Thematische Bibliographien / Pedagogical investigations

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Auswahl der wissenschaftlichen Literatur zum Thema „Pedagogical investigations“

Autor: Grafiati

Veröffentlicht am 25. Juni 2021

Zuletzt aktualisiert am 13. Februar 2022

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Zeitschriftenartikel zum Thema "Pedagogical investigations"

Kolomiets, Alla M., und Yevhen V. Gromov. „НЕТНОГРАФІЧНИЙ АНАЛІЗ ТЕМАТИЧНОГО СПЕКТРУ ПЕДАГОГІЧНИХ ДОСЛІДЖЕНЬ У ВИДАННЯХ З НАУКОМЕТРИЧНОЇ БАЗИ SCOPUS“. Information Technologies and Learning Tools 59, Nr. 3 (30.06.2017): 179. http://dx.doi.org/10.33407/itlt.v59i3.1666.

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Netnographic analysis of international pedagogical periodical journals which are indexed in Scopus scientometric database has been realized in the article. The authors gave appraisal of pedagogical investigations’ priority directions which are published in the most quoted world’s journals. Subject coverage of the Top-300 pedagogical periodical journals from the rank-list presented by Scimago Journal & Country Rank Internet-platform has been also analyzed. Comparison between pedagogical journals’ quotation-indexes and corresponding indexes of technical, natural-scientific, legislative and political subject issues has been also completed. The authors succeeded in refuting the widely-spread but mistaken opinion that pedagogical issues are insufficiently presented or even absent in Scopus database. It has also been found out that the majority of pedagogical periodical journals which are indexed in Scopus deal with problems of general education and upbringing; pedagogical psychology and sociology; organizing of pedagogical investigations and pedagogical statistics.

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Martinez, Inmaculada Garcia, und Pedro Jose Arrifano Tadeu. „The impact of pedagogical leadership on pedagogical coordination in secondary schools“. Research in Social Sciences and Technology 3, Nr. 3 (10.10.2018): 1–15. http://dx.doi.org/10.46303/ressat.03.03.1.

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Educational Leadership has an international recognition as a factor in school improvement (OECD, 2009, 2014). The international investigations guarantee this. Within the multiplicity of investigative lines that concern this factor, there is one that alludes to its impact on school improvement, especially in contexts of the social inequality. Within the pedagogical leadership, it has been evidenced that the shared modalities of leadership that invite other members of the educational organization to be involved in a common project are associated with a greater commitment for the improvement and inclusion of all the students. At the same time, other factors come into play, such as the professional identity of both management and staff, professional capital (Hargreaves and Fullan, 2014) or the inclusive practices outlined in this type of context. This intervention oscillates around these issues, offering a vision about studies carried out in the international sphere that associate, on one hand, the impact of leadership on the educational organization and, on the other, positive effects in challenging contexts. Finally, the results obtained from a questionnaire designed specifically for this research will be presented, in which secondary school teachers were asked to respond to questions related to the collaboration in the center, if they received support from the management team to improve their practices if they perceived themselves as school leaders or teachers. Among the results found, it is observed that there is a positive trend towards the construction of a common educational project in secondary schools by the management team. Likewise, there is a positive predisposition on the part of the teaching staff to be more involved in the initiatives of the educational center and towards collaboration and coordination with other colleagues.

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Ingersoll, Casey, Jayne M. Jenkins und Karen Lux. „Teacher Knowledge Development in Early Field Experiences“. Journal of Teaching in Physical Education 33, Nr. 3 (Juli 2014): 363–82. http://dx.doi.org/10.1123/jtpe.2013-0102.

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Investigation of physical education preservice teacher knowledge development has been primarily limited to study of a single semester of early field experience (EFE), with findings from these investigations driving EFE design. The purpose of this research was to investigate what types of knowledge develop and how knowledge evolves and interacts to produce pedagogical content knowledge longitudinally across three semesters of EFE. Specifically, what knowledge components emerge first and continue to emerge in EFE, and what knowledge components initially, then later, interact to develop pedagogical content knowing? The participant, a 21-year-old male, engaged in three consecutive semesters of EFE. Data collection, including multiple observations and interviews, was analyzed jointly by three researchers using constant comparison and inductive analysis. Knowledge of pedagogy emerged initially and throughout the EFEs. In later EFEs, knowledge of students and content emerged concomitantly, interacting with pedagogical knowledge. Suggestions include scheduling longer units of instruction during EFEs and reteaching specific units.

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Gromov, Yevhen. „Actuality of experience study of non-philological disciplines future teachers’ foreign-languages training in higher schools of Poland and Czech Republic“. Osvitolohiya, Nr. 6 (2017): 163–69. http://dx.doi.org/10.28925/2226-3012.2017.6.163169.

