Relevant bibliographies by topics / Developmental pedagogy

Academic literature on the topic 'Developmental pedagogy'

Author: Grafiati
Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "Developmental pedagogy"

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Genovese, Jeremy E. C. "Piaget, Pedagogy, and Evolutionary Psychology." Evolutionary Psychology 1, no. 1 (January 1, 2003): 147470490300100. http://dx.doi.org/10.1177/147470490300100109.

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Constructivist pedagogy draws on Piaget's developmental theory. Because Piaget depicted the emergence of formal reasoning skills in adolescence as part of the normal developmental pattern, many constructivists have assumed that intrinsic motivation is possible for all academic tasks. This paper argues that Piaget's concept of a formal operational stage has not been empirically verified and that the cognitive skills associated with that stage are in fact “biologically secondary abilities” ( Geary and Bjorklund, 2000 ) culturally determined abilities that are difficult to acquire. Thus, it is unreasonable to expect that intrinsic motivation will suffice for most students for most higher level academic tasks. In addition, a case is made that educational psychology must incorporate the insights of evolutionary psychology.
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Plaksina, Irina Vasil'evna, and Svetlana Yur'evna Samsonova. "Eco-Psychological Model as a Basis of Developmental Teaching in Secondary Education." Pedagogika. Voprosy teorii i praktiki, no. 2 (April 2020): 196–201. http://dx.doi.org/10.30853/pedagogy.2020.2.12.

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Loizou, Eleni, and Nasia Charalambous. "Empowerment Pedagogy." Journal of Research in Childhood Education 31, no. 3 (May 16, 2017): 440–52. http://dx.doi.org/10.1080/02568543.2017.1314396.

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Skerry, Amy E., Enoch Lambert, Lindsey J. Powell, and Katherine McAuliffe. "The Origins of Pedagogy: Developmental and Evolutionary Perspectives." Evolutionary Psychology 11, no. 3 (July 2013): 147470491301100. http://dx.doi.org/10.1177/147470491301100306.

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MellOw, Gail O., Diana D. Woolis, and Diana Laurillard. "In Search of a New Developmental-Education Pedagogy." Change: The Magazine of Higher Learning 43, no. 3 (April 29, 2011): 50–59. http://dx.doi.org/10.1080/00091383.2011.569264.

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Gergely, György, Katalin Egyed, and Ildikó Király. "On pedagogy." Developmental Science 10, no. 1 (January 2007): 139–46. http://dx.doi.org/10.1111/j.1467-7687.2007.00576.x.

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Leonard, Timothy, and Patrick J. Flink. "Integrating Service-Learning Pedagogy Into Community College Coursework." International Journal of Innovative Teaching and Learning in Higher Education 1, no. 1 (January 2020): 25–36. http://dx.doi.org/10.4018/ijitlhe.2020010103.

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Developmental students face significant academic and life challenges as they pursue a college degree. As students in developmental studies often struggle to complete their courses, research focused on innovative pedagogy that engages students while developing skills is needed. This project sought to investigate implementing an on-campus, service-learning (SL) component into developmental reading courses. Students participated in SL by reading to children at the on-campus Early Childhood Center (ECC) one time per week, during scheduled class, with time provided for structured metacognition through reflective journals. A phenomenological approach was used for this study, and Interpretive Phenomenological Analysis (IPA) was used to examine responses and note trends in data. It was found that students who participated in SL as part of their developmental reading course reported multiple positive effects such as developing a positive academic mindset, improving self-efficacy, and increasing motivation to read.
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Kramsch, Claire, and Patricia Sullivan. "Appropriate pedagogy." ELT Journal 50, no. 3 (July 1996): 199–212. http://dx.doi.org/10.1093/elt/50.3.199.

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Kwieciński, Zbigniew. "Czy pedagogika polska ma swoje wielkie pytnia?" Studia Edukacyjne, no. 48 (April 15, 2018): 7–22. http://dx.doi.org/10.14746/se.2018.48.1.

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The sources of the great questions of Polish pedagogy originate in the canon of eminent pedagogues of the interwar period, in the development blocks of our collective consciousness, in the dynamic cultural and developmental transformations on a global scale, and in the strong connections of pedagogy with its fundamental sciences.
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LEI, Huey. "USE OF APPARATUSES IN SCIENCE LABORATORY: Developmental Characteristics of Didactical Interactions." International Education and Learning Review 1, no. 2 (July 10, 2019): 75–81. http://dx.doi.org/10.37467/gka-edurev.v1.2046.

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Teaching and learning through the use of tools is evolving in response to new developments in pedagogy that aim to enhance students’ high-order thinking skills. This paper presents results from part of a research project investigating innovative teaching pedagogy, engaging with active learning through students’ manipulation of apparatuses in a series of mathematics lessons conducted in a science laboratory. The findings of the study include illustration of the development of didactical interactions, a modified framework yielding multi-directional transitions of interactive activities. This serves not only to promote interactive learning activities, including various active forms of productions, but also embraces innovation in STEM education.
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Dissertations / Theses on the topic "Developmental pedagogy"

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Hoff, Christopher Russell. "Developmental Pedagogy in Marriage and Family Therapy Education." Thesis, Loma Linda University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10161158.

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New practice domains are opening up for practitioners of family therapy in the medical, organizational, and human relations fields. In this new environment, family therapy educators and supervisors are required to cross the epistemological spaces of scientist-practitioner, postmodernism, and critical theory. These new possibilities require that family therapist educators become comfortable moving between multiple epistemologies. This poses increasing challenges that will require a hybridization of knowledge and practice approaches in MFT education.

