Gotowe bibliografie tematyczne / Pedagogies

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Pedagogies”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 25 lipca 2025

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Artykuły w czasopismach na temat "Pedagogies"

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Chauvigné, Céline, Bruno Robbes, and Marie Vergnon. "Pédagogie, pédagogies: perspectives philosophiques, historiques et pratiques contemporaines pour les sciences de l’éducation en France." Studi sulla Formazione/Open Journal of Education 26, no. 2 (2023): 107–14. http://dx.doi.org/10.36253/ssf-14981.

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In France, the emergence of the science of education at the end of the 19th century, and of educational sciences as a university discipline in 1967, is consubstantial with the discipline’s interest in pedagogical analysis. This article presents the three main areas in which pedagogy is studied in France today: a first domain of research related to philosophy and sociology, a second field of research focusing on the history of pedagogies and pedagogues, and a third trend dealing with the study of contemporary pedagogies.
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Duhn, Iris. "Places for Pedagogies, Pedagogies for Places." Contemporary Issues in Early Childhood 13, no. 2 (2012): 99–107. http://dx.doi.org/10.2304/ciec.2012.13.2.99.

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Hong, Renyi. "Telecommuting Pedagogies." Social Text 40, no. 2 (2022): 21–48. http://dx.doi.org/10.1215/01642472-9631117.

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Abstract This article examines the early telecommuting discourse of the 1980s and 1990s, understanding it as a pedagogical context for white plasticity, an ecological project in which racial privilege is protected through the transformation of homes and inhabitants. Rationalized initially as a crisis of adjustment, pedagogies of telecommuting were disseminated largely to upper-middle-class white professionals to build a “telecommuting personality,” a subjectivity that was also meant to buffer them from the growing precarious nature of jobs. Not content to focus simply on work, however, telecom
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Kubasta, C. "Sound Pedagogies." Pleiades: Literature in Context 42, no. 1 (2022): 40–41. http://dx.doi.org/10.1353/plc.2022.0035.

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Nathaniel Coleman. "Utopic Pedagogies:." Utopian Studies 23, no. 2 (2012): 314. http://dx.doi.org/10.5325/utopianstudies.23.2.0314.

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Campbell, Alyson. "Queering Pedagogies." Theatre Topics 30, no. 2 (2020): 117–24. http://dx.doi.org/10.1353/tt.2020.0018.

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Carrillo Rowe, Aimee. "Erotic Pedagogies." Journal of Homosexuality 59, no. 7 (2012): 1031–56. http://dx.doi.org/10.1080/00918369.2012.699844.

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Miller, Grant R. "Coloring Pedagogies." Educational Researcher 39, no. 3 (2010): 242–44. http://dx.doi.org/10.3102/0013189x10366468a.

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Schenck, Celeste. "Development Pedagogies." Signs: Journal of Women in Culture and Society 29, no. 2 (2004): 569–74. http://dx.doi.org/10.1086/378548.

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Winks, Lewis. "Wild Pedagogies." Environmental Education Research 26, no. 2 (2019): 303–4. http://dx.doi.org/10.1080/13504622.2019.1688766.

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Rozprawy doktorskie na temat "Pedagogies"

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Veliz, Reyes Alejandro. "Augmented pedagogies." Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2037819/.

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Traditional institutions of the architectural design studio such as the design critique or the design jury are at the core of studio pedagogy. Yet, they have shifted and evolved over time towards what can be hardly defined as the typical master-apprentice “atelier” praxis anymore. Design studio pedagogy, deeply rooted into our disciplinary ethos, is under pressure due to a series of factors such as new industry demands, ever-evolving technologies or the diversification of architecture’s collaborative contexts of practice. While the design studio comprises a series of cultural, social, technolo
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Camozzato, Viviane Castro. "Da pedagogia às pedagogias : formas, ênfases e transformações." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/49809.

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A partir da noção de que o conceito de pedagogia é histórico e mutável, produzido e reproduzido nas contingências de cada tempo-espaço, nesta tese problematizo as novas formas e ênfases que a pedagogia vem adquirindo. O objetivo central é investigar as transformações no conceito de pedagogia, especificando suas articulações com as transformações culturais, vendo e procurando mostrar, por outro lado, o quanto essas tem sido elementos importantes nas flexões, formas e ênfases da pedagogia, fazendo com que seja pluralizada em sua denominação e em seus espaços de atuação. Devido a isso, a tese tra
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Golo, Erica Maria 1951. "Exploring feminist pedagogies." Thesis, The University of Arizona, 1998. http://hdl.handle.net/10150/291480.