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The author asserts that realization of principal theses of pan-European recommendations for linguistic education stipulates necessity to revise settled views on the process of future teachers’ foreign-languages preparation taking into account modern society demands and requirements on level and extent of knowledge which every higher pedagogical institution graduate must possess. Thus we face the pressing demand of making adjustment of future pedagogues’ linguistic training in correspondence to actual challenges which presume conversion from traditional to innovative methods of individuals’ professional formation, from priorities of narrowly specialized tasks to holistic development of future teachers, pedagogical interaction, joint creativity and cooperation which provide Ukraine’s integration into European educational space. It has been supposed in the article that investigation of modern tendencies in foreign-languages training of non-philological disciplines future teachers in higher schools of Poland and Czech Republic is an actual pedagogical problem. Main directions of possible scientific research have been outlined; unsolved aspects, principle objectives, methodological groundings, research approaches, as well as practical and theoretical importance for native pedagogical science have been determined. It has been shown that scientific investigations which are aimed at ascertainment of basic peculiarities of non-philological teachers’ professional formation in conditions of united European educational space formation will designate further perspectives for implementation of Eastern-European countries positive experience into Ukrainian pedagogical practice.

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Parrish, Patrick. „Pedagogical Models for Compelling Learning Experiences with Technology“. EDEN Conference Proceedings, Nr. 1 (21.10.2020): 247–56. http://dx.doi.org/10.38069/edenconf-2020-rw-0027.

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Technology offers tremendous opportunities to improve learning experiences and outcomes. However, we should be striving for technology-enhanced learning that not only brings more to learners, but demands more of them as well. Learning experiences that strive for significant impacts should challenge learners to solve problems, conduct investigations, strategize courses of action, or construct knowledge through personal projects. Such experiences can bring out the aesthetic potential of learning, leading to transformative outcomes. This paper argues for the importance of considering this aesthetic potential to make learning compelling, and describes four instructional projects developed in my own work in recent years. These projects used four different, well-researched pedagogical models as the basis for their approaches.

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Firsova, Svetlana Pavlovna. „International cooperation of higher educational institutions in the context of pedagogical research“. Moscow University Pedagogical Education Bulletin, Nr. 1 (30.03.2011): 76–84. http://dx.doi.org/10.51314/2073-2635-2011-1-76-84.

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The paper is devoted to the theoretical problems of the Russian higher professional school integration into the world educational space. So, the activity of International Service of an educational institution is considered, the strategic directions of the academic international cooperation are put forward. The significance of the criteria system for the International Service activity evaluation is specially noted. Some trends of investigations in the field of academic international cooperation are also outlined.

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Karami, Amirreza. „What Makes A Good Teacher? Needs and Necessities-A Survey of Recent Literature on Teacher’s Subject Matter Knowledge, Pedagogical Knowledge, and Pedagogical Content Knowledge“. Journal of Studies in Education 6, Nr. 2 (01.06.2016): 241. http://dx.doi.org/10.5296/jse.v6i2.8826.

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This paper provides an overview of some entailed issues in efficacious teaching. First section focuses upon teacher’s subject matter knowledge and the way it affects teaching. The results of the review in this part suggest the efficacy of the teacher’s high subject matter knowledge on significant improvement in teaching and learning process. Second part reviews pedagogical knowledge and its importance on effective teaching. The significance of pedagogical knowledge to the teaching and learning process has been reaffirmed, too and the last part concentrates on pedagogical content knowledge. The findings of the past research discover its vital role in language teaching and learning. This review serves to highlight paramount findings from the recent investigations that have implications for the development of teacher education, teaching and learning enhancement.

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Sopata, Aldona. „Der frühe Fremdsprachenunterricht – je früher desto besser?“ Glottodidactica. An International Journal of Applied Linguistics 36 (05.11.2018): 95–105. http://dx.doi.org/10.14746/gl.2010.36.08.

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The article aims to summarize investigations which shed some light on the mechanisms of early second language acquisition and to draw from them pedagogical implications. Developing an optimal outline for foreign language teaching in early childhood should involve factors which make possible the use of inductive mechanisms of language acquisition by children.

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Kodliuk, Yaroslava, Nadiya Bibik, Ihor Kodliuk, Liubov Kodliuk und Olha Radchenko. „School textbook as an object of pedagogical research“. SHS Web of Conferences 104 (2021): 02009. http://dx.doi.org/10.1051/shsconf/202110402009.