Through focus groups consisting of 34 participants, all of who were in their first quarter of a Master’s degree program in Marriage and Family Therapy. We found a rich set of themes that reflect the experiences of students in their first quarter of learning multiple, potentially contradictory theories. The data that emerged reflect both the deep and varied student experiences that took place as they were introduced to multiple perspectives in their first quarter, as well as student desires that they would have liked to have had met during their experience. The results in each of these areas uniquely inform potential future MFT pedagogical practices.

Keywords: pedagogy, epistemology, family therapy, narrative analysis

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Hafiz-Wahid, Fatima. "Fear and the Pedagogy of Care: An Exploratory Study of Veteran White Female Teachers' in Urban Schools." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/62067.

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Urban Education
Ph.D.
This dissertation poses the question, “Who cares and who does not care for poor, black, brown, red and economically disadvantaged children in urban school settings?” The study takes a deeper look at some of the underlying human dynamics that inform teacher retention and student academic achievement as an education problem, specifically related to notions of care and emotions in the urban school environment. The central focus of the study is on identifying what might be the factors that contribute to the development of a “pedagogy of care” by white female teachers, and the impact of hidden dimensions of affect in the environment on their motivations and commitment. Exploring care and fear is central to the framing of this study and is done by looking beyond the cognitive structures that inform the perceived rational processes of the teachers’ engagement in the environment. This study explores the process by which the phenomenon of care and emotions is connected to the personal and professional developmental tasks of the teachers and is viewed through the interactions of their biographies and event episodes across their life story. Phenomenological Variance of Ecological Systems Theory (PVEST) (Spencer, 2006) is used as a human development frame for situating this study. This work provides the context for understanding how pre-service teachers’ beginning identity formation is impacted by their perceptions and experiences when they enter the urban environment, and how practicing teachers’ real time experiences can help us understand the ways in which veteran teachers have negotiated perceptions and developed emotional resilience to remain in the environment. The findings of this study identified the process by which veteran white female teachers vulnerabilities led to aspects of their generative caring concerns and served as supports towards the development of their emotion-capacities and caring motives for becoming resilient in the urban environment. Data from this study could be used to help schools of education, teacher educators, professional development initiatives, and policy makers to construct and implement more appropriate and stage specific trainings, curriculum, in-service supports, and legislation that would provide a variety of critical supports to help retain teachers in urban schools.
Temple University--Theses
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Bucek, Loren Elizabeth. "Children's Dance-Making: An Autoethnographic Path Towards Transformative Critical Pedagogy." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366147483.

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D', Antonio Monica. "PEDAGOGY AND IDENTITY IN THE DEVELOPMENTAL WRITING CLASSROOM: A DESIGN-BASED STUDY IN A COMMUNITY COLLEGE CONTEXT." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/485133.

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Educational Psychology
Ph.D.
By many accounts, developmental writing courses in community colleges are failing to teach students the requisite skills needed to be successful in college-level coursework. In the current dissertation, I have adopted an identity-based approach to examining and intervening in students’ experiences and engagement in the developmental writing course. The PRESS model of promoting identity exploration assigns educators the role of “identity agents” who design activities that encourage students to reflect on the academic content and make connections between the academic content and the self, question identity aspects, and explore alternative identity commitments. I modified activities in my developmental writing course based on the PRESS model and investigated the identity exploration, motivation, engagement, and learning of students in the course, which I studied with the Dynamic Systems Model of Role Identity (DSMRI). The study took place in a mid-sized community college in the Mid-Atlantic region of the United States. There were 15 racially mixed participating students. Design of the course activities aimed to promote the students’ identity exploration (IdEx activities) through facilitating reflection, questioning, information gathering and processing, understanding, and development of their identities as writers, and as college students. Cross-case comparisons of six narratives of participating students selected to reflect diversity of students’ characteristics and experiences highlighted the unique role identities, identity exploration, and motivation for each student, as well as their varied dynamics depending on class activities and time period within the semester. The findings also suggested that students’ role identities could be characterized along a dimension of “sophistication”—richer content with higher alignment vs. thinner content with more fragmentation. In addition, the findings indicated that despite variability, students’ engagement with the activities involved identity exploration and development in many cases. This finding illustrates the potential of identity-based pedagogy to promote desirable identity change, motivation, and learning in community college courses, and specifically in developmental writing courses. The study has implications for theory, research, practice, and professional development in community college developmental writing courses.
Temple University--Theses
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Jess, Michael Chalmers. "Curriculum innovation from a complex ecological perspective : a developmental physical education case study." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/8190.

