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Literatura académica sobre el tema "Organizational pedagogic"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 1 de febrero de 2022

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Artículos de revistas sobre el tema "Organizational pedagogic"

Ponomarev, Roman Evgenievich. "Improvement of pedagogic managers professional skills at department of pedagogic education of the msu". Moscow University Pedagogical Education Bulletin, n.º 3 (30 de septiembre de 2010): 150–55. http://dx.doi.org/10.51314/2073-2635-2010-3-150-155.

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There are considered actual problems of improvement of professional pedagogical skills: new organizational and administrative requirements to the activity, implementation of connection between the pedagogic theory and practice. Results of Improvement of professional pedagogic skills under conditions of education informatization course, presented at Department of Pedagogic Education of the Moscow State University.

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Askarov, A. "Organizational-Pedagogical Stages of Applying Distance Professional Development of Pedagogic Personnel". Advanced Science Journal 2015, n.º 4 (1 de agosto de 2015): 72–76. http://dx.doi.org/10.15550/asj.2015.04.072.

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Ohlsson, Jon. "Pedagogic challenges in the learning organization". Learning Organization 21, n.º 3 (8 de abril de 2014): 162–74. http://dx.doi.org/10.1108/tlo-09-2013-0045.

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Purpose – The purpose of this paper is to further clarify a conceptual understanding of pedagogic challenges in the learning organization and to propose a model for pedagogic interventions to facilitate organizational learning and managing tacit knowledge. Design/methodology/approach – The “organization pedagogic” approach includes analysis of, and interventions in, learning processes in local school organizations' quality development. The empirical study focuses particularly on identified contradictions and challenges regarding organizational learning. Through a multi-case study design, 39 in-depth interviews with head teachers and teachers were carried out. A qualitative thematic analysis was conducted. Findings – Observed obstacles regarding collective learning processes in the local school organizations mirrored underlying contradictions. These contradictions manifest as dilemmas concerning inconsistent and implicit quality analyses and assessments, as conflicting views regarding collaboration and interpretations of teacher’s role and as paradoxical views on managing processes regarding quality work. Originality/value – A conclusion is that dilemmas and paradoxes, more than conflicting views, are difficult to conceptualize and make explicit to create shared knowledge. This means that contradictions remain as underlying tensions in the organization and decrease the potential of both team learning and organizational learning. Therefore, a pedagogic intervention loop model is suggested, aiming at facilitating ongoing collective learning processes and managing tacit knowledge.

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JUFRI, Hamid AL y Dwi PRIYONO. "ORGANIZATIONAL CLIMATE AND TEACHER PEDAGOGIC COMPETENCE ON QUALITY OF SERVICES IN SMP". JKP | Jurnal Kepemimpinan Pendidikan 1, n.º 1 (5 de diciembre de 2018): 70–86. http://dx.doi.org/10.22236/jkpuhamka.v1i1.3429.

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This study aims to determine the influence of Organization Climate and Teacher Pedagogic Competence School Quality Service in Public Junior High School District Kembangan in West Jakarta.This study is descriptive in the entire population of teachers in Public Junior High School in West Jakarta District of New Kebayoran as many as 7 State Primary School with a number of teachers is 347, elected by proportional random sampling, the number of 186 teachers. Data was collected using a questionnaire to measure the Organization Climate, Teachers and Achievement Motivation Teacher on School Quality Service.The results showed that: first, there are positive Influence of Total Quality Management to Principal Teacher School Quality Service is acceptable, it can be determined by t test calculations in which th> tt (40.38> 1.66). And based on the calculation formula product moment correlation coefficient can be determined path coefficients (p31 = 0.272) at α = 0.05, that rh> rt (0.948 > 0.148) means that it can be said that there are positive effects of TQM Head Teacher School Quality Service, by r213 = coefficient of determination of 0.8986. This means that 89.89% of the variation of Teacher School Quality Service (X3) are affected by TQM Principal (X1). Second, there is a positive influence on Achievement Motivation Teacher Teacher School Quality Service is acceptable, it can be determined by t test calculations in which th> tt (73.92> 1.66). Third, there is a positive influence Principal Total Quality Management (X1) of the Teacher Achievement Motivation (X2) can be accepted, it can be determined by t test calculations in which th> tt (32.31 > 1.66).

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Marliana, Rita, Yossa Istiadi y Eka Suhardi. "HUBUNGAN ANTARA BUDAYA ORGANISASI DAN KOMPETENSI PEDAGOGIK DENGAN KEINOVATIFAN GURU". JURNAL MANAJEMEN PENDIDIKAN 6, n.º 2 (23 de julio de 2018): 636–45. http://dx.doi.org/10.33751/jmp.v6i2.790.

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The objective of this research is to analyse the correlation between organizational culture and pedagogic competence with innovation of civil servant teachers. The design of this study was survey and correlational approach. The research applies survey method to collect the data and correlational approach, the research that is designed to get the information about the correlation between variabel in the population. The population in this research is all civil servant teachers in state elementary school se-gugus 6 Pancoranmas district, Depok city totally 120 teachers. This research applied proportional random sampling design which determine a sample taken from a representative of each of the existing schools in the population whose numbers were adjusted by the amount of each allocation formula, using proportional random sampling using the formula with the total sample slovin as many as 93 teachers. The research revealed that there is positive and highly significant relationship between the organizational culture with teachers innovation. There are positive and highly significant relationship between pedagogic competence and teachers innovation.Keywords: Organizational Culture, Paedagogic Competence, Innovation

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Konovalova, Ludmila y Vyacheslav Skvortsov. "ORGANIZATIONAL-PEDAGOGICAL CONDITIONS OF FORMING PROFESSIONAL COMPETENCE IN FUTURE PEDAGOGUES". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (25 de mayo de 2018): 259–70. http://dx.doi.org/10.17770/sie2018vol1.3135.

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In the article is considering possibilities of realization of competence-based approach in process of training future pedagogues in a higher education institution. The author proves main ideas of educational strategy that provide with effectiveness of forming professional competence in pedagogues. The content of the article shows the importance of integration educational, scientific and pedagogic activity in the process of development of professional competence in future pedagogues. It describes principles, modes and methods of effective organization of professional competence in future pedagogues during process of education in a higher education institution.

