Academic literature on the topic '130202 Curriculum and Pedagogy Theory and Development'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic '130202 Curriculum and Pedagogy Theory and Development.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "130202 Curriculum and Pedagogy Theory and Development"
1
du Plessis, Amanda L. "Discourse on Pedagogy between Academy and the Public." Religion and Theology 28, no. 3-4 (December 16, 2021): 233–52. http://dx.doi.org/10.1163/15743012-bja10025.
Full textAbstract:
Abstract This theoretical paper reviews the current theory about curriculum transformation and renewal in higher education in Africa and, in particular, South Africa. Although the findings are applicable to different universities, the pedagogical approach of North-West University will be the focus. The aim is to understand curriculum responsiveness pertaining to decolonisation and sustainable development that can align with the African Union’s proposed Agenda 2063. The epistemology is from a practical public theological paradigm. A single-system research method has been followed to integrate current research about tertiary education curriculum transformation with the latest practice theory. Three different aspects are explored, namely how Agenda 2063 is applicable to higher education in a post-colonial context, the fibre of human relations based on Nagy’s contextual theory, and the curriculum as a powerful tool for change. The paper concludes that lecturers and students can join forces in growing towards the Africa they want by active experiential student-centred pedagogy.
2
Rector-Aranda, Amy. "Critically Compassionate Intellectualism in Teacher Education: The Contributions of Relational–Cultural Theory." Journal of Teacher Education 70, no. 4 (August 2018): 388–400. http://dx.doi.org/10.1177/0022487118786714.
Full textAbstract:
Cammarota and Romero describe how they utilized a framework they call critically compassionate intellectualism (CCI)—a trilogy of critical pedagogy, authentic caring, and social justice–oriented curriculum—to lift up previously disempowered Latinx youth. CCI can also serve as an appropriate framework for emancipatory pedagogy and curriculum in teacher education and other settings, especially those committed to a mission of educational justice for our most disadvantaged students. Because the compassion element in CCI is understudied in teacher education, yet crucial to the success of the framework as a whole, in this article, I apply the tenets of relational–cultural theory (RCT) to enhance existing understandings of this component. Based on feminist theories of psychosocial and moral development, RCT expands the original framework to account for varied experiences of privilege and vulnerability when applying CCI beyond its original contexts while retaining core emphases on relationships, empathy, and associated aspects of authentic caring.
3
Reynolds, Thomas J. "LifeGoals: The Development of a Decision-Making Curriculum for Education." Journal of Public Policy & Marketing 24, no. 1 (April 2005): 75–81. http://dx.doi.org/10.1509/jppm.24.1.75.63890.
Full textAbstract:
After more than two decades of academic and professional work focusing on the development of psychological theory, research methods, and decision modeling techniques in marketing, the author applies his knowledge to solve what he believes is the single greatest challenge facing the United States—the development of a curriculum and corresponding pedagogy to teach decision-making skills to at-risk children. The initial targets were elementary schoolchildren, but during the developmental process, the author expanded the curriculum to include at-risk young adults and, more recently, MBA students. This chapter began after he retired as professor emeritus (1995) from a school of management and embarked on this new journey into the field of education. 1
4
Nanjundaswamy, C., S. Baskaran, and M. H. Leela. "Digital Pedagogy for Sustainable Learning." Shanlax International Journal of Education 9, no. 3 (June 1, 2021): 179–85. http://dx.doi.org/10.34293/education.v9i3.3881.
Full textAbstract:
Digital pedagogy is essential now as the entire world moves towards digitalization in all fields. Technology has influenced a lot on learning and resulted in the development of digital pedagogy, which has become a vital part of today’s world. This paper focuses on the influence and benefits of digital pedagogy for sustainable learning. The multifaceted nature that supports the developing idea of sustainable learning is viable for collaborating and networking interdisciplinary. Introduction of common goals, shared values and means for sustainability become challenging to achieve until a rapid or fast advancement on data innovation and information technology, digital learning, and worldwide access to data, information communication technologies (ICT) and development of selforganized socio-technical networks. Another dimension for innovation is ‘Susthingsout’, which refers to a creative pedagogy with an enhanced teaching platform, improved e-magazine and virtual e-learning platforms. The word ‘Susthingsout’ means to uphold, encourage, and instill sustainable learning through the extensive and broad curriculum to the undergraduate course and various campus-based activities. In this regard, ‘Education for Sustainable Development (ESD)’ bridges the gap between the traditional and contemporary era that receives global acceptance and global reach. The present study outlines how contemporary platforms developed with unified efforts by combining experts, professionals, academicians, practitioners, learners and curriculum as a result of blended application on theory and practical knowledge and augments students’ employability. The study aims to examine the viability of academic practice, skills beyond disciplines, the classroom and the institution. The conceptual model has been initiated on Digital Collaboration and Sustainable Learning. Therefore, collaborative learning, blended learning, flipped learning, open conversation, creativity and innovation are at the heart of education and it is a system for sustainable learning and development.