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With recent developments in Scottish education characterised by less prescriptive curriculum guidance, educators, and teachers in particular, are being presented with the opportunity to become more active participants in the curriculum innovation process (Scottish Executive, 2004). This thesis argues, however, that a more participatory curriculum innovation approach contrasts with the centrally-driven top-down curriculum projects that have held currency over the last 30 years; as such, the experiences of most teachers, and their managers, have not helped build the capacity to cope with and influence the curriculum innovation process. Following on, it is suggested there is an urgent need to develop curriculum innovation approaches that specifically set out to help educators construct these innovation-related capacities. The thesis proposes that a more participatory curriculum innovation approach may be achieved by extending concepts from current educational ‘change knowledge’ (Fullan, 1993) to include key principles from complexity-oriented theories (Biesta, 2010; Morrison, 2010). A complex ecological approach (CEA) is presented in which curriculum innovation efforts are portrayed as complex, self organising, emergent, non-linear and ambiguously bounded phenomena influenced by the ongoing interaction of contextual factors and personal capacities. The applicability of this complex ecological approach is explored by means of a case study focused on my personal curriculum innovation efforts in primary physical education (PE) over a twenty-four year period from 1987-2011 in two countries: England and Scotland. I provide a detailed retrospective analysis of the ‘Developmental Physical Education Project’ (DPEP) to explore the extent to which the macro, meso and micro contexts in which I worked and my personal capacities have influenced my curriculum innovation efforts over this twenty-four year period. In particular, the nature of my developmental PE innovation efforts, characterised as complex, self-organising, emergent, non-linear and ambiguously bounded is explored. Analysis reveals the important influence of different contextual factors on the nature of these innovation efforts, particularly the prevailing policy-making and policy-dissemination processes and the support of micro-level management. However, the most significant finding is the central role played by my personal capacities in shaping innovation efforts that, over time, are self-organising, emergent, ambiguously bounded and non-linear. In particular, the analysis highlights how six key capacities; reflection, inquiry, emotions, vision, knowledge and relationships, all played a key role in helping me cope with and influence the innovation process. Given these findings, the thesis concludes by proposing ways in which the CEA may help educators, and teachers in particular, better understand, negotiate and influence future curriculum innovation agendas.
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Sahlin, Karin. "Developmental Coordination Disorder : Kunskapsläge och arbete kring motorisk koordinationsstörning bland lärare i idrott och hälsa och specialpedagoger." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-190509.

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Denna studie handlar om en för många okänd diagnos vid namn Developmental CoordinationDisorder (DCD) eller i svenska uttryckt motorisk koordinationsstörning. Syftet är att undersökakunskapsläget kring DCD bland lärare i idrott och hälsa och specialpedagoger samt beskriva arbetetför att skapa en tillgänglig lärmiljö i ämnet idrott och hälsa för dessa elever. Den teoretiskautgångspunkten bottnar i den humanekologiska teoribildningen och närmare bestämt i en modell vidnamn M.A.T.C.H vilken utformats för att i skolan kunna bedriva ett främjande arbete för elever medDCD. M.A.T.C.H fungerar även som ett analysverktyg i tolkningen av empirin. Studien är avkvantitativ och kvalitativ karaktär och metoden som användes för datainsamling är enkät. Enkätenbesvarades av 56 lärare i idrott och hälsa och 60 specialpedagoger. Resultaten visar att knappt hälftenav respondenterna har hört talas om DCD och att 25 % eller färre anser att de har kunskap kring hurDCD påverkar ett barns motorik. Gällande kunskap kring hur undervisningen kan anpassas efter elevermed DCD anser knappt hälften av lärarna och färre än 10 % av specialpedagogerna att de har detta.Vidare visar studien att de flesta lärare gör anpassningar för dessa elever och att dessa framförallthandlar om nivåanpassningar. Gällande specialpedagogernas delaktighet i anpassningarna uppger färreän hälften att de bidragit i detta arbete. Resultatet visar också att färre än hälften av lärarna väljer attkontakta en specialpedagog för handledning i arbetet. Orsakerna till varför många inte gör detförklarar de med att specialpedagogerna ofta har brist på kunskap och tid. Knappt hälften avspecialpedagogerna uppger att de ger handledning till lärarna och beskriver bland annat att det krävsbättre organisatoriska förutsättningar. I resultatdiskussionen förs ett resonemang kring hur ökadkunskap och samverkan kan bidra till att utveckla arbetet för att möta elever med DCD. Slutsatsernaformuleras i begreppen kunskap och samverkan. En ökad kunskap kring DCD samt en närmresamverkan mellan lärare i idrott och hälsa och specialpedagoger kan fördjupa det arbete som redangörs gällande anpassningar samt främja en tidig upptäckt av elever med DCD.
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Ploof, Robin L. "Connection Between Early Childhood Teachers' Beliefs and Practices Regarding Play." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3625821.

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Research indicates play contributes to children's learning and development. The passage of the No Child Left Behind Act (NCLB) changed early care and education by limiting time for play in early childhood classrooms. There is a gap in the literature concerning early childhood teachers' current beliefs about play and how those beliefs are connected to their practices. The purpose of this qualitative case study was to examine the connections between early childhood teachers' beliefs regarding play and their practices in the early childhood classroom. Lave's situated learning theory formed the conceptual framework for this study recognizing the early childhood classroom and the social aspect of learning as a community of practice. Data for the study were collected through structured interviews, observations, and documents from teachers in 6 early childhood classrooms. Coding was used to identify patterns and themes. Analysis revealed that teachers held strong positive beliefs in regard to play. Teachers believed the connection between their beliefs and practices regarding play was strong and the connection between them was clear. Evidence showed the connection was not as strong and clear as teachers perceived. A clearer understanding of the link between teachers' beliefs and practices could create positive social change and benefit teachers, parents, administrators, and children. Teachers may use the information in this study to reflect on and make changes to their practices. Program directors, principals and school districts may be guided to implement curriculum changes more inclusive of play, or to include play and play theory in preservice training. These changes could bring the United States more in line with top performing countries in terms of educational outcomes for children.

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Beers, Courtney. "Early Childhood Preservice Teachers' Knowledge of Children's Cognitive Development and Developmentally Appropriate Pedagogical Practices| Understanding the Role of Clinical Experiences." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10300319.

