Relevant bibliographies by topics / New pedagogies and stratigies

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'New pedagogies and stratigies'

Author: Grafiati
Published: 4 May 2024

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Journal articles on the topic "New pedagogies and stratigies"

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Diekelmann, Nancy, and Susan Lampe. "Student-Centered Pedagogies: Co-Creating Compelling Experiences Using the New Pedagogies." Journal of Nursing Education 43, no. 6 (June 1, 2004): 245–47. http://dx.doi.org/10.3928/01484834-20040601-02.

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Diekelmann, Nancy. "Experienced Practitioners as New Faculty: New Pedagogies and New Possibilities." Journal of Nursing Education 43, no. 3 (March 1, 2004): 101–3. http://dx.doi.org/10.3928/01484834-20040301-04.

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Velasquez-Potts, Michelle C. "Pedagogies of Negation." Syllabus is the Thing: Materialities of the Performance Studies Classroom 8, no. 2 (May 25, 2023): 111–22. http://dx.doi.org/10.7202/1099885ar.

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This essay discusses a course I taught in 2021 at the University of Texas at Austin. The course, titled “The Politics of Refusal,” was prompted by my interest in exploring how pain, debility, and suffering, usually understood as limited and passive experiences, might also be generative and disruptive. The essay reflects on the trajectory of the class as the semester progressed. In particular, I pay attention to the dynamics of discussion as they relate to students’ relationship to theory and to disability and care. I consider what worked, what needed rethinking, and what possibilities were opened up for imagining new and creative ways to approach teaching theory during the COVID-19 pandemic.
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Philpot, Rod, Alan Ovens, and Wayne Smith. "PETE CRITICAL PEDAGOGIES FOR A NEW MILLENIUM." Movimento (ESEFID/UFRGS) 25 (November 15, 2019): e25064. http://dx.doi.org/10.22456/1982-8918.95142.

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Estudo sociocrítico e pedagogia crítica, nas últimas três décadas, são centrais na formação de professores de Educação Física. O objetivo deste artigo é providenciar um retrato da história do projeto crítico na formação de professores de Educação Física e oferecer uma análise das pedagogias críticas na sociedade ocidental contemporânea. Nesse texto, as representações de pedagogia crítica são classificadas nos focos sobre (a) reflexão crítica, (b) pedagogias do “desconforto”, (c) princípios democráticos, embora os autores reconheçam que na formação de professores tais categorias sobrepõem-se e não são independentes entre si. O artigo conclui que as relações entre professores e alunos na formação inicial em Educação Física são construídas com base na confiança, no cuidado e, secundariamente, que conexões entre professores que atuam na formação superior e a comunidade mais ampla que ensina Educação Física são importantes para providenciar as condições necessárias para as pedagogias críticas nos cursos e programas que formam professores.
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Giordano, Sara. "Building New Bioethical Practices through Feminist Pedagogies." IJFAB: International Journal of Feminist Approaches to Bioethics 9, no. 1 (January 2016): 81–103. http://dx.doi.org/10.3138/ijfab.9.1.81.

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Hickey-Moody, Anna, Helen Palmer, and Esther Sayers. "Diffractive pedagogies: dancing across new materialist imaginaries." Gender and Education 28, no. 2 (February 23, 2016): 213–29. http://dx.doi.org/10.1080/09540253.2016.1140723.

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Hancock, Tamara S., and Oona Fontanella-Nothom. "Becoming With/In Flux: Pedagogies of Sustainment (POSt)." Qualitative Inquiry 26, no. 1 (September 11, 2019): 81–88. http://dx.doi.org/10.1177/1077800419874827.

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This article responds to the query “what do intra-active pedagogies produce?” Our experiences with intra-active pedagogies produced a productive flux for us, two graduate students. Although being with this flux was welcome with/in these intra-active pedagogies, with/in other spaces(s) it was unwelcome. Through thinking with theory and writing, we produced new concepts to stay with the flux in our becomings (post-)qualitative scholars: We produced pedagogies of sustainment (POSt). (Re)Presenting three POSt concepts we invite those who teach, learn, and participate in qualitative research courses to consider the ethics of intra-active pedagogies and what emerges and diffracts through the becomings of scholars.
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Johnson, Rebecca. "Pedagogies of Mapping." Constitutional Forum / Forum constitutionnel 19, no. 1, 2 & 3 (May 18, 2012): 2011. http://dx.doi.org/10.21991/c9n666.