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Al-Kufaishi, Adil. "A pedagogic model of translating expository texts". Babel. Revue internationale de la traduction / International Journal of Translation 52, n.º 1 (18 de agosto de 2006): 1–16. http://dx.doi.org/10.1075/babel.52.1.01alk.

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Abstract The aim of this paper is to present a semantically- based and pragmatically-oriented model of translating expository texts, to expound its main components and to establish links between its subcomponents. The model is discourse-centered. It caters for the properties of meaning, semantic relationships, rhetorical patterns and discoursal values, and considers the cognitive processes of interpretation which involve interaction and negotiation between schemata- the system of prior conceptual knowledge and the textual information. The model considers both the macro- and micro-dimensions of discourse analysis. It starts with macro-structure analysis, i.e. the discoursal organizational patterns and proceeds to micro-structure analysis, i.e. the intersentential relationships that bind together the portions of the text and the lexical items which encode the imparted meaning. The model takes into account the four translation processes of discourse decomposition, conversion restructuring and editing. It views the text as a subcomponent of the communicative context which in turn is a subcomponent of the context of culture (see Figure 4). The analytical procedure proceeds in terms of three levels: level 1 involves discourse decomposition (Component A), level 2 involves communicative context analysis (Component B) and level 3 involves cultural restructuring (Component C). To properly comprehend a text, a trainee translator has to: (a) decompose the intricate network of semantic and textual relationships, (b) consider the parameters of the communicative context that are relevant to discourse interpretation and (c) link the text to its cultural context.

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Lougen, Colleen. "Book Review: The Routledge Handbook of Language and Professional Communication". Reference & User Services Quarterly 58, n.º 2 (18 de enero de 2019): 128. http://dx.doi.org/10.5860/rusq.58.2.6948.

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The contributors in this single-volume handbook thoroughly examine the pedagogic and practitioner interpretations of language and professional communication, as well as the theoretical frameworks of related disciplines: business communication, management communication, workplace communication, corporate communication, and organizational communication. Further, the handbook “is an attempt to introduce current research and practice in the field of language teaching and learning in professional contexts to a wider audience” (xvi).

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Новиков, Aleksandr Novikov, Абатурова, Valentina Abaturova, Новикова y Tatyana Novikova. "Professional Development Program “Organizational-and-Methodological and Psychological-and-Pedagogic Aspects of the Academic Olympics Movement”". Profession-Oriented School 1, n.º 6 (25 de diciembre de 2013): 21–26. http://dx.doi.org/10.12737/2006.

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This Development program is designed for educators and psychologists dealing with identification, support and development of gifted students’ intellectual abilities. The presented Program can be implemented in institutions of additional professional education.

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Yahupov, Vasyl y Oleh Rybchuk. "METHODS FOR THE DEVELOPEMENT OF SPECIAL COMPETENCE OF LECTURERS OF SPECIAL SUBJECTS IN MILITARY EDUCATION SYSTEM". International Conference on Technics, Technologies and Education, ICTTE 2019 (2019): 192–99. http://dx.doi.org/10.15547/ictte.2019.03.069.

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The article deals with the topical issue concerning the theoretic substantiating and experimental check of the author's method of development special competence of lecturers of special subjects of higher military educational institutions. The authors has proposed their own vision of the content and structure of the phenomenon under the research as a multidimensional integral psychical formation, which is a structured complex of special qualities, abilities and manifestations of a lecturer that give him/her and opportunity to perform successfully certain professional functions as a subject of special activity in the military education system. The study is novel in definition of the complex of organizational-and-pedagogic conditions as a system of necessary and sufficient factors determining the high-performance process of special competence development. The article reveals the main stages of authors' method for developing special competence of special subjects lecturers in the postgraduate education system. There are given the main results of pedagogical experiment witnessing the effectiveness of innovations proposed.

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Tesis sobre el tema "Organizational pedagogic"

Johansson, Peter. "Arbetsplatsens lärmiljöer : En organisationspedagogisk studie av konstruerande av lärmiljö i vuxenutbildningsverksamhet". Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-56377.

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Today’s research on workplace learning stresses the importance of the environment in which learning takes place. On the basis of an empirical study of a Vocational Education and Training (VET) program this thesis aims to create knowledge about how a learning environment is constructed. Theoretically, the study is based within action theory and takes an organizational pedagogical point of departure. It is rooted both in constructivist theory, as well as draws on the theory of learning as culturally and socially situated. The study is designed as a single case study. Data was primarily collected during periods of field studies through the observation of teachers’ work inside and outside classroom settings; recurring in-depth interviews with six teachers and eight participants, and reflection group interviews with the teachers. The study reveals a difference between participants’ and teachers’ educational goals and ambitions. This is important to acknowledge due to the necessity for the teachers to handle the difference. It gives information on daily work in the VET-program and the important work tasks that emerge. The program is influenced by the ideological foundations developed by its principal organizer, which comes to play as a special way of reasoning, the Yes-thought. Much of the daily work consists of an adjustable way of working and an approach that supports it. However, two tension fields can be identified in which discretion in work tasks is created. The first concerns the approach to work tasks, and is a tension between dynamic and instrumental approaches. The second concerns the organizing of work tasks and is a tension between adjustable and regulating ways of working. Micro context is introduced as a concept, referring to the context of meaning which is created around work tasks. Depending on the micro context’s position in the two tension fields, different conditions of learning can be identified. The micro contexts can then be understood as the learning environments in the work place.

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Dafgård, Pia y Catrin Edvardsen. "Du är huvudpersonen i ditt liv, eller? : En kvalitativ studie om kvinnors upplevelser av empowerment dimensioner på kvinnodominerade arbetsplatser". Thesis, Högskolan Väst, Avdelningen för psykologi, pedagogik och sociologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-12373.