5
Akinola Akomolafe, Mohammed. "Philosophy of Education and the Ideological Underpinning of the Curriculum." International Scientific Journal of Universities and Leadership, no. 10 (December 20, 2020): 3–12. http://dx.doi.org/10.31874/2520-6702-2020-10-2-3-12.
Full textAbstract:
The seeming corpulent connection between theory and practice informs this inquiry. Whereas there have been claims from several quarters that the decline in the quality of pedagogy lies with poor theory but where there is a sound one, its deleterious practice or application is considered a foremost culprit. Consequent upon this, this research takes a twist on this issue. Through the method of critical analysis and interpretation, the study employs the Marxist theory of education as its theoretical framework. In other words, the paper takes its cue from a Marxist perspective to posit that the society is a battle ground of ideologies. What is perceived as failed theory and/or practice in pedagogy is actually the fulfillment of an ideology of the ruling class who are not only the ruling material force but also the society’s ruling intellectual force. This clearly portends that there is an ideology behind any curriculum and its application. It is always a curriculum put in place by the ruling class. It is calculated to produce minds that would condone and uphold the hegemonic status quo of the ruling intellectual force. It therefore does not matter whether or not society develops. For development is defined by the prevailing ideology. Contrary opinions are repressed and exterminated usually through force or rhetoric. If this is the case, the question of theory and practice in pedagogy does not arise. On the contrary, the main impetus ought to be how to deal with what kind of ideology persists in a society’s educational curriculum. Hence, the current study proposes a re-thinking away from the perceived and seemingly wide abyss between theory and practice. This is because every fact and practice is theory-laden. It is the submission of this paper that the ideological basis of a curriculum demands more attention.
6
Adom, Dickson, Ekta Sharma, Sandeep Sharma, and Isaac Kwabena Agyei. "Teaching Strategies, School Environment, and Culture: Drivers of Creative Pedagogy in Ghanaian Schools." Studies in Learning and Teaching 2, no. 2 (September 9, 2021): 12–25. http://dx.doi.org/10.46627/silet.v2i2.68.
Full textAbstract:
Creative pedagogy in educational institutions has been the mainstay of sustainable development globally as it ensures high standard human capital with a high level of imagination and problem-solving potentials. However, there are several drivers of creative pedagogy. This exploratory study employed the embedded mixed methods design with qualitative and quantitative approaches aimed at exploring the perspectives of teachers in selected pre-tertiary institutions in Ghana on the teaching strategies, school environment, and culture as drivers of creative pedagogy, using Lin’s creative pedagogy theory. The findings have shown that teaching strategies, school environment, and culture that promotes flexible and independent thinking, problem-solving and collaborative skills ensure students’ creativity development. The study recommends the implementation of learner-centered teaching strategies, a flexible teaching curriculum that encourages creativity development, smaller class sizes, semi-circular seating arrangements, and an introduction of a permissive culture that allows students to think and explore outside the box in Ghanaian schools.
7
Bothun, G. D., S. D. Kevan, S. Micklavzina, and D. Mason. "Networked Physics Curriculum: From Static Web to Dynamic Java." International Journal of Modern Physics C 08, no. 01 (February 1997): 79–95. http://dx.doi.org/10.1142/s0129183197000084.
Full textAbstract:
We describe our efforts at the University of Oregon to use Web-based Instructional Technology (IT) supplemented with interactive Java virtual experiments to change the standard pedagogy associated with large, introductory undergraduate classes in physics and astronomy. We begin by examining some of the problems associated with the standard pedagogy in these classes and how these problems motivated our development of networked courseware. Although we identify and describe five empirical positive outcomes associated with IT, we conclude that the use of HTML-based course material and assignments does not substantially alter the standard pedagogy as this medium alone is not conducive to interactive exercises. To build interactivity into our courseware, we have undertaken a vigorous effort of creating Java-based experiments which are grounded in physical reality and duplicate the kinds of experiments that are done in the physical lab. In so doing, we build experimentation into a curriculum for large lecture-based classes in which the standard pedagogy and resource constraints normally preclude lab sections. The main goal is to create a networked environment where the student can easily retrieve the notes and the demonstrations that were done in class as well as to engage in experiments that are designed to illustrate basic principles. In so doing, we hope to move to a more learner-centered environment which is driven by student inquiry. Five specific Java experiments are described here and each is accompanied by a snapshot of the experimental apparatus and controls. An appendix contains the relevant URLs of the experiments, courseware, and animation described herein.
8
Bruya, Brian, and Monika Ardelt. "Fostering Wisdom in the Classroom, Part 1." Teaching Philosophy 41, no. 3 (2018): 239–53. http://dx.doi.org/10.5840/teachphil201882889.
Full textAbstract:
This article reviews the literature on theories of wisdom pedagogy and abstracts out a single theory of how to foster wisdom in formal education. The fundamental methods of wisdom education are found to be: challenge beliefs; prompt the articulation of values; encourage self-development; encourage self-reflection; and groom the moral emotions. These five methods of wisdom pedagogy rest on two facilitating methods: read narrative or didactic texts and foster a community of inquiry. This article is companion to two further articles, one on a practical wisdom curriculum and the other on a study of wisdom growth in college students.