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Generations of students have engaged in the (more or less artistic) practice of doodling in the margins of their notes, and yet it is rare for law students to be given crayons and be directed to colour. In this note, I describe and reflect on the experience of using the visually based pedagogy of “mapping” as a tool for exploring the Insite case. This exercise took place at the end of the Legal Process module, after students had spent nearly two days of concentrated attention on the case and the issues raised by it. The class was divided into four groups, each of which was asked to imagine themselves as a newly formed government working group charged with the task of imagining more visionary ways of dealing with the problems of the “hard to house, hard to reach and hard to treat.” The first task was to work as a group to map out the terrain on which new solutions might be developed: to depict visually the hopes, fears, concerns, difficulties, convergences and possible strategic alliances created by drug use in the Downtown East Side (DTES).
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Orr, Christine. "Using Discovery Learning Pedagogies." Teachers' Work 13, no. 1 (December 6, 2016): 8–21. http://dx.doi.org/10.24135/teacherswork.v13i1.93.

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This inquiry explored the use of discovery pedagogies inspired by the Reggio Emilia philosophy to evaluate their ability to develop science capabilities in new entrant and year one students, and the influence of these pedagogies on the engagement of priority learners. The study followed the teaching as inquiry model. The chosen intervention for this inquiry was allocation for Discovery Time which involved the implementation of a 15-20 minute session with the whole class using the ‘I see, I think, I wonder’ technique, and specific teacher questioning to encourage students to make careful observations and thoughtful interpretations and stimulate curiosity to set the stage for inquiry. It was found that for this procedure to develop student’s science capabilities, their questions and inquiries of interest needed to be taken into a deeper context of learning beyond the Discovery Time intervention if students were to fully engage with science and the science capabilities. The research found that discovery learning pedagogies complement the development of science capabilities in new entrant and year one students, and have a positive corresponding impact on the behavioural, emotional and cognitive engagement of priority learners.
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Smythe, Suzanne. "Adult Learning in the Control Society: Digital Era Governance, Literacies of Control, and the Work of Adult Educators." Adult Education Quarterly 68, no. 3 (April 1, 2018): 197–214. http://dx.doi.org/10.1177/0741713618766645.

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This article reports on a study of adult literacy and learning in a public computing center where people contend with the new literacy demands of online government and other automated technologies. The study asks, (1) What literacy and learning practices are associated with digital governance? (2) What pedagogies support people to navigate digital government and automated technologies? (3) What are the broader implications of digital government for the work of adult educators? Bringing together sociomaterial theories of learning and methodologies of ethnographic case study, the study maps the literacies and pedagogies of digital government in the context of Deleuze’s society of control, arguing that digital-era governance spurs new forms of cognitive labor, new digital literacies and new pedagogies that are reshaping adult learning and the work of adult literacy educators. The article considers potential openings to “more than human” research and pedagogies that reconfigure adult literacy research and practice as sites of resistance to the control society.
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Dissertations / Theses on the topic "New pedagogies and stratigies"

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Bilhaj, Hussain. "Enseignement du français langue étrangère en Libye : analyse des méthodes appliquées au lycée et propositions didactiques." Electronic Thesis or Diss., Université de Lorraine, 2022. http://www.theses.fr/2022LORR0163.

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La présente recherche porte sur l'enseignement-apprentissage du FLE dans le cycle secondaire en Libye. Elle a pour visée de remettre en question le programme suivi, mais aussi les manuels scolaires et les matériels didactiques utilisés au sein des écoles secondaires. Compte tenu de la nature cruciale du rôle joué par les MS/MD dans la réussite ou l'échec de l'enseignement-apprentissage (Mackey, 1972, p. 193), et des conditions difficiles qu'a traversées et que traverse encore, de nos jours, l'enseignement du FLE dans le cycle secondaire, la remise en question de l'ensemble didactique et de son contenu est devenue une nécessité. En effet, notre étude de ter-rain démontre qu'il est indispensable et même urgent de vérifier l'applicabilité de ce dispositif didactique, son efficacité, mais aussi sa conformité au public destinataire, à ses besoins et aux objectifs et aux recommandations du ministère de l'Éducation. Pour étudier cette question, notre thèse définit, dans une première partie, le cadre théorique de cette recherche en abordant les prin-cipaux courants méthodologiques de l'EA des langues étrangères et les théories psychologiques de l'apprentissage. Cette partie traite également des méthodologies d'analyse des MS/MD. La deuxième partie porte, en premier lieu, sur une présentation générale du contexte historico-géographique de la Libye mais également sur le statut du FLE en Libye. Par la suite, nous fai-sons le point sur les MS/MD, avec une présentation des MS/MD (Oasis 1, 2, 3) utilisé de 2007 à 2014. Puis, nous réalisons une analyse comparative de nature contrastive des deux méthodes de FLE : Le Nouveau Pixel 1 (Favret : 2016) et Le français pour la Libye/Pixel 1 (Favret : 2019). Enfin, nous présentons différentes pistes didactico-pédagogiques et méthodologiques, en nous fondant sur les résultats des analyses effectuées
This research focuses on the teaching-learning (EA) French as a foreign language (FLE) in sec-ondary school in Libya. It aims to question the program followed, but also the textbooks and teaching materials used in secondary schools. Given the critical nature of the role played by the MS / MD in the success or failure of EA (Mackey, 1972: 193), and the difficult conditions that the teaching of FLE in secondary school has gone through and still goes through today, ques-tioning the teaching set and its content has become a necessity. Indeed, our field study shows that it is essential and even urgent to verify the applicability of this didactic device, its effective-ness, but also its compliance with the intended audience, its needs and the objectives and rec-ommendations of the Ministry of Education. To study this question, our thesis defines, in a first part, the theoretical framework of this research by addressing the main methodological currents of the EA of foreign languages and the psychological theories of learning. This part also deals with methodologies of MS / MD analysis. The second part concerns, first, a general presenta-tion of the historical and geographical context of Libya but also on the status of FLE in Libya. Subsequently, we take stock of the MS / MD, with a presentation of the MS / MD (Oasis 1, 2, 3) used from 2007 until 2014. Then, we carry out a comparative analysis of a contrastive nature of the two methods of FLE: Le Nouveau Pixel 1 (Favret: 2016) and Le français pour la Libye/Pixel 1 (Favret: 2019). Finally, we present various didactico-pedagogical and methodolog-ical avenues, based on the results of the analyzes carried out
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Evans, Ashley. "Expanding Composition Pedagogies| A New Rhetoric from Social Media." Thesis, The University of Wisconsin - Milwaukee, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10690922.