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Bakgrunden till denna studie är att främja kvinnor i arbetslivet och finna metoder att förhindra ohälsa och sjukskrivningar, samt att belysa kvinnors upplevelser av empowerment-processer i närområdet gällande deras arbetssituationer. Syftet med denna kvalitativa studie är att undersöka vad som stärker kvinnor i sin yrkesroll. Har kvinnor möjlighet att ingå i empowerment-processer och påverka sin kompetensutveckling? Upplever kvinnor maktlöshet på de kvinnodominerade arbetsplatserna? Visionen om det idealiska arbetet där organisation och medarbetare prioriteras likvärdigt är human relation teorin i närhet där organisation och medarbetare behöver varandra. Sju arbetsplatser är representerade med femton informanter som intervjuades med en hermeneutisk ansats och tolkas genom IPA-modellen. Resultatet visade skillnader på de olika arbetsplatserna som gav empowerment dimensionerna egenmakt, maktlöshet och stärkande genom kompetensutveckling. Där mer kunskap ger mer makt.
The background of this study is to promote women in working life and to find methods for preventing ill health and sick leave, as well as highlighting women's experiences of empowerment processes in their area regarding their work situations. The purpose of this qualitative study is to investigate what strengthens women in their professional role. Do women have the opportunity to participate in empowerment processes and influence their skills development? Do women experience powerlessness in the women-dominated workplaces? The vision of the ideal work in which organization and employees are prioritized equally is the human relation theory where organization and employees need each other. Seven workplaces are represented by fifteen informants interviewed with a hermeneutic approach and interpreted through the IPA model. The result showed differences in the different workplaces that gave empowerment the dimensions of empowerment, powerlessness and strengthening through skills development. Where more knowledge gives more power.

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Garcia, Angélica Gonçalves. "Projeto político pedagógico na escola pública: estratégia e cultura organizacional". Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/12/12139/tde-26112015-103717/.

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Para analisar as potencialidades e limitações do projeto político pedagógico (PPP), enquanto instrumento de direcionamento estratégico e fortalecimento dos valores culturais de uma escola pública, foi realizada uma pesquisa descritiva que teve como eixo central um estudo de caso único de uma instituição de ensino da rede municipal de São Paulo, a EMEF Padre José Pegoraro. O atual PPP da organização foi o ponto de partida para uma análise baseada na abordagem contextualista de Pettigrew (1985). A escolha metodológica da investigação priorizou entrevistas semiestruturadas com a diretora, a coordenadora pedagógica e 5 professores; observações não-participantes de reuniões de planejamento, onde a Direção apresentou o PPP e propôs sua discussão; análise documental; e observação participante da implementação do projeto Criativos da Escola. A pesquisa de campo apontou alguns limitadores para o processo participativo de elaboração do PPP nas escolas públicas, que impactam sua capacidade de direcionar estrategicamente a gestão e fortalecer os valores organizacionais: os escassos espaços de convivência da equipe da escola e dela com seus stakeholders; as crenças que separam aqueles que decidem daqueles que executam; as vivências restritas de participação dentro e fora da escola; as diferenças de visão que a Direção e a comunidade têm sobre o papel da escola, o PPP e o seu processo de elaboração; a dificuldade de administrar as demandas do dia a dia e criar espaços de reflexão sobre as práticas de gestão. Este estudo de caso também possibilitou identificar fatores determinantes para o direcionamento estratégico do PPP, como a existência de um plano de ação que detalhe como o grupo pretende efetivar o projeto e a realização de avaliações das práticas e de suas contribuições com o PPP. O projeto político pedagógico e a gestão democrática são construções sociais que se dão no meio de contradições e conflitos de interesses. O desafio do grupo gestor das escolas é contribuir para criar um ambiente organizacional de aprendizagem e uma cultura de participação, os quais consolidem valores de gestão democrática e cidadania.
In order to be able to analyze both the potentialities and limitations of a political pedagogic project (PPP), seen as the instrument of a strategic and empowering direction of cultural values in the public school, a descriptive survey was carried out, whose core was a single case study of a school of the São Paulo municipal system, EMEF Padre José Pegoraro. The organization\'s current PPP was the baseline for an analysis based upon Pettigrew\'s (1985) contextual approach. The methodological choice of the investigation prioritized semi-structured interviews with the school\'s principal, pedagogic coordinator and five teachers; non-participant planning meeting observations, where the administration presented and discussed the proposed PPP; documental analysis; participative observation of the implementation of the Criativos da Escola project. The field survey appointed certain restrainers to the participative process in the development of the PPP in public schools, which impacts its capacity to strategically orientate the management and empower the organizational values: the scarce living spaces for the school staff, and the school itself and its stakeholders; the believes that divide those who decide from those who execute; the limited participation experiences both inside and outside the school; the different visions the administration and the community have about the role the school plays, the PPP and its elaboration process; the difficulty to manage the daily demands and to create spaces of reflection about the management practices. The case study herein has also made it possible to identify determinant factors for the PPP strategic direction, seen as the existence of an action plan that details how the group intends to implement the project and the practice assessment, and their contributions to the PPP. The political pedagogic project and the democratic administration are social entities existing in the middle of contradictions and conflicts of interest. The challenge the school\'s management group faces is to contribute to the creation of an organizational environment of learning and a participative culture which consolidates values of democratic management and citizenship.

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Machado, Gisele Viola 1982. "Pedagogia do esporte = organização, sistematização, aplicação e avaliação de conteúdos esportivos na educação não formal = Sport pedagogy : organization, systematization and application of sports content in non-formal education". [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/275013.