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The article deals with investigations of scientists in the field of school textbook theory. The material has been structured taking into account the main components of this field of knowledge: purpose (the dual essence of this type of educational literature has been revealed – it is a carrier of educational content and teaching aids; position of the textbook as a model of integral learning process has been substantiated (systematization, consolidation and control, self-education, integrating, coordinating, developmental-educational), structure (general didactic structure of the school textbook covers the text and non-text components – the apparatus of mastering, illustrative material, orientation apparatus), methods of analysis and evaluation (distinguish traditional and theoretical) – analytical and formalized methods; the structural-functional approach to the textbook analysis has been proved). The peculiarities of textbooks for elementary school have been analyzed: the most complete definition of this phenomenon has been formulated; the leading functions of the textbook addressed to junior students have been defined – informational, developmental, educational, motivational; the features of structural components (taking into account the age of students) have been specified; methods of analysis and evaluation of the textbook have been classified: methods of analysis of the manuscript, methods of evaluation of the textbook itself, diagnostic evaluation ex post facto; a comprehensive approach to the analysis of textbooks for elementary school has been proposed; methods of analysis of certain aspects of the textbook (motivational component, developmental orientation, etc.) have been offered.

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HOLMES, FREDRIC LAWRENCE. „Investigative and pedagogical styles in French chemistry at the end of the 17th century“. Historical Studies in the Physical and Biological Sciences 34, Nr. 2 (01.03.2004): 277–309. http://dx.doi.org/10.1525/hsps.2004.34.2.277.

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ABSTRACT Laboratory notebooks preserved at the Acadéémie Royale des Sciences in Paris together with printed summary reports of the same work make possible a detailed reconstruction of chemical investigations undertaken by the Parisian academicians in the later 17th century. Denis Dodart set out the program for the investigations, whihc concerned the principles of plants; Claude Bourdelin did most of the experimental work; which, in keeping with proper bureaucratic procedure, Dodart wrote up for publication. The results did not change the course of chemistry. They and the procedures used to obtain them, however, are of great interest for their detail and accuracy; and the system, perseverance, and numeracy of Bourdelin and his assistants will surprise those who think that elaborate bookkeeping in chemistry came in with Lavoisier. The academicians tried to extract plan ““principles,”” which were of interest to druggists as well as to philosophers——by maceration, soaking, and, most potently, heat maintained at various temperatures over extended periods. Some treatments required the best part of a year. The extracts were subjected to systematic tests with standard reagents to provide reliable identificatons. To help evaluate the academicians achievement in creating new knowledge, the article includes a comprehensive survey of relevant parts of Nicolas Lemery's Cours de chymie of 1675.

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Dissertationen zum Thema "Pedagogical investigations"

Lindh, Simon, und Nisan Nalbantic. „”Nyckeln till att få hjälp är att vara en del av hjälpen” : En studie om gymnasieelevers delaktighet i pedagogiska utredningar och åtgärdsprogram“. Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-22084.

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Elever är experter över sin egen skolsituation (Skolverket, 2014) och har en lagstadgad rätt att uttrycka sina åsikter om sin egen skolgång (Unicef, 2018). Syftet med studien är att öka kunskapen om gymnasieelevers delaktighet i pedagogiska utredningar och upprättande av åtgärdsprogram genom att synliggöra elevens egna perspektiv. I denna kontext definieras delaktighet som en informell samspelsprocess där eleven upplever möjlighet att påverka sitt handlade och inflytande i aktiviteter och beslutsprocesser. Det empiriska materialet grundar sig på sju kvalitativa intervjuer som bearbetades utifrån ett fenomenologiskt och holistiskt perspektiv. Resultatet analyserades genom en tematisk analys och därefter genom Bronfenbrenners ekologiska systemteori. Ur resultatet framträder en komplex sammanflätning av en rad olika förhållanden som på olika sätt påverkar elevens upplevda delaktighet. En slutsats är att elever påverkas av sin omgivning, både direkt av sin närmiljö och indirekt av de olika faktorer som påverkar elevens skolgång och livssituation. Ytterligare en slutsats är att eleverna upplever att delaktigheten i utredningar och processen runt de åtgärder som fattas gällande elevens skolgång är viktig och är direkt kopplad till relationen med lärare, specialpedagoger och kommunikation däremellan. Specialpedagogens roll framträder som särskilt viktig för elevens syn på delaktighet, vilket styrker studiens relevans inom det specialpedagogiska området.
Students are experts of understanding their own education (Skolverket, 2014) and are legally entitled to express their opinions concerning their own education (Unicef, 2018). The purpose of this study is to increase the knowledge about student participation for upper secondary school students in relation to pedagogical investigations and individual educational plans by making the students’ own perspective visible. In the context of this study, participation is defined as an informal process of interaction where the students experience opportunities to influence their education by taking part in decision making and participation in educational activities. The empirical material is based on seven qualitative interviews that were processed using a phenomenological and holistic perspective. The results were initially analyzed through a thematic analysis and then through Bronfenbrenner’s ecological systems theory. The result shows a complex intertwining of a number of different factors that affected the students’ perceived participation in different ways. The conclusion shows that students are affected by their surroundings, both directly by their immediate environment and indirectly by various factors that affect the students’ education and environment. An additional conclusion is that the students experience participation as an important part of pedagogical investigations and the processes surrounding the measures taken regarding the students’ education. This is directly linked to their relationship to teachers, special educators and their shared communication. The role of the special educator appears to be particularly important for the students’ view of participation, which strengthens the relevance of this study in the field of special education.

