationships between theory and practice, it renders problematic the rationalism, pedagogy and assessment procedures associated with traditional education; (c) substantively, it takes two sixth-form student projects as case-studies: the "pure" science of Nuffield Biology, and the "applied" science of Cambridge Technology; (d) methodologically, it views their pre-active curricula from both micro- and macro- sociohistorical perspectives, and studies their interactive curricula by ethnographic methods. The former method explores the cultural roots of the curriculum and the major external forces acting upon it, whilst the latter seeks to identify its internal dynamics in terms of linguistic sequences and their associated control. The sociohistorical evidence presented suggests that, contrary to fashionable belief, it is the aristocratid culture with its academic curriculum which is hegemonic. Whilst interactional data shows that, despite opportunities for "practical" curricularisation, it is the "technical" mode which predominates, raising the issue of the limits of curriculum change. Several other issues are raised in the course of this research. Those addressed here concern the problematic relationships between theory and practice in the fields of subject content, pedagogy and evaluation. Whilst underlying all such issues are the assumptions, foundations and curriculum structures which, although problematic, are taken for granted.
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Books on the topic "Theory and practice of education; congresses"

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Conference on Pre-school Education (1966 Chicago). Early formal education: Current theory, research, and practice. Edited by Hess Robert D, Bear Roberta Meyer 1942-, and Social Science Research Council. Committee on Learning and the Educational Process. New Brunswick, N.J: AldineTransaction, 2009.

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D, Hess Robert, Bear Roberta Meyer 1942-, and Social Science Research Council. Committee on Learning and the Educational Process., eds. Early formal education: Current theory, research, and practice. New Brunswick [N.J.]: AldineTransaction, 2010.

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Florida Symposium on Assessment in Music Education (2007 Gainesville, Fla.). Assessment in music education: Integrating curriculum, theory, and practice. Edited by Brophy Timothy S. 1952- and Albert Kristen. Chicago: GIA Publications, 2008.

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Mezhregionalʹnai︠a︡ nauchno-prakticheskai︠a︡ konferent︠s︡ii︠a︡ "Vuzovskai︠a︡ nauka--regionu" (2005 Petropavlovsk-Kamchatskiĭ, Russia). Regionalʹnye issledovanii︠a︡: Rezulʹtaty, problemy, perspektivy : materialy mezhregionalʹnoĭ nauchno-prakticheskoĭ konferent︠s︡ii "Vuzovskai︠a︡ nauka--regionu", 4-11 fevrali︠a︡ 2005 g. Petropavlovsk-Kamchatskiĭ: Izd-vo Kamchatskogo gos. universiteta, 2005.

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Indira Gandhi National Tribal University. Department of Social Work, ed. Hybridising theory and practice: Social work towards meeting the challenges of global and local. New Delhi: Published for Dept. of Social Work, Indira Gandhi National Tribal University by Essential Books, 2013.

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1931-, Joshi Kireet, and Indian Council of Philosophical Research, eds. Philosophy of value-oriented education: Theory and practice : proceedings of the National Seminar, 18-20 January, 2002. New Delhi: Indian Council of Philosophical Research, 2002.

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International PEG Conference (7th 1993 Edinburgh, Scotland). AI tools and the classroom: Theory into practice. (Edinburgh: Moray House Institute of Education, 1993.

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Conference on Systematic Cooperation Between Theory and Practice in Mathematics Education (4th 1990 Brakel, Germany). The Dialogue between theory and practice in mathematics education: Overcoming the broadcast metaphor : proceedings of the fourth Conference on Systematic Cooperation Between Theory and Practice in Mathematics Education (SCTP), Brakel Germany, September 16-21, 1990. Bielefeld: Institut für Didaktik der Mathematik der Universität Bielefeld, 1992.

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J, Snowling Margaret, and Thompson Michael L, eds. Dyslexia: Integrating theory and practice : selected papers from the second International Conference of the British Dyslexia Association "Meeting the Challenge", Oxford, 1991. London and New Jersey: Whurr Publishers, 1991.

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1941-, Weil Marie, Chau Kenneth K. L, and Southerland Dannia, eds. Theory and practice in social group work: Creative connections : selected proceedings, Eighth Annual Symposium on the Advancement of Social Work with Groups. New York: Haworth Press, 1991.