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Orientador: Roberto Rodrigues Paes
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Física
Made available in DSpace on 2018-08-21T13:18:58Z (GMT). No. of bitstreams: 1 Machado_GiseleViola_M.pdf: 1665492 bytes, checksum: 0fce3381722269f5661500ba29a8dfc0 (MD5) Previous issue date: 2012
Resumo: O esporte está presente em diversos cenários da educação, sendo o foco deste estudo o cenário da educação não-formal, mais especificamente os projetos sócio-educativos inseridos no contexto das Políticas Públicas, que dentre seus objetivos buscam minimizar os problemas enfrentados por crianças e adolescentes em situações de risco social. Para tal, faz-se necessário que o esporte receba um tratamento pedagógico adequado, com uma organização sistematizada de seus conteúdos, a fim de potencializar seu significado educacional. Diante do exposto, o estudo conta com uma pesquisa que visa sustentar uma prática didático-pedagógica voltada à formação integral de crianças e adolescentes na iniciação esportiva participantes de projetos socais. Para tal, realizamos um estudo de caso no Programa Ensino Esporte e Juventude (PEEJ), uma Política Pública, mantida pelo Poder Público municipal da cidade de Taubaté, com a intenção de verificar o tratamento dado ao esporte enquanto conteúdo educacional, verificando (I) a prática pedagógica dos professores, (II) os conteúdos propostos no planejamento e (III) quais os conteúdos foram de fato aprendidos na perspectiva dos alunos. Para isto o processo metodológico passou por quatro etapas: (a) Análise documental do Planejamento esportivo; (b) Observação não participante das aulas esportivas de 10 professores; (c) entrevista semiestruturada com os professores; e (d) entrevista semiestruturada com 45 alunos entre 11 e 15 anos, através da técnica do Focus Group. Após analisar e relacionar os dados, constatamos que o (a) PEEJ apresenta um Planejamento esportivo na perspectiva dos Referenciais da Pedagogia do Esporte, contribuindo para a construção das Propostas Didáticas dos professores, (b) as aulas observadas apresentam um equilíbrio entre os três Referenciais da Pedagogia do Esporte; (c) a maioria dos professores apresentou uma visão na entrevista superando o pensamento reducionista sobre o papel do esporte, contudo alguns apresentaram dificuldades em relacioná-los com os conteúdos que ensinam nas aulas; e (d) os alunos identificam as aprendizagens adquiridas na perspectiva dos três Referenciais da Pedagogia do Esporte
Abstract: Sports is present in several educational settings, and the focus of this study is the scenario of non-formal education, more specifically the social and educational projects within the context of Public Policy, which among its objectives seek to minimize the problems faced by children and adolescents in social risk situations. Hence sports must receive an appropriate pedagogical treatment with a systematic organization of its contents, in order to enhance their educational significance. Thus, the study relies on a research that aims to sustain a didactic and pedagogic practice focused on comprehensive training of children and adolescents in sports initiation who are participating in social projects. Therefore, we have carried out a case study at Sport and Youth Education Program (PEEJ), which is a Public Policy maintained by the municipal government of the city of Taubaté, with the purpose of verifying the treatment given to sports as an educational content, checking (I) pedagogical practice of teachers, (II) the contents proposed in planning and (III) which of the contents were indeed learned from the students' perspective. So, the methodological process has gone through four steps: (a) Documental analysis of sports Planning, (b) Nonparticipating note of sports class of 10 teachers, (c) semi-structured interviews with teachers, and (d) semi-structured interviews with 45 students between 11 and 15 years old, through the Focus Group Technique. After analyzing and relating data, we have found that (a) PEEJ presents a Sports Planning from the perspective of Sports Pedagogy Reference, thus contributing to the construction of Teachers' Didactic Proposals, (b) the observed classes show a balance between the three Sports Pedagogy Reference, (c) although the majority of teachers has presented at the interview a vision that surpasses reductionist thoughts about the role of sports, some had difficulties in relating them to the content they teach in class, and (d) students identify the learning acquired on the perspective of Sport Pedagogy Reference
Mestrado
Biodinamica do Movimento e Esporte
Mestre em Educação Física

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Daniels, Harry. "An enquiry into different forms of special school organization : pedagogic practice and pupil discriminations". Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10006549/.

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Granberg, Christina. "En kvalitativ studie om hur förskollärare beskriver pedagogisk dokumentation som arbetssätt". Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21086.

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Samtliga respondenter beskriver pedagogisk dokumentation som en möjlighet att få syn på barnens intressen och för att förbättra och vidareutveckla verksamheten. Pedagogisk dokumentation ses som en process som både vuxna och barn kan delta i. I denna process an-vänds dokumentationsmaterialet för reflektion och analys. Arbetssättet beskrivs även som en hjälp för pedagogerna att se sin egen roll i de pedagogiska processerna. Utvecklingssamtal, föräldramöten och var-dagliga samtal, exempelvis vid lämning och hämtning av barnen, upp-levs som bra tillfällen för att använda pedagogisk dokumentation. Det största hindret som förskollärarna beskriver är tidsbrist. Det kan ex-empelvis vara svårt att hinna ta hand om dokumentationsmaterialet och att avsätta tid för reflektion. En annan aspekt som framkommer är att det kan upplevas som svårt att arbeta med pedagogisk dokumenta-tion som en process där barnen är i centrum, samtidigt som det finns tydliga mål att följa, uppsatta med utgångspunkt från förskolans läro-plan. Förskollärarna är positiva till pedagogisk dokumentation som arbets-sätt. Erfarenhet av yrket poängteras som en fördel för att hinna med att dokumentera och se varje barns utveckling och lärande.

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Ärlestig, Helene. "Communication between principals and teachers in successful schools". Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1927.

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This thesis examines the interplay between organizational structure and culture and principals’ communication with their teachers in a Swedish school setting. Especially communication about issues connected to teaching and learning, student outcomes and school improvement are in focus. These issues are examples of what principals work with as pedagogical leaders. The thesis consists of four published articles on principals’ communication in relation to organizational prerequisites and aims. The four separate articles are all connected to three overall questions. How do organizational factors relate to the communication process? How does the communication between principals and teachers affect and reflect principals’ and teachers’ work towards the national objectives in the Swedish curriculum? What, if any, differences are there in the communication process between successful and less successful schools? The research undertaken in this thesis is a part of a larger project called ‘Structure, Culture, Leadership – prerequisites for Successful Schools?’ The empirical data used consists of interviews and questionnaires with teachers and principals in twenty-four Swedish schools as well as one school outside the projects study population. The twenty-four schools within the project have been divided into four groups depending on how they have succeeded in reaching academic and social objectives in the curriculum. The overall result shows that most communication in schools is related to everyday activities and individual students. Teachers claim that their communication with their principals is uncomplicated and straightforward. Viewing communication as a multidimensional process including information, affirmation/feedback and interpretation reveals that many principals overestimate their ability to communicate as pedagogical leaders. The difference in the communication process between the schools was more due to organizational factors like structure and culture than the principal’s individual communication abilities. In the successful schools, principals and teachers communicated more frequently about issues related to teaching and learning. These principals made more classroom visits and provided more frequently feedback on teachers’ professional role. In many of the other schools, there were signs of a communicative and organizational blindness. There is a potential in many schools to improve principals' and teachers' daily conversations so the communication process to a higher extent support long-term work towards positive school outcomes.