9
Lilian, Ganira Khavugwi. "Education for Sustainable Development Pedagogy in Pre-Primary Social Studies Curriculum in Kenya: Review of Literature." Journal La Edusci 3, no. 3 (June 30, 2022): 1–12. http://dx.doi.org/10.37899/journallaedusci.v3i3.662.
Full textAbstract:
Education for sustainable development (ESD) emphasizes integration of values inherent in all curricular to encourage changes in behavior that allows a just society for all. The ESD pedagogy initiated by UNESCO highlights a shift towards active participation and experiential learning methods which engage learners in critical thinking and ability to act responsively for informed citizenship. Integrating sustainable development pedagogies, which include problem-based, inquiry-based and reflective learning in social studies curriculum, encourages creativity, critical thinking and respect for cultural diversity and creation of a sustainable society. Anchored on constructivism theory, the study used data from both primary and secondary sources on influence of ESD through social studies curriculum. Secondary data was sourced mainly from the internet, focusing on the work of UNESCO on education for sustainable development. Literature reviewed established that social studies curriculum, which is entrenched in values of humanity provides opportunities for lifelong learning and sustainable development. The ESD pedagogies facilitate learning of knowledge, promotes skills, perspectives and values that sustainable societies require for spurring the 21st Century and beyond. The systematic review recommends that teaching and learning of social studies should incorporate appropriate pedagogies for sustainable development for learners to progress to adult life as responsible and functional citizens for collective harmony.
10
Polyakova, Oksana, Lamia Kamel, Dilyana Sungatullina, and Yuliya Gorelova. "EMI for Universities: How to Benefit from Embodying It into Educational Process." Education and Self Development 17, no. 2 (June 30, 2022): 105–14. http://dx.doi.org/10.26907/esd.17.2.10.
Full textAbstract:
The article considers the role of the English language in global tertiary education (ESP/EAP, Adjunct ESP, EMI and ICLHE) and use a critical approach to analyze the current state of EMI integration into the educational process and tensions that arise due to conceptual gap in its adaptation to existing education policy. Applying a critical theory framework, the authors study the differences between EMI and internationalization that both instructors and university management adopt to curriculum design and pedagogy development. The research examines the ways internationalization and the EMI strategy affect curriculum design in universities; the ways university management incorporates global trends into curriculum design; the impediments that discourage the implementation of these programs identified by both educators and students. The researchers examine the EMI implementation under three dimensions: epistemology, teaching praxis, and ontological elements of students’ development and use document analysis related to the administration, curriculum, and course syllabi of EMI programs, followed by interviews with actors of the international classroom to outline the most challenging issues tertiary teachers, students, and university management face in EMI programs implementation. Moreover, the article examines evolving EMI perspectives as a means to boost internationalization and to improve teaching quality via integrating the best practices into the local context, including the expansion of teaching competence in both English language and pedagogy, introduction of language prerequisites for applicants, a constant adaptation of the curriculum to meet competence requirements.
Dissertations / Theses on the topic "130202 Curriculum and Pedagogy Theory and Development"
1
Alderman, Lyn. "From rhetoric to practice : issues in teaching and learning touch keyboarding." Thesis, The University of Newcastle, 2004. https://eprints.qut.edu.au/54630/1/54630.pdf.
Full textAbstract:
Touch keyboarding as a vocational skill is disappearing at a time when students and educators across alleducational sectors are expected to use a computer keyboard on a regular basis. there is documentation surrounding the embedding of Information and Communication Technology (ICT) within the curricula and yet within the National Training Packages touch keyboarding, previously considered a core component, is now an elective in the Business Services framework. This situation is an odds with current practice overseas where touch keyboarding is a component of primary and secondary curricula. From Rhetoric to Practice explores the current issues and practice in teaching and learning touch keyboarding in primary, secondary and tertiary institutions. Through structured interview participants detailed current practice of teachers and their students. Further, tertiary students participated in a training program aimed at achquiring touch keyboarding as a skill to enhance their studies. The researcher's background experience of fifteen years teaching touch keyboarding and computer literacty to adults and 30 years in Business Services trade provides a strong basis for this project. The teaching experience is enhanced by industry experience in administration, course coordination in technical, community and tertiary institutions and a strong commitment to the efficient usage of a computer by all. The findings of this project identified coursework expectations requiring all students from kindergarten to tertiary to use a computer keyboard on a weekly basis and that neither teaching nor learning tough keyboarding appears in the primary, secondary and tertiary curricula in New South Wales. Further, teachers recognised tough keyboarding as the prefered style over 'hunt and peck' keyboarding while acknowledging the teaching and learning difficulties of time constraints, the need for qualified touch keyboarding teachers and issues arising when retraining students from existing poor habits. In conclusion, this project recommends that computer keyboarding be defined as a writing tool for education, vocation and life, with early instruction set in primary schooling area and embedding touch keyboarding with the secondary, technical and tertiary areas and finally to draw the attention of educational authorities to the Duty Of Care aspects associated with computer keyboarding in the classroom.