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Sotiriou, Asimina. „A Pedagogical Investigation into Training Practices of Academic Librarians“. Thesis, Manchester Metropolitan University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504537.

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Cassidy, Tania G., und mikewood@deakin edu au. „Investigating the pedagogical process in physical education teacher education“. Deakin University. School of Scientific and Developmental Studies, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.154748.

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The study investigated two main questions: the first focused on the factors that enabled and constrained student teachers' engagement of a socially critical pedagogy in physical education teacher education (PETE); the second centered on gaining insight into the usefulness of knowledgeability as a concept for analysing student teachers engagement of a socially critical pedagogy. At the time of writing this thesis empirical analyses of socially critical pedagogies in physical education were rare in the educational literature. The study provided an alternative way of analysing student teachers engagement of a socially critical pedagogy in PETE. Alternative in that it avoided recycling and reproducing the dualism between agency and structure (Aronowitz and Giroux, 1985) that is prevalent in much of the physical education literature. Conversational interviews were conducted with four student teachers and their teacher educators throughout the duration of a one-semester PETE unit in an Australian university. Observations were made of the lecture and practical sessions and a document analysis was conducted of all unit learning resources. The analytical frame used in the study was structuration theory (Giddens, 1979, 1984). This framework was useful because it gave primacy to the duality of structure which recognised the structural properties of social systems are both the medium and outcome of practices that constitute those systems (Giddens, 1979, p.69). The pedagogical intentions of the teacher educator co-ordinating the PETE unit were to change the orientations of the student teachers towards primary school physical education by encouraging them to adopt different lenses through which to examine pedagogical practices. These lenses highlighted the questions central to those with socio-critical intentions, eg. power, social injustice and diversity. Data generated from conversations with, and observations of, the student teachers, indicated that the actualisation of the teacher educator's intentions were somewhat limited. Despite this, adopting structuration theory as the explanatory framework for the study proved generative at a number of levels. Broadly, structuration theory was useful because it highlighted the way that student teachers' engagement with a socially critical pedagogy is contingent upon particular (idiosyncratic) dialectics of agency and structure. Using the duality of structure as an analytical tool illustrated the way student teachers' were influenced by structural factors as well as the way these structural factors were in turn constituted by the action of the student teachers. Also, by utilising structuration theory as an explanatory framework, the concept of knowledgeability was identified as a useful concept for analysing student teachers' engagement with a socially critical pedagogy in PETE. What is more, the study highlighted the reflexivity of the self and social knowledge, both characteristics of late modernity, as being integral to the way the student teachers engaged with the socially critical pedagogy of EAE400. Not only did the study highlight the reflexivity of the self but it also provided insight into the reflexivity of social knowledge. Much of the socially critical work in physical education implicitly adopts a linear approach to change. Given the findings of the study it might be useful for future developments to consider change as circular. The thesis concludes by suggesting that given the reflexivity of social knowledge, socially critical perspectives might be more readily engaged if the PETE content was incorporated into student teachers existing knowledge frameworks rather than viewed as a replacement for such frameworks.

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CLUA, LUCIANA ROCHA MARIZ. „MANSÃO DE QUELÍCERA: AN INVESTIGATION ABOUT DIGITAL GAMES WITH PEDAGOGICAL PURPOSES“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=21738@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
A presente pesquisa propõe uma análise e reflexão acerca dos jogos eletrônicos com fins pedagógicos e para isto, utiliza a metodologia do estudo de caso, tendo como objeto de pesquisa o jogo eletrônico Mansão de Quelícera, criado para apoiar o ensino de artes plásticas para o ensino médio e fundamental. Este estudo se preocupa com o projetar de um jogo eletrônico e para tal, traz questões teóricas para dar uma base a discussão entre o que foi projetado para o jogo, revelando aspectos particulares de sua elaboração, com o uso pelos alunos jogadores e a visão que estes têm deste objeto de pesquisa. Para coletar dados para analisar esta questão, foi realizada a pesquisa de campo. Nela, o jogo foi testado na prática em duas fases distintas, uma de pré-teste com até 27 estudantes e outra de análise mais profunda, de teste com 4 alunos. Participaram da pesquisa de campo, estudantes da Escola Municipal Artur Ramos, entre 10 e 11 anos, do 5º ano do Ensino Fundamental I. Das observações de uso do jogo com os alunos surgiram algumas questões que serviram de norteadoras para uma entrevista com o desenvolvedor do jogo, a qual é descrita na análise de campo desta presente pesquisa. Com a reflexão do que foi apresentado na pesquisa, foram apontados requisitos importantes para o projeto de novos jogos com fins pedagógicos.
The present research proposes an analysis and reflection about digital games with pedagogical purposes. It is based on a case study methodology and has as an object of research the game Mansão de Quelicera, which was created with the purpose of helping to teach plastic arts for the fundamental and medium stage of the Brazilian school system. This study observes the project process of a videogame development. Because of this, it brings into consideration theoric topics in order to fundament the discussion about what had been projected for the game, presenting some particular aspects of its elaboration with the usage of the student players and the vision that they have about the subject of research. For collecting the analysis data for this matter, it was made a field research, which consisted on testing the game into two different stages: one as a previous test with up to 27 students and other for deeper analysis, with only 4 students. Students from the 5th grade, between 10 and 11 years old from the Arthur Ramos Municipal School participated on this field research. From the observations of the students’ usage of the game, some questions where formulated and gave the direction for an interview with the developer of the game. This interview is described at the field analysis of the present research. Based on the reflection of what is presented in the research, it is pointed important requirements for the project of new games with pedagogical purposes.