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Lukoševičiūtė, Inga. "Ugdymo proceso organizavimo gebėjimų raiška atliekant pedagoginę praktiką". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110711_105235-37013.

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Rengiant būsimuosius mokytojus labai svarbų vaidmenį atlieka studentų pedagoginė praktika. Pedagoginės praktikos metu siekiama studentus supažindinti su ne tik teorinėmis žiniomis, kurias jie įgyjo mokydamiesi aukštojoje mokykloje, bet ir tuo pačiu supažindinti su mokyklos gyvenimu iš vidaus. Studentams per paskaitas pateikiamos įvairios teorinės mokymo ir mokymosi formos taip pat edukologijos mokslo koncepcijos. Pedagoginės praktikos metu, būsimieji mokytojai turi nuostabią galimybę išbandyti save mokytojo vaidmenyje, pritaikant išmoktas (kolkas tik) teorines mokymo žinias. Per studentų pedagoginę praktiką, atsiskleidžia jų kaip mokytojo vaidmuo, kuris nėra tik naujos informacijos tiekėjas, klasės vadovas, padėjėjas ar patarėjas. Tyrimo objektas. Pedagogines studijas pasirinkusių studentų vadybiniai gebėjimai per pedagoginę praktiką mokykloje. Atlikta empirinė pedagoginės praktikos analizė atskleidžia pradedančiojo mokytojo praktinių, organizacinių gebėjimų ypatumus: mokymosi aplinkų kūrimą, vertinimo ir įsivertinimo svarbą. Tyrimu pagrindu suformuotos išvados ir rekomendacijos yra svarbios pedagogus rengiantiems dėstytojams, mentoriams, pedagoginę praktiką atliekantiems studentams. Tyrimas reikšmingas ugdymo proceso oraganizavimo tobulinimui.
For prepairing good future teachers practical training plays a very important role. While practicing students accept not only theoretical knowledge which they have got during their university studies, but same time they adopting to school life from inner side. On lectures students are introduced to various teaching and learning technics and concepts of education science. When doing practical training they have a wonderful possibility to use theoretical information but most importantly to reveal themselves as teacher who is not just an information supplier, but head of the class, helper, advisor. Research object: management skills of the students while doing practical training in schools. Empyrical analysis of pedagogical practice reveals beginners practical and organizing abilities: learning atmosphere creating, valuing students. Opinions and recomendations formed on a research basis are very useful for mentors, lecturers also for practicing students. Research is very meaningful for educational process organising improvement.

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Hagnestad, Jonathan y Anna Rex. "Lärande organisationer i praktiken : En fallstudie om en lärande organisation". Thesis, Mittuniversitetet, Institutionen för utbildningsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-43292.

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Lärande organisationer har sedan slutet av 80-talet kommit att få mycket plats inomorganisationsforskning och begreppet har blivit synonymt med hur företag anpassar sig efter denomvärld de verkar i. Forskningen har visat hur givande lärandet kan vara för företag både i termer avvinst och välmående hos medarbetarna, men empiriska undersökningar har samtidigt visat att lärandeorganisationer inte fått fäste i praktiken. Parallellt med detta finns vissa rön som stödjer det traditionellasynsättet att vissa individer är mer kapabla att fatta strategiska beslut, medan andra är mer lämpadesom enbart utförare, och därmed är i behov av styrning. Vårt syfte var att i detta arbete undersöka hurlärande inom en organisation kan förstås genom en grupp chefers upplevelser. Studien designades somen fallstudie inom ett företag och empirin inhämtades från sex kvalitativa intervjuer. Genomklassificering av resultaten i enlighet med Senges discipliner, visade studien att intervjupersonernasupplevelser till stor del sammanföll med det aktuella företagets profilering som lärande organisation,då arbetssättet beskrevs som adaptivt, både inom den egna organisationen och gentemot omvärlden. Imaterialet kunde vi skönja en bakomliggande människosyn, vilket kunde möjliggöra en diskussion påett aggregerat plan. Vilka implikationer detta har för lärandet kan inte identifieras utifrån studiensresultat, utan kräver vidare undersökningar, förslagsvis innehållande både observationer ochintervjuer med fler medarbetare.
Since the end of the 1980s, learning organizations have gained a lot of space in organizational researchand have become synonymous with how companies adapt to the world in which they operate. Researchhas shown how rewarding learning can be for companies both in terms of profit and well-being of theiremployees, but empirical studies also show that learning organizations have not gained foothold inactual practice. In parallel with this, some evidence supports the traditional view that some individualsare more capable of making strategic decisions, while others are more suited to following orders andtherefore need to be controlled. The present study was designed as a case study within a company andthe empirical evidence was obtained from six qualitative interviews. By categorizing the results inaccordance with Senge's disciplines, the results showed that the interviewees' experiences by and largewere consistent with the company's profile as a learning organization, as the work methods weredescribed as adaptive, both within the organization and vis-à-vis the outside world. The materialshowed an underlying attitude towards colleagues, which made a discussion on an aggregated levelpossible. The implications of this relationship for learning could not be identified on the basis of theresults of the present study, and would require further investigations, including both observations andinterviews with more employees.

2021-06-07

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Persson, Pia. "Tillgängliga lärmiljöer för barn och elever, pedagoger och skolledare. En väg till inkludering". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31331.