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The quality of early caregiving and educational environments has a significant effect on children’s later cognitive outcomes. Early childhood teachers are an important determining factor in the quality of these environments. Due to inconsistencies in practice across the early childhood field, there is a call for better prepared teachers. Teacher preparation itself is criticized for its lack of innovative and effective practices. While research finds that more effective teacher preparation programs are those that are steeped in clinical practice, these types of experiences are inconsistent and fragmented in the early childhood field. Part of the issue is the lack of knowledge on how to integrate highquality clinical experiences carefully into early childhood teacher preparation in order to prepare all preservice teachers successfully for the classroom.

The purpose of this qualitative study was to propose a middle-range, systematic theory for the types of practices and ideologies that the most successful early childhood teacher education programs use to prepare their preservice teachers for the education profession. A more focused purpose of this grounded theory study was to describe the ways in which early childhood preservice teachers learn about children’s cognitive development as well as how they describe their application of this knowledge to developmentally appropriate pedagogical practices. A secondary purpose of this study was to examine these various clinical models as described by experts in the field. Analysis was completed on semi-structured interviews with preservice teachers and faculty members, open-ended surveys completed by preservice teachers, and university documents. As a result of rigorous data analysis, a theory emerged to explain clinical practice at three model early childhood teacher preparation programs. Findings suggest that there are seven layers of strength that contribute to the model programs’ expertise in preparing their preservice teachers. This study is significant in that it reports researchbased elements that may contribute to policy regarding models for teacher preparation and meaningful clinical experiences.

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Ring, Celia, and Erika Videll. "Har möjligheten till undervisning i förskolan påverkats av coronapandemin? : En fenomenografisk studie om förskollärares didaktiska förutsättningar i en pandemi." Thesis, Södertörns högskola, Lärarutbildningen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45474.

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Introduction: The aim of this study is to investigate whether the corona pandemic has influenced preschool teachers' prerequisites to teach in preschool settings. We want to examine preschool teachers' experience of teaching under the influence of a pandemic and how that experience compares to teaching before the pandemic. By teaching we mean planning what to teach, how to teach and if the preschool teachers indeed have been able to implement what they planned to teach. Method: We study this with a phenomenographic research approach where the participating preschool teachers' experiences and thoughts are the main focus and where the material therefore is analyzed with a hermeneutic approach. This approach combined with the restrictions and recommendations of the pandemic, has affected our choice of method. Considering the pandemic, the data was gathered using qualitative questionnaires via email, with open questions where the preschool teachers’ have had the opportunity to answer the questions using their own words. Theory: The result has been analyzed from two perspectives; one is a theory about teaching from variation. The idea is that knowledge is learned through variations within the learning subject and the outer world combined. This theory is called variation theory. The other perspective is called developmental pedagogy which includes the teachers’ ability to see children's potential and relating the development of that potential to their own role as teachers, with an emphasis on the influence they themselves have on the learning situation. Results: The result from preschool teachers that have been participating in this study points to negative consequences due to an extensive absence of pedagogues', high level of stress amongst the preschool teachers’ and a change of priority from teaching to caring. In addition, the teachers also feel that the pandemic has limited their communication with the principal. On the other hand, teaching has been possible, but through new strategies and changed approaches. Conclusion: The participants felt an uncertainty about children ́s and pedagogues’ presence, reduced support from the principals and an increased feeling of stress. This has led to reductions and pauses in the planned education. Further, the teachers have also experienced a development in their teaching strategy and a positive impact on teaching in relation to the outdoor environment.
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Willhaus, Janet. "Measures of physiological and psychological stress in novice health professions students during a simulated patient emergency." Thesis, Washington State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587191.

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Learning to provide emergency care alone and with others in the clinical environment imposes unexplored stresses on novice caregivers. It is unclear whether this stress inhibits or promotes performance and learning. Many academic health professions programs incorporate simulation as a method for teaching patient care emergencies. This study employed a modified switching replications design to explore the relationships and differences between psychological, physiological, and performance measures in health professions students who participated in acutely stressful health care simulation scenarios. Twenty-seven volunteer participants recruited from nursing, medicine, pharmacy, physical therapy, occupational therapy and speech therapy were assigned to teams in either a simulation treatment or a control group. Teams participated in two simulations scenarios where a fallen patient required assistance. Subjects in the simulation treatment groups received a standardized training module called the First Five Minutes® between simulation experiences. Mean heart rate, maximal mean heart rate, salivary alpha amylase levels, and salivary cortisol levels were compared at intervals before, during, and after each simulation scenario. Psychological stress was evaluated using the Stressor Appraisal Scale (SAS). Team performance during scenarios was scored by independent evaluators using an skills checklist adapted from a standardized commercially available training module, The First Five Minutes™. Performance scores improved in both groups during the second simulation. Mean performance scores of the simulation intervention teams (M = 14.1, SD = 1.43) were significantly higher (t = 4.54, p < .01) than the performance scores of the control teams ( M = 10.6, SD = .96). Psychological and physiological measures did not significantly predict performance. Psychological and physiological indicators were reactive to the simulations across time, but did not differ significantly between the control and simulation intervention groups. This investigation explored the multi-dimensional nature of stress (psychological and physiological) that health professions students experience while learning. Simulation intervention did significantly improve group performance, but did not mitigate individual participant stress. Future research should include study with teams of working professionals to determine whether performance and stress measures differ with experience and expertise.

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Books on the topic "Developmental pedagogy"

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Nekitel, Otto Ignatius M. S., Winduo Steven Edmund 1964-, Kamene Sakarepe, and International Critical or Developmental Literacy Conference (1993 : University of Papua New Guinea), eds. Critical and developmental literacy. Port Moresby: University of Papua New Guinea Press, 1995.