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Feminist pedagogical aims and strategies have been discussed in a variety of articles and essays and in a few recent books. This thesis explores feminist discourse on pedagogies and attempts to reconstruct the development of these discourses historically. Early writings on feminist pedagogies were the product of the action-oriented feminism of the 1970s and focused on classroom practices, while recent works, rooted in the larger framework of poststructuralist feminism, engage in a complex theoretical dialogue with the philosophical narratives and counternarratives that oriented emancipatory pe
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Wiechmann, Juria C. "Pedagogies of Resistance." Thesis, Minot State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425660.

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<p> Many teachers describe teaching as a vocation. Similar to a priest, rabbi, imam, nun or monk, a teacher may feel morally justified to break policy or go against curriculum that they feel is immoral or oppressive. The purpose of this study is to explore the ways in which teachers resist or rebel in their classrooms when the policies or curriculum go against their beliefs. Furthermore, I aim to understand the implications of their resistance or rebellion. This study&rsquo;s findings are taken from observations and interviews with two elementary teachers. The results demonstrate that in order
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Hinshaw, Wendy Wolters. "Incarcerating Rhetorics, Publics, Pedagogies." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275018903.

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Ramseyer, Diana Marie. "Alternative pedagogies for college composition." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2033.

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This thesis attempts to determine if the acquisition of rhetorical and grammatical skills such as a sense of audience and organization are best attained through an alternate pedagogy based on a methodology from Wendy Bishop or if they are better attained through a traditional approach.
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Holbrook, Hannah Sloan. "Negotiating "post" era writing pedagogies." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2660.

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This study examines how post-process theories are being defined, negotiated, and enacted in composition classrooms. While recognizing that most composition instruction remains shaped by modern and process oriented theories, this research asks how post-process considerations might be currently informing teaching practices in some classrooms.
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Rathgen, Elody. "On Good Authority: Towards Feminist Pedagogies." Thesis, University of Canterbury. Education, 1996. http://hdl.handle.net/10092/1064.

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This thesis comprises an analysis of ways to approach developing feminist pedagogies. Its main premise is that given the ideological, political and problematic nature of teaching and learning within educational institutions, it is not possible to define and prescribe a certain set of teaching behaviours that would constitute 'successful feminist pedagogy' in all circumstances. Instead, the thesis explores the changing nature of feminist theories, particularly the shift from essentialist feminism to feminisms of difference. It also considers a range of other influences on feminist teachers as t
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Press, Joseph. "Emergent pedagogies in design research education." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/69369.

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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1997.<br>Includes bibliographical references (leaves 63-64).<br>Recent demand for applied knowledge within architectural practice has resulted in the proliferation of university based research groups. Given the role advanced degree programs play in educating architectural researchers, an opportunity exists to educate architects towards bridging the traditional gap between practice and academia, as well as addressing the dichotomy of research and teaching within the university. Traditionally, research methods from othe
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Field, M. "Boys, education, pedagogies : reconstructing sport, reconstructing masculinities /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19295.pdf.

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Książki na temat "Pedagogies"

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Nelson, Claudia, and Michelle H. Martin, eds. Sexual Pedagogies. Palgrave Macmillan US, 2004. http://dx.doi.org/10.1057/9781403981035.

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Schick, Kate, and Claire Timperley. Subversive Pedagogies. Routledge, 2021. http://dx.doi.org/10.4324/9781003217183.

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Mayo, Cris, and Nelson M. Rodriguez, eds. Queer Pedagogies. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27066-7.

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Lau, Sunny Man Chu, and Saskia Van Viegen, eds. Plurilingual Pedagogies. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36983-5.

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Jickling, Bob, Sean Blenkinsop, Nora Timmerman, and Michael De Danann Sitka-Sage, eds. Wild Pedagogies. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90176-3.

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Sandlin, Jennifer A., and Jason J. Wallin, eds. Paranoid Pedagogies. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64765-4.

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Zajda, Joseph, ed. Global Pedagogies. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3617-9.

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Smith, Gareth Dylan, Mike Dines, and Tom Parkinson, eds. Punk Pedagogies. Routledge, 2017. http://dx.doi.org/10.4324/9781315276250.

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Ryan, J. Michael. Pandemic Pedagogies. Routledge, 2023. http://dx.doi.org/10.4324/9781003324096.

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Tarry, Estelle, and Cox Anna. Playful pedagogies. A John Catt publication, in partnership with COBIS, 2015.

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Części książek na temat "Pedagogies"

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Jones, Matthew J. "Pedagogies." In How to Make Music in an Epidemic. Routledge, 2024. http://dx.doi.org/10.4324/9781003016632-4.

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Bakos, Petra, Redi Koobak, and Kharnita Mohamed. "From Affective Pedagogies to Affected Pedagogues." In Pluriversal Conversations on Transnational Feminisms. Routledge, 2023. http://dx.doi.org/10.4324/9781003378761-9.

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Kouri-Towe, Natalie. "Affective Pedagogies, and Pedagogies of Affect." In The Routledge Companion to Gender and Affect. Routledge, 2022. http://dx.doi.org/10.4324/9781003045007-21.

