Academic literature on the topic 'Pedagogical Decision-Making'
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Journal articles on the topic "Pedagogical Decision-Making"
McNergney, Robert, John Lloyd, Susan Mintz, and Jerry Moore. "Training for Pedagogical Decision Making." Journal of Teacher Education 39, no. 5 (September 1988): 37–43. http://dx.doi.org/10.1177/002248718803900508.
Full textSchmidt-Wilk, Jane. "Group Decision Making as a Pedagogical Strategy." Management Teaching Review 5, no. 2 (May 9, 2020): 100–102. http://dx.doi.org/10.1177/2379298120921257.
Full textPrasart NUANGCHALERM, Veena PRACHAGOOL, Yazar Adı Yazar Soyadı, and Yazar Adı Yazar Soyadı. "Pedagogical Decision Making through the Lens of Teacher Preparation Program." Journal for the Education of Gifted Young Scientists 4, no. 1 (June 15, 2016): 41. http://dx.doi.org/10.17478/jegys.2016116351.
Full textŠkėrienė, Sandrita, and Aldona Augustinienė. "The theoretical framework of factors influencing the pedagogical decision-making." Pedagogika 132, no. 4 (May 17, 2019): 5–25. http://dx.doi.org/10.15823/p.2018.131.31.
Full textŠkėrienė, Sandrita, and Aldona Augustinienė. "The theoretical framework of factors influencing the pedagogical decision-making." Pedagogika 132, no. 4 (May 17, 2019): 5–25. http://dx.doi.org/10.15823/p.2018.31.
Full textTulli, Silvia. "Explainability in Autonomous Pedagogical Agents." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 10 (April 3, 2020): 13738–39. http://dx.doi.org/10.1609/aaai.v34i10.7141.
Full textM. Hull, Robert. "Debt-equity decision-making with wealth transfers." Managerial Finance 40, no. 12 (December 1, 2014): 1223–50. http://dx.doi.org/10.1108/mf-09-2013-0239.
Full textChang, Jane, and Alison Rieple. "Entrepreneurial decision-making in a microcosm." Management Learning 49, no. 4 (July 8, 2018): 471–97. http://dx.doi.org/10.1177/1350507618777929.
Full textSchwartz, Mark S. "Teaching Behavioral Ethics: Overcoming the Key Impediments to Ethical Behavior." Journal of Management Education 41, no. 4 (March 23, 2017): 497–513. http://dx.doi.org/10.1177/1052562917701501.
Full textRosasco, John, Michele L. McCarroll, M. David Gothard, Jerry Myers, Patrick Hughes, Alan Schwartz, Richard L. George, and Rami A. Ahmed. "Medical Decision-Making in the Physician Hierarchy: A Pilot Pedagogical Evaluation." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052092506. http://dx.doi.org/10.1177/2382120520925061.
Full textDissertations / Theses on the topic "Pedagogical Decision-Making"
Cuevas, Rodolfo Jr. "Teacher Understanding of Curricular and Pedagogical Decision-Making Processes at an Urban Charter School." Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560448.
Full textThis qualitative study featured two research endeavors. The first was a narrative inquiry of six teachers at Weedpatch Charter School as they understood curricular and pedagogical decision- making. These teachers, along with the Weedpatch Charter School founder, participated in this study soon after the curriculum and instruction decision-making had undergone a democratization effort whereby a top-down administrative approach was replaced by a teacher- led effort. Ironically, WCS school leadership welcomed the latter effort, despite the antiteacher legacy of the charter movement, which has long featured "at will" employment and no collective bargaining. The second component of this study was a critical discourse analysis (CDA) of the curricular and pedagogical manuals used at WCS before and after the democratization effort. The findings in this study point to a dialectical set of developments at WCS that made it possible for teachers to move from a period of disillusionment into a period of active teacher agency. Similarly, the document analysis findings point to the need for more nuanced understandings of the ideological underpinnings of charter schools.
