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Artigos de revistas sobre o assunto "Teaching in First Nation communities"
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Thompson, Heather A., Courtney W. Mason e Michael A. Robidoux. "Hoop House Gardening in the Wapekeka First Nation as an Extension of Land-Based Food Practices". ARCTIC 71, n.º 4 (19 de dezembro de 2018): 407–21. http://dx.doi.org/10.14430/arctic4746.
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Rural Indigenous communities in Canada’s North face many challenges getting regular access to nutritious foods, primarily because of the high cost of market food, restricted availability of nutritious foods, and lack of government support for nutritious food programs. The consequences of food insecurity in this context are expressed in high rates of diabetes, heart disease, and childhood obesity. Many Indigenous communities are responding to issues related to healthy food access by attempting to rebuild local food capacity in their specific regions. Important first steps have been taken in developing local food initiatives, yet whether these initiatives are improving northern food security remains to be seen. We explore this question by working with the Oji-Cree First Nation in the community of Wapekeka, northern Ontario, to construct a hoop house and develop a school-based community gardening program. Using a community-based participatory approach, we determined that hoop house and gardening initiatives in rural, northern settings have the potential to build up local food production, develop the skills and knowledge of community members, engage youth in growing local food, and align with land-based food teachings. We show that despite widespread and multidimensional community hardships, there was considerable community buy-in and support for the project, which gives hope for future development and provides important insight for those seeking to initiate similar gardening, hoop house, or greenhouse initiatives in northern Indigenous communities.
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Koester, Helmut. "The Divine Human Being". Harvard Theological Review 78, n.º 3-4 (outubro de 1985): 243–52. http://dx.doi.org/10.1017/s0017816000012384.
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The belief in the greatness of individual human beings who are acknowledged as benefactors of the city, the nation, and humankind is as old as the beginnings of Western culture. When the first Christian apostles encountered this belief, it was already well established in the Greco-Roman world. And, with all its intriguing lure, it is still an important and pervasive current in our present situation. Indeed, this belief is very much alive as all of us face the demand for excellence in our teaching and our studies, as well as the expectation that graduates will emerge as recognized leaders in religious communities and in our society at large.
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Douglas, Maureen L., Shawna L. McGhan, Danielle Tougas, Nancy Fenton, Christopher Sarin, Oxana Latycheva e A. Dean Befus. "Asthma Education Program for First Nations Children: An exemplar of the Knowledge-to-Action Framework". Canadian Respiratory Journal 20, n.º 4 (2013): 295–300. http://dx.doi.org/10.1155/2013/260489.
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BACKGROUND: The prevalence of asthma in Aboriginal children is 6% to 14%. Gaps in knowledge regarding asthma and its management exist in First Nations (FN) communities, and culturally relevant education and resources are required. Studies have recommended that the children’s asthma education program, the ‘Roaring Adventures of Puff’, be modified through partnership with FN communities to be culturally appropriate.OBJECTIVE: To adapt this knowledge tool and design an effective implementation process for FN knowledge users (children with asthma and care providers), guided by the Canadian Institutes of Health Research knowledge translation framework.METHODS: The problem was identified, knowledge was identified/reviewed/selected (literature review); knowledge was adapted to the local context (FN working and advisory groups); barriers to knowledge use were assessed (by knowledge users); and interventions were selected, tailored and implemented (modified curricula and the creation of a new activity book and web-based resources, and regional coordinators, asthma educator mentors and community teams were recruited).RESULTS: Major outcomes were the adapted tools and blueprints for tailoring implementation. Additional outcomes were preliminary observations and outputs from the iterative processes, including information about local context and barriers. Specific additions were roles for community members supported by asthma educators (applying FN teaching models and addressing health care demands); relevant triggers (addressing knowledge gaps); and FN images and stories, themes of circle, sacred teachings, nature and family/elders (culture and addressing low reading levels).CONCLUSION: The framework model provides a logical, valuable tool for adapting a knowledge tool and implementation process to new knowledge users. Future research should measure uptake, effect on health outcomes of FN asthma sufferers and sustainability.
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Ifeakor, Chinedu, e Anselm Ikenna Odo. "Adopting the Factors That Motivate and Sustain Teachers Interest in the Teaching Profession for National Development in Education". Jurnal Office 6, n.º 1 (8 de setembro de 2020): 45. http://dx.doi.org/10.26858/jo.v6i1.15006.
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This paper sought to adopt the factors that motivate and sustain the teacher’s interest in the teaching profession. This is as a result of a vivid nonchalant attitude exhibited by some of the Nigeria teachers. First, the effect of irregular payment of teachers’ salaries has cause an alarm for the performance of teachers in work. Again, the inadequate promotion of teachers has negative impact in discharging their duties effectively and efficiently, thus this leads to teachers’ low standard of living and sometimes abandons the teaching profession and they look for better paid job. The negligent of teachers’ welfare affect their service and it is cause by the attitude of all that are concern in the school as government the school administrators, school heads even the society at large who does not encourage teachers to put in their best. With these, the researchers adopt expository and descriptive method in carrying out this work. The authors recommend that school heads should make use of correct motivation strategies such as attitude motivation and recognition. Also autocratic/dictatorship leadership style should be discouraged. Again, society should respect and recognize teachers’ position in nation building equally communities should see the school as an institution that inculcate into individual society’s value and norms and see it a responsibility to donate its welfare.
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Nair, Geeta, e Robert Hindle. "Use of ICT in Education". International Journal of Information Communication Technologies and Human Development 5, n.º 4 (outubro de 2013): 10–19. http://dx.doi.org/10.4018/ijicthd.2013100102.
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The present research paper discusses the use of Information and Communication Technology (ICT) in education which is gaining currency in the new era of globalism as the telecom revolution has hastened the pace of globalization and vice-versa; along with the catalyst role ICT-enabled education plays in promoting inclusive growth and human development for all. These smart tools of the emerging smart economy would help to promote mass literacy and also narrow inter, as well as intra-generational gaps. Most importantly, it will provide ‘second opportunities’ to the generation that missed them in the first place, thus helping adult learners, particularly the employed and women; thus attempting to reduce gender inequities. The paper attempts to map the trajectory of ICT and its increased usage across the world in an era of globalism, spanning Asia with a focus on India. Technology helps update, modernize, and revolutionize knowledge, information teaching-learning processes et al that help to bridge the digital divide on multi levels-between the rich and poor nations, between the rich and poor classes within a nation, between the rural and urban areas, between the young and old population, between the first and second generation learners and teachers that have become the essence of the new knowledge economy comprising smart students, teachers, policy makers, and communities all woven together through the yarn of the world wide. Like any other innovation, this one too is a double-edged coin with its intrinsic advantages and disadvantages. It is for us to harness modern technologies and utilize the ICT revolution in education for modern global growth, interconnectedness, and inclusiveness that create ‘win-win’ situations for all stakeholders.
