Relevant bibliographies by topics / Pedagogical Decision-Making

Academic literature on the topic 'Pedagogical Decision-Making'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Pedagogical Decision-Making.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Pedagogical Decision-Making"

1

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 text
APA, Harvard, Vancouver, ISO, and other styles
2

Schmidt-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 text
APA, Harvard, Vancouver, ISO, and other styles
3

Prasart 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 text
APA, Harvard, Vancouver, ISO, and other styles
4

Škėrienė, 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 text
APA, Harvard, Vancouver, ISO, and other styles
5

Škėrienė, 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 text
APA, Harvard, Vancouver, ISO, and other styles
6

Tulli, 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 text
Abstract:
The research presented herein addresses the topic of explainability in autonomous pedagogical agents. We will be investigating possible ways to explain the decision-making process of such pedagogical agents (which can be embodied as robots) with a focus on the effect of these explanations in concrete learning scenarios for children. The hypothesis is that the agents' explanations about their decision making will support mutual modeling and a better understanding of the learning tasks and how learners perceive them. The objective is to develop a computational model that will allow agents to express internal states and actions and adapt to the human expectations of cooperative behavior accordingly. In addition, we would like to provide a comprehensive taxonomy of both the desiderata and methods in the explainable AI research applied to children's learning scenarios.
APA, Harvard, Vancouver, ISO, and other styles
7

M. 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 text
Abstract:
Purpose – The purpose of this paper is to instruct advanced business students on the debt-equity choice by showing how wealth transfers between security holders influence security values when a levered firm undergoes an incremental debt-to-equity approach. Design/methodology/approach – The design involves a pedagogical exercise that applies gain to leverage (GL) formulas for a firm aspiring to increase its value by exchanging debt for equity. The valuation method includes perpetuity formulations including those with growth and wealth transfers. The instructional approach offers an understanding of the debt-equity decision. Findings – Unlike studies that provide empirical findings or new theories, this paper provides knowledge and skills for students learning capital structure decision making. Research limitations/implications – All GL equations in this paper are limited by derivational assumptions and estimation of values for variables. Practical implications – This paper bridges the gap between theory and practice by illustrating the impact of the costs of borrowings, growth rates and risk shifts on debt-equity decision making. Students will learn and apply GL equations. They will get an appreciation for the practical complexities of financial decision making including the agency complication embodied in wealth transfers. Social implications – Society can be enhanced to the extent this paper helps future financial managers make optimal capital structure decisions. Originality/value – This paper adds to the Capital Structure Model (CSM) pedagogical research by using the new CSM equations that address a levered situation and incremental approach. As such, it is the first CMS instructional paper to incorporate wealth transfers between security holders.
APA, Harvard, Vancouver, ISO, and other styles
8

Chang, 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 text
Abstract:
This study investigates when, how and why students use opportunity management behaviours (causation, effectuation and bricolage) within a fundraising project that acted as a microcosm of the entrepreneur’s world. Such a pedagogical device reveals students’ use of different opportunity management behaviours over the different stages of entrepreneurship. Although research has confirmed the use of these behaviours by entrepreneurs, how student entrepreneurs learn, and practice, them, remains underexplored. Causation is the predominant focus for university teaching, yet our data reveal that students adopted all three behaviours at different stages of the fundraising project as they responded to different contextual forces. Our findings suggest that opportunity management theories should take a more prominent role in the higher education entrepreneurship curriculum. Educators also need to provide a better means of facilitating students to learn about, and practice, a greater repertoire of opportunity management behaviours than is currently the case.
APA, Harvard, Vancouver, ISO, and other styles
9