Discourse analysis determined that WCS did not necessarily present a classic example of neoliberalism. Given the latter nuance, the manual that the teachers created was counterhegemonic, liberatory, and ultimately contextual and contingent upon that very unique WCS dynamic. As such, the conclusion of this study was that charter leaders could learn from teacher understandings not by being prescriptive but by abiding by what the author has coined contingent collectivism.
Snook, David L. "Using primary sources to teach Civil War history: a case study in pedagogical decision making." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5636.
Full textWat-aksorn, Patchara. "Pedagogical factors and considerations that should be included in the decision-making process for delivery of an EFL/ESL program through distance learning in Thailand : a delphi study /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9964008.
Full textBoston, Julie. "Learning in a digitally connected classroom: Secondary science teachers’ pedagogical reasoning and practices." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2275.
Full textHansen, Cecilia, and Therese Johansson. "Föräldrainflytandets komplexitet : Sex föräldrars upplevelser av reellt föräldrainflytande vad gäller barns vila på förskolan." Thesis, Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100009.
Full textParental influence is a complex concept and an important part of the preschool's value-based work and democracy mission. It is the parents who have the ultimate responsibility for the child and know their child best. A good collaboration between parents and the preschool that enables parental influence is therefore important in order to be able to create the best conditions for the child. The purpose of this study is therefore to investigate parents' experiences of parental influence in the preschool's activities with a specific focus on the childs rest. To get answers to the study's questions, questionnaires were collected from six parents with children aged one to three years who go to preschool. The concept of influence is problematised with the help of the influence ladder, which makes different levels of influence visible, all of which are important in order to be able to talk about a real parental influence. At first glance, the results indicate that the parents' views on their opportunities for influence are predominantly good. However, a closer examination of the parents' descriptions and examples reveals that there are limitations in the parental influence, which leads to the parents not being able to, or not using, their opportunities to exercise a real parental influence.
PAIVA, Ranilson Oscar Araújo. "Autoria de decisões pedagógicas informadas por dados sob a perspectiva de um MOOC." Universidade Federal de Campina Grande, 2017. http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/870.
Full textMade available in DSpace on 2018-06-04T15:11:46Z (GMT). No. of bitstreams: 1 RANILSON OSCAR ARAÚJO PAIVA - TESE (PPGCC) 2017.pdf: 11842712 bytes, checksum: ac3058f290c36c90ab21ce1a9820b601 (MD5) Previous issue date: 2017
Vivemos uma mudança no paradigma educacional onde se busca prover educação de qualquer lugar, a qualquer momento e para qualquer pessoa, utilizando tecnologias digitais da informação e comunicação. Há um interesse global no ensino à distância, mas não há um aumento equivalente de suporte aos professores e tutores responsáveis por manter tais cursos. Essa deficiência acentua os problemas e desafios existentes na gestão de cursos a distância, pois com o tempo mais estudantes aderem ao ensino a distância, requerendo a criação de novos cursos e turmas, incrementando a quantidade de estudantes sendo sub-servidos em termos de apoio pedagógico. Isso é evidenciado pelo grande número de desistências e falhas em tais cursos, particularmente, nos MOOCs (Cursos Online Massivos e Abertos), que os estudantes justificam como falta de suporte. Esta tese propõe uma solução de autoria para guiar a tomada de decisões pedagógicas em ambientes online de aprendizagem, tendo sido aplicada em um MOOC. A proposta visa auxiliar professores e tutores (1) a descobrir situações de interesse pedagógico ocorrendo em seus cursos; (2) compreender essas situações; (3) tomar decisões para aborda-las e; (4) monitorar e avaliar o impacto da decisão tomada. As interações em tais cursos geram grande quantidade e diversidade de dados, sendo possível extrair informações pedagogicamente relevantes. Entretanto, professores e tutores não dominam a tecnologia necessária para utilizar esses dados, nem é prático ou apropriado solicitar que sejam treinados para tanto. A proposta se fundamenta na tomada de decisões informada por dados educacionais, na visualização de dados e nos sistemas de autoria para promover a cooperação entre a inteligência artificial e a inteligência humana. Realizamos dois experimentos para: (1) avaliar se o processo auxilia professores e tutores a tomar decisões pedagógicas úteis e em tempo de curso; (2) avaliar se a solução de autoria guia a tomada de decisões pedagógicas de professores e tutores. Os resultados sugerem que o processo trouxe benefícios à tomada de decisões pedagógicas e que a solução de autoria foi capaz de guiar a tomada de decisões pedagógicas em tempo de curso e que sua utilidade e facilidade foram percebidas positivamente por professores e tutores.