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Traditionally, the field of rhetoric and composition has valued long-form essay writing, which requires students to engage patiently and at length with revision. In contrast, students today spend much time outside of school producing fast-paced and short posts for social media. This dissertation argues that students’ social media interactions provide them nuanced, dialogic, and complex rhetorical understandings about writing—but that students need help developing discursive processes to support transfer of their social media knowledge to other writing contexts, including long-form academic writing. Drawing from two semesters of in-class study, I construct for first-year composition classrooms a pedagogy that embraces and cultivates the rhetorical knowledge students gain from social media; I demonstrate how students can analyze, reflect on, and transfer this knowledge to academic contexts. Citing students’ social media and academic writing, I draw from students’ intuitive understandings of the rhetorical concepts medium, context, audience, ethos, and purpose to illustrate how these concepts can productively shift and expand in FYC instruction. To situate this pedagogy within contemporary practices, I analyze leading FYC textbooks and highlight how textbook pedagogies can acknowledge and foreground students’ expanded rhetorical understandings of social media for richer composing processes in all media and for all contexts, digital and non-digital.

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Schulleri, Phillipa. "Teachers' Perceptions of the Adoption of New Pedagogies in Kazakhstan." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6373.

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Kazakhstan has used the Soviet system of education since its independence in 1990. Researchers have noted shortfalls in education reform efforts and documented factors of teachers' resistance to new pedagogies. The purpose of this basic qualitative study was to explore local teachers' perceptions of the new pedagogies in the context of understanding the local-international teacher program in Agrenov international schools (AIS). Three research questions focused on teachers' perceptions of factors for adoption of new pedagogies in an educationally transforming school using the motivational and systems approaches and emotional intelligence conceptual frameworks. A conceptual framework constructed from three theories of motivation, systems approach, and emotional intelligence was used. The target participants were local teachers who had worked in state schools for a minimum of 3 years and for 2 years in AIS, and who had worked with national teachers. Data were collected through semistructured interviews with a random sample of 10 local veteran teachers from the target population. Thematic coding produced 4 themes: school, teacher, time, and political factors with 15 subthemes which can be used as areas of focus in researching, analyzing, and enhancing adoption of new pedagogies. The results of the study can be used to enhance teacher adoption of educational reform efforts locally in Agrenov international school Centre City and the AISes, and internationally.
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Cook, Kristian Ciarah. "Designing and Assessing New Educational Pedagogies in Biology and Health Promotion." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8403.