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Smith-Gilman, Sheryl. "Culture Matters: The Arts, the Classroom Environment, and a Pedagogy of Entewate`Nikonri:Sake : A Study in a First Nations Pre-School". Canadian Review of Art Education: Research and Issues / Revue canadienne de recherches et enjeux en éducation artistique 42, n.º 2 (27 de maio de 2016): 53. http://dx.doi.org/10.26443/crae.v42i2.1.
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This article brings to light the close relationship between culture, learning and the arts. It recounts the quest of a First Nations (Mohawk) early childhood center in their development of a culturally relevant curriculum whereby culture and Indigenous ways of learning would be seamlessly woven into daily practice. Step by Step Child and Family Center embraced the Reggio Emilia approach. The educators acknowledged how Reggio Emilia’s major tenets resonated with Indigenous values as well as seeing congruence in ways of teaching, learning and how relationships are intrinsically interwoven into practice. This research shows how the provocation of the Reggio Emilia approach, and a focus on the arts, provided meaning-making for this community. The study has implications for teacher development, early childhood pedagogy, and may be useful for other Indigenous communities who seek to maintain cultural traditions and identity in educational practices.
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Muntoha, Muntoha. "RESPON ISLAM TERHADAP PERUBAHAN RELASI MASYARAKAT LOKAL DAN NEGARA DI INDONESIA ERA REFORMASI". Wahana Akademika: Jurnal Studi Islam dan Sosial 2, n.º 2 (7 de março de 2016): 11. http://dx.doi.org/10.21580/wa.v2i2.374.
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<p><strong><em>Abstract</em></strong></p><p><em>Indonesia as a developing country starts moving from the centralistic country into decentralized state since the change of power generated by a wave of reforms in mid 1998. There are several key issues that came to the surface in connection with this transition, among others, is a horizontal conflict that is lead to the disintegration of the Republic of Indonesia (NKRI). In the face of the country situation, the religion (Islam) with the teaching of ethics is expected to be one important factor for the integration process, especially Islam embraced the majority of the Indonesian population. In the study presented formulation of the problem of how the contribution of Islam in the context of the local communities to build relationships and state in Indonesia after the collapse of the New Order regime more equitably? The result of this study has been revealed that the contribution of Islam through the base organization at least can be categorized into three, namely NU, Muhammadiyah, HTI, and MMI. As for the contribution of ideas from NU and Muhammadiyah, that the local community and state relations should be seen in terms of the ideology of Pancasila as the noble nation and agreement of the founders of the nation. Then from HTI, to make the relationship with the local society can be run with a harmonious state is the first system to change the leadership of the country into a caliphate. Furthermore, from the MMI, suggesting if the pattern of the relationship between local communities and the state can run well, then the state must be firm by making Islamic law as its legal basis. It is based on the premise that in Islamic law are values as true and when implemented can provide prosperity for humankind</em>.</p><p><strong><em> </em></strong><strong><em>Keywords</em>: </strong><em>relasi, Islam, masyarakat lokal, dan kontribusi</em></p>
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Morales Cardenas, Reynaldo. "Educational Digital Media Tools to Reformulate Activity and Object in Indigenous Science and Environmental Education". EDU REVIEW. Revista Internacional de Educación y Aprendizaje 8, n.º 3 (5 de outubro de 2020): 127–34. http://dx.doi.org/10.37467/gka-revedu.v8.2666.
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This paper examines the functioning of and underlying assumptions about digital media in collaborative curriculum design processes in public science and environmental education, and community-designed action research learning programs. The article discusses teaching practices in US rural Northeast Wisconsin among Native Youth learning processes, from the complementation and articulation of formal and informal education to meaningful engagement and participation in science. The focus on the transformative use of digital media in science community education is intended to serve two interrelated purposes: First, it helps to address cultural-historical relations around the production of knowledge and relevant curriculums and pedagogies for rural tribal youth. Second, it intersects with the opportunities for the transferability of activity systems and action research centered around the production of mediational artifacts designed for the collective negotiation between First Nations Tribal communities and western modeled schools, institutions, workplaces, and societal roles. The transferability of this model envisions the incorporation of local actors and institutions in a deep artifact-based dialogue around epistemologies of self-determination and sustainability for Peoples who are fighting for their survival. These propositions take a new level when the transformative power of digital media shifts representations of power in historically marginalized communities, serving a larger activity of reorganizing ecologies of learning in education for culturally distinctive communities of practice.
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Cameron, Laura, Dave Courchene, Sabina Ijaz e Ian Mauro. "The Turtle Lodge: sustainable self-determination in practice". AlterNative: An International Journal of Indigenous Peoples 15, n.º 1 (8 de fevereiro de 2019): 13–21. http://dx.doi.org/10.1177/1177180119828075.
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The Turtle Lodge International Centre for Indigenous Education and Wellness in Sagkeeng First Nation, Manitoba, is leading the way in exemplifying and cultivating sustainable self-determination. This is a holistic concept and process that recognizes the central role that land and culture play in self-determination, and the responsibility to pass these teachings on to future generations. This article links theory and practice in the emerging scholarship on sustainable self-determination and examines how Turtle Lodge embodies sustainable self-determination through traditional governance and laws, respectful and reciprocal relationships, cultivation of cultural revitalization and community well-being, and efforts to inspire earth guardianship. Turtle Lodge’s experience underscores the importance of understanding sustainable self-determination as a flexible, community-based process. This case study fits within recent calls in the literature for a shift from a rights-based to responsibility-based self-determination discourse and demonstrates some of the challenges and lessons learned that might support other communities pursuing similar actions.
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Rahemtulla, Shadaab. "Muslims in America". American Journal of Islam and Society 27, n.º 3 (1 de julho de 2010): 103–6. http://dx.doi.org/10.35632/ajis.v27i3.1310.