We are experiencing changes in the educational paradigm. There is a quest to provide education from anywhere, at any time and for anyone, using digital information and communication technologies. There is a global interest in distance learning, but there is no equivalent increase in support for teachers and tutors responsible for maintaining such courses. This difference accentuates the problems and challenges in managing distance courses once that, over time, more students join distance learning, requiring the creation of new courses and classes, increasing the number of distance students being sub-served in terms of pedagogical support. This is evidenced by the large number of dropouts and faiilures in such courses, particularly in MOOCs (Massive Open Online Courses), that students justify as lack of support. This thesis proposes an authoring solution to guide the pedagogical decision making in online learning environments, which was applied in a MOOC. The proposal aims to help teachers and tutors (1) to discover situations of pedagogical interest occurring in their courses; (2) understand these situations; (3) make decisions to address them; (4) monitor and evaluate the impact of the decision made. The interactions in such courses generate considerable quantity and diversity of data,allowing the extraction of pedagogically relevant information. However, teachers and tutors do not master the technology needed to use this data, nor is it practical or appropriate to ask them to be trained to do so. Our proposal is based on informed decision making by educational data, data visualization and authoring systems to promote cooperation between artificial intelligence and human intelligence. We conducted two experiments to: (1) evaluate whether the process helps teachers and tutors to make useful and time-course pedagogical decisions; (2) to evaluate if the authoring solution guides the pedagogical decision making of teachers and tutors. The results suggest that the process brought benefits to pedagogical decision making and that the authoring solution was able to guide the pedagogical decision making in course time and that its usefulness and ease of use were positively perceived by teachers and tutors.
Park, Mi-Hwa. "Early childhood educators' pedagogical decision-making and practices for emotional scaffolding." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-1290.
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Burridge, Peter R. "A study of the influences on middle years teachers’ pedagogical decision making." Thesis, 2010. https://vuir.vu.edu.au/16107/.
Full textPan, Ging I., and 潘靜儀. "Interpretative Research on pedagogical content knowledge and decision making of an elementary science expert teacher." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/99964657085334838165.
Full text國立臺北教育大學
自然科學教育學系碩士班
95
The purpose of this study was to investigate the interaction of pedagogical content knowledge and decision making for a Taiwan elementary science expert teacher dealing with her practical teaching. The interpretive research method applied in this study. Data collected by the videotapes, interviews, fieldnotes. Findings showed that at the aspect of pedagogical content knowledge, owing to the different natures of learning units, expert teacher demonstrated different focuses on PCK. Taking subject matter knowledge as groundwork at teaching the “moon” unit, but, at “ time” unit, she took the knowledge of learners and learning as well as the topic-specific instructional strategies for the groundwork. Regarding to the decision making, there were different behaviors at three stages: before teaching, during teaching, and after teaching. Before teaching, her decision making on lesson plans was academic part. During teaching, her decision making was influenced by the responses from students. After teaching, the decision making was back to the academic part similar to before teaching stage. The conclusions and suggestions resulted from this study could provide the new insight and directions for elementary science teacher education policy and programs.
"Practice-expectation gap and the pedagogical decision making of teachers in pre-primary sector in Hong Kong." Thesis, 2007. http://library.cuhk.edu.hk/record=b6074479.