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Creating contexts for learning and self-authorship: Constructive-developmental pedagogy. Nashville: Vanderbilt University Press, 1999.

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Malnarich, Gillies. The pedagogy of possibilities: Developmental education, college-level studies, and learning communities. Olympia, WA: Washington Center for Improving the Quality of Undergraduate Education, National Learning Communities Project, 2003.

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Jones, Rachel Bailey. Postcolonial representations of women: Critical issues for education. Dordrecht [The Netherlands]: Springer, 2011.

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Dias, Leila Miralva Martins. Development in piano pedagogy. Manchester: University of Manchester, 1992.

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Irina, Sergeevna. Preschool education. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1039882.

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The purpose of the textbook is to form a circle of basic concepts included in the topic of preschool education, to give an overview of the existing features of working with preschool children for future employees of this field of education. The history of the development of preschool pedagogy abroad and in our country is described in detail, the calendar of child development is given, the issues of the specifics of working with children with developmental disabilities are considered, recommendations are given on the organization of various activities within the framework of the work, and attention is paid to the issues of quality control of preschool education. It is addressed to students studying under the specialty program 44.02.01 "Preschool education".
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Wajsprych, Danuta. Pedagogia agatologiczna: Studium hermeneutyczno-krytyczne projektu etycznego Józefa Tischnera = Agatological pedagogy : hermeneutic-existential study of Jozef Tischner ethical project. Toruń: Wydawnictwo Naukowe Uniwersytetu Mikołaja Kopernika, 2011.

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Pedagogy: New developments in the learning sciences. Hauppauge, N.Y: Nova Science Publishers, 2011.

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Kruglikov, Viktor, Elena Gulk, Konstantin Zaharov, Valeriy Sitnikov, and Larisa Kosolapova. History of active pedagogy. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1859603.

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The monograph traces the history of the formation of active learning, which in modern conditions, both in Russia and in world practice, is considered as the main means of improving the quality of education. The characteristics of theories and methods of active learning are given, the conditions and causes of their occurrence are described, their development is traced from a historical perspective. The development of active pedagogy is considered in the context of the confrontation between active and reproductive approaches to learning, which has taken place throughout the history of mankind. Attention is drawn to the fact that active learning has become widespread and theoretically justified only in the twentieth century, although historically it is the methods of active learning that have priority in teaching. The current state of active pedagogy and trends in its development are also considered. For a wide range of readers interested in parenting and education. It can be useful for students, postgraduates and teachers of pedagogical universities.
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Reforming teacher education for online pedagogy development. Hershey, PA: Information Science Reference, an imprint of IGI Global, 2014.

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Book chapters on the topic "Developmental pedagogy"

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Hakkarainen, Pentti, and Milda Bredikyte. "The Program of Developmental (Narrative) Play Pedagogy." In International Handbook of Early Childhood Education, 1041–58. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-024-0927-7_53.

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Copeland, Susan R., and Megan M. Griffin. "Special education curriculum and pedagogy." In APA handbook of intellectual and developmental disabilities: Clinical and educational implications: Prevention, intervention, and treatment (Vol. 2)., 103–29. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000195-005.

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Sommer, Dion, Ingrid Pramling Samuelsson, and Karsten Hundeide. "In Search of the Features of Child Perspectives and Children’s Perspectives in Developmental Pedagogy." In Child Perspectives and Children¿s Perspectives in Theory and Practice, 163–76. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3316-1_10.

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Hardman, Joanne, and Natasha Teschmacher. "Vygotsky’s Developmental Pedagogy Recontextualised as Hedegaard’s Double-Move: Science Teaching in Grades 1 and 2 in a Disadvantaged School in South Africa." In Cultural-Historical Approaches to Studying Learning and Development, 135–50. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6826-4_9.

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Turpin, Kristen M. "Multiliteracies Pedagogy." In Education for Sustainable Development in Foreign Language Learning, 34–49. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003080183-4.

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Sriprakash, Arathi. "Introduction: Pedagogy and Development." In Pedagogies for Development, 1–9. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2669-7_1.

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Nichol, Raymond. "Indigenous Pedagogy and Development." In Growing up Indigenous, 103–25. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-373-0_7.

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Giovanelli, Marcello. "Stylistics as pedagogy." In International Perspectives on English Teacher Development, 49–60. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003168140-6.

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Gordon, Elizabeth Stanhope. "Critical Engagement: Integrating Spirituality and “Wisdom Sharing” into Higher Education Curriculum Development." In Interreligous Pedagogy, 89–105. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91506-7_7.

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Nthakanio, Njiruh Paul, and Eucharia Kenya. "Role of Latent Local Technologies and Innovations to Catapult Development in Kenya." In Decolonial Pedagogy, 125–36. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01539-8_8.

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Conference papers on the topic "Developmental pedagogy"

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Samoilova, I. V., T. S. Karpova, and K. D. Chaikovska. "FEATURES OF CORRECTIVE AND DEVELOPMENTAL ASSISTANCE FOR CHILDREN WITH INTELLECTUAL DISABILITIES." In MODERN SCIENTIFIC DEVELOPMENTS IN PEDAGOGY AND PSYCHOLOGY. Izdevnieciba “Baltija Publishing”, 2022. http://dx.doi.org/10.30525/978-9934-26-259-3-49.

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Telesheva, S. V. "Education and upbringing of children with disabilities and disabilities and families with children with severe multiple developmental disorders." In Scientific trends: pedagogy and psychology. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-04-07-2020-11.