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Muslims in America: A Short History is an accessible, succinct, andinformative historical survey of Muslim American communities. This popularbook has two key objectives: to increase non-Muslim Americans’understanding of Muslims in the United States and to foreground to Muslim Americans themselves their own religious, ethnic, and culturaldiversity (p. xi).The story of Muslim America begins in the eighteenth century. Chapter1, “Across the Black Atlantic: The First Muslims in North America,”sketches the lives of several West African Muslims, many of them highly literateand schooled in the Islamic sciences, who were enslaved and shippedto the United States, such as Ayuba Suleiman Diallo (Job Ben Solomon),Abd al-Rahman Ibrahima, and Omar ibn Sayyid. The second chapter, “TheFirst American Converts to Islam,” moves into the late-nineteenth and earlytwentiethcenturies. Here Curtis provides an array of highly diverse Muslimmissionary activities, from the rather unsuccessful proselytization work ofWhite American convert Alexander Russell Webb, to the steady spread ofmystical Islamic teachings spearheaded by such preachers as Indian Sufimaster Inayat Khan, to the Nation of Islam’s ascendance as a mass-basedBlack liberation movement ...
Teses / dissertações sobre o assunto "Teaching in First Nation communities"
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Stevenson, Earl Conrad. "Towards moral and ethical research in collaboration with First Nation communities". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2002. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62854.pdf.
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Restoule, Brenda M. M. "Healing in Ojibwa First Nation communities, investigating the relationship among acculturation, health and identity". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/NQ42971.pdf.
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Restoule, Brenda M. M. "Healing in Ojibwa First Nation communities investigating the relationship among acculturation, health and identity /". Ottawa : Library and Archives Canada, 2000. http://www.nlc-bnc.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/NQ42971.pdf.
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Collins, Benjamin C. "Mine closure planning with First Nations communities : the Stk'emlupsemc te Secwepemc Nation and the New Afton Mine". Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54759.
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The goal of this research is to understand how the traditional knowledge of the Stk’emlupsemc te Secwepemc Nation can be used to improve reclamation and closure planning of the New Afton mine. Furthermore, this research will provide insight into consultation with First Nation communities for closure and reclamation planning. The New Afton Mine site, located ten kilometers west of Kamloops, BC is on the traditional territory of the Tk’emlúps te Secwepemc and Skeetchestn Indian Bands. The application of traditional knowledge for closure is a relatively new field. As such, the application of the findings of this research are at a conceptual level. Interviews with traditional knowledge keepers were conducted to understand the relationship between plant life, wildlife, water sources and the traditional use pattern in the area. Site visits to both the Stk’emlupsemc te Secwepemc Nation and New Afton Mine site have taken place during this research study. Visits to the New Afton property focused on determining and understanding the different areas of disturbance. Visits with the Stk’emlupsemc te Secwepemc members were aimed at engaging, recognizing, and understanding their objectives for the long term post-closure use of the mine site. This research found an extremely strong connection between the community’s culture and natural environment. In addition, hunting, fishing, medicinal and nutritional plant gathering were considered as the key traditional land uses in the area. The New Afton Mine was known as an old stop-over ground for travelers in the region. Concerns relating to the impacts of tailings and possible contaminants to the environment (water, wildlife and plant life) were indicated. Reclaiming the land to a natural state was outlined as the most desirable outcome for closure. The technical constraints of the property were also discussed (subsidence zones, semi-arid conditions, etc.) and how the property, considered as a brownfield development, impacts the closure and reclamation outcomes. Finally, through the interviews and field notes, it was found that successful consultation and collaboration with First Nations communities requires: respect and understanding of the community’s culture and history, well established trust, and an ability to be flexible to the needs of the community.Applied Science, Faculty of
Mining Engineering, Keevil Institute of
Graduate
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Natcher, David C. "Co-operative resource management as an adaptive strategy for aboriginal communities, the Whitefish Lake First Nation case study". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ46893.pdf.
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Nombewu, Sakhiwo Bridget. "The role of the head of department in maintaining the motivation of English first additional langauge teachers teaching in educationally deprived communities". Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/11887.
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The purpose of the study was twofold. The first purpose was to determine the role of the Head of Department in maintaining the motivation of English first additional language teachers in deprived communities. The role of the Head of Department will depend on factors that motivate and demotivate EFAL teachers and the influence of demographic factors on the motivators and demotivators reported by the participants. The second purpose was to establish the expectations that EFAL teachers have of their Heads of Departments in order to gain an understanding of the role that the Head of Departments can play in the motivation of the EFAL teachers teaching in schools situated in educationally deprived communities. This study not only aimed at presenting the findings but to also develop recommendations that can be formulated for the Head of Departments of English first additional language department of high schools situated in educationally deprived communities with regard to supporting the motivation of teachers. To this end, a literature study was undertaken on relevant theories and on the results of previous research on the issue. The research design was a mix-methods design. The questionnaire for collecting both qualitative and quantitative data was designed in line with instruments used in similar research studies on English FAL teacher motivation by Bennell and Akyempong (2007), Kassagby, et al. (2001) and Yau (2010). The questionnaire was administered to EFAL teachers teaching at high schools located in educationally deprived communities in the Nelson Mandela Metropole where isiXhosa is the home language of the learners and English is the medium of instruction. It was discovered that the main factors influencing teachers in the context of EFAL teaching in educationally deprived communities include the culture of teaching and learning of the school, the teacher’s interaction with learners, colleagues and the recognition and feedback associated with supervision of curriculum implementation. It was found that demotivated learners, unsupportive colleagues and unprofessional or unethical practices by the Head of Department to be the most demotivating factors.
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Miller, Colton Duane. "Biculturalism among Indigenous College Students". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2763.