Schwartz, 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 text
Abstract:
To better understand the ethical decision-making process and why individuals fail to act ethically, the aim of this article is to explore what are seen as the key impediments to ethical behavior and their pedagogical implications. Using the ethical decision-making process proposed by Rest as an overarching framework, the article examines the following barriers to ethical decision making: improper framing, which can preclude moral awareness; cognitive biases and psychological tendencies, which can hinder reaching proper moral judgments; and moral rationalizations, which can obstruct moral judgments from being translated into moral intentions or ethical behavior. Next, pedagogical exercises and tools for teaching behavioral ethics and ethical decision making are provided. The article concludes with its implications.
APA, Harvard, Vancouver, ISO, and other styles
10

Rosasco, 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 text
Abstract:
Purpose: Recently, the American College of Graduate Medical Education included medical decision-making as a core competency in several specialties. To date, the ability to demonstrate and measure a pedagogical evolution of medical judgment in a medical education program has been limited. In this study, we aim to examine differences in medical decision-making of physician groups in distinctly different stages of their postgraduate career. Methods: The study recruited physicians with a wide spectrum of disciplines and levels of experience to take part in 4 medical simulations divided into 2 categories, abdominal pain (biliary colic [BC] and renal colic [RC]) or chest pain (cardiac ischemia with ST-segment elevation myocardial infarction [STEMI] and pneumothorax [PTX]). Evaluation of medical decision-making used the Medical Judgment Metric (MJM). The targeted selection criteria for the physician groups are administrative physicians (APs), representing those with the most experience but whose current duties are largely administrative; resident physicians (RPs), those enrolled in postgraduate medical or surgical training; and mastery level physicians (MPs), those deemed to have mastery level experience. The study measured participant demographics, physiological responses, medical judgment scores, and simulation time to case resolution. Outcome differences were analyzed using Fisher exact tests with post hoc Bonferroni-adjusted z tests and single-factor analysis of variance F tests with post hoc Tukey honestly significant difference, as appropriate. The significance threshold was set at P < .05. Effect sizes were determined and reported to inform future studies. Results: A total of n = 30 physicians were recruited for the study with n = 10 participants in each physician group. No significant differences were found in baseline demographics between groups. Analysis of simulations showed a significant ( P = .002) interaction for total simulation time between groups RP: 6.2 minutes (±1.58); MP: 8.7 minutes (±2.46); and AP: 10.3 minutes (±2.78). The AP MJM scores, 12.3 (±2.66), for the RC simulation were significantly ( P = .010) lower than the RP 14.7 (±1.15) and MP 14.7 (±1.15) MJM scores. Analysis of simulated patient outcomes showed that the AP group was significantly less likely to stabilize the participant in the RC simulation than MP and RP groups ( P = .040). While not significant, all MJM scores for the AP group were lower in the BC, STEMI, and PTX simulations compared with the RP and MP groups. Conclusions: Physicians in distinctly different stages of their respective postgraduate career differed in several domains when assessed through a consistent high-fidelity medical simulation program. Further studies are warranted to accurately assess pedagogical differences over the medical judgment lifespan of a physician.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Pedagogical Decision-Making"

1

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 text
Abstract:

This 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.