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Kohnen, Melanie E. S. "Tumblr Pedagogies." In A Companion to Media Fandom and Fan Studies. John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119237211.ch22.

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Irvine, Susan. "Playful pedagogies." In Imagination for Inclusion. Routledge, 2016. http://dx.doi.org/10.4324/9781315689913-3.

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Keegan, Helen. "Emerging Pedagogies." In Current Perspectives in Media Education. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137300218_9.

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Fancourt, Nigel. "Judicial pedagogies." In Religions, Beliefs and Education in the European Court of Human Rights. Routledge, 2023. http://dx.doi.org/10.4324/9781003393276-3.

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O’Rawe, Des. "Alternative Pedagogies." In Documentary Film and Radical Psychiatry. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-74231-6_4.

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Jones, Renata Love, and C. Patrick Proctor. "Engagement Pedagogies." In Pursuing Language and Metalinguistics in K–12 Classrooms. Routledge, 2024. http://dx.doi.org/10.4324/9781003334804-4.

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Pugliese, Nastassja. "Feminist pedagogies." In Gender Diversity, Equity, and Inclusion in Academia. Routledge, 2023. http://dx.doi.org/10.4324/9781003363590-22.

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Streszczenia konferencji na temat "Pedagogies"

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Ncube, Zenzo Polite, Nontokozo Mpofu, and Madoda A. Nxumalo. "Transformative Pedagogies: Educational Innovations in Cybersecurity." In 2024 4th International Multidisciplinary Information Technology and Engineering Conference (IMITEC). IEEE, 2024. https://doi.org/10.1109/imitec60221.2024.10851040.

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Haugsbakken, Halvdan. "A MOOC ABOUT MOOC MAKING PEDAGOGIES." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0499.

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Marstio, Tuija. "WELL-BEING PEDAGOGIES FOR ONLINE LEARNING." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2732.

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Miceva, Gorica, Metodija Jancheski, Emil Stankov, and Mile Jovanov. "EXPLORING COMPUTATIONAL THINKING IN EDUCATION: DEFINITIONS, PEDAGOGIES, AND INTEGRATION APPROACHES." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2611.

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Godinez, Rosalinda. "Mother Pedagogies of Migration: Multiplicitous Identities and Pedagogies." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1882028.

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Adams, Elizabeth S., Linda Carswell, Amruth Kumar, et al. "Interactive multimedia pedagogies." In the 1st conference. ACM Press, 1996. http://dx.doi.org/10.1145/237466.237646.

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Harriss, Harriet, and John Harris. "Introduction: Decolonizing Architectural Pedagogies." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335069.

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Moriarty, Sarah, Jon Spruce, and Samson Mathai. "CRITICAL PEDAGOGIES FOR COLLABORATIVE INNOVATION." In 25th International Conference on Engineering and Product Design Education. The Design Society, 2023. http://dx.doi.org/10.35199/epde.2023.51.

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Luckan, Yashaen, and Nischolan Pillay. "Practice Based Research in the Context of Spatial Transformation: A South African Perspective." In 2019 Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.66.

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The spatial inequities of apartheid severely compromised the advancement of historically marginalised societies in South Africa. Exclusive barriers to access and opportunity defined an underlying geo-social intent for the oppression of societies, hereafter referred to as historically disadvantaged communities. The socio-economic injustices extended beyond physical spatial barriers into the realm of intellectual imprisonment effected by pedagogic exclusion. This ultimately prevented knowledge generation by exclusion of lived experiences in historically disadvantaged communities. The research ap
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Cohen, Irit Mazor. "Self-Regulated Learning – Theories Or Pedagogies." In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.87.

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Raporty organizacyjne na temat "Pedagogies"

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Erik Lyngdorf, Niels, Selina Thelin Ruggaard, Kathrin Otrel-Cass, and Eamon Costello. The Hacking Innovative Pedagogies (HIP) framework: - Rewilding the digital learning ecology. Aalborg University, 2023. http://dx.doi.org/10.54337/aau602808725.

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The HIP framework aims to guide higher education (HE) teachers and researchers to reconsider and reflect on how to rethink HE pedagogy in new and different ways. It builds on insights from the report Hacking Innovative Pedagogy: Innovation and Digitisation to Rewild Higher Education. A Commented Atlas (Beskorsa, et al., 2023) and incorporates the spirit of rewilding and hacking pedagogies to inspire new professional communities focused on innovating digital education. The framework considers and guides the development of teachers’ digital pedagogy competences through an inclusive bottom-up app
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Bunk, Aylin. An Exploration of Effective Community College Instructors' Use of Culturally Competent Pedagogies. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5365.