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Abedin, Babak Information Systems Technology &amp Management Australian School of Business UNSW. „Investigating non???pedagogical sociability of asynchronous computer supported collaborative learning environments“. Awarded by:University of New South Wales. Information Systems, Technology & Management, 2009. http://handle.unsw.edu.au/1959.4/44577.

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While technologically Computer Supported Collaborative Learning (CSCL) systems have been considerably improved, previous studies have shown that the social aspect of CSCL is often neglected or assumed to happen automatically just by creating such virtual learning environments. Several studies on the other hand showed sociability of CSCL environments strongly relate to online learning enjoyment and effectiveness of learning. Social interactions in CSCL can be broadly categorized as pedagogical/on-task and non-pedagogical/non-task interactions. Accordingly, this thesis investigates the non-pedagogical sociability of CSCL environments and primarily demonstrates that non-pedagogical/non-task interactions do occur in these environments. In addition, this thesis operationalizes the notion of non-pedagogical sociability of CSCL environments and determines factors that impact on it. A multi method approach for data collection and analysis is used. Results of a content analysis extend the Transcript Analysis Tool (TAT) instrument, the tool used for the content analysis, and show the presence and pattern of a substantial amount of nonpedagogical social exchanges occur in both virtual task-related as well as non-taskrelated spaces. The findings from the survey data, on the other hand, support the SIP theory and SIDE theory predictions and revealed that the sense of cohesion and awareness of others significantly impact on the non-pedagogical sociability of CSCL. Furthermore, the study demonstrates that the perception of self-representation and perception of compatibility affect the sense of cohesion and awareness of others and indirectly contribute to the perceived non-pedagogical sociability of the environment. The findings of this thesis can be used in future research for investigating the relationship between the non-pedagogical sociability of CSCL and other CSCL factors. It also provides CSCL lecturers and facilitators with a conceptual model by which sociability can be explicitly addressed in their course planning and delivery processes. From a practical point of view, this study develops and validates an instrument that guides required changes in the CSCL for improving the non-pedagogical social functionality of the environment. The findings also stress the importance of virtual spaces in CSCL design exercises in order to provide opportunities for students to have non-task discussions and to reflect on their own and others??? experiences and ideas.

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Lee, Yeung, und 李陽. „An investigation of 21st century skills in innovative pedagogical practices using technology“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42182542.

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Sabree, Benjamin David. „A Pedagogical Investigation of the Development of General Relativity Using Differential Forms“. Case Western Reserve University School of Graduate Studies / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=case1212173046.

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Owens, Tessa. „An investigation into the pedagogical beliefs and online teaching practices of university teachers“. Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9885.

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A gap between university teachers’ beliefs and practices has been identified in the literature (see Murray and Macdonald, 1997; Prosser et al, 2003; Dunkin, 2002; Samuelowitz and Bain, 2001; Jelfs et al, 2006; and Richardson et al, 2007). This literature indicates that a teacher may claim to hold beliefs that students learn through a process of social construction but their practices when they teach reveal that they adopt more of a ‘transmission’ mode. This is considered to have an impact upon the quality of the student learning experience (Prosser and Trigwell, 1999). Due to the increased use of online learning environments in higher education this thesis extends the research on beliefs and practices; specifically examining the relationship between pedagogical beliefs and online teaching practices. The thesis reports findings from two surveys: firstly a group of 32 teaching ‘experts’, known as National Teaching Fellows and second a survey of over 529 university teachers from across the UK, who have no expert teacher status, described here as non-experts. Both groups answered questions on their beliefs and online teaching practices, using a revised version of an instrument devised by Norton et al (2005). The thesis finds a gap between all teachers’ pedagogical beliefs and online teaching practices; however it is found that expert teachers’ beliefs and practices are more closely aligned than non‐expert teachers’ beliefs and practices. The implications of these findings are that in order to ensure quality student learning experiences, university teachers should pursue formal teaching qualifications and become more involved in ongoing development events. It is acknowledged that these recommendations should work in concert with university progression and promotion policies.