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Book chapters on the topic "Theory and practice of education; congresses"

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Ball, Deborah Loewenberg, Ruhama Even, Chris Breen, Lyn English, Luciano Meira, Toshikazu Ikeda, and Nobuhiko Nohda. "WGA 8: Research, Practice and Theory of Mathematics Education." In Proceedings of the Ninth International Congress on Mathematical Education, 258–63. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-010-9046-9_65.

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Carss, Marjorie. "Theme Group 4: Theory, Research and Practice in Mathematical Education." In Proceedings of the Fifth International Congress on Mathematical Education, 177–86. Boston, MA: Birkhäuser Boston, 1986. http://dx.doi.org/10.1007/978-1-4757-4238-1_14.

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Souto-Rubio, Blanca. "Visualizing Mathematics at University? Examples from Theory and Practice of a Linear Algebra Course." In Selected Regular Lectures from the 12th International Congress on Mathematical Education, 731–53. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17187-6_41.

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Psoinos, Dionysios I. "Theory and Practice." In SpringerBriefs in Education, 95–115. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79919-9_4.

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Mahon, Kathleen, Stephen Kemmis, Susanne Francisco, and Annemaree Lloyd. "Introduction: Practice Theory and the Theory of Practice Architectures." In Exploring Education and Professional Practice, 1–30. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2219-7_1.

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Akpan, Ben, and Teresa J. Kennedy. "Introduction—Theory into Practice." In Springer Texts in Education, 1–13. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43620-9_1.

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Torsani, Simone. "CTE from Theory to Practice." In CALL Teacher Education, 85–108. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-477-0_5.

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Hutchings, Maggie, and Peter Jarvis. "The Relationship Between Practice, Theory and Research." In Practice-Based Education, 175–86. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-128-3_13.

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Bond, Rebecca, and Elizabeth Castagnera. "Peer Supports and Inclusive Education: An Underutilized Resource." In Theory into Practice, 224–29. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780203764121-4.

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Adams, Jeff. "Art Practice as Education Research." In Applying Theory to Educational Research, 203–17. Chichester, UK: John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9781119950844.ch13.

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Conference papers on the topic "Theory and practice of education; congresses"

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Pfefferová, Miriam Spodniaková, Janka Raganová, Martin Hruška, and Stanislav Holec. "Theory versus practice at implementation of inquiry-based approaches into physics education." In ICNPAA 2016 WORLD CONGRESS: 11th International Conference on Mathematical Problems in Engineering, Aerospace and Sciences. Author(s), 2017. http://dx.doi.org/10.1063/1.4974379.

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Bzymek, Zbigniew M. "Solving Problems With Contradictions: The Challenge of 21st Century Engineering Education, Research and Practice." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-62293.

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In the fast growing world economy engineering design and production plays a more and more important role almost every day. The only chance for the advanced western nations to maintain their leading technological positions during the course of the current century is to invest in technology and education. This may help to retain the position which, according to predictions, they may lose by 2035 [1]. One of the key ways of keeping their leading technological positions is to develop problem solving research and education to the degree to which all the potential of their national economy and technology would be used. In this paper some aspects of problem solving research and practice using an algorithmic method called BTIPS (Brief Theory of Inventive Problem Solving) are discussed. The importance of problem solving in engineering education is also stressed, and an example of a university course in the subject is discussed.
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Bzymek, Zbigniew M. "Solving Conflicting Engineering Problems in Education, Research and Practice: Enhanced Approach." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-39692.

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The nature of engineering is problem solving. The challenge of ongoing design research is to develop a tool that would support the most difficult phase of design — solving problems with contradictions and finding the best possible idea for conceptual design of products. The Brief Theory of Inventive Problem Solving (BTIPS) is a prospective tool for performing such a task. Derived from TRIZ, TSIP and TIPS, BTIPS slightly differs from those methods. Principles, Effects and Prediction modules in BTIPS are enhanced to meet the newest challenges of engineering pedagogy and technology development. To meet those challenges principles of Size Reduction, Miniaturization, Nanotechnology and Biotechnology were added. Design principles and technological effects were enriched with new developments based on nanotechnology and biotechnology. Furthermore the procedure of the Virtual Element approach was added to the Prediction module. The tests of functions’ separation and minimum information contents to evaluate the derived end solution are also the new additions. BTIPS is living and developing; it is taught and used, and, thus, constantly improved. This paper points out the enhancements and shows some ways of BTIPS application in solving problems with conflicting constraints in conceptual design.
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Bzymek, Zbigniew M. "Engineering Problem Solving: Learning and Practice." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-88527.