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Recent developments in educational research raise important questions about the design of learning environments—questions that suggest the value of rethinking what is taught, how it is taught, and how is it assessed. During the past few decades, STEM disciplines began formally recognizing and integrating discipline-based education research (DBER) into their research programs to improve STEM education. One of the less literature-affluent areas of DBER addresses curriculum order and design appertaining to concept types and the order in which we teach those concepts. As educational researchers, we pose the question: does content order matter? In this project we designed, implemented and analyzed a concrete-to-abstract curriculum as a way of teaching and learning that not only builds off what students already know but how their intellect develops throughout the learning process. This semester-long curriculum design is scientifically supported and provides a learning environment aimed to not only building a student’s declarative knowledge of the subject but procedural knowledge as well and a way of developing scientific reasoning skills. This design also aimed at enhancing a student’s ability to make connections between biological concepts despite being classified as different biological concept types (e.g. descriptive, hypothetical, and theoretical concepts) as described by Lawson et al (2000). The reasoning behind and development of this project was based from Jean Piaget’s proposed stages of intellectual development, which supports the concrete-to-abstract theory. We found that, when compared to a traditional biology course (abstract-to-concrete in terms of content order), a concrete-to-abstract order of content resulted in significantly higher biological declarative knowledge and ability to make concept connections. While we failed to detect a significant difference between the two courses in terms of how quickly scientific reasoning skills are developed or how students’ scores on scientific reasoning skill assessments, the concrete-to-abstract course did show significantly higher gains in reasoning between the start and end of the semester. In addition to this project, a significant amount of time was also allocated to the design and evaluation of a health promotion and education program in Samoa. We developed a program which centered on a principal-run caregiver meeting as a means to expand health promotion and prevention efforts concerning Rheumatic Heart Disease, which is a significant cause of child morbidity and mortality in Samoa. We found that training principals on how to inform their student’s caregivers was an effective way to increase RHD awareness and disseminate correct health information including what to do if their child presents with a sore throat.
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Conor, Bridget Elizabeth. "Screenwriting as creative labour : pedagogies, practices and livelihoods in the new cultural economy." Thesis, Goldsmiths College (University of London), 2010. http://research.gold.ac.uk/2642/.

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This thesis analyses screenwriting as an exemplary and idiosyncratic form of creative labour in the ‘new cultural economy’ and specifically, in the contemporary UK screen production industry. Using a critical sociological framework combined with a neo-Foucauldian understanding of work and subjectivity, a series of explicit analytical connections are made in this project, between screenwriting, creative labour and the new cultural economy. I contend that screenwriting, as a form of creative labour which in many ways eschews the term ‘creative’, is an instructive, timely case study precisely because it agitates traditional dichotomies - between creativity and craft, art and commerce, individual and collaborative work - in pedagogy and practice. After tracing the dynamics of this form of creative work in theoretical, discursive and historical terms, I then analyse how screenwriting is constructed, taught and practiced as labour in three areas: ‘How-to’ screenwriting manuals, pedagogical locations for screenwriting in the UK and British screenwriters’ working lives. At each site, I focus on how craft and creativity are defined and experienced, how individual and collective forms of work are enacted at different locations and what implications these shifting designations have. Screenwriting within the mainstream Hollywood and British film industries in the contemporary moment demands particular and complex forms of worker subjectivity in order to distinguish it from other forms of filmmaking and writing, and to make the work knowable and do-able. I follow the voices of screenwriters and those who teach and instruct about screenwriting across the fieldwork sites and analyse the ways in which they calculate, navigate and make sense of the screen production labour market in which they are immersed. The theatrical, mythic and practical navigations of screenwriters in pedagogy and practice that are the centre of this thesis offer an antidote to impoverished, economistic readings of creativity, craft and creative labour in contemporary worlds of work.
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Hill, Erika. "Co-learning Pedagogies in the Media Literacy Education Classroom." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2809.

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This qualitative research project describes the experiences of students in BYU's Hands on a Camera Project as they were introduced to co-learning pedagogies. Hands on a Camera is a media literacy service-learning project where university students are placed in public schools to teach K-12 students documentary production and media literacy. The project consists of a preparation phase and a teaching phase. In the research project, students were required to complete peer-learning and peer-teaching assignments during the preparation phase as in order to prepare for the teaching phase. This ethnographic study describes student experiences—positive and negative—with peer learning during both phases of the project.
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Beaudouin-Mackay, Alexandre, and Sarah Wagner. "A new way of play : the forms and functions of participatory design and critical pedagogies." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/129843.