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Indigenous* college students in both Canada and the United States have the lowest rates of obtaining postsecondary degrees, and their postsecondary dropout rates are higher than for any other minority (Freeman & Fox, 2005; Mendelson, 2004; Reddy, 1993). There has been very little research done to uncover possible reasons for such low academic achievement and high dropout rates for Indigenous students. Some of the research that has been done indicates that one challenge for Indigenous students is the difficulty in navigating the cultural differences between higher education and their Indigenous cultures. Biculturalism is the ability of an individual to navigate two different cultures (Bell, 1990; Das & Kemp, 1997). Several scholars have suggested that biculturalism is an important construct in understanding academic persistence among Indigenous students (Jackson, Smith & Hill, 2003; Schiller, 1987). This study explored biculturalism among Indigenous college students and how it impacts their higher education experience. Indigenous college students (n=26) from the southwestern United States and central Canada participated in qualitative interviews for the study. The interviews were transcribed and interpreted using a synthesis of qualitative methods. Several themes related to the participants' experience of biculturalism emerged from the qualitative analysis: institutional support for transition to college, racism, types of relationships to native culture, career issues, and family issues. The findings suggested that more needs to be done in terms of providing Indigenous students centers at universities, implementing mentor programs for incoming students, and educating future Indigenous college students, families, and communities about biculturalism and the culture of higher education.
*Author's note: The term Indigenous will be used to describe Native American/American Indian, First Nation and Métis student participants. Interviews were collected both in the United States and Canada. The terminology used to describe these populations differs across cultures; therefore, Indigenous will be used as a more general term, to describe the participants. The terminology used by cited authors was retained.
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Espindola, Maíra Lewtchuk. "As experiências dos intelectuais no processo de escolarização primária na Parahyba (1824-1922)". Universidade Federal da Paraíba, 2017. http://tede.biblioteca.ufpb.br:8080/handle/tede/9886.
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The main argument of this thesis started from the supposition that during the long nineteenth century some intellectuals take part in the schooling process in Brazil, in addition to acting in schools as teachers and owning several writings aimed at education. Its major aim is to perform a reading about the experiences of these individuals in the process of primary schooling in the Empire and in the First Republic in Parahyba. Therefore, some individuals were selected - ffirst letters teachers – to understand their experiences about the educational process; apprehend the changes proposed in the long nineteenth century schooling process; understand the discourses on education carried out by these subjects and disseminated in various media such as newspapers, books, letters, reports, etc.; range and analyze some questions contained in the speeches of the selected subjects. The historical cut is from 1824 to 1922. Prosopography guides the analysis of the sources and based on it were chosen ten persons that make up this thesis, namely: Borges da Fonseca; Joaquim da Silva; Francisco Xavier Júnior; Francisca Moura; Francisco Coutinho de Lima e Moura; Coriolano de Medeiros; Catharina Moura; Olivina Olívia Carneiro da Cunha; José Gomes Coelho and Eudesia Vieira. The sources used are: printed matter; (self)biographies and biographical entries; books designed for schools; educational legislation; messages from the presidents of the province/state; public education reports; letters, crafts, circulars, offices. Based on the interpretations it was identified a long nineteenth century for the process of schooling in Parahyba, in which there were several discussions about: teaching methods, the education of women or the absence of such education, pedagogical materials, the slavery abolishment, the founding of societies and institutes. Through the analysis it was identified how these matter were posed and developed by these individuals in the state. There are six features derived from the intellectual experience of these subjects: dealt with relevant issues in the period they lived both in relation to instruction and the abolition of slavery, the writing of a national history, the reformulation of educational processes; used their conditions - be they teachers, women or blacks - to found their speech and act in society; they employed writing and the press to spread their ideals, whether they were for education, such as producing books for schools, or for other social issues; grouped around associations and institutions, which became communities of experience and shared common ideals and goals; they had connections with each other, even when they were participants of different generations, they formed networks of sociability, which guided the younger members how to proceed in society; believed that their speeches possessed educating and civilizing ties for the construction of the Brazilian nation. Finally, discussions about the period reveal a movement of ideas that passed through several proponents and public education was perceived as an important instrument of civilization of the people.
O argumento principal desta tese parte do suposto que, durante o longo século XIX, alguns intelectuais participaram do processo de escolarização no Brasil, além de atuarem nas escolas como professores e depuseram diversos escritos direcionados à educação. Possui como objetivo principal realizar uma interpretação sobre as experiências desses indivíduos no processo de escolarização primária no Império e na Primeira República na Parahyba. Para tanto, foram selecionados alguns sujeitos - professores de primeiras letras - para entender suas experiências em relação à educação; apreender as mudanças propostas no processo de escolarização do longo século XIX; reconhecer os argumentos sobre educação realizados por essas pessoas e divulgados em diversos meios como jornais, livros, cartas, relatórios, etc.; delimitar e analisar algumas questões contidas nos discursos dos indivíduos selecionados. O recorte histórico é de 1824 a 1922. A prosopografia norteia a análise das fontes e com base nela foram escolhidos dez personagens que compõem esta tese, a saber: Borges da Fonseca; Joaquim da Silva; Francisco Xavier Junior; Francisca Moura; Francisco Coutinho de Lima e Moura; Coriolano de Medeiros; Catharina Moura; Olivina Olívia Carneiro da Cunha; José Gomes Coelho; e Eudesia Vieira. As fontes utilizadas são: impressos; (auto)biografias e verbetes biográficos; livros destinados à escola; legislação educacional; mensagens dos presidentes da província/do estado; relatórios da instrução pública; cartas, ofícios, circulares, despachos. Com base nas compreensões foi identificado um longo século XIX para o processo de escolarização na Parahyba, no qual houve diversas disputas sobre: os métodos de ensino, a educação da mulher ou a ausência dessa educação, os materiais pedagógicos, a abolição da escravatura, a fundação de sociedades e de institutos. As análises levam à forma como essas questões foram postas e elaboradas por essas figuras na província/no estado. Existem seis caraterísticas derivadas da experiência intelectual: trataram de temas relevantes no período que viveram tanto em relação à instrução quanto a abolição da escravatura, a escrita de uma história nacional, a reformulação de processos educativos; utilizaram suas condições - sejam elas como professores, mulheres ou negros - para fundamentar a sua fala e interviram na sociedade; empregarem a escrita e a imprensa para divulgarem seus ideais, fossem eles voltados para a educação, como a produção de livros para as escolas, ou para outras questões sociais; agruparam-se em torno de associações e instituições, as quais se tornaram comunidades de experiência e de partilha de ideais e de objetivos em comum; detinham ligações entre si, mesmo quando partícipes de gerações diferentes, formaram redes de sociabilidade, as quais encaminharam os integrantes mais novos para a ação na sociedade; acreditaram que as suas exposições apresentaram vínculos educadores e civilizadores para a construção da nação brasileira. Por fim, os debates do período revelam um movimento de ideias que passaram por diversos proponentes e a instrução pública foi percebida como um importante instrumento de civilização do povo.