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Lee, Yeung. „An investigation of 21st century skills in innovative pedagogical practices using teachnology [sic]“. Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42182542.

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Agsebat, H. B. „An investigation into student and teacher attitudes towards pedagogical translation at Benghazi University“. Thesis, Liverpool John Moores University, 2018. http://researchonline.ljmu.ac.uk/9624/.

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This study investigates the attitudes of university lecturers and undergraduate students in regards to translation as a university subject and its role in enhancing students' English as foreign language at Benghazi University. The study examines the skills and linguistic aspects that lecturers and students believe are developed through pedagogical translation. A student survey was implemented on 400 students to measure their attitudes. In addition, a semi-structured interview was conducted on 6 university lectures. A mixed-methods approach was adopted using both quantitative and qualitative research methods to gain richer data and improve the validity and reliability of the study. The findings of the study revealed that students and their lectures believe that translation has enhanced their English language in general. In addition, they believe that it has specifically developed their reading and writing more than their speaking and listening skills. Lectures and students reveal that pedagogical translation has improved their grammar and language use of vocabulary and collocations. Moreover, they consider that implementing contrastive analysis in pedagogical translation classes has raised students' awareness of mother tongue interferences. Furthermore, students and their lecturers believe that several linguistic aspects were enhanced, such as cohesion, coherence, genres, registers, language dialects as well as form and meaning. Students and lecturers also believe that their cultural awareness was developed. In conclusion, students and lecturers believe that translation could be an effective tool in learning English as a foreign language. The study contributes to the literature of pedagogical translation and foreign language teaching and learning settings.

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Bücher zum Thema "Pedagogical investigations"

Mellor, Robert James. An investigation into pedagogic research practice and the problems associated with data contamination and bias. Uxbridge: Brunel University, 1986.

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Maugeri, Giuseppe, und Graziano Serragiotto. L’insegnamento della lingua italiana in Giappone Uno studio di caso sul Kansai. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-525-4.

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This research stems from the need of the Italian Cultural Institute to map the institutions involved in teaching Italian in the area considered and to analyse the quality of the teaching and learning process of the Italian language. The objectives are multiple and linked to the importance of finding the causes that slow the growth of the study of Italian in Japanese Kansai. Therefore, the first part of this action research will outline the cultural and linguistic education coordinates that characterize the Japanese context; in the second part, the research data will be interpreted in order to trace new methodological development trajectories to increase the quality of the Italian teaching process in Kansai.Part 1 This part focuses on the situation of foreign language teaching in Japan. It also describes the strategies to promote the teaching of the Italian language in Japan from 1980 to now. 1 Modern Language Policy in Japan Between Past and Present This first chapter describes linguistic policy for the promotion of foreign languages in Japan by the Ministry of Education (MEXT). 2 Japanese Educational System Focus of this chapter are the cultural, pedagogical and linguistic education characteristics of the context under investigation. 3 Teaching Italian Language in Japan The purpose of this chapter is to outline the general frame of the spreading of the Italian cultural model in a traditional Japanese context. Part 2In the second part the action research and the training project design are described. 4 The Action-Research Project This chapter describes the overall design of the research and the research questions that inspired an investigation in the context under study. The aim is to understand whether there is a link between the methodological choices of the teachers and the difficulties in learning Italian for Japanese students. Part 3 In this third part, the situation of teaching Italian in relation to different learning contexts in Japanese Kansai will be examined. 5 A Case Study at Italian Culture Institute in Osaka The goals of this chapter are to analyse the problems of teaching Italian at the IIC and suggest methodological improvement paths for teachers of Italian language at IIC. 6 A Case Study at Osaka University The data obtained by the informants will be used to analyse the situation of the teaching of Italian at Department of Italian language of this university and suggest curricular and methodological improvements to increase the quality of teaching and learning Italian. 7 A Case Study at Kyoto Sangyo University The chapter outlines the methodological and technical characteristics used to teach Italian at Kyoto Sangyo University and suggests strategies aimed at enhancing students’ language learning.

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A Companion to Wittgenstein on Education: Pedagogical Investigations. Springer, 2018.

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A Companion to Wittgenstein on Education: Pedagogical Investigations. Springer, 2017.

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Peters, Michael A., und Jeff Stickney. A Companion to Wittgenstein on Education: Pedagogical Investigations. Springer, 2017.

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Baudouin, Charles. Suggestion and Autosuggestion, a Psychological and Pedagogical Study Based Upon the Investigations Made by the New Nancy School. Franklin Classics, 2018.