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This thesis is a part of Master Degree within the field of Special Education at Malmö University. The purpose of the research is to elucidate how the supportive material Assessment Tool for Accessible Education of the Swedish National Agency of Special Needs Educations and Schools is being used by educational institutions in Sweden and how it contributes to the change in the learning environment among preschools and schools. The reading provides valuable knowledge for how the agency can develop their support to educational institutions, as well as for the actors of the field to make the learning environment accessible to the students. The study looks at similarities and differences between the inclusive learning environments based on previous research, and the accessible learning environment based on Assessment Tool for Accessible Education. A lot of similarities can be found in the pedagogic and social aspects, while the differences become prominent in aspects of the physical environment which can only be found in accessible learning environments. Further, pros and cons of supporting individual needs in relation to the learning environment are discussed and what consequences it may give rise to for disabled students. Research questions are as follow; Does the Assessment Tool for Accessible Education contribute to a change in the learning environment? What developing processes contribute to the change? How should institutions be supported in order to develop the accessible learning environment?Mixed methods have been used for collection of data; a poll was answered by 425 people and interviews were held with nine focus groups from four different institutions, including one group of students. The theoretical frame of the analysis follows the organization theory; learning organization and rational-analytic, interactional, and political perspective. The empiric has been worked through thematically and is presented in a chronological order from when people first came in touch with Assessment Tool for Accessible Education, how the work has been implemented and processed at the institutions, and a description of what changes has been processed and its effects upon the learning environment. Obstacles and factors of success experienced by the respondents as well as the need of support for development are also presented. The results of the research show that the assessment tools contribute to a change in how the pedagogues approach the knowledge of how the learning and development of the students is affected by the learning environment when organizational development exists within the institution. Development launches when structural and cultural conditions exist and are processed which in turn leads to development of the learning organization. The research looks at the consequences when these conditions are lacking. Further, when good conditions exist the learning environments develop. The research shows changes that have been processed through the physical, pedagogic, and social environment. Also, all students receive a higher level of accessibility than disabled students. The conclusion is that the Assessment Tool for Accessible Education contributes to a higher level of knowledge regarding the significance of the learning environment which implies changes, provided that organizational development exists within the institution. Keywords: Accessible Learning Environment, Disabilities, Inclusive Learning Environments, Learning Organization, Organization theory, Process

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Libros sobre el tema "Organizational pedagogic"

Evans, Rodney. The pedagogic principal. Edmonton, AB: Qual Institute Press, 1999.

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Khodusov, Aleksandr. Pedagogy education: theory, methodology, technology, methods. ru: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/25027.

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The textbook discusses the theoretical and methodological problems of education, as well as its technologies and methods. Special attention is paid to the phenomenology of education and methodology, technology and methodology of its organization. The textbook meets the requirements of the Federal state educational standard of higher education of the last generation in the disciplines of "Pedagogy", "Methods of training and education". It is intended for bachelors studying in the direction of 44.03.01 "Pedagogical education", but it can also be useful for masters, graduate students, teachers-educators of educational organizations of various types.

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Osipova, Larisa. Development of touch and fine motor skills in children with visual impairments. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1039808.

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The training manual summarizes the scientific and theoretical issues of the study of compensation for visual impairment, reveals the role of touch in overcoming the shortcomings of sensory experience in visual disorders, identifies the features and conditions of the development of touch and fine motor skills as a means of compensating for visual impairment in preschool children with strabismus and amblyopia, and considers the main methodological approaches to the organization of correctional work in this direction. A program for the development of touch and fine motor skills is proposed, and the main organizational, methodological, and didactic aspects of its implementation are considered. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For students of higher educational institutions enrolled in directions of preparation "Special (defectological) education" (qualification "bachelor" profiles "Preschool defectology", "management skills"), "Pedagogical education (profile-Preschool education), "Psychological and pedagogical education (profile Psychology and pedagogics of preschool education"), "Special (defectological) education" (qualification "master", master program "Psychological and pedagogical support of persons with disabilities", "Psychology-pedagogical support of persons with visual impairments»), as well as for students of advanced training and retraining courses in the field of special and inclusive education. It can be useful for teachers, postgraduates, students of defectology departments of pedagogical universities, teachers of special (correctional) educational institutions.

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Léveillé, Yves. Library resources in the schools: Pedagogical and organizational aspects. [Québec: Ministère de l'éducation], Direction de la technologie éducative, 1987.

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Tydén, Thomas. Knowledge interplay: User-oriented research dissemination through synthesis pedagogics. Uppsala: Univ., 1993.

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Danilov, Yehudit. Tokhnit ha-ʻavodah shel ha-Mazkirut ha-pedagogit: Sikum 5750 ṿeha-tokhnit le-5751. Yerushalayim: Maḥleḳet ha-pirsumim, Miśrad ha-ḥinukh ṿeha-tarbut, 1988.

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Danilov, Yehudit. Tokhnit ha-ʻavodah shel ha-Mazkirut ha-pedagogit: Sikum 5750 ṿeha-tokhnit le-5751. Yerushalayim: Maḥleḳet ha-pirsumim, Miśrad ha-ḥinukh ṿeha-tarbut, 1990.

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Bestugin, Aleksandr, Aleksandr Filin, Irina Kirshina y Valeriy Rachkov. Organization of air space operation. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1066720.

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The monograph discusses current problems and features of the use and operation of airspace, its air navigation support for effective air traffic management and improving the safety of state and commercial aviation. The materials are presented from the perspective of the main provisions and requirements of the international civil aviation organization ICAO and the Air code of the Russian Federation. Prepared for publication on the basis of research conducted by scientific and pedagogical specialists of the Institute of radio engineering, electronics and communications of the Saint Petersburg state University of aerospace instrumentation. It is intended for radio engineering specialists, and can also be used by teachers, students and cadets of educational organizations of higher and secondary professional education in the field of civil aviation.

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Gur'ev, Sergey. Physical education of children of preschool and younger school age. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1009496.