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Erford, Jamie L. "Sense of Place and Concurrent Enrollment: Creating College Places in High School Settings". University of Findlay / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1503050057101256.
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Polfus, Jean. "An interdisciplinary approach to describing biological diversity". Ecology and Society; Journal of Biogeography, 2016. http://hdl.handle.net/1993/31986.
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The concept of biodiversity – the phenotypic and genotypic variation among organisms – is central to conservation biology. There is growing recognition that biodiversity does not exist in isolation, but rather is intrinsically and evolutionarily linked to cultural diversity and indigenous knowledge systems. In Canada, caribou (Rangifer tarandus) occupy a central place in the livelihoods and identities of indigenous people and display substantial variation across their distribution. However, quantifying caribou intraspecific variation has proven challenging. Interdisciplinary approaches are necessary to produce effective species characterizations and conservation strategies that acknowledge the interdependent relationships between people and nature in complex social-ecological systems. In this dissertation I use multiple disciplinary traditions to develop comprehensive and united representations of caribou variation through an exploration of population genetics, phylogenetics, traditional knowledge, language, and visual approaches in the Sahtú region of the Northwest Territories, Canada. First, I examine caribou variation through analysis of population genetics and the relationships Dene and Métis people establish with animals within bioculturally diverse systems. Next, I focus on how the Pleistocene glacial-interglacial cycles have shaped the current patterns of caribou phylogeographic lineage diversification. Finally, I explore how art can be used to facilitate cross-cultural collaboration and externalize the unique heterogeneity of biocultural diversity. The results demonstrate a broad scale understanding of the distribution, spatial organization, and the degree of differentiation of caribou populations in the region. I found evidence for caribou population differentiation that corresponds to the caribou types recognized by Dene people: tǫdzı “boreal woodland caribou,” ɂekwę́ “barren-ground caribou,” and shúhta ɂepę́ “mountain caribou.” Phylogenetic results reveal that in their northern margin the boreal ecotype of woodland caribou evolved independently from the northern Beringian lineage in contrast with southern boreal caribou which belong to the sub-Laurentide refugia lineage. In addition, I demonstrate how art can be used improve communication, participation, and knowledge production among interdisciplinary research collaborations and across language and knowledge systems. A collaborative process of research that facilitates łeghágots'enetę “learning together” has the potential to produce sustainable conservation solutions, develop efficient and effective wildlife management policies, and ensure caribou remain an important part of the landscape.February 2017
Livros sobre o assunto "Teaching in First Nation communities"
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Silverman, Barbara. Learning needs of nurses working in First Nations' communities and hospitals. Hamilton, Ont: Quality of Nursing Worklife Research Unit, McMaster University, 1994.
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Canada. Health Canada. Department of Indian Affairs. Community drinking water and sewage treatment in First Nation communities. Ottawa: Health Canada., 1995.
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Paul, Walker. Writing in context: Composition in first-year learning communities. New York, New York: Hampton Press, Inc., 2013.
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Ontario Advisory Council on Senior Citizens. Denied too long: The needs and concerns of seniors living in First Nation communities in Ontario. Toronto: The Council, 1993.
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Quasha, Jennifer. Jamestown: Hands-on projects about one of America's first communities. New York: PowerKids Press, 2001.
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Allen, Trena. An exploration of on-reserve forest management capacity and forest certification interest in First Nations communities across Canada. [Ottawa]: First Nation Forestry Program, 2006.
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Anxious Histories: Narrating the Holocaust in Jewish communities at the beginning of the twenty-first century. New York: Berghahn Books, 2015.
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Life together in the spirit: A radical spirituality for the twenty-first century. Walden: Plough Publshing House, 2015.
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United States. Congress. House. Committee on Education and Labor. Subcommittee on Select Education and Civil Rights . Hearing on the reauthorization of the Drug Free Schools and Communities Act: Hearing before the Subcommittee on Select Education and Civil Rights of the Committee on Education and Labor, House of Representatives, One Hundred Third Congress, first session, hearing held in Washington, DC, March 31, 1993. Washington: U.S. G.P.O., 1993.
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United States. Congress. House. Committee on Education and Labor (2007). Subcommittee on Healthy Families and Communities. Strengthening school safety through prevention of bullying: Joint hearing before the Subcommittee on Healthy Families and Communities and the Subcommittee on Early Childhood, Elementary, and Secondary Education, Committee on Education and Labor, U.S. House of Representatives, One Hundred Eleventh Congress, first session, hearing held in Washington, DC, July 8, 2009. Washington: U.S. G.P.O., 2009.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Teaching in First Nation communities"
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Pictou Landing First Nation e Irena Knezevic. "Community Food Security in Pictou Landing First Nation". In Nourishing Communities, 41–57. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57000-6_3.
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Rakshit, Roopa, Chander Shahi, M. A. (Peggy) Smith e Adam Cornwell. "Bridging Gaps in Energy Planning for First Nation Communities". In International Solutions to Sustainable Energy, Policies and Applications, 69–90. Lilburn, GA : The Fairmont Press, Inc., [2018]: River Publishers, 2020. http://dx.doi.org/10.1201/9781003150978-5.
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Cokely, Carrie L., e Melissa Anyiwo. "Teaching Millennials About Difference Through First-Year Learning Communities". In Teaching Race and Anti-Racism in Contemporary America, 99–106. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7101-7_11.
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Heath, Mary, e Tania Leiman. "Choosing Change: Using a Community of Practice Model to Support Curriculum Reform and Improve Teaching Quality in the First Year". In Implementing Communities of Practice in Higher Education, 183–204. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2866-3_9.
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Kokko, Heikki. "Temporalization of Experiencing: First-Hand Experience of the Nation in Mid-Nineteenth Century Finland". In Palgrave Studies in the History of Experience, 109–33. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69882-9_5.
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AbstractKokko tests and develops further Benedict Anderson’s thesis about “imagined communities” through analyzing the experiential change that the emerging of first-hand experience of the nation required at the individual level. The analysis of readers’ letters published in the Finnish-language press provides a rare history-from-below approach to the emerging experience of the nation. Besides focusing on the mid-1800s’ Finnish grass roots experience of the nation, the chapter draws attention to the form of belonging which existed prior to it. ‘Temporalization of Experiencing’ presents the first-hand experience of the nation as a social phenomenon. The chapter indicates that the absorbing of the experience of the nation was based on a transformation in the structures of experiencing that was linked to the modernization process.