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Thesis: M. Arch., Massachusetts Institute of Technology, Department of Architecture, February, 2020
Cataloged from student-submitted thesis. Page 172 blank.
Includes bibliographical references (pages 169-171).
The playful distancing of academic work allows for freedom and innovation, yet architects have not fully explored the expansive opportunities inherent in a more political understanding of play. We conduct this exploration as both means for expanding and growing our own capacity for creativity and as a critique of our own architectural education, which has necessarily been focused on the delivery of defined assets. We are approaching play as a means of developing our own design philosophy. By understanding play as a powerful methodology, architects can engage others in creative processes with the ambition of implementing new, meaningful, and imaginative design strategies. Play is not aimless but productive; it is the way in which we learn to exist in the world. Play changes the way we see our environment, the way we understand ourselves. It creates collaborations and moments of solitude; it is dynamic; it is static. Like the imaginaries we engage, the design of play has always been intrinsically tied to the politics of its era. Today, "play," as we know it, is controlled by an industry obsessed with risk aversion. Play spaces are standardized and generic, not open but relegated to risk-free, fenced off areas. Similarly, our design processes are often isolated, not attentive to the potentials of external communities to open up new possibilities. In the midst of a global call for a new and equitable era, architects can return again to play, not just as a subject but as a method--as a way of working and a form of design research. In a world of increasing tensions and isolationism, architectural work needs to find new ways to be immersed in the world around it. Architects must learn to play with others. This thesis states that for architecture to reimagine play, it must in-turn, learn from play to re-imagine the process and products of design.
by Alexandre Beaudouin-Mackay [and] Sarah Wagner.
M. Arch.
M.Arch. Massachusetts Institute of Technology, Department of Architecture
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Hird, Mackenzie Douglas. "Barriers to implementation of new programs and pedagogies in K-12 STEM Education : a systems perspective." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/81121.

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Thesis (S.M. in Technology and Policy)--Massachusetts Institute of Technology, Engineering Systems Division, 2013.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 85-97).
The continued usage of poor pedagogies in K-12 classrooms, despite large pressures for teachers to change their practice, points towards systematic barriers to change. In the last few decades, there has been a national focus to improve Science, Technology, Engineering and Math (STEM) Education. Driven by their concern for developing their future workforce, science and technology companies have invested billions of dollars in improving student outcomes. Further, the federal and state governments have responded by adopting new policies meant to improve student performance. Promising new pedagogies, such as Project Based Learning or the Flipped Classroom, have been developed alongside new technologies to complement them. Yet despite this support, pedagogical practice has not drastically changed and students are primarily taught through lectures and homework sets. This thesis argues that teachers do not adopt new pedagogies because they are under short-term pressure to improve test scores, often face an uphill battle against their school culture and/or do not have deep enough pedagogical or content expertise. A causal model of pedagogical implementation barriers is developed using the results of in-depth surveys and interviews of administrators, principals and teachers. Within this model, critical points of leverage are identified that can interrupt the negative feedback loops creating pedagogical lock-in, and three case studies of international attempts at pedagogical reform are presented to illustrate effective strategies to utilize these leverage points. General policy recommendations are then developed that will remove the current system of pressures and incentives for teachers to use rote memorization and incentivize use of more effective pedagogies.
by Mackenzie Douglas Hird.
S.M.in Technology and Policy
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Clarke, Olivia Dorothy 1948. "Exploring pedagogies for effective teaching and learning in new multimedia environments : a comparative study of schools in Australia and the U.S." Monash University, Faculty of Education, 2003. http://arrow.monash.edu.au/hdl/1959.1/5700.

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Harasymchuk, Brad. "Place-based education & critical pedagogies of place: teachers challenging the neocolonizing processes of the New Zealand and Canadian schooling systems." Thesis, University of Canterbury. School of Teacher Education, 2015. http://hdl.handle.net/10092/10662.

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This international research set out to exemplify the pedagogical practices of 11 teachers from Christchurch/Ōtautahi, New Zealand (Aotearoa) and Saskatoon, Canada. It explores their resistance to the various colonial and neocolonizing constructs central to contemporary mainstream schooling in both cities (due to forces such as neoliberalism). These acts of resistance were the result of contesting ideologies of time, space, curriculum and assessment. The research, therefore, describes some of the pedagogical practises of these teachers. It also considers their narratives about their usage of place-based education (PBE) approaches and their commitment to the adoption of critical pedagogies of place (CPP) to meet the real needs of their students (both Indigenous and non-Indigenous). An interpretive paradigm was employed within a qualitative framework to underpin this research. A case study approach was also adopted and informed by a bricolage methodological framework. Primary and secondary data were collected from a number of storage sites (libraries) in both countries and through a questionnaire, interview and observation of each teacher’s classroom space. The data was analysed by coding key information while drawing out any recurring themes and points of difference. The findings reveal that certain aspects of PBE and CPP are accessible to teachers despite their feelings of being confined in terms of their ability to use time, space, curriculum and assessment within their traditional school institutions. Although their abilities to engage with PBE and CPP were limited, those teachers that had more control over time, space, curriculum and assessment were able to dive deeper into PBE and especially CPP. A key finding of this research was the extent of awareness and engagement that the teachers had in transforming controlled, static, spaces found in the classrooms, communities and natural environments into meaningful places with students. This finding also suggests that teachers with more control over time, space, curriculum and assessment have an easier time in creating this change. The findings also indicate that these teachers first needed to have the courage to challenge traditional systems of schooling, because teachers can become marginalized by other teachers and administrators when seen to be attempting to transform entrenched institutional (schooling) cultures. Flexibility and trust were two of the other recurring themes that emerged from the data collected. Teachers possessing more flexibility (with regards to time, space, curriculum and assessment design procedures) were most able to enact PBE and CPP. They were also the best-positioned participants to create meaningful professional relationships with their students and local community members. Issues of trust were clearly evident in recurring discussions around the increased amount of trust teachers needed to have with students for the students to be able to engage with space and place. There was also an increased amount of trust that school administrators (principals) needed to have in their teachers who were engaging with PBE and CPP. The research participants in this study demonstrated that, in different ways, they were striving to resist the ideologies underpinning traditional mainstream schooling, and that they were able to enact change regardless of the challenges they experienced. Their perseverance to ground their teaching in PBE and CPP approaches testifies to their love of education and their acceptance of it as a legitimate process for change and growth.
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Books on the topic "New pedagogies and stratigies"