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Considered organizational and methodological questions on the physical education of children of preschool age and initial classes improving their motor skills on the basis of modern requirements. Described the forms and methods of organization of classes when teaching motor actions, regulation (metering) physical activity themselves training programs with detailed description of exercises. The proposed modern methods of physical education, monitor the physical condition of the children. Meets the requirements of Federal state educational standards of secondary professional education of the last generation. For teachers and specialists, whose activity is connected with physical education of children of preschool and younger school age and also for students of secondary professional and higher educational institutions enrolled in the enlarged group of specialties and areas of training "Education and pedagogical Sciences".

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Dam, C. van. El laboratorio experimental de Clodimir Santos de Morais: Una pedagogia para la organización social. Chapingo, México: LISPOC, 2002.

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Capítulos de libros sobre el tema "Organizational pedagogic"

Weber, Peter C. "Pedagogy and Organizational Learning". En Organisation und Theorie, 235–45. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-10086-5_22.

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Marsella, Stacy C. "Pedagogical Soap". En Multiagent Systems, Artificial Societies, and Simulated Organizations, 141–48. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/0-306-47373-9_17.

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Wasmuth, Helge. "The Organizational Development of the Fröbel Movement". En Fröbel’s Pedagogy of Kindergarten and Play, 85–102. New York, NY: Routledge, 2020. | Series: Routledge research in early childhood education: Routledge, 2020. http://dx.doi.org/10.4324/9780429059278-8.

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Lowe, Larry J. y Kevin F. McCrohan. "Channel Organization: A Misused Pedagogical Concept". En Developments in Marketing Science: Proceedings of the Academy of Marketing Science, 371. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-16934-7_95.

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Vahtivuori-Hänninen, Sanna. "Pedagogical Models in Network-Based Education". En E-Training Practices for Professional Organizations, 29–36. Boston, MA: Springer US, 2005. http://dx.doi.org/10.1007/0-387-23572-8_4.

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Bonsu, Janaé E. "Black Queer Feminism as Praxis: Building an Organization and a Movement". En Black Women's Liberatory Pedagogies, 211–24. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65789-9_12.

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Imran, Ali Shariq y Zenun Kastrati. "Pedagogical Document Classification and Organization Using Domain Ontology". En Lecture Notes in Computer Science, 499–509. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39483-1_45.

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Ucker Perotto, Lilian y Meeri Hellstén. "Letter Writing as a Social and Artistic Pedagogical Process: A Cross-Cultural and Transnational Dialogue Based on International Experiences of Higher Education Across Global Continents". En Arts-based Methods and Organizational Learning, 197–211. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63808-9_9.

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Marty, Olivier y Ray J. Amirault. "Methods for Examining Educational Organizations: Pedagogy, Curriculum and Decorum (Location)". En Nicolas de Condorcet, 25–26. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43566-0_5.

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Lencastre, José Alberto, Clara Coutinho, João Casal y Rui José. "Pedagogical and Organizational Concerns for the Deployment of Interactive Public Displays at Schools". En Advances in Intelligent Systems and Computing, 429–38. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05948-8_41.

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Actas de conferencias sobre el tema "Organizational pedagogic"

Lumbanbatu, Johannes, St Bonaventura KAM, Babby Hasmayni y Paningkat Siburian. "The Effect of Organizational Culture, Pedagogic Competency, And Motivation of Working to Organizational Commitment Teacher SMK in District Dairi". En Proceedings of the First Nommensen International Conference on Creativity & Technology, NICCT, 20-21 September 2019, Medan, North Sumatera, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.20-9-2019.2296602.

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Siregar, Khoirul Umri, Eka Daryanto y Ibnu Hajar. "The Effect of Organizational Culture, Pedagogic Competence and Work Motivation on Teacher Performance at SMP Negeri Padang Bolak in North Padang Lawas District". En Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.150.

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Kamel, Michael y Roger Miller. "The Evolution of Games of Innovation in Regulated Complex Industries: The Case of Aviation Training". En ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60541.

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The study of industrial games of innovation is often associated with dominant theories representing various generic forms of organizational design and dynamics. The dominant theories in this area were traditionally Schumpeter’s destructive innovation, Porter’s five-force competitive analysis and Nalebuff’s value net. Other frameworks for analyzing industrial behavior include game theory and its derivative innovation games theory. For regulated high-technology industries, theoretical frameworks that do not account for interfirm coordination are often insufficient to understand or predict the industry behavior. Innovation in the aviation simulation and training industry will be presented in this paper as typical of the regulated high-technology industries. The aviation simulation and training industry emerged at the turn of the twentieth century and it was mostly demand-driven at its onset. The increase in the volume and importance of aviation resulted in government regulation of the industry in the late 1960’s. This has radically changed the industry’s game of innovation into a regulation-based coordination game. Literature described the regulation-centered innovation coordination as “an internally-coherent system of innovation.” The new game had the regulatory frameworks at the core of the innovation process as they defined the market’s acceptance and value capturing from innovative technologies. The evolution of these regulatory frameworks was almost entirely reactive to accidents and catastrophic failures that highlighted existing deficiencies in training methodologies or technologies. This ex-ante regulator-driven system of innovation exhibited recent evolutionary changes towards being a pedagogy-centered service-based system of innovation. The reason behind this transformation was a combination of endogenous and exogenous forces. Technological opportunities, economic pressures and strategic transformation by industry leaders were the three main categories of these forces. The resulting mode of innovation coordination in the industry was a service-oriented pedagogical platform, lead by supplier-user partnerships and monitored by regulation authorities. Compliance to equipment regulatory guidelines is not the principal means of value creation anymore. Rather, the pedagogic value of the training curriculum, encompassing the training devices, is the main source of value creation. A new stable equilibrium of innovation coordination is being reached by the industry, driven by its downstream-most service provision component.

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Serna, Maria y Joaquim Gabarro. "On the Value of Pedagogical Assets". En Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8007.