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The Engineering Problem Solving process has two aspects. It relies on the talent of the designer on the one hand and the efficiency of the problem solving tools on the other. Talent is an attribute of a person. It is very difficult to formalize the talent of an individual, and no satisfactory formalization has been achieved successfully. For this reason only the original designer’s talent and his/her knowledge and experience are available for use during the problem solving process. However, there are several choices and decisions that can be made concerning methods, algorithms, and software packages. After those choices are made the next steps in the problem solving process can be outlined. The problem solving method described in this paper is called a Brief Theory of Inventive Problem Solving (BTIPS) and was developed on the basis of TRIZ (Russian: теория решения изобретательских задач, teoriya resheniya izobretatelskikh zadatch) and TIPS (Theory of Inventive Problem Solving) and taught at the University of Connecticut (UConn). The application of this method starts with the accurate definition of the problem. The problem has to be properly separated from the environment. Further problem solving choices depend on the knowledge of the designer and include the right sequence of steps, definition of contradictions, choice of solution modules, algorithms, definition of designed systems and subsystems, and choice of elements and objects. There are several further paths to be selected and resulting decisions to be made. Those decisions and the processes following them are described in this paper. The recommendations for the proper path are given and the procedures are discussed. The derivation of the Ideal Solution is described and tests of the solution’s effectiveness and economy are given. The experience gained from teaching one Mechanical Engineering course, three MEM (Management Engineering for Manufacturing) courses at UConn, one graduate course at UConn, one graduate course at the University of Fairfield, and several special non-academic courses for practicing engineers is summarized. Some students’ opinions are analyzed and recommendations for further education and the practice of engineering problem solving are derived. The references to the existing teaching, research, practice, and development studies are quoted. This paper is devoted to the characteristics of BTIPS method. The companion paper [1] is devoted to the characteristics of the software that could be used with the method. TIPS (the Theory of Inventive Problem Solving) is a further development of Altshuller’s theory done by Invention Machine under the leadership of Valery Tsourikov [2]. BTIPS (Brief Theory of Inventive Problem Solving) is a simplified version of TIPS developed at the University of Connecticut (UConn) especially for teaching purposes, though it is also powerful when applied to engineering practice problems [3].
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Chen, Zhiqiang, and Zahed Siddique. "Web-Based Mechanical Engineering Design Education Environment Simulating Design Firms." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61318.

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Mechanical design education focuses on teaching students with fundamental design theory and methodology. Educators systematically introduce design theories, processes, and tools to help students solve design problems. Companies and professional organizations expect that students will be equipped with basic understanding of the engineering practice, and be able to effectively perform independently and in a team environment. Senior capstone design courses, particularly with industry sponsored projects, are widely used to satisfy both education and professional needs of students. This paper presents an education system, which can further facilitate students to acquire design skills in a real-time collaborative, and practical environment. The web-based system helps student teams to: (1) specify the design process for their team projects, (2) organize and distribute tasks among different team members to simulate industry design environment, and (3) get instantaneous access to models, analysis, etc. related to their design. The developed web-based system also contains a knowledge-base that provides students with instructions to setup the design process for projects, and to perform different design tasks. A virtual design organization is created in the system, which is managed by students. In this paper different components of the web-based design education system are presented.
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Bzymek, Zbigniew M., and Teresa Lally. "The Brief Theory of Inventive Problem Solving: Practicality of Software Support." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-70438.

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The ongoing challenge of research in Engineering Design is to develop a tool that can support the most difficult phase: solving problems with contradictions. The Brief Theory of Inventive Problem Solving (BTIPS) is a prospective method for performing such a task. Derived from TRIZ, TSIP, and TIPS, BTIPS differs from those methods. The Principles, Effects and Prediction modules in BTIPS are enhanced to meet the newest challenges of technology, engineering practice and pedagogy. New principles were also added to BTIPS and technological effects were enriched with new developments based on nanotechnology and biotechnology. In addition the Virtual Element procedure approach was added. The tests of functions’ separation are also the new additions. This paper includes the results of research done on the effectiveness of software that could support BTIPS in the individual studies that include applications of the available computer programs. The advantages of using BTIPS with supporting software, such as Invention Machine™, TechOptimizer™, and Goldfire™, are pointed out. Some examples are given, but others could not be discussed because of the licensing constraints. The software, if it is used during the solving process, could speed up the search for the Ideal Solution and make BTIPS even more effective in education, and even in research, and practice.
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Meyer, Johan, Hannelie Nel, and Nickey Janse van Rensburg. "Systems Engineering Education in an Accredited Undergraduate Engineering Program." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-68038.