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New practices, new pedagogies: A reader. Exton, PA: Swets & Zeitlinger, 2004.

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1939-, Stephenson John, ed. Teaching & learning online: New pedagogies for new technologies. London: Kogan Page, 2001.

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Herrington, Jan. New technologies, new pedagogies: Mobile learning in higher education. Wollongong: University of Wollongong, 2009.

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1939-, Stephenson John, ed. Teaching & learning online: Pedagogies for new technologies. London: Kogan Page, 2001.

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Hemara, Wharehuia. Māori pedagogies: A view from the literature. Wellington, N.Z: New Zealand Council for Educational Research, 2000.

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Revolutionary multiculturalism: Pedagogies of dissent for the new millennium. Boulder, Colo: Westview Press, 1997.

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Rigney, Lester-Irabinna. Global Perspectives and New Challenges in Culturally Responsive Pedagogies. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003335719.

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Martha, Tennent, ed. Training for the new millennium: Pedagogies for translation and interpreting. Amsterdam: J. Benjamins, 2005.

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S, Gonick Lev, and Weisband Edward 1939-, eds. Teaching world politics: Contending pedagogies for a new world order. Boulder: Westview Press, 1992.

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Rourke, Arianne. Pedagogy leads technology: Online learning and teaching in higher education : new technologies, new pedagogies. Champaign, Ill: Common Ground Pub., 2011.

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Book chapters on the topic "New pedagogies and stratigies"

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Fowler-Watt, Karen. "New journalisms, new pedagogies." In New Journalisms, 117–38. London ; New York : Routledge, 2020. | Series: Routledge research in media literacy and education: Routledge, 2019. http://dx.doi.org/10.4324/9780429487477-8.

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Williams, Olivia, Colleen Gannon, South Holden, and Jennifer Burris. "New Positions, New Pedagogies." In Understanding a Pedagogy of Teacher Education, 30–47. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003365129-3.

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O’Donnell, Aislinn. "Archipelagic pedagogies." In Global Perspectives and New Challenges in Culturally Responsive Pedagogies, 61–72. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003335719-7.

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Sanger, Nadia, and Benita Moolman. "Pedagogies of betrayal." In Racism, Violence, Betrayals and New Imaginaries, 36–53. London: Routledge, 2023. http://dx.doi.org/10.4324/9781032624341-5.

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Keener, Craig S., and Médine Moussounga Keener. "One new temple in Christ1." In Moral Pedagogies for Africa, 95–112. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003178101-8.

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Andreasen, Lise Ulrik. "Menstruation, Feminist New Materialist Pedagogies." In The Palgrave Encyclopedia of Sexuality Education, 1–9. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-030-95352-2_104-1.

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Rudling, Emily S., Sherridan Emery, Becky Shelley, Kitty te Riele, Jessica Woodroffe, and Natalie Brown. "New Learning Provisions and Pedagogies." In Education and Equity in Times of Crisis, 121–46. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-18671-4_6.

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Carello, Janice, and Phyllis Thompson. "Developing a New Default in Higher Education: We Are Not Alone in This Work." In Trauma-Informed Pedagogies, 1–12. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92705-9_1.

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Mihailidis, Paul, Roman Gerodimos, and Megan Fromm. "Civic intentionality and the transformative potential of journalism pedagogies." In New Journalisms, 139–53. London ; New York : Routledge, 2020. | Series: Routledge research in media literacy and education: Routledge, 2019. http://dx.doi.org/10.4324/9780429487477-9.

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Miller, Althea Spencer. "Feminist Pedagogies: Implications of a Liberative Praxis." In Feminist New Testament Studies, 17–40. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1007/978-1-137-11204-0_2.

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Conference papers on the topic "New pedagogies and stratigies"

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Montebello, Matthew. "A ‘DIGITAL PEDAGOGIES’–BASED LEARNING PLATFORM." In International Conference on Education and New Developments 2020. inScience Press, 2020. http://dx.doi.org/10.36315/2020end037.