Full textThe call for professionalism in kindergarten education has been an important educational issue over the past several decades in Hong Kong. Official expectations have been published to guide the services of kindergarten education and to supervise teachers' pedagogical practice. Kindergarten education services that are child centred and play based, and that practise integrated learning to nourish children's holistic and balanced development are advocated. However, Quality Assurance Inspection reports have shown that kindergarten teaching and learning is still teacher directed. Young children are passive recipients of knowledge. The services run counter to the progressive motives of the 2000 Education Reform in nurturing young children to be active and self-motivated life-long learners. Driven by the interest to study the practice-expectation gap, the present study sought to observe kindergarten teachers' classroom practice, investigate their pedagogical decision making, and reveal the complexities underpinning their pedagogical roles which, to an extent, emerged from the practice-expectation gap.
The data analysis suggests that the teacher informants' pedagogical decision making and practice were shaped by a number of intervening forces. These forces can be categorised into (a) the personal variables of the teacher informants in terms of their personal beliefs and values towards kindergarten education, (b) the contextual variables of school management structure and administrative arrangements within which the teacher informants delivered their teaching and fostered the children's learning, (c) the societal variables of parental expectations of the kindergarten education of their young children, and (d) the professional variables of the teacher training programmes and their training effectiveness that nurtured the teacher informants' pedagogical competence. Each of these variables represents a unique array of interferences for the teacher informants, and when drawn together, the combination of influences that thus emerges illustrates the complexities within which the teacher informants made their pedagogical decisions. Consequently, the pedagogical practices of teachers were pushed and pulled by these intervening forces, causing deviation from the Official Expectations.
The present study, framed by in a qualitative research design, employed on-site observations and teacher interviews, together with official document analysis and training curriculum document analysis. The wealth of data and information collected revealed that a practice-expectation gap does exist.
Fung, Kit Ho.
"December 2007."
Adviser: Chi-Chung Lam.
Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3023.
Thesis (Ph.D.)--Chinese University of Hong Kong, 2007.
Includes bibliographical references (p. 405-462).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in English and Chinese.
School code: 1307.
Books on the topic "Pedagogical Decision-Making"
Arora, Kelly R. Teaching Interspiritual Dialogue to Health Care Professionals. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190677565.003.0022.
Full textMcAlister, Chryssa, Mona Gupta, Carrie Bernard, Neda Ghiam, and Philip C. Hébert. “Learning on the Job”. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190849900.003.0004.
Full textGanie, Aasim Ur Rehman, and Irtifa Mukhter Aarif Hussain. Emerging Social Work Debates. Clever Fox Publishing, 2022. http://dx.doi.org/10.52184/cfox.2022.1505.
Full textBen-Haim, Yakov. The Dilemmas of Wonderland. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198822233.001.0001.
Full textBook chapters on the topic "Pedagogical Decision-Making"
Robertson, Janet. "Collaborative Decision-Making Within Pedagogical Documentation." In Pedagogical Documentation in Early Years Practice: Seeing Through Multiple Perspectives, 103–16. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2017. http://dx.doi.org/10.4135/9781526401540.n10.
Full textWholeben, B. E. "Pedagogical Decision Making in a Computerized School Environment." In Information Technology in Educational Management, 242–45. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34839-1_35.
Full textKarlsaune, Hanne, Therese Antonsen, and Gørill Haugan. "Simulation: A Historical and Pedagogical Perspective." In How Can we Use Simulation to Improve Competencies in Nursing?, 1–11. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_1.
Full textChaabi, Hasnââ, Abdellah Azmani, and Amina Azmani. "Using Decision Making AHP Method for the Choice of the Best Pedagogical Method for Developing Reading Skills for Young and Illiterate Public." In Innovations in Smart Cities and Applications, 697–709. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74500-8_64.
Full textEder, Franz. "The Great Educators? The Societal Relevance of Game of Thrones from an International Relations’ Perspective." In „Beyond the Wall”: Game of Thrones aus interdisziplinärer Perspektive, 199–213. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-36145-7_11.