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Moebius, Stephan. "Reconstruction and Consolidation of Sociology in West Germany from 1945 to 1967". In Sociology in Germany, 49–84. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71866-4_3.
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AbstractThis chapter will focus on the two decades after 1945, the period of the “post-war society” (1945–1967), which in the historical sciences is also characterized as a period of boom (keywords: “Wirtschaftswunder” (“economic miracle”), expansion of the welfare state, expansion of the educational sector, certainty about the future) and which comes to an end in the 1970s. Germany was undergoing a profound process of change: socio-structural changes in an advanced industrial society, structural changes in the family and a retreat into the private sphere, new opportunities in the areas of consumption and leisure due to the “Wirtschaftswunder,” urbanization and changes in communities, “Western Integration” (“Westbindung”), the ban on the KPD (Communist Party of Germany) in 1956, remilitarization, the development of the mass media and mass motorization, and the repression of the Nazi past were central social and sociological issues. At the same time, fascist tendencies were still virulent during the 1950s and 1960s. After 1945, sociology had to be rebuilt. Journals were refounded or newly founded, the German Sociological Association was restored and sociology was re-established as a teaching subject. Different “schools” and regional centers of sociology emerged. The so-called Cologne School centered around René König, the Frankfurt School around Adorno and Horkheimer, and the circle around Helmut Schelsky should be mentioned in particular; but also, Wolfgang Abendroth, Werner Hofmann, and Heinz Maus (Marburg School), Otto Stammer (Berlin), Arnold Bergstraesser (Freiburg i.Br.), and Helmuth Plessner (Göttingen). Despite their theoretical and political differences, up until the 1950s, they all had in common the decisive will for political and social enlightenment regarding the post-war situation. Furthermore, the particular importance that empirical social research and non-university research institutions had for the further development of sociology after 1945 is worth mentioning.At the end of the 1950s, field-specific dynamics gained momentum. The different “schools” and groups tried to secure and expand their position in the sociological field and their divergent research profiles became increasingly visible. The so-called civil war in sociology drove the actors further apart. Additionally, disciplinary struggles and camp-building processes during the first 20 years of West German sociology revolved around the debate on role theory and the dispute over positivism. By the end of the 1950s, an institutional and generational change can be observed. The so-called post-war generation, which included Ralf Dahrendorf, Jürgen Habermas, Niklas Luhmann, Erwin K. Scheuch, Heinrich Popitz, Hans Paul Bahrdt, M. Rainer Lepsius, and Renate Mayntz, assumed central positions in organizations, editorial boards of journals, and universities. While the early “schools” and circles (König, Schelsky, Adorno, and Horkheimer) initially focused on the sociology of the family and empirical research, the following generation concentrated foremost on industrial sociology, but also on topics of social structure and social stratification as well as on social mobility.
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Mathew, John, e Pushkar Sohoni. "Teaching and Research in Colonial Bombay". In History of Universities: Volume XXXIV/1, 259–81. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192844774.003.0013.
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Bombay did not play the kind of administrative nodal role that first Madras and later Calcutta did in terms of overarching governance in the Indian subcontinent, occupying instead a pivotal position for the region’s commerce and industry. Nonetheless, the nineteenth and twentieth centuries in Bombay were a formative age for education and research in science, as in the other Presidencies. A colonial government, a large native population enrolled in the new European-style educational system, and the rise of several institutions of instruction and learning, fostered an environment of scientific curiosity. The Asiatic Society of Bombay (1804), which was initially the hub of research in all disciplines, became increasingly antiquarian and ethnographic through the course of the nineteenth century. The Victoria and Albert Museum (conceived in 1862 and built by 1871 and opened to the public in 1872), was established to carry out research on the industrial arts of the region, taking for its original collections fine and decorative arts that highlight practices and crafts of various communities in the Bombay Presidency. The University of Bombay (1857) was primarily tasked with teaching, and it was left to other establishments to conduct research. Key institutions in this regard included the Bombay Natural History Society (1883) given to local studies of plants and animals, and the Haffkine Institute (1899), which examined the role of plague that had been a dominant feature of the social cityscape from 1896. The Royal Institute of Science (1920) marked a point of departure, as it was conceived as a teaching institution but its lavish funding demanded a research agenda, especially at the post-graduate level. The Prince of Wales Museum (1922) would prove to be seminal in matters of collection and display of objects for the purpose of research. All of these institutions would shape the intellectual debates in the city concerning higher education. Typically founded by European colonial officials, they would increasingly be administered and staffed by Indians.
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Yonder, Ayse, Mercedes Narciso e Juan Camilo Osorio. "Pedagogy built on working with communities: a first semester core course". In Teaching Urban and Regional Planning, 57–73. Edward Elgar Publishing, 2021. http://dx.doi.org/10.4337/9781788973632.00015.
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Sheehan, Mark, e Tony Taylor. "Australia and New Zealand: ANZAC and Gallipoli in the Twenty-First Century". In Teaching History and the Changing Nation State, 237–54. Bloomsbury Publishing Plc, 2016. http://dx.doi.org/10.5040/9781474225892.ch-015.
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Diaz-Andreu, Margarita. "Conclusions". In A World History of Nineteenth-Century Archaeology. Oxford University Press, 2007. http://dx.doi.org/10.1093/oso/9780199217175.003.0023.