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University education is facing new strategical changes that will lead to deep structural changes. Course organization is evolving and the organizational decisions have an economical impact. We propose a method to measure the present value of a pedagogical asset under a return rate. We apply the method to three courses in the Computer Science curricula taught at the Facultat d’Informatica de Barcelona of the Universitat Politècnica de Catalunya, Barcelona Tech. A large, compulsory, first year course (PRO1), a medium size undergraduate course (ALG) and a small specialized master course (AGT). Our results highlight that the present value gets higher values as a function of the size of the course and it goes in a negative relationship with respect to the level of computer support involved in their teaching.

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Lubis, Fitri Rahmadani y Farida Hanum. "Organizational Culture". En 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.020.

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Hegyesi, Franciska, Rita Osz y Krisztina Nemethy. "Pedagogy, technology and organization". En 2014 IEEE 12th International Symposium on Intelligent Systems and Informatics (SISY 2014). IEEE, 2014. http://dx.doi.org/10.1109/sisy.2014.6923562.

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Ul'yanova, P. A. "Communicative and organizational skills of future primary teachers grades". En Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/sciencepublic-04-12-2019-17.

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Cartelli, Antonio. "Socio-Technical Theory and Knowledge Construction: Towards New Pedagogical Paradigms?" En InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3051.

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After a short introduction on socio-technical theory, the experiences the author made in the planning and carrying out of web sites and information systems for research and teaching are reported. The results from those experiences are analyzed with a special attention to knowledge development at three different levels: individuals, communities, and organizations (society), and the author’s hypotheses for the explanation of the observed phenomena are discussed. The most relevant results on the effects of ICT on knowledge can be summarized as follows: a) they can improve knowledge construction and induce meaningful learning in students, while contributing in building communities of learners (CoLs) and communities of practice (CoPs), b) they can induce new models for knowledge construction and evolution in special communities and learning organizations, and c) they can contribute in hypothesizing new teaching paradigms (or new pedagogical paradigms more generally). At last a revision of the well known scheme synthesizing the socio-technical approach to organization description (as regards knowledge construction and evolution) is reported and it is applied to the special case of a master course for teachers. The explanation of the effects that the new scheme has on the hypothesized three levels and on the structure of MIS (Management Information System) follows.

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Teja, Adrian. "The Future of Business and Business School Pedagogy Reconvergence". En 3rd International Seminar and Conference on Learning Organization. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/isclo-15.2016.10.

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Leighton Beaman, Michael. "By Proxy: Design Problems and Collaborative Inquiry". En AIA/ACSA Intersections Conference. ACSA Press, 2017. http://dx.doi.org/10.35483/acsa.aia.inter.17.4.

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Running parallel with the increase in partnered research initiatives in the fields of technology, medicine, and engineering, collaborations between private sector commercial or research organizations and academia are on the rise in architecture. There has been a recognition particularly in the last ten years of the value of incorporating design thinking into problem-solving across scales and industries. From focused material investigations to long-term strategic planning, those outside of academia are looking to architects and spatial designers to leverage their approaches and processes to address real world issues faced by communities, organizations, and businesses. Universities use these partnerships to fund research, offset capital expenses, and expand their influence. But these partnered research initiatives do not come without costs. The responsibility for companies and organizations is to see a return on their investment. Consequently, for universities, the academic freedom and maintaining of a clear pedagogy can be met with pushback. In addition, project goals and values do not always align, and expectations between partners can vary. This paper examines a number of strategies that address the inherent tension in partnered research design projects by reconfiguring stated problems into proxy inquiries. Proxies, as stand-ins for another - a person, an organization, an action or a process - allow for existing problems to be reconstructed into pedagogical ones - they allow for scales to be shifted and they generate holistic outcomes in the truncated duration of a semester, rather than offer piecemeal results. Proxies offer a methodology for accepting the constraints of partnered research as a way of expanding design inquiry, while remaining grounded in problems fundamental to architecture and design. More than just a substitute, proxies transmit agency. Outlined in the paper are findings from the Proxy Series, which began in 2007 as a set of research based academic inquiries focused on the exploration of emerging technologies and their reshaping of 1) design theory, 2) design process, and 3) design production. Conducted through studios, seminars, and independent research, each inquiry investigated a discrete set of issues spanning these three areas. While each is constructed to address a specific design problem within a pedagogical framework, the imposition of extra-academic considerations allowed for the pursuit of production techniques, materials research, and software experimentation, while working with partners and collaborators outside of the design discipline. As such, proxies offered an alternative formulation of the design life-cycle - one that emerged and evolved beyond conventional forms of practice or current problem solving approaches, while mirroring the aspirations of the partnered research model itself."

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Informes sobre el tema "Organizational pedagogic"

Kubareva, N. A., IU G. Makovetckaia y G. A. Ertel. Organization of diagnostic activities of the psychological and pedagogical service of an educational organization on vocational guidance of students. OFERNIO, octubre de 2020. http://dx.doi.org/10.12731/ofernio.2020.24618.

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KUZNETSOVA, GALINA, ALYONA TOLMACHEVO y NATALYA KOLESOVA. EDUCATIONAL AND METHODICAL GRANT FOR TEACHERS OF THE PRESCHOOL EDUCATIONAL ORGANIZATIONS "PSYCHOLOGY AND PEDAGOGICAL MAINTENANCE OF INTERACTION WITH FAMILIES OF PUPILS WITH DISABILITIES OF HEALTH". ChIPPKRO, 2020. http://dx.doi.org/10.12731/psikhologo-pedagogicheskoe-soprovozhdenie.

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Pedagogical Conditions of Physical-Sports Activity Organization Among Convicts in the System of Penitentiary Institutions. Luybov I. Kostyunina, Yuri M. Postnov, septiembre de 2016. http://dx.doi.org/10.14526/01_1111_129.

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Mathematical Support of Students’ Experimental Activity Organization at Pedagogical Higher Educational Establishments and Physical Culture Higher Educational Establishments. Kzm_diss@mail.ru, marzo de 2016. http://dx.doi.org/10.14526/01_1111_86.

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Pedagogical basis of physical culture-sports activity organization among 15- 17 year-old boys in order to prevent delinquency. Yuriy M. Postnov, marzo de 2021. http://dx.doi.org/10.14526/2070-4798-2021-16-1-115-119.

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