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Makovets, Lyudmila A., Julia Panuykova, and Galima Lukina. "The Developmental Potential of Art Pedagogy in the Modern Educational Space." In Proceedings of the 5th International Conference on Arts, Design and Contemporary Education (ICADCE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icadce-19.2019.3.

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D'Antonio, Monica. "Identity-Based Pedagogy in Developmental Writing Courses in a Community College Context." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1431814.

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Suharsiwi and Weny Savitry S. Pandia. "Description of Teachers’ and Parents’ Practices in Dealing with Young Children’s Developmental Delay." In Proceedings of the International Conference on Educational Psychology and Pedagogy - "Diversity in Education" (ICEPP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.122.

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Boote, David. "Developmental Theory of Professional Discretion: Supporting Early Childhood Teachers to Use Ambitious Pedagogy in STEM+C." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1884085.

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Boote, David. "Developmental Theory of Professional Discretion: Supporting Early Childhood Teachers to Use Ambitious Pedagogy in STEM+C." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1884085.

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Shafrir, Uri, Masha Etkind, Ron Kenett, and Leo Roytman. "Pedagogy for Conceptual Thinking in the Digital Age: Enhancing Learning Outcomes with Meaning Equivalence Reusable Learning Objects (MERLO) Formative Assessments." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2581.

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The research presented in this paper is the fruit of an ongoing international collaboration with the goal of enhancing students learning outcomes by implementing and sharing a novel pedagogy for conceptual thinking, and use of an innovative didactical and methodological tool: Meaning Equivalence Reusable Learning Objects (MERLO) that provide student-centered, weekly formative assessments for exploring and discussing conceptual situations in small groups. It was developed, tested, and implemented in Canada at University of Toronto and Ryerson University, as well as in Israel, Italy, Russia, and Australia, in different knowledge domains, including: physics; biology; mathematics; mathematics teacher education; teacher training; developmental psychology; English as a second language; architecture; management; business; project management. Statistical analysis of MERLO data collected since 2002, shows that conceptual thinking enhance learning outcomes and deepens students’ comprehension of the conceptual content of learned material. Conceptual thinking is learnable, and provide metrics to document continuous increase in higher-order thinking skills such as critical conceptual thinking, transfer of knowledge, and problem solving. Pedagogy for conceptual thinking is currently implemented with Brightspace (http://www.brightspace.com/), Integrated Learning Platform (ILP) offered by D2L (http://www.d2l.com/) that supports customizable online pedagogy.
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Kirton, Julia A., Clark C. Myers, Lamaia Vaughn, and Olanrewaju B. Obisesan. "Con →Text: Text as Context Reading and Writing as a Pedagogical Tool Exploring Place." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.3.

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This paper demonstrates how structured reading, writing, and an interactive modeling experience during the design process, go hand-in-hand with building self-confidence in students. “Reading and writing to think” provides them with specific developmental tools to be attentive designers. It enhances the learning experience, creating an individual who will learn to never take context for granted. The sequence of projects completed by the class during the entire semester attests to the power of context, pedagogy, and their application to the design process.
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Reid, James. "The Change Laboratory in CLIL settings: Foregrounding the Voices of East Asian Students." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-7.

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I propose that the Change Laboratory is an underutilized intervention research methodology that can be used to foreground the voices, needs and rights of East Asian students taking English Medium Instruction classes predicated on the Western Socratic learning habitus. In particular, I relate the Change Laboratory methodology to a specific type of EMI pedagogy known as CLIL, Content Language Integrated Learning. What separates CLIL courses from content-based language learning and other forms of EMI, is the planned integration of the ‘4Cs’ of content, cognition, communication and culture into teaching and learning practice (Coyle et al., 2010). CLIL pedagogy aims to motivate and empower students in learner-centered classrooms. However, student voices have not often been foregrounded in research. The Change laboratory (Virkkunen and Newnham, 2013) is an intervention research methodology that can empower students with regard to course design. It applies a “Vygotskyan developmental approach in real-world, collective, organizational settings” (Bligh and Flood, 2015) and is therefore in accordance with CLIL pedagogy underpinned by the constructivist ideas of Bruner, Vygotsky and Piaget. There is much potential for the Change Laboratory to be used in course design as it focuses on how “institutional forms actually unfold locally” (Bligh and Flood, 2015) and has the ability to “develop the transformative agency of marginalized voices in higher education” (Bligh and Flood, 2015). Thus, I argue that Change Laboratory interventions can reduce linguistic imperialism, or perceptions thereof, in English Medium Instruction or CLIL settings in East Asia. They can help investigate the perception of cultural habitus – Confucian and Socratic – that may affect learning dispositions and in doing so redesign courses that better fit the needs of learners.
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Reports on the topic "Developmental pedagogy"

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DMITRIENKO, B. Ch, O. A. KOVALEVA, and E. A. RUBETS. VR TECHNOLOGIES AS A MEANS OF VIRTUAL MUSEUM PEDAGOGY. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-63-70.