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In this book explanations have operated at various levels, of which two will be highlighted here: top-down and bottom-up approaches. Regarding the first approach, it has been argued that archaeology’s emergence as a professional discipline needs to be understood within the framework of the appearance of nationalism as the political ideology that changed the way in which states were characterized, leading to their definition as self-governed nations. An overview of how nationalism, and, connected to it, imperialism and colonialism, affected the development and institutionalization of archaeology throughout the world in the nineteenth century has been provided in the introduction. In this final chapter I do not intend to repeat arguments put forward there. Instead, the following pages will further elaborate on the bottom-up approach, utilized throughout the work but not explicitly formulated. This concerns archaeologists’ role in the changes that led to the growing acceptance of nationalism and imperialism, and the increasing success of archaeology as a scholarly discipline. Nation, colony, empire, and state are abstract concepts that, in fact, represent communities of individuals whose agency is fundamental in the events that mark the history of these institutions. People successfully instil—or otherwise—the belief in the existence of a nation, an empire or a colony. Explorers, amateurs, and professionals played a vital part in the organization of the search for antiquities, claiming their undertakings were useful from a political point of view, and popularizing this vision through exhibitions, speeches, teaching, and publications. To understand correctly the mechanisms by which nineteenth-century archaeology related to nationalism it is important to stress that the political role played by most individuals involved in the study of antiquities was not the result of an imposition. On the contrary, free choice motivated them. The many analyses undertaken on the social provenance of archaeologists (for example Kristiansen 1981; Levine 1986; Mitchell 1998) show that a number hailed from the social elite and, importantly, that the great majority were from the middle classes. They, therefore, belonged to the strata in society leading the nineteenth-century revolutions. These were not enforced from above, but, quite the reverse, were voluntarily directed by the intelligentsia—the educated strata in the society mainly drawn from the middle classes—in their search for space in the political sphere.
Trabalhos de conferências sobre o assunto "Teaching in First Nation communities"
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Slater, Bill, Robert Moar e Josee Tremblay. "Building relationships and capacity with First Nation communities affected by mine closure". In Sixth International Conference on Mine Closure. Australian Centre for Geomechanics, Perth, 2011. http://dx.doi.org/10.36487/acg_rep/1152_86_slater.
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Ķestere, Iveta, e Baiba Kaļķe. "Learning National Identity Outside the Nation-State: the Story Of Latvian Primers (Mid-1940s – Mid-1970s)". In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.03.
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In order to understand how the concept of national identity, currently included in national legislation and curricula, has been formed, our research focuses on the recent history of national identity formation in the absence of the nation-state “frame”, i.e. in Latvian diaspora on both sides of the Iron Curtain – in Western exile and in Soviet Latvia. The question of our study is: how was national identity represented and taught to next generations in the national community that had lost the protection of its state? As primers reveal a pattern of national identity practice, eight primers published in Western exile and six primers used in Soviet Latvian schools between the mid-1940s and the mid-1970s were taken as research sources. In primers, national identity is represented through the following components: land and nation state iconography, traditions, common history, national language and literature. The past reverberating with cultural heritage became the cornerstone of learning national identity by the Latvian diaspora. The shared, idealised past contrasted the Soviet present and, thus, turned into an instrument of hidden resistance. The model of national identity presented moral codes too, and, teaching them, national communities did not only fulfill their supporting function, but also took on the functions of “normalization” and control. Furthermore, national identity united generations and people’s lives in the present, creating memory-based relationships and memory-based communities.
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Herman, Geoffrey L., Laura Hahn e Matthew West. "Coordinating College-Wide Instructional Change Through Faculty Communities". In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-51549.
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In February 2012, the College of Engineering created the Strategic Instructional Initiatives Program (SIIP) to transform and revitalize the core engineering courses at the University of Illinois at Urbana-Champaign. As SIIP has evolved, we have learned that in order to achieve these goals, we must first focus on creating collaborative teaching cultures. This effort has sparked the rapid spread of Research-Based Instructional Strategies across the college and created a thriving community of faculty invested in improving undergraduate instruction. In this paper, we describe the current policies and procedures that we use to direct SIIP. In particular, we will focus on the structure of the leadership team and how we have fostered deep collaborations among faculty developers, education researchers, and engineering faculty. We conclude by presenting an evaluation of the program.
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Ewins, Peter J. "Protected Areas and Pipelines in Canada: Balancing Natural Values With Development at the Landscape Level — The Conservation First Principle". In 2002 4th International Pipeline Conference. ASMEDC, 2002. http://dx.doi.org/10.1115/ipc2002-27276.
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“Sustainable Development” is now a widely accepted concept, yet there are surprisingly few concrete examples of it in practice. The pipeline industry operates at broad landscape and regional levels, and now has the opportunity to provide a strong lead in showcasing how society can benefit from major new energy pipelines while not significantly compromising natural and cultural values. To achieve this requires adoption of a fundamental proactive, ecosystem-based principle — the “Conservation First Principle”. In Canada this principle, first stated by Hummel [1], is that “there should be no new or expanded large-scale industrial development until a network of protected areas is reserved which adequately represents the natural region(s) affected by that development”. This approach is not new (e.g., the 1992 commitment by all levels of Canada’s governments to complete such protected areas networks), but it is more urgently needed now in an energy-rich frontier nation like Canada to truly safeguard our natural and cultural values while developing new energy corridors. It is a precautionary approach, akin to an insurance policy we would all be familiar with at a personal level. By identifying key natural habitats in each natural region (areas of similar bio-physical characteristics — there are 486 terrestrial natural regions in Canada), and using sophisticated GIS-based gap analysis, working with local communities, industry and governments, a network of protected areas can be identified and then reserved for legal protection. This network then adequately protects a representative sample of habitats, biodiversity and ecosystem processes in each natural region before or simultaneous with development proposals and approvals. The development of natural gas reserves in the Mackenzie Valley provides all stakeholders with a timely high-profile opportunity to showcase this balanced approach. The NWT’s Protected Areas Strategy provides the widely-supported community-led process to identify and then reserve key cultural and ecological areas in tandem with gas pipeline development. Investors, industry, governments, local communities and the general public all seek the greater certainty and security that such advance planning and balancing provides. The knowledge that certain key areas are off-limits to future development, and that other areas (the largest portion of each natural region) are assigned for sensitive industrial development, sets the stage for a more secure, stable future, in which all values are accommodated satisfactorily. In the push for greater energy security, the pipeline and oil and gas industry should now embrace the Conservation First Principle in energy developments across Canada’s lands and oceans, most immediately as it plans for a major gas pipeline in the Mackenzie Valley.
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El Souefi, Nevine Mahmoud Fayek. "A Proposed Framework for the Growth of Online Learning Communities". In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13010.
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AbstractThe abrupt shift to full online learning due to COVID-19, displaced students and teachers, created multiple barriers in teaching and learning, and caused some instructors not being able to build and maintain an online learning community. This situation resulted in students’ detachment from their instructor and peers causing lack of motivation and increase of failure chances. First the paper explores the challenges and opportunities of building and online learning community highlighting the needs, and reviewes some past frameworks in the field. Second, a framework is proposed that identifies four factors that help the growth of online learning communities. Those facots are; teacher presence, social presence, cognitive presence and students’ emotional engagement. Further the framework specifies type of actions and activities that teachers/instructors should be adopting throughout the course. The paper adds to the growing knowledge on Coronavirus effects on the educational sector and highlights the need for the efficeint use of technology in education.