2
Davis, Julie M. "Innovation through action research in environmental education : from project to praxis." Thesis, Griffith University, 2003. https://eprints.qut.edu.au/67230/2/67230.pdf.
Full textAbstract:
This thesis is a work-in-progress that articulates my research journey based on the development of a curriculum innovation in environmental education. This journey had two distinct, but intertwined phases: action research based fieldwork, conducted collaboratively, to create a whole school approach to environmental education curriculum planning; and a phase of analysis and reflection based on the emerging findings, as I sought to create personal "living educational theory" about change and innovation. A key stimulus for the study was the perceived theory-practice gap in environmental education, which is often presented in the literature as a criticism of teachers for failing to achieve the values and action objectives of critical environmental education. Hence, many programs and projects are considered to be superficial and inconsequential in terms of their ability to seriously address environmental issues. The intention of this study was to work with teachers in a project that would be an exemplar of critical environmental education. This would be in the form of a whole school "learnscaping" curriculum in a primary school whereby the schoolgrounds would be utilised for interdisciplinary critical environment education. Parallel with the three cycles of action research in this project, my research objectives were to identify and comment upon the factors that influence the generation of successful educational innovation. It was anticipated that the project would be a collaboration involving me, as researcher-facilitator, and many of the teachers in the school as active participants. As the project proceeded through its action cycles, however, it became obvious that the goal of developing a critical environmental education curriculum, and the use of highly participatory processes, were unrealistic. Institutional and organisational rigidities in education generally, teachers' day-to-day work demands, and the constant juggle of work, family and other responsibilities for all participants acted as significant constraints. Consequently, it became apparent that the learnscaping curriculum would not be the hoped-for exemplar. Progress was slow and, at times, the project was in danger of stalling permanently. While the curriculum had some elements of critical environmental education, these were minor and not well spread throughout the school. Overall, the outcome seemed best described as a "small win"; perhaps just another example of the theory-practice gap that I had hoped this project would bridge. Towards the project's end, however, my continuing reflection led to an exploration of chaos/complexity theory which gave new meaning to the concept of a "small win". According to this theory, change is not the product of linear processes applied methodically in purposeful and diligent ways, but emerges from serendipitous events that cannot be planned for, or forecast in advance. When this perspective of change is applied to human organisations - in this study, a busy school - the context for change is recognised not as a stable, predictable environment, but as a highly complex system where change happens all the time, cannot be controlled, and no one can be really sure where the impacts might lead. This so-called "butterfly effect" is a central idea of this theory where small changes or modifications are created - the effects of which are difficult to know, let alone determine - and which can have large-scale impacts. Allied with this effect is the belief that long term developments in an organisation that takes complexity into account, emerge by spontaneous self-organising evolution, requiring political interaction and learning in groups, rather than systematic progress towards predetermined goals or "visions". Hence, because change itself and the contexts of change are recognised as complex, chaos/complexity theory suggests that change is more likely to be slow and evolutionary - cultural change - rather than fast and revolutionary where the old is quickly ushered out by radical reforms and replaced by new structures and processes. Slow, small-scale changes are "normal", from a complexity viewpoint, while rapid, wholesale change is both unlikely and unrealistic. Therefore, the frustratingly slow, small-scale, imperfect educational changes that teachers create - including environmental education initiatives - should be seen for what they really are. They should be recognised as successful changes, the impacts of which cannot be known, but which have the potential to magnify into large-scale changes into the future. Rather than being regarded as failures for not meeting critical education criteria, "small wins" should be cause for celebration and support. The intertwined phases of collaborative action research and individual researcher reflection are mirrored in the thesis structure. The first three chapters, respectively, provide the thesis overview, the literature underpinning the study's central concern, and the research methodology. Chapters 4, 5, and 6 report on each of the three action research cycles of the study, namely Laying the Groundwork, Down to Work!, and The Never-ending Story. Each of these chapters presents a narrative of events, a literature review specific to developments in the cycle, and analysis and critique of the events, processes and outcomes of each cycle. Chapter 7 provides a synthesis of the whole of the study, outlining my interim propositions about facilitating curriculum change in schools through action research, and the implications of these for environmental education.
3
Chapman, Shelley Ann. "A Theory of Curriculum Development in the Professions: An Integration of Mezirow's Transformative Learning Theory with Schwab's Deliberative Curriculum Theory." [Yellow Springs, Ohio] : Antioch University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1173793131.
Full textAbstract:
Thesis (Ph. D.)--Antioch University, 2007.Title from PDF t.p. (viewed Apr. 10, 2007). Advisor: Jon F. Wergin. Keywords: transformative learning theory, deliberative curriculum theory, graduate professional education, theory building, higher education. Includes bibliographical references (p. 377-399).
4
Sup, Michael J. "Sport and Development Volunteerism: A Phenomenological Inquiry of Volunteers' Experiences in a Salvadorian Program." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1554021247702464.
Full text
5
Birk, Tammy A. "Becoming Cosmopolitan: Toward a Critical Cosmopolitan Pedagogy." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1308276138.