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García Revilla, Mercedes Raquel, Richard Mababu Mukiur, and Olga Martinez Moure. "THE NEW REALITY FOR THE SPANISH UNIVERSITY: NEW SPACES FOR NEW PEDAGOGIES." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0829.

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Wizel, Maya. "BUILDING BRIDGES: BRINGING NONFORMAL PEDAGOGIES INTO THE CLASSROOM." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end021.

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Education systems worldwide have long sought ways to engage and support learners to become self-directed and develop 21st-century skills. This became even more relevant—and crucial—with the COVID-19 pandemic restrictions. Solutions to help formal education systems establish innovative pedagogies and methods to organize learning can be found in places as unpredictable as nonformal education settings. In this study, I interviewed educators with backgrounds in nonformal education to better understand that system’s qualities and how they can be transferred into formal settings. Findings regarding practices include teachers prioritizing instructional choice (voluntarism); addressing social-emotional aspects through diverse teaching methods that emphasize students’ active learning and real-life experiences (classroom as a social group); and excelling in dialogue and teamwork to sustain solid interpersonal relationships with students and colleagues (relationships and dialogue). Educators working in nonformal settings often know they have a unique collection of difficult-to-articulate abilities. This research presents the voices of youth movement leaders in Israel, who nonformally have been doing what formal educators worldwide are trying to figure out; defines some of their skills; and explores how those skills can be applied in formal settings. This study has been published as a book in Hebrew in 2020. This paper embodies a few aspects of the study and will benefit formal education leaders and practitioners who seek to incorporate methods from nonformal pedagogies.
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Manasia, Loredana, Andrei Parvan, Gratiela Maria Ianos, and Mirela Loghin. "VISUAL METHODS AS INNOVATIVE PEDAGOGIES IN HIGHER EDUCATION." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1683.

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Alvarado, Christine, Cynthia Bailey Lee, and Gary Gillespie. "New CS1 pedagogies and curriculum, the same success factors?" In the 45th ACM technical symposium. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2538862.2538897.

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Neale, Natasha, and Lucy Judd. "FLIPPED LEARNING PEDAGOGIES: A NEW APPROACH TO WIDENING PARTICIPATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1975.

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Mather, Nazarana. "UNDERSTANDING PEDAGOGIES OF WRITING FOR MIDDLE SCHOOL WRITING CLASSROOMS." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.1135.

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Dube, Tendai, and Sheryl Rose Williams. "MAPPING DIGITAL TECHNOLOGIES TO PEDAGOGIES INSPIRED BY BLOOM'S TAXONOMY." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0812.

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Noreiga, Alicia. "Dismantling Antiblack Racism Pedagogies in New Brunswick's Classrooms and Beyond." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2010942.

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Palmer, June, Rantsie Kgothule, Gregg Alexander, and Edwin de Klerk. "ENABLING TRANSFORMATIVE INCLUSIVE LEARNING PEDAGOGIES OF PRESERVICE TEACHERS IN MULTICULTURAL HIGHER LEARNING CONTEXTS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end129.

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Several studies echo the role of participation and interaction in learning activities as crucial to valorise all students equally. Inclusive pedagogy should recognize the disputed nature of inclusive education and the subsequent unpredictability in teaching practices as a means of identifying students requiring additional learning support particularly amid the COVID-19 pandemic. Such variability raises significant questions about the nature and value of educational provision, around the globe, but particularly in the South African multicultural higher learning context. Having applied a transformative learning methodology this paper explores the influence of inclusive learning pedagogies in shaping preservice teachers’ repertoires in multicultural higher learning contexts. The findings suggest that transformative learning promotes specific practices such as trusting relationships within the learning context and an appreciation for diversity and inclusivity, opportunities for critical reflection, shared and collective learning, and transformative leadership development. Ultimately, when circumstances permit, transformative preservice teachers move toward a frame of reference that is more self-reflective, integrative and inclusive of experience. In conclusion we suggest that stakeholders in higher education contexts consider creating institutional spaces for preservice teachers to change their frame of reference in approaching their own teaching and learning repertoires in transformative and inclusive ways.
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Reports on the topic "New pedagogies and stratigies"

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Arora, Sukhesh, and Shena Gamat. Counter imaginaries: Towards a new cartography of agency. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1607.2023.

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Performance can foster social imagination, help us understand the connection between historical processes and personal experiences, and to see how social structures and forces shape our lives and identities. The use of performance can help both educators and learners to expose the pedagogies of oppression—how education can reproduce or reinforce the existing power relations and ideologies in society.
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Erik Lyngdorf, Niels, Selina Thelin Ruggaard, Kathrin Otrel-Cass, and Eamon Costello. The Hacking Innovative Pedagogies (HIP) framework: - Rewilding the digital learning ecology. Aalborg University, 2023. http://dx.doi.org/10.54337/aau602808725.