Full textCutting, Roger. "Developing Pedagogic Approaches to Encourage Decision-making, Invention, Innovative Thinking and Problem-solving." In Education for Sustainable Development in Further Education, 263–77. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-51911-5_17.
Full text"Action research and pedagogical decision-making." In Postgraduate Programmes as Platform, 235–45. Brill | Sense, 2007. http://dx.doi.org/10.1163/9789087903541_018.
Full text"Curriculum Considerations and Pedagogical Decision-Making." In Curricula for Students with Severe Disabilities, 25–41. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315749112-4.
Full textFelger, Jacob, and Kathryn G. Shafer. "An Algebra Teacher's Instructional Decision-Making Process with GeoGebra." In Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age, 493–518. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0120-6.ch019.
Full textRua, Marília, Rita M. F. Leal, and Nilza Costa. "Multimodal Narratives in Nursing Education." In Multimodal Narratives in Research and Teaching Practices, 356–75. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8570-1.ch018.
Full textConference papers on the topic "Pedagogical Decision-Making"
Nicholson, James. "Significance is not the whole story – decision making in hypothesis testing has two sorts of possible errors." In Decision Making Based on Data. International Association for Statistical Education, 2019. http://dx.doi.org/10.52041/srap.19308.
Full textVatrapu, Ravi, Chris Teplovs, Nobuko Fujita, and Susan Bull. "Towards visual analytics for teachers' dynamic diagnostic pedagogical decision-making." In the 1st International Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2090116.2090129.
Full textPaiva, Ranilson, Ig Ibert Bittencourt, André Lima, Sérgio Amorim, Wansel Lemos, Diego Dermeval, and Seiji Isotani. "Usability Perspective of an Authoring Solution to Assist Pedagogical Decision-Making." In XXVIII Simpósio Brasileiro de Informática na Educação - SBIE (Brazilian Symposium on Computers in Education). Brazilian Computer Society (Sociedade Brasileira de Computação - SBC), 2017. http://dx.doi.org/10.5753/cbie.sbie.2017.1587.
Full textPaiva, Ranilson, Ig Ibert Bittencourt, Maria Cavalcante, and Patricia Ospina. "Teachers' Perceptions on Traditional and Non-Traditional Data Visualization for Pedagogical Decision-Making." In XXX Simpósio Brasileiro de Informática na Educação (Brazilian Symposium on Computers in Education). Brazilian Computer Society (Sociedade Brasileira de Computação - SBC), 2019. http://dx.doi.org/10.5753/cbie.sbie.2019.1741.
Full textZhou, Guojing, Hamoon Azizsoltani, Markel Sanz Ausin, Tiffany Barnes, and Min Chi. "Hierarchical Reinforcement Learning for Pedagogical Policy Induction (Extended Abstract)." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/647.
Full textUteshkalieva, A., T. Kismetova, and I. Barbolova. "Essence and concept of self-management in education." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, 2022. http://dx.doi.org/10.31643/2022.13.
Full textThein, Amanda. "White Teacher Identities and Pedagogical Decision Making: Teacher Educators Leaning Into Moments of Racial Tension in Their Young Adult Literature Courses." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1445281.
Full textBianchi, Daniela, Lucia Carriera, and Chiara Carla Montà. "SPACES FOR YOUTH PARTICIPATION IN DECISION-MAKING: A PEDAGOGICAL REFLECTION BASED ON A CONTENT ANALYSIS OF EUROPEAN AND INTERNATIONAL YOUTH STRATEGIES." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1291.
Full textLeavy, Aisling. "Next Steps in Statistics Education: Identifying Teacher Professional Development Needs for Teaching the Data Analysis Component of Primary Level Mathematics." In Next Steps in Statistics Education. IASE international Association for Statistical Education, 2009. http://dx.doi.org/10.52041/srap.09502.
Full textСавенкова, Е. В. "On the issue of training education managers to manage the risks of an educational organization." In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.65.23.029.
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