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Rudnytska-Yuriichuk, Iryna. "Main Principles of Using Audiovisual Method in Teaching the Native Language to Children of Pre-School Age in the Ukrainian Diaspora of The USA and Canada". In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/29.
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In the national educational system of the Ukrainian diaspora of the USA and Canada the pre-school period covers the first stages of extra-familiar education, where establishing of child’s consciousness and connecting to spiritual values of the Ukrainian nation are taking place. Efficiency of this process depends on multiple factors. A significant role among them is played by didactic provision of educational-instructional process in pre-school educational institutions of various kinds whose main aim is to form national consciousness of the pupils through acquiring the Ukrainian language, as well as mastering contents of Ukrainian Studies subjects. Pedagogues at Ukrainian pre-school institutions in diaspora conditions clearly understand that the task of bringing up a child before the age of 6 implies providing them with various, beneficial for growing and useful for them, qualities. That is why teachers contribute to children acquiring such knowledge, abilities and skills which would help them to successfully prepare for elementary school in the future. Since the main task of Ukrainian pre-school education lies in development of a child’s personality by means of Ukrainian Culture studies, a pedagogue (teacher) has to know Ukrainian and all subjects well.
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de Munnik, Marloes, e Osama Al-Mahdi. "DIGITALLY CHANGING TEACHING PRACTICE ENVIRONMENTS: AN EXPLORATION OF CONCEPTS AND IMPLICATIONS". In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end050.
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This paper proposes using different concepts for guiding institutional practices in times of digitally changing professional teaching work environments. This paper draws upon our previous research and offers a first step of a framework, to understand and explore the new digital changes for professional teaching and learning practice, while engaging in online and virtual work and learning environments. Thereby focusing on the notion of a professional and the social implications of digital work technologies that are used for teaching and learning. The theoretical paper is structured around concepts we identified in our previous work and its potential of adopting them in the context of digital communities of professional practices. Addressing these objectives can hopefully help us to understand, what the effects of digital professional teaching work environments on teaching practice and for teacher’s professional responsibility are, their social effects in everyday teacher work and their practice related knowledge? What capabilities, features or skills are enabling teachers to do so and what guidelines can help them to cope with the current changes? And ultimately, how workplaces, schools and universities can benefit from these ideas? We focus on both human social factors and digital material factors as being inherent to professional teaching and learning practice. We hereby build upon concepts derived from socio-cultural and socio-material theories which are currently not commonly used in the same context, such as: communities of practice which is popular in socio-cultural learning theories whereby the understanding of human development relies on the social world; and extending the community of practice with materiality whereby human development also involves the material world. We contribute with this paper by suggesting that our framework, drawing on concepts of two different but related learning theories is useful for further research, such as on the institutional and individual response to digital change in teaching and learning practice. We believe that our theoretical informed conceptual approach enables to inform an increased professionality of teaching professionals in times of digital work change, activates thinking about different concepts, a change of mindset or at least provide the guidelines for an improved understanding among those involved in teaching practice.
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Faurote, Shawn, Carrol Curtis, Daniel Jones, Andrew Otterson, Kevin Meyer, Leia Guccione, Kristopher Lineberry et al. "Design a Product That Can Stimulate a Developing Nation’s Economy: Grain Mill". In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61319.
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The purpose of this project was to design a product that would improve the standard of living, as well as stimulate the economy of a developing nation. Increasing food production was determined to be one of the greatest needs in emerging economies. Initial market research of indigenous grinding methods and diets of several developing nations pointed to a need for grain mills in Central and South America. In order to design a grain mill to meet this need, grain mill machines currently available in industrialized nations were first analyzed in order to determine the technical aspects that would be needed to construct an appropriate grain mill. The initial grain mill designed as well as prototyped weighs 40 pounds and can be assembled without any tools. The grain mill is able to efficiently grind corn into fine flour using a two-step grinding process. Using the two-step process, 1.5 pounds of grain can be milled in an hour. In addition, the grain mill can be easily disassembled for cleaning and transportation when necessary. Through analysis of the potential market’s income as well as looking at the production process, the price per grain mill is expected to be $50, a cost that is within the budget of many families and communities in the Americas.
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Cardazzo, Barbara, Giuseppe Radaelli, Angela Trocino, Lucia Bailoni, Edward Taylor e Monica Fedeli. "Teaching4Learning@UNIPD to promote faculty development at the University of Padua, Italy: the experience of the Agriculture and Veterinary Medicine School". In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9363.
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Teaching4Learning@UNIPD started in 2016, and it representes the first step for the University of Padua to foster innovative teaching in response to European recommendations. It encourages faculty to experiment with new teaching strategies; involves students and promotes their active participation in educational activities; de-privatizes teaching; and has progressively increased the number of faculty learning communities. It was initiated by faculty who self-selected to participate and who had a significant inclination to enhance their approach to teaching and learning. The School of Agriculture and Veterinary Medicine joined the T4L@UNIPD programme organizing a first level course and is currently participating in a second level course. The study of several differents strategies, tools and actions were included in the course and their application in teaching are now in progress.
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Benlloch-Dualde, José V., Javier Oliver Villarroya, Amparo García Carbonell, Amparo Fernández March, Eloina García Félix e Pilar Bonet Espinosa. "How to introduce the research in the university teaching: a training experience in the Universitat Politècnica de València [Teacher Hub]". In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10539.
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In this work we present the project of initiation to the Educational Research-Action (INED), within the pedagogical training program for university teachers organized by the Institute of Education Sciences (ICE), of the Universitat Politècnica de València (UPV). This project responds to a need for a group of teachers that starts with a professional background and requires training to advance the process of professionalization of teaching, aligned with the concept of scholarship and the movement generated around it. The proposal is formulated as an action research to promote the improvement of teacher training models in higher education. Therefore, it involves a methodology close to the learning communities, so that both the design and implementation involve professors from the university with a background in educational research (6 mentors), pedagogical advisors and experts in different subject areas related to research in higher education. In this first edition of INED, 25 professors participate and have been selected according to criteria of teaching experience, participation in educational innovation projects and pedagogical training received in different formats.