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Developing countries are mostly reliant on external technologies and this augments the need for systems engineering capability in these economies. It is therefore imperative that systems engineering as theory and practice is included in undergraduate engineering curricula to strengthen the internal technological capability of a country’s developing engineers. In South Africa, the quality of undergraduate engineering programs is governed by the Engineering Council of South Africa (affiliated under the Washington Accord); and the exit level outcomes of the programs are predetermined explicitly per module. Systems engineering was introduced to an undergraduate electrical engineering program offered in the Faculty of Engineering and the Built Environment at the University of Johannesburg; and a framework developed to ensure that the program still meets the requisite ECSA exit level outcomes and therefore international standards. This paper presents the design and implementation of the framework, as well as the challenges that students are exposed to when faced with real-world systems engineering practice. Students were grouped into independent product development teams using a software support tool which promotes diversity and skill-level targets for each team. The independent team structure required the use and application of the systems engineering process and supported the development of management and communication skills. Furthermore, the framework allowed assessment of the performance of each product development team towards achieving the overall project objectives. One of the accreditation requirements of undergraduate engineering programs is peer assessment and this was achieved by the process. The paper closes by presenting the results of the stated framework implementation in an undergraduate electrical engineering program offered in the Faculty of Engineering and the Built Environment at the University of Johannesburg.
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Flumerfelt, Shannon, Anabela C. Alves, Franz-Josef Kahlen, and Anna Bella Siriban Manalang. "Why Require Ethics in Engineering?" In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-89392.

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This theoretical paper will provide a review of the literature regarding the need for ethics in the workplace and how taxonomical ethical development can be used in engineering education. In fact, advocacy to educate for ethics in engineering education by design is discussed as a solution to this problem. By spiraling ethical competency development into engineering education as a body of practice, rather than as a theory of knowledge, it is possible to integrate engineering “hard science” content with engineering “soft science” competency. This means that current programs’ scopes and sequences may remain in place, with recommended changes in pedagogy.
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A. E. Silva, Luciano, Ivan Barroso, Alexsander Menezes, Alessandro R. L. Zachi, Milena F. Pinto, and Aurélio G. Melo. "Development of a Control Systems Training Module for Application on Undergraduate Engineering Classes." In Congresso Brasileiro de Automática - 2020. sbabra, 2020. http://dx.doi.org/10.48011/asba.v2i1.1026.

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Student access to laboratory experiments is critical in undergraduate engineering courses since it integrates theory and practice. The access of students to such practical examples helps them to understand and apply what is learned. However, due to rapid technological advancement, educational kits can quickly become obsolete. Besides, there are many known commercial platforms for training.Many of them have steep prices, which makes their availability dicult for every student. The present work proposes a low-cost ATMEGA-based system as the main device for an educational tool for training Control System Theory. The system enables the students to test dierent control strategies through the use of a simple educational kit.
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Hunt, Emily M., Pamela Lockwood-Cooke, and Paul Fisher. "A Practical Approach for Problem-Based Learning in Engineering." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42088.

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Problem-based Learning (PBL) is a motivating, problem-centered teaching method with exciting potential in engineering education. PBL can be used in engineering education to bridge the gap between theory and practice in a gradual way. The most common problem encountered when attempting to integrate PBL into the undergraduate engineering classroom is the time requirement to complete a significant, useful problem. Because PBL has such potential in engineering, mathematics, and science education, professors from engineering, mathematics, and physics have joined together to solve small pieces of a large engineering problem concurrently in an effort to reduce the time required to solve a complex problem in any one class. This is a pilot project for a National Science Foundation (NSF) supported Science Talent Expansion Program (STEP) grant entitled Increasing Numbers, Connections, and Retention in Science and Engineering (INCRSE) (NSF 0622442). The students involved are undergraduate mechanical engineering students that are co-enrolled in Engineering Statics, Calculus II, and Engineering Physics I. These classes are linked using PBL to increase both student engagement and success. The problem addresses concepts taught in class, reinforces connections among the courses, and provides real-world applications. Student, faculty, and industry assessment of the problem reveals a mutually beneficial experience that provides a link for students between in-class concepts and real-world application. This method of problem-based learning provides a practical application that can be used in engineering curricula.
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Reports on the topic "Theory and practice of education; congresses"

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Tripp, Brie. From Theory to Practice: Interdisciplinary Science in Undergraduate Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7360.

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