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The HIP framework aims to guide higher education (HE) teachers and researchers to reconsider and reflect on how to rethink HE pedagogy in new and different ways. It builds on insights from the report Hacking Innovative Pedagogy: Innovation and Digitisation to Rewild Higher Education. A Commented Atlas (Beskorsa, et al., 2023) and incorporates the spirit of rewilding and hacking pedagogies to inspire new professional communities focused on innovating digital education. The framework considers and guides the development of teachers’ digital pedagogy competences through an inclusive bottom-up approach that gives space for individual teacher’s agency while also ensuring a collective teaching culture. The framework emphasizes how pedagogical approaches can address the different needs that HE teachers and student communities have that reflect disciplines cultures and/or the diversity of learners. Only a framework mindful of heterogeneity will be able to address questions of justice and fair access to education. Likewise, in the spirit of rewilding, the framework should not be considered a static “one size fits all” solution. We aim for an organic and dynamic framework that may be used to pause and reflect to then turn back to one’s own teaching community to consider (learn from, listen to and respond to the teaching and learning of different communities). Therefore we plan that this framework will be a living document throughout the HIP-project’s lifetime.
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Cassity, Elizabeth, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 1. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-672-7.

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The Government of Vanuatu is undertaking significant primary education reforms, including major curriculum changes, to improve equitable access to and the quality of education. Since 2016, a new primary education curriculum has been introduced by stages, accompanied by a suite of in-service teacher training. The new curriculum promotes teaching practices that support new pedagogies focused on student-centred learning and community support, language transition and class-based assessment practices. These reforms are being supported by the Australian Government, through its Vanuatu Education Support Program (VESP). The Australian Government's Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how the VESP is making a difference to the Government of Vanuatu’s ongoing primary education reforms. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. The purpose of this summary is to provide a brief overview of findings and recommendations from the first year (2019) of the Vanuatu study.
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Lavadenz, Magaly, and Elvira Armas. An Exploratory Study of Bilingual Teacher Residencies in California. California Council on Teacher Education (CCTE), 2023. http://dx.doi.org/10.15365/ceel.article.2023.1.

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This research brief presents a study that explores the underexamined area of bilingual teacher residencies (BTRs) in California. The authors build upon research on teacher residencies to better understand the perspectives of program leaders- those who implement BTRs in Local Education Agencies (LEAs) and Institutions of Higher Education (IHEs). The study describes the program leaders’ insights into the implementation of BTRs at various stages of development and implementation based on the California Commission on Teacher Credentialing’s (CTC) funding phases from 2018 to 2023. Four findings are highlighted: 1) Forging New Relationships to Build on Community Cultural and Linguistic Wealth, 2) Designing Bilingual Teacher Residency District-University Partnerships and Programs, 3) The Burden of Support: Augmented Financial Barriers for Bilingual Teacher Residents and, 4) Bilingual Teacher Pedagogies: Critical Consciousness and Culturally Responsive Teaching. Based upon the findings, the research brief proposes three key recommendations for policy and practice to address the ongoing and projected California’s bilingual teacher shortages at the state and local levels: 1) Create Coherent and Articulated Cross-State Agency Efforts, 2) Differentiate Bilingual Networks of Support, and 3) Strengthen Bilingual Teacher Residency Communities of Practice.
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Fullan, Michael, and Joanne Quinn. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002959.

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Disruptive innovators take advantage of unique opportunities. Prior to COVID-19 progress in Latin America and the Caribbean for integrating technology, learning, and system change has been exceedingly slow. In this paper we first offer a general framework for transforming education. The framework focuses on the provision of technology, innovative ideas in learning and well-being, and what we call systemness which are favorable change factors at the local, middle/regional, and policy levels. We then take up the matter of system reform in Latin America and the Caribbean noting problems and potential. Then, we turn to a specific model in system change that we have developed called New Pedagogies for Deep Learning, a model developed in partnerships with groups of schools in ten countries since 2014. The model consists of three main components: 6 Global Competences (character, citizenship, collaboration, communication, creativity, and critical thinking), 4 learning elements (pedagogy, learning partnerships, learning environments, leveraging digital), and three system conditions (school culture, district/regional culture, and system policy). We offer a case study of relative success based on Uruguay with whom we have been working since 2014. Finally, we identify steps and recommendations for next steps in Latin America for taking action on system reform in the next perioda time that we consider critical for taking advantage of the current pandemic disruption. The next few years will be crucial for either attaining positive breakthroughs or slipping backwards into a reinforced status quo.
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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.
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