Full text
6
Bilandzic, Ana. "New approaches to developing and commercialising IP from research in universities using open innovation." Thesis, Philipps-Universität Marburg, Germany, 2016. https://eprints.qut.edu.au/98400/1/thesis_ana.pdf.
Full textAbstract:
There has been increasing interest in open innovation in academic research as well as industry application since the concept was introduced in 2003. The concept got much attention because of its economic benefits and novel means for facilitating innovation. This thesis aims to adapt the concept of open innovation to the university environment, in order to foster innovation in the development process for intellectual property (IP) derived from academic research activities. It contributes to the literature on open innovation adapted to the university context, i.e. open collaboration on the development of intellectual property towards a commercial ready stage. In order to investigate the potential of open innovation in the university environment, a focus group was conducted. In addition, the business process of Quirky Inc. was analysed as an example to better understand how open innovation works in the business context. The results of the study’s data analyses inform new opportunities for interventions in universities towards fostering different approaches to IP development as research outcomes. Further, it reveals interventions that can promote open innovation approaches in the university’s context more generally.
7
Adams, Tania Bernadette. "A conceptual framework for leadership development in the South African police service based on transformative learning theory." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6842.
Full textAbstract:
Thesis (MPhil)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: Leadership development is an essential and valuable tool for capacitating police leaders in the South African Police Service to deal with the diverse challenges that they face in the policing environment. There seem to be a need for leadership development processes that can stimulate change, and for perspective transformation to enable police leaders to find alternative ways of dealing with the challenges experienced in their working environment. This thesis explored transformative learning as a tool to enhance the leadership development processes of police leaders. The essential elements of transformative learning are: centrality of experience; critical thinking; rational discourse; and policy praxis. Theory development were chosen as best to carefully construct the foundational argument through non-empirical literary-based sources, in which the literature itself became the database towards theoretical formulation in this non-empirical study. The alignment and integration of the elements of transformative learning were explored as a strategy to capacitate police leaders to: reflect on past experiences; think critically about ways of dealing with policing challenges based on experiences; discuss these challenges with other police leaders; and act on reflections made during leadership development processes. The study is limited to the analysis of the status of leadership development in the South African Police Service, which was the context of this study.
AFRIKAANSE OPSOMMING: Leierskapsontwikkeling is ‘n essensiële en waardevolle hulpmiddel om leiers in die Suid-Afrikaanse Polisiediens te bemagtig om die uiteenlopende uitdagings waarmee hulle te kampe het, beter te hanteer. Dit blyk egter dat daar ‘n behoefte is vir leierskapsontwikkelingprosesse wat intrinsieke verandering en ‘n paradigmaskuif vir polisieleiers te weeg kan bring en wat hulle in staat kan stel om die uitdagings binne hul beroepsveld meer doeltreffend te hanteer. Hierdie tesis ondersoek transformatiewe leerteorie as ‘n instrument om leierskapsontwikkeling van polisieleiers te bevorder. Die hoofelemente van transformatiewe leerteorie is: sentralisering van ondervinding; kritiese denke; rasionele diskoers en beleidsvorming. Teorie-ontwikkeling as navorsingsmetodologie was selekteer as die mees geskikste metodologie om die argument deur nie-empiriese literêre bronne te konstrueer, waarvolgens die gekose literatuur die databasis van die teoretiese formulasie rondom die argument gevorm het in hierdie nie-empiriese studie. Groepering en integrasie van bogenoemde elemente was ondersoek as ‘n strategie om polisieleiers te bemagtig om te reflekteer oor vorige ondervindinge; kritiese denkwyses oor hantering van uitdagings in beroepsveld met inagneming van vorige ondervindinge toe te pas; diskoers oor uitdagings met ander polisieleiers te hê en om aktief te reageer op refleksies tydens leierskapsontwikkelingsprosesse. Die studie is beperk tot die analise van die status van leierskap in die Suid-Afrikaanse Polisiediens as konteks waarbinne hierdie studie onderneem is.
8
Waldrop, Kelly. "Are We Really Doing This?Performativity, Pragmatism, and Experiential Learning in the Business Writing Classroom." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406805136.
Full text
9
McGlothlin, Cheryle D. "Evaluation of HQT Online Courses: Growth of Participants Technology, Pedagogy and Content Knowledge (TPACK)." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1411132394.
Full text
10
Smith, Kevin J. "A Critical Discourse Analysis of Developing the Curriculum Cymreig:The Language of Learning Welshness." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1292251849.
Full textBooks on the topic "130202 Curriculum and Pedagogy Theory and Development"
1
(Editor), Shirley R. Steinberg, and Joe L. Kincheloe (Editor), eds. Kinderculture: The Corporate Construction of Childhood (Edge, Critical Studies in Educational Theory). Westview Pr (Short Disc), 1997.
Find full text
2
(Editor), Shirley R. Steinberg, and Joe L. Kincheloe (Editor), eds. Kinderculture: The Corporate Construction of Childhood (The Edge, Critical Studies in Educational Theory). Westview Press, 1997.
Find full text
3
Schubert, William H., and Ming Fang He. The Oxford Encyclopedia of Curriculum Studies. Oxford University Press, 2021. http://dx.doi.org/10.1093/acref/9780190887988.001.0001.