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Suggestion and Autosuggestion: A Psychological and Pedagogical Study Based upon the Investigations Made by the New Nancy School. Taylor & Francis Group, 2015.

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Baudouin, Charles. Suggestion And Autosuggestion: A Psychological And Pedagogical Study Based Upon The Investigations Made By The New Nancy School. Kessinger Publishing, LLC, 2007.

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Baudouin, Charles. Suggestion and Autosuggestion: A Psychological and Pedagogical Study Based upon the Investigations Made by the New Nancy School. Taylor & Francis Group, 2017.

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Baudouin, Charles. Suggestion And Autosuggestion: A Psychological And Pedagogical Study Based Upon The Investigations Made By The New Nancy School. Kessinger Publishing, LLC, 2007.

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Buchteile zum Thema "Pedagogical investigations"

Peters, Michael A., und Jeff Stickney. „Pedagogical Investigations“. In SpringerBriefs in Education, 87–117. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8411-9_4.

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Crowther, Dustin. „Addressing pedagogical inquiry in World Englishes“. In Investigating World Englishes, 143–76. New York, NY : Routledge, [2019] | Series: Routledge studies in world Englishes: Routledge, 2019. http://dx.doi.org/10.4324/9781315299716-9.

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Fazio, Claudio, Giovanni Tarantino und Rosa M. Sperandeo Mineo. „Investigating Teacher Pedagogical Content Knowledge of Scientific Inquiry“. In Springer Proceedings in Physics, 553–60. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-00297-2_58.

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Robinson, Peter. „Chapter 1. Criteria for Classifying and Sequencing Pedagogic Tasks“. In Investigating Tasks in Formal Language Learning, herausgegeben von María del Pilar García Mayo, 7–26. Bristol, Blue Ridge Summit: Multilingual Matters, 2006. http://dx.doi.org/10.21832/9781853599286-004.

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Grgurina, Nataša, Erik Barendsen, Cor Suhre, Klaas van Veen und Bert Zwaneveld. „Investigating Informatics Teachers’ Initial Pedagogical Content Knowledge on Modeling and Simulation“. In Informatics in Schools: Focus on Learning Programming, 65–76. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-71483-7_6.

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Carpendale, Jared, und Anne Hume. „Investigating Practising Science Teachers’ pPCK and ePCK Development as a Result of Collaborative CoRe Design“. In Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science, 225–52. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-5898-2_10.

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Golightly, Amy F. „The Case for Functional Pedagogical Skills in School Psychology Training: An Empirical Investigation“. In Handbooks of Sociology and Social Research, 447–66. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77416-9_28.

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Rahimi, Ebrahim, Ineke Henze, Felienne Hermans und Erik Barendsen. „Investigating the Pedagogical Content Knowledge of Teachers Attending a MOOC on Scratch Programming“. In Lecture Notes in Computer Science, 180–93. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02750-6_14.

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Fung, Dennis Chun-Lok, und Tim Weijun Liang. „Research Design: A Mixed Methods Approach with a Three-Theme Investigation and Pedagogical Intervention“. In Fostering Critical Thinking Through Collaborative Group Work, 35–68. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2411-6_3.

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Akaygun, Sevil, und Loretta L. Jones. „Animation or Simulation: Investigating the Importance of Interactivity for Learning Solubility Equilibria“. In Pedagogic Roles of Animations and Simulations in Chemistry Courses, 127–59. Washington, DC: American Chemical Society, 2013. http://dx.doi.org/10.1021/bk-2013-1142.ch006.

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Konferenzberichte zum Thema "Pedagogical investigations"

Godart, Bruno, und Christophe Aubagnac. „The new French interactive Guide for Investigations on Structures“. In IABSE Symposium, Guimarães 2019: Towards a Resilient Built Environment Risk and Asset Management. Zurich, Switzerland: International Association for Bridge and Structural Engineering (IABSE), 2019. http://dx.doi.org/10.2749/guimaraes.2019.1688.

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IFSTTAR, in collaboration with the CEREMA, decided to publish in 2015 an interactive guide on the investigations (or auscultation) of bridges which has two main parts. A first part presents more than one hundred auscultation methods for "materials" and "structures" that are sufficiently valid, giving for each method its principle, its field of application, the limits and conditions of use, the specific constraints, the precision of the measurements, as well as elements on the availability and the cost. A second part presents the diagnostic methodologies combining various auscultation methods according to an optimal scheduling in order to know the condition of the structures. The guide is on internet and uses hypertext links to connect all the documents. This guide, which aims to be a simple document to read, pedagogical and didactic, is continuously improved. It may be found at the following address: http://www.ifsttar.fr/collections/CahiersInteractifs/CII1/index.html

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Sheng, Emily, Prem Natarajan, Jonathan Gordon und Gully Burns. „An Investigation into the Pedagogical Features of Documents“. In Proceedings of the 12th Workshop on Innovative Use of NLP for Building Educational Applications. Stroudsburg, PA, USA: Association for Computational Linguistics, 2017. http://dx.doi.org/10.18653/v1/w17-5012.