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Currently, museum pedagogy is a very promising area, covering all types of interactions between the museum and its audience. Museum pedagogy is an interdisciplinary field of scientific knowledge, “formed at the intersection of pedagogy, psychology, museology and the relevant discipline of the museum and built on its basis specific practical activities focused on the transfer of cultural (artistic) experience in a museum environment”. The rapid development of technology has led to the so-called modification of this scientific field, we mean a new branch of pedagogical knowledge is emerging - virtual museum pedagogy. VR technologies are beginning to occupy leading positions, but it is important to note that today in art pedagogy there is no idea how to build the educational process in such a context. Thus, this area of pedagogy today requires a deep and comprehensive study. This has determined the purpose of this study. The objectives of the study follow from the goal: 1) To reveal the specifics of virtual museum pedagogy 2) To develop basic pedagogical recommendations for conducting virtual excursions using VR technologies Materials and methods. The methods of this study were analysis and synthesis. Results and discussion. The results of the study consist in the VR technologies usage in art pedagogy features identification.
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Tkachuk, Viktoriia V., Vadym P. Shchokin, and Vitaliy V. Tron. The Model of Use of Mobile Information and Communication Technologies in Learning Computer Sciences to Future Professionals in Engineering Pedagogy. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2668.

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Research goal: the research is aimed at developing a model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Object of research is the model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Results of the research: the developed model of use of mobile ICT as tools of learning Computer Sciences to future professionals in Engineering Pedagogy is based on the competency-based, person-centered and systemic approaches considering principles of vocational education, general didactic principles, principles of Computer Science learning, and principles of mobile learning. It also takes into account current conditions and trends of mobile ICT development. The model comprises four blocks: the purpose-oriented block, the content-technological block, the diagnostic block and the result-oriented block. According to the model, the learning content of Computer Sciences consists of 5 main units: 1) Fundamentals of Computer Science; 2) Architecture of Modern Computers; 3) Fundamentals of Algorithmization and Programming; 4) Software of Computing Systems; 5) Computer Technologies in the Professional Activity of Engineer-pedagogues.
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James, Carolyn. Development of Middle School Teachers' Knowledge and Pedagogy of Justification: Three Studies Linking Teacher Conceptions, Teacher Practice, and Student Learning. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2951.

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PARSHUTKINA, T., O. BERKU, and T. KALENTSOVA. FORMATION OF THE FOUNDATIONS OF THE CONTEXTUAL APPROACH IN HIGHER DOMESTIC FOREIGN LANGUAGE EDUCATION IN THE 1970-1980S OF THE XX CENTURY. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-59-66.

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The article is devoted to the problem of the formation of the foundations of the contextual approach in foreign language education as the most important scientific foundation of modern pedagogy. In the historical path of development of this approach, the authors distinguish the 1970-1980s of the XX century, since its main structural characteristics were formed during this period. The article concludes that the structuring of the contextual approach in teaching foreign languages in higher education was caused by the need to create a professional context in the conditions of educational activity. To this end, researchers and methodologists used the pedagogical and methodological tools of the contextual approach.
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URANOVA, V., R. ISYAKAEVA, M. MAZHITOVA, and O. BLIZNYAK. EXPERIENCE OF APPLICATION OF THE ELEMENT “LECTURE” IN THE MEDIUM OF MOODLE FOR DISCIPLINE ANALYTICAL CHEMISTRY. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-98-112.

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In the structure of training, there are many different ways of receiving and transmitting information. The question of the role of lecture presentation of material in the presence of many other sources of information is relevant in the development of pedagogy and education. That is why the article presents the experience of using the element “Lecture” in the Moodle environment on the example of the discipline Analytical Chemistry. In the developed course, the “Lecture” element allows you to demonstrate educational material in a flexible, accessible and interesting form. Lectures are stored in pdf format. with open access to the search, which allows you to quickly find the information of interest, thereby improving the quality of preparation for laboratory and practical exercises.
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Nosenko, Yuliya H., Maiia V. Popel, and Mariya P. Shyshkina. The state of the art and perspectives of using adaptive cloud-based learning systems in higher education pedagogical institutions (the scope of Ukraine). [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3246.

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The article deals with the problems of using adaptive cloud-based learning systems (ACLS) in the modern high-tech educational environment and expanding access to them as tools of educational and research activity at higher education pedagogical institutions in Ukraine. The conceptual apparatus of cloud-based adaptive learning systems application and design is considered; their main characteristics are revealed; the ways of their pedagogical application are described. The experience of Institute of Information Technologies and Learning Tools of NAES of Ukraine on designing and applying of the cloud-based learning and research environment is outlined. The results of the survey of 31 higher education pedagogical institutions on using ACLS are presented. It is established that in the near future ACLS will become the driving force behind the development of new pedagogy, new strategies for personalizing education, and expanding opportunities for active learning.
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Duong, Bich-Hang, Vu Dao, and Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.

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Education systems globally are implementing competency-based education (CBE) reforms. Vietnam's leaders have also adopted CBE in a comprehensive reform of its education since the early 2010s. Although the global idea of CBE has been widely adopted and recontextualized in various educational contexts, implementing the reform at the local level (e.g., teachers in schools) is never a linear and simple process. Given the complicated sensemaking process of competency and competency teaching, this study explores how Vietnamese teachers made sense of key competencies and adapted their teaching to competency development. Informed by a sociocultural approach and the sensemaking perspective, this study draws from a dataset of 91 secondary teachers collected over three years (2017-2019), with a particular focus on longitudinal analysis of eight teachers. The findings shed light on teachers’ ambivalence as they made sense of the target competencies and aligned their practices with the new CBE reform. Based on their prior experiences and worldviews, teachers made sense of competencies as learning foundational knowledge and skills, in addition to developing good attitude, character, and morality. Over the years, they placed a stronger emphasis on the competencies’ process-orientation, integration, and real-life application toward whole-child development. Despite teacher sensemaking and changing practices, the performativity culture for high learning outcomes still prevailed, making teaching competencies for life a challenging task. Contributing to the CBE literature and practice, this study illustrates the long and complicated process through which teachers recontextualize the CBE pedagogy. It also suggests how teacher practices can be better supported to transition to the new CBE curriculum.
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Fitzpatrick, Rachael, and Helen West. Improving Resilience, Adaptation and Mitigation to Cimate Change Through Education in Low- and Lower-middle Income Countries. Institute of Development Studies, March 2022. http://dx.doi.org/10.19088/k4d.2022.083.