Full textAbstract:
115 entries The Oxford Encyclopedia of Curriculum Studies (OECS) addresses the central question of Curriculum Studies as: What is worthwhile? The articles show how the public, personal and educational concerns about composing lives are the essence of curriculum. Writ large, Curriculum Studies pertains to what human beings should know, need, experience, do, be, become, overcome, contribute, share, wonder, imagine, invent, and improve. While the OECS treats curriculum as definitely central to schooling, it also shows how curriculum scholars also work on myriad other institutionalized and non-institutionalized dimensions of life that shape the ways humans learn to perceive, conceptualize, and act in the world. Thus, while OECS treats perennial curriculum categories (e.g., curriculum theory, history, purposes, development, design, enactment, evaluation), it does so through a critical eye that provides counter-narratives to neoliberal, colonial, and imperial forces that have too often dominated curriculum thought, policy, and practice. Thus, OECS presents contemporary perspectives on prevailing topics such as science, mathematics, social studies, literacy/reading/literature/language arts, music, art, physical education, testing, special education, liberal arts, many OECS articles also show how curriculum is embedded in ideology, human rights, mythology, museums, media, literature/film, geographical spaces, community organizing, social movements, cultures, race relations, gender, social class, immigration, activist work, popular pedagogy, revolution, diasporic events, and much more. To provide such perspectives, articles draw upon diverse scholarly traditions in addition to (though including) established qualitative and quantitative approaches (e.g., feminist, womanist, oral, critical theory, critical race theory, critical dis/ability studies, Indigenous ways of knowing, documentary, dialogue, postmodern, cooperative, posthuman, and diverse modes of expression). Moreover, such orientations (often drawn from neglected work Asia, the Global South, Aboriginal regions, and other often excluded realms) reveal positions that counter official or dominant neo-liberal impositions by emphasizing hidden, null, outside, material, embodied, lived, and transgressive curricula that foster emancipatory, ecologically interdependent, and continuously growing constructs.
Book chapters on the topic "130202 Curriculum and Pedagogy Theory and Development"
1
Irfan, Humaira, Bushra Ahmed Khurram, and Yasir Hussain. "English Language Curriculum Development in Pakistani Universities." In English Language Teaching: Theory, Research and Pedagogy, 131–42. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7826-4_10.
Full text
2
Silveira, Guaracy. "Game Design as Part of Disciplinary Curriculum on Pedagogy." In Practical Perspectives on Educational Theory and Game Development, 1–21. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5021-2.ch001.
Full textAbstract:
Guided by the principles of digital game design, the author proposes a reformulation of the pedagogical objectives and focuses of the pedagogical graduate courses, especially in relation to internship and training stages, in a problem-solving model based on digital games intending to shift the formation of future teachers from an abstract model to a real-life-based problem, thus proposing guidelines for an interdisciplinary project. The chapter summaries this proposal enlisting the necessary structural changes needed to achieve this goal to guide those wishing to adjust their pedagogical projects in a way to insert the digital games as educational devices in their courses without having to remodel the entire existing course. An introduction to the problem is made, its theorical background presented, followed by a contextualization of the Brazilian educational area with the proposition delineated and a conclusion.
3
Handler, Laura K. "In Search of Transformative 21st Century Pedagogy." In Early Childhood Development, 944–70. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch047.
Full textAbstract:
Research has shown service-learning to be an effective pedagogy producing student gains in cognitive and affective domains; however, discrepancies in theoretical foundations and definitions of service-learning cause critics to also note its potentially damaging impact on students, communities, and societies. This chapter calls for the implementation of critical service-learning, a pedagogy that enlightens, empowers, and transforms communities, by explaining important elements and exposing existing tensions in our current education system. It also specifically details the learning that the pedagogy promotes, explaining how that learning takes place with young children. Because few studies have provided substantive data on the employment of critical service-learning in elementary schools, the chapter concludes with an analysis of existing research of critical service-learning projects, presenting case studies and implications for putting theory into practice so that more educators can integrate critical service-learning into the elementary curriculum.
4
"Reflections and a Proposal for a Curriculum Development in Psych-Education with an Example of an Exploratory Study from Turkey." In Spirituality: New Reflections on Theory, Praxis and Pedagogy, 113–25. BRILL, 2013. http://dx.doi.org/10.1163/9781848881396_011.
Full text
5
O´Meara, Niamh, and Fiona Faulkner. "Professional Development for Out-of-field Post-primary Teachers of Mathematics: A pre and post Analysis of the Impact of Mathematics Specific Pedagogical Training." In Theory and Practice: An Interface or A Great Divide?, 434–39. WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.82.