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Looi, Chee-Kit, Longkai Wu, Peter Sen Kee Seow, and Wendy Huang. Researching and developing pedagogies using unplugged and computational thinking approaches for teaching computing in the schools. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22601.

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INTRODUCTION/BACKGROUND In 2017, Singapore’s Ministry of Education implemented a new GCE ‘O’ Level Computing curriculum. The new curriculum is a distinct shift from the teaching students on the use of software technology to the development of Computational Thinking skills and programming competencies. Computing thinking skills are associated with problem solving, reasoning and logic skills that all students should develop. As Singapore moves to implement a new curriculum with a greater emphasis on the development of computational thinking and programming, the following are some of the challeng
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Arora, Sukhesh, and Shena Gamat. Counter imaginaries: Towards a new cartography of agency. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1607.2023.

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Performance can foster social imagination, help us understand the connection between historical processes and personal experiences, and to see how social structures and forces shape our lives and identities. The use of performance can help both educators and learners to expose the pedagogies of oppression—how education can reproduce or reinforce the existing power relations and ideologies in society.
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Nucera, Diana J., and Catalina Vallejo. Media-making Pedagogies for Empowerment & Social Change: An Interview with Diana J. Nucera (AKA Mother Cyborg). Just Tech, Social Science Research Council, 2022. http://dx.doi.org/10.35650/jt.3022.d.2022.

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" As part of our “What Is Just Tech?” series, we invited several social researchers–scholars, practitioners, artists, and activists—to respond to a simple yet fundamental question: “What is just technology?” This interview was conducted by Just Tech program officer Catalina Vallejo, who spoke with Diana J. Nucera, AKA Mother Cyborg, a multimedia artist, educator, and organizer based in Detroit, Michigan. Nucera (she/her) uses music, performance, DIY publishing, community-organizing tactics, and popular education methods to elevate collective technological consciousness and agency. Her art draw
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Roy, Pratim, Anita Varghese, Bhavya George, and Madeleine Gefke. Lessons in Experiential Learning from a Biosphere Reserve. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf2107.2024.

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Learning from the field is at the core of the approach that Keystone Foundation, a non-governmental organisation (NGO) based in the Nilgiri Biosphere Reserve, Western Ghats, India has been engaged in since its inception in 1993. As a group for eco-development initiatives, we engage with children and the youth from local to global, and formal and non-formal institutions. Through this report, we used the opportunity to reflect on our experiments with field learning and alternative pedagogies that are currently ongoing through the Nilgiri Field Learning Centre (a collaboration between Keystone Fo
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Ravikumar, Shalini, Savitha Babu, and Charu Mathi. Mapping Educational Innovations for Social and Ecological Justice. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1106.2023.

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Mapping the academic, administrative and cultural design of two alternative educational institutions, this study offers a glimpse into what critical education in practice can mean in contemporary India. Based on interviews with learners and educators, and field-based observations at Baduku Centre for Livelihoods Learning, Samvada and Visthar Academy of Peace and Justice, the report tracks the nature of curriculum, pedagogies deployed, leisure spaces and times, and administrative features that foreground socio-ecological justice.
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Gutierrez Zepeda, Paulina. Exploring Relationships Between Entrepreneurship Education and Students’ Entrepreneurial Intentions: A Mixed Method Study of Entrepreneurial Pedagogies at Chilean Universities. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2629.

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Kong, Byeongjo, Zhigang Li, Sara Ratner, Erik Hemberg, and A. K. M. Shamsul Haque. Artificial Intelligence for Education in Bangladesh: Insights from the First Small-Scale Artificial Intelligence Needs Assessment and Training for Primary Education Teachers. Asian Development Bank, 2024. https://doi.org/10.22617/wps240575-2.

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Bangladesh, with one of the largest education systems in the world, has started to lay the foundation for reskilling its youth in preparation for an automated world of work. The country has thus looked to using artificial intelligence (AI) in the education sector, recognizing its promise to transform the teaching–learning landscape while acknowledging the challenges inherent in its adoption. This paper presents results of an AI needs assessment survey and training workshop conducted among primary education teachers from 2023 to 2024, to gather opinions on pedagogies that could benefit from AI-
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Vaughter, Philip, Ying-Syuan (Elaine) Huang, and Jonghwi Park. Climate Change Displacement and the Right to Education in Small Island Developing States. United Nations University Institute for the Advanced Study of Sustainability, 2023. http://dx.doi.org/10.53326/lnzk2579.

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This policy brief addresses issues of education rights in the context of climate change and potential climate change displacement for SIDS residents. Challenges to adapting learning systems in the context of climate change are common to many SIDS and other countries, but SIDS also face unique challenges due to their geography, culture, and economic activities. It provides the following recommendations to build the resilience of education systems in SIDS to meet the needs of people displaced by climate change: (i) build and maintain multiple facilities that can serve as evacuation centres so sc
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