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Zhurat, Yuliya, Tetiana Ternavska und Alla Bodnar. „Psychological and Pedagogical Investigation of the Imprisoned Persons“. In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/40.

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The paper highlights the effective psychological and pedagogical directions of persons who are in places of imprisonment. The problem of returning to a normal lifestyle today is very topical, the social maladjustment of former convicts, unwillingness to leave the former antisocial environment, insufficient or no education in general, irrational motivational sphere, low level of self-esteem and concentration on the main criteria of psychological and social health, become obstacles to re-socialization for those who are in the imprisonment places. In order to develop psychological and pedagogical support of social adjustment for people who are or are going to leave the prison, the diagnosis of psychological characteristics is relevant, which will be the key elements to the effectiveness of the applied directions that are as follows: focus on changing the social environment; socio-psychological therapy; professional orientation during the educational process. The following methods were used for scientific research as analysis of scientific literature, theoretical research methods, which study scientific and methodological literature on the problem of individual social adjustment for those who leave the prison; empirical research methods based on psychological and pedagogical observation of cognitive, labor-intensive activities and the use of professionals working at the same time, psychologists and teachers during the re-socialization of imprisoned. The research shows two stages of a pilot study, during which there was implied the diagnosis of intellectual, educational motivation, nonverbal creativity, equal self-esteem and changes in concentration of imprisoned.

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

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

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Tseng, Jun-Jie. „Investigating EFL teachers’ technological pedagogical content knowledge: Students’ perceptions“. In EUROCALL 2014. Research-publishing.net, 2014. http://dx.doi.org/10.14705/rpnet.2014.000249.

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Tambunan, Siska Nopa Br, und Kai-Lin Yang. „The tools related to mathematics teachers’ pedagogical reasoning: critical review“. In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12698.

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Shulman (1987) introduced pedagogical reasoning in his model of pedagogical reasoning and action, refers to the phases of activities involving comprehension, transformation, instruction, evaluation, and reflection. The present study aims at a critical review on the tools for investigating the phases of pedagogical reasoning and action for mathematics teachers. Based on a focused search in the database Scopus, 13 articles were reviewed. Findings showed three categories included mathematical tasks, teaching materials and videos. We further classified each category and connected it with Shulman’s phases of pedagogical reasoning. Mathematical tasks are classified as pure mathematical tasks and mathematical pedagogical tasks which can be connected to comprehension and transformation phases. Teaching materials are classified into three sub-categories, including materials in planning session, in implementation session, and after implementation which can be connected to comprehension and transformation, instruction, and evaluation and reflection phases, respectively. Lastly, videos are classified into three subcategories including video of self-teaching, others teaching, and movie which connected to evaluation and reflection phases. Two findings are highlighted including (1) the correspondence between the tools for pedagogical reasoning and Shulman’s phases of pedagogical reasoning and (2) the features of each sub-category of the tools related to pedagogical reasoning.Keywords: mathematics teachers; pedagogical reasoning

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Dwirahayu, Gelar, Gusni Satriawati und Afidah Mas’ud. „Investigating Undegraduate Students About Their Competencies: Pedagogical, Professional, and Personal“. In 2nd International Conference on Islam, Science and Technology (ICONIST 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200220.009.

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Vidotto, Danica. „MOBILE DEVICE APPLICATIONS IN PHYSICAL EDUCATION: INVESTIGATING NEW PEDAGOGICAL POSSIBILITIES“. In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0266.

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Noversa, Silvana, Cátia Abreu, Paulo Varela und Manuel F. M. Costa. „Investigating shadows: a pedagogical intervention project with primary school children“. In 12th Education and Training in Optics and Photonics Conference, herausgegeben von Manuel F. P. C. Martins Costa und Mourad Zghal. SPIE, 2014. http://dx.doi.org/10.1117/12.2070750.

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Comanducci, Luca, Michele Buccoli, Massimiliano Zanoni, Augusto Sarti, Stefano Delle Monache, Giovanni Cospito, Enrico Pietrocola und Filippo Berbenni. „Investigating Networked Music Performances in Pedagogical Scenarios for the InterMUSIC Project“. In 2018 23rd Conference of Open Innovations Association (FRUCT). IEEE, 2018. http://dx.doi.org/10.23919/fruct.2018.8587915.

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Berichte der Organisationen zum Thema "Pedagogical investigations"

Yamashita, Miki. Japanese International Graduate Students in U.S. Higher Education Classrooms: An Investigation of their Pedagogical and Epistemological Challenges and Supports. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.3318.

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Lin, Shaojuan. Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.283.

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