Full textAbstract:
The Professional Diploma in Mathematics for Teaching is a 2-year part-time programme dedicated to out of field teachers of mathematics in second level education in Ireland. The programme was introduced in Ireland after a report highlighted that 48% of second level teachers of mathematics in Ireland were not qualified to teach mathematics (Ní Ríordáin & Hannigan 2011). The programme has been running since 2012 and is currently upskilling its 6th cohort of out-of-field teachers. As part of the programme, teachers are required to undertake mathematics content modules as well as mathematics specific pedagogy modules. One such mathematics specific pedagogy module requires students to undertake five 3-hour workshops which examine mathematics content contained on the second level curriculum and offers suggestions on how to teach it for conceptual understanding. Teachers in Cohort 5 of the programme completed a questionnaire prior to completing the 5 workshops to outline how confident they felt teaching particular aspects of the second level mathematics curriculum. They were also asked to best describe the teaching approaches that they favoured at that point in time. Upon completion of the 5 workshops, this same cohort of teachers completed a similar questionnaire investigating their level of confidence in teaching the curriculum and any changes in their teaching practices that occurred as a result of participation in this module.
6
Talbot, Patricia A., and Jennifer Jones. "Engaging Heads, Hands, and Hearts to Optimize Study Abroad Outcomes." In Advancing Teacher Education and Curriculum Development through Study Abroad Programs, 112–30. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9672-3.ch007.
Full textAbstract:
This chapter poses an innovative framework that can be utilized as a model for study abroad experiences, particularly those situated in developing countries. The model enhances a service learning structure by grounding both classroom study and related field work in the theoretical foundations of critical pedagogy, transformational learning theory, ecological systems theory and critical theory in a manner that sets the stage for success for study abroad students and in-country community members alike. The chapter concludes with a recommended plan for implementation of the framework as well as suggestions for optimizing sustainable outcomes for teachers as they begin work in classrooms of their own.
7
Sankaran, Chandramouleeswaran. "Innovative Pedagogies in Teaching Courses in the Field of Electronics and Computer Science." In Development of Employability Skills Through Pragmatic Assessment of Student Learning Outcomes, 225–43. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4210-4.ch012.
Full textAbstract:
Engineering education, apart from the medical sciences, has to be mostly focused on imparting practical and hands-on knowledge to the students. The curriculum design and the pedagogy followed should always keep the focus on effectively translating the knowledge gained through theory classes into the related lab experiments. This chapter dwells deeper into the curriculum design and pedagogy followed in conducting various theory courses along with the lab courses, in the field of electronics, embedded systems, and computer science (CS) at the Myanmar Institute of Information Technology (MIIT), Mandalay, Myanmar and also for the graduate level degree courses at the International Institute of Information Technology, Bangalore (IIITB). The authors bring out the student learning outcomes (SLOs) gained through different innovative and new ways of imparting knowledge by carefully designing and delivering lab exercises and also evaluating the students' learning through various evaluation components, such as assignments, projects, and experiments in the theory and lab examinations.
8
Dhir, Harpreet Kaur. "Planning Curriculum for Teaching Thinking Skills Needed for 21st Century Education." In Handbook of Research on Critical Thinking and Teacher Education Pedagogy, 107–33. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7829-1.ch007.
Full textAbstract:
This chapter provides a method for meeting the educational demands of the 21st century. The Content through Action method (CTA) provides a process to plan integrated instructional units for connecting various subject matter areas. Based on the researcher's experience in designing interdisciplinary units, the chapter includes the CTA process of building a unit and the research-based rationale behind each step of the process. The literature review includes discussion of the Four Cs, the 21st-century classroom, the motivation of learners, and the teacher's role. The theoretical framework is built on the foundation provided by constructivism, heutagogy, design thinking, the theory of change, and the growth mindset. After teaching other methods such as problem-based and design-based learning, the author asserts that the CTA method of instructional planning promotes the development of thinking skills compatible with the needs of the 21st-century learner.
9
Kumanda, Nomaroma, Shakespear Chiphambo, and Nomxolisi Mtsi. "Teaching of Natural Sciences Concepts to English Second Language Speakers in Primary Schools in South Africa." In Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.104495.
Full textAbstract:
There are several challenges in teaching of concepts of Natural Sciences as a subject to isiXhosa speakers in primary schools in South Africa. This chapter explores the challenges of teaching Sciences Natural in English to isiXhosa speakers in the selected primary schools. The Bronfenbrenner’s ecological systems theory was utilised. A qualitative research methodology was employed supported by the case study design. A purposeful sampling technique was utilised to select five different primary schools. Qualitative data were collected through semi-structured interviews and analysed thematically. This study revealed that Natural Sciences teachers use code switching for students to understand the scientific concepts that seem difficult to comprehend in English as a foreign language. Natural Sciences teachers indicated that policy makers do not involve them when planning the curriculum. The study recommends: (i) the curriculum to make a provision for teachers to start their lessons with what students are familiar with, (ii) Natural Sciences teachers to be familiar with the theories of language development for them to link the language with learning and teaching of Natural Sciences concepts through professional development programmes and workshops, and (iii) the Department of Education to ensure that it adopts the mother tongue policy for teaching Natural Sciences.
10
Haskell, Chris. "3D GameLab." In Cases on Digital Game-Based Learning, 302–40. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2848-9.ch016.