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Climate resilience is the ability to anticipate, prepare for, and respond to hazardous events, trends, or disturbances related to climate (C2ES, 2022). Mitigation focuses on reducing the human impacts contributing to climate change (Burton, 2007, cited in Rousell & Cutter-Mackenzie-Knowles, 2020). Adaptation is about increasing people’s adaptive capacity, reducing the vulnerability of communities and managing risks (Anderson, 2012). Anderson further defines adaptation as not just being able to adapt from one stable climate to another but having the skills to adapt to uncertainty and make informed decisions in a changing environment. While ‘climate change’ is the term used throughout these briefs, it should be read as a shorthand for a more inclusive approach, which also captures associated environmental degradation. The Intergovernmental Panel on Climate Change (IPCC) warned, in their latest report, that global surface temperatures will continue to increase until 2050 (IPCC, 2021, p. 17). This will take place regardless of human intervention to reduce greenhouse gas emissions. The report also warns that the traditional technocratic approaches are insufficient to tackle the challenge of climate change, and that greater focus on the structural causes is needed. High- and upper-middle-income countries have been persistently shown to be the biggest contributors to the global carbon dioxide emissions, with lower income countries facing the most disruptive climate hazards, with Africa countries particularly vulnerable (CDP, 2020; IPCC, 2021). The vulnerability of low-income contexts exacerbates this risk, as there is often insufficient infrastructure and resources to ensure resilience to climate hazards (IPCC, 2021). For decades, advocates of climate change education have been highlighting the potential of education to help mitigate against climate change, and support adaptation efforts. However, implementation has been patchy, with inconsistent approaches and a lack of evidence to help determine the most effective way forward.This paper is divided into three sections, drawing together evidence on the key aspects of system reform,green and resilient infrastructure and Curriculum, pedagogy, assessment and teacher development.
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Lavrentieva, Olena O., Lina M. Rybalko, Oleh O. Tsys, and Aleksandr D. Uchitel. Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3244.

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In the article the possibilities and classification of ICTs and tools that can be used in organizing students’ independent study activities of higher education institutions has been explored. It is determined the students’ independent study activities is individual, group, collective activity and is implemented within the process of education under the condition of no pedagogy’s direct involvement. It complies with the requirements of the curriculum and syllabus and is aimed at students’ acquisition of some social experiences in line with the learning objectives of vocational training. The analysis of the latest information and technological approaches to the organization of students’ independent study activities made it possible to determine the means of realization of the leading forms of organization for this activity (independent and research work, lectures, consultations and non-formal education), to characterize and classify the ICTs and tools that support presentation of teaching materials, electronic communication, mastering of learning material, monitoring of students’ learning and cognitive activity, such as ones that serve for the sake of development and support of automated training courses, systems of remote virtual education with elements of artificial intelligence, which implement the principle of adaptive management of learning and the organization of students’ independent study activities. The paper provides the insight into the essence of the conducted investigation on the assesses of the effectiveness of ICTs and tools in the process of organizing students’ independent study activities.
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Adebayo, Oliver, Joanna Aldoori, William Allum, Noel Aruparayil, Abdul Badran, Jasmine Winter Beatty, Sanchita Bhatia, et al. Future of Surgery: Technology Enhanced Surgical Training: Report of the FOS:TEST Commission. The Royal College of Surgeons of England, August 2022. http://dx.doi.org/10.1308/fos2.2022.

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Over the past 50 years the capability of technology to improve surgical care has been realised and while surgical trainees and trainers strive to deliver care and train; the technological ‘solutions’ market continues to expand. However, there remains no coordinated process to assess these technologies. The FOS:TEST Report aimed to (1) define the current, unmet needs in surgical training, (2) assess the current evidence-base of technologies that may be beneficial to training and map these onto both the patient and trainee pathway and (3) make recommendations on the development, assessment, and adoption of novel surgical technologies. The FOS:TEST Commission was formed by the Association of Surgeons in Training (ASiT), The Royal College of Surgeons of England (RCS England) Robotics and Digital Surgery Group and representatives from all trainee specialty associations. Two national datasets provided by Health Education England were used to identify unmet surgical training needs through qualitative analysis against pre-defined coding frameworks. These unmet needs were prioritised at two virtual consensus hackathons and mapped to the patient and trainee pathway and the capabilities in practice (CiPs) framework. The commission received more than 120 evidence submissions from surgeons in training, consultant surgeons and training leaders. Following peer review, 32 were selected that covered a range of innovations. Contributors also highlighted several important key considerations, including the changing pedagogy of surgical training, the ethics and challenges of big data and machine learning, sustainability, and health economics. This summates to 7 Key Recommendations and 51 concluding statements. The FOS:TEST Commission was borne out of what is a pivotal point in the digital transformation of surgical training. Academic expertise and collaboration will be required to evaluate efficacy of any novel training solution. However, this must be coupled with pragmatic assessments of feasibility and cost to ensure that any intervention is scalable for national implementation. Currently, there is no replacement for hands-on operating. However, for future UK and ROI surgeons to stay relevant in a global market, our training methods must adapt. The Future of Surgery: Technology Enhanced Surgical Training Report provides a blueprint for how this can be achieved.
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