Full textAbstract:
Games and gaming constructs have emerged as a tantalizing and often provocative tool for instructional delivery. Methods and pedagogy for effectively employing games, like quest-based learning, as educational tools are developing. This chapter explores the use of game-based pedagogy for a pre-service teacher education course, as well the development of a quest-based learning management system (3D GameLab) to support the class. The chapter is grounded in design-based research, and discusses four phases of development and theory generation. In each of these phases, the quest-based learning management system, course curriculum, and game-based pedagogy were subject to the same iterative process to test and generate new theory toward game-based/quest-based learning.
Conference papers on the topic "130202 Curriculum and Pedagogy Theory and Development"
1
Helms, Michael E., Hoda Ehsan, Euisun Kim, Roxanne Moore, Meltem Alemdar, Christopher J. Cappelli, Jeff Rosen, and Marc Weissburg. "Getting Beyond the Hairy House: Using Structure-Function-Mechanism to Advance Biologically Inspired Design Pedagogy." In ASME 2021 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/detc2021-71721.
Full textAbstract:
Abstract In this case study we report on the use of a Next Generation Science Standards (NGSS)-aligned form of Structure-Behavior-Function, called Structure-Function-Mechanism (SFM), to teach four high school engineering teachers an approach for Biologically Inspired Design (BID). Functional theories of design describe a natural way in which designers solve design problems. They provide support for case-based and analogical-based reasoning systems and have been used successfully to teach BID to undergraduate students. We found that teachers instructed on BID practice and pedagogy using our modified theory were able to grasp the structural concepts and looked for clear markers separating mechanism (behavior) and function. Because of the systems-of-systems nature of most biological entities, these boundaries were often subjective, presenting unique challenge to teachers. As high school engineering teachers look for methods to enhance their pedagogy and to understand multidisciplinary content, these findings will inform future curriculum development and professional learning approaches for engineering education.
2
Carriere, Michael, and David Schalliol. "Engagement as Theory: Architecture, Planning, and Placemaking in the Twenty-First Century City." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335068.
Full textAbstract:
Our recent book, "The City Creative: The Rise of Urban Placemaking in Contemporary America" (University of Chicago Press, 2021), details how participatory design and community engagement can lead to democratically planned, inclusive urban communities. After visiting more than two hundred projects in more than forty cities, we have come to understand that planning, policy, and architectural design should be oriented by local communities and deep engagement with intervention sites. Of course, we are not the first to reach such a conclusion. In many ways, our work builds off contributions made by individuals, including Jane Jacobs, Kevin Lynch, and Christopher Alexander, and such movements as Team 10 and the advocacy architecture movement of the 1960s. Nevertheless, we need to broaden this significant conversation. Importantly, our classroom work has allowed us to better understand how histories often left out of such discussions can inform this new approach. To that end, we have developed community-student partnerships in underserved neighborhoods in cities like Milwaukee and Detroit. Through these connections and their related design-build projects, we have seen how the civil rights movement, immigration narratives, hip-hop culture, and alternative redevelopment histories, such as in urban agriculture, can inform the theory and practice of design. We want to bring these perspectives into dialogue with the mainstream approach to development and design. How does this look and work? Using a case study from the Milwaukee School of Engineering (MSOE) University Scholars Honors Program curriculum, we highlight the redevelopment of Milwaukee’s Fondy Park, an effort to create community-centered spaces and programming in an underserved African American community. Lessons include those essential for pedagogy and education, as well as for how these issues are theorized and professionally practiced, with implications for institutions, programs, and individuals.
3
Cost, Diana, Jessica Chin, Ibrahim Zeid, Claire Duggan, and Sagar Kamarthi. "Effective Use of Engineering in Teaching Secondary STEAM Courses: A Robotics Course Example." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-62569.
Full textAbstract:
Global Learning Charter Public School (GLCPS) is an urban secondary school located in the city of New Bedford, Massachusetts. GLCPS educates students in grades 5–12. It is a Title I school with over 74% of the student population on free and reduced lunch. Historically, only 60% of students graduating from New Bedford move on to postsecondary education. It is the goal of our school to change this and increase the number of students entering post secondary education and more specifically to increase their interest in STEAM (science, technology, engineering, arts, and math) fields. GLCPS provides a unique educational experience where students demonstrate academic excellence and mastery of essential skills. These skills include: technology literacy, public speaking, global citizenship and arts exploration. Incorporation of STEAM (science, technology, engineering, art, and mathematics) is a continued goal for our school. After attending teacher educator training/professional development in engineering-based learning (EBL), we decided to create a robotics course, which fully embedded EBL into the curriculum. The goal of this robotics course is two fold: 1) Combine engineering, math, science, and art/creativity into one course; and 2) engineering-based learning can impact the way students learn STEAM principles, retain STEAM theory, and apply them to real world, relevant applications. The purpose of this paper is to illustrate how engineering-based learning inspired and impacted the development of a robotics course in an urban, financially disadvantaged, secondary charter school. Specifically, we detail how the principles and tools of the engineering-based learning pedagogy affected the development and implementation of this robotics course. Lastly, we will demonstrate how EBL and the robotics course have changed student perceptions of science, engineering, and math.