APA, Harvard, Vancouver, ISO, and other styles
2

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 text
Abstract:
This exploratory study combined the process of modified analytic induction with a mixed methods approach to analyze various factors that affected or might have affected participating teachers' decisions to use or not use various primary source based teaching strategies to teach historical thinking skills. Four participating eighth and ninth grade teachers took part in two seminars that focused on the use of primary sources to teach state and local Civil War history. An initial quantitative component required the teachers to evaluate four teaching units that involved a variety of historical thinking skills. The evaluations included a rating for each unit and a statement indicating how likely each teacher was inclined to teach the unit in its entirety. A qualitative component followed, designed to gain an understanding of the teachers' evaluative choices. Based on a follow-up interview conducted in each of the participating teachers' respective classrooms, this qualitative component used a semi-structured interview format to gain insight into the respective teachers' philosophy of history teaching; preferred teaching style(s) and strategies; concerns about classroom management and control; concerns about curriculum coverage; and attitudes, predispositions, and experience with regard to primary source based instruction. All four units required students to employ various historical thinking skills while analyzing primary source materials. The three shorter units each focused on one or two historical thinking skills. The longer unit was more complex, requiring students to employ an array of these skills, including understanding the personal motivation of historical actors, understanding how to reconstruct the context of historical events, weighing evidence for claims, detecting bias, and drawing conclusions from evidence. This unit was organized around a controversial question, presented primary source evidence from opposing viewpoints, and culminated with having students write a reflective essay to answer the question. It required multiple class periods to complete. The principal goal of this study was to evaluate the impact of the four teaching units on the teachers' pedagogical decisions regarding which unit(s) they would be most likely to use with their students and why. The various unit evaluations completed by each teacher and their responses to questions during the follow-up interview were used to gain insight as to how the various factors - (e.g., philosophy of history teaching; preferred teaching style(s) and strategies; concerns about classroom control; concerns about curriculum coverage; and attitudes, predispositions, and experience regarding primary source based instruction) - may have influenced the teachers' decisions concerning which unit(s) they perceived to be the most valuable. The responses of all four teachers were very similar. Three of the four teachers found the longer, in-depth unit to be both the most valuable and the one they would most like to teach. The fourth participant rated this unit as second among the four. All the participating teachers indicated that the teaching of historical thinking skills should be a "very important" part of any social studies curriculum. The four also expressed varying degrees of concern over both the issue of maintaining student interest during extended teaching activities and the issue of finding the time necessary to fit these types of activities into an already crowded curriculum. All agreed, however, that the in-depth unit centered on a compelling question, presenting primary source evidence from opposing viewpoints, and requiring students to write a reflective essay answering the question, was so worthwhile that they would make adjustments to their curricula in order to include it.
APA, Harvard, Vancouver, ISO, and other styles
3

Wat-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 text
APA, Harvard, Vancouver, ISO, and other styles
4

Boston, 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 text
Abstract:
Despite decades of research surrounding Information Communication Technology (ICT) use in schools, the pedagogical reasoning required to provide meaningful ICT enabled learning opportunities is rarely analysed in the literature. The purpose of this research was therefore to investigate teachers’ pedagogically reasoned practice. This study involved three exemplary Australian secondary science teachers, renowned for their expertise in utilising ICT working in classrooms where students had school issued one-to-one computers and reliable network access. The research utilised qualitative methods, including semistructured interviews, video-based observational data, and an array of lesson artefacts. The study followed a naturalistic multiple-case study design to explore the pedagogical reasoning and actions of these science teachers. The study identified different forms of pedagogical reasoning and action for a digitally connected world. Many aspects of this iterative model bear close resemblance to Shulman’s (1987) original conception of pedagogical reasoning and action. In each case, sophisticated reasoned decision-making drawing upon a range of teacher knowledge bases, most notably technological pedagogical content knowledge took place. The pedagogical reasoning and action model presented demonstrates a backward mapping approach where the use of ICT was directed at supporting the development of scientific content and educational outcomes of the mandated science curriculum. The research also found that these teachers held social constructivist beliefs for the use of ICT and intentionally designed ICT enabled opportunities from a learning affordance perspective. The research also demonstrated a reflexive relationship between the teacher’s beliefs and their pedagogical practices. Teacher activity involved significant preparatory work in the selection and curation of motivating, authoritative and multimodal Internet accessible ICT resources and tools aligned to the mandated science curriculum. In each case, the teachers had purposefully created a customised classroom online presence or website, offering students a flexible learning environment, an uncommon practice at the time of the study. The teachers designed ICT enabled learning opportunities following a guided inquiry model, frequently involving collaborative problem-based strategies. In each case, the students were the dominant users of ICT in the classroom using ICT for discovering knowledge, constructing knowledge and for sharing knowledge. The teachers’ role was predominantly one of orchestration of the learning environment, scaffolding and questioning students as they engaged with guided inquiry-based learning tasks. Ultimately the research revealed the critical role of the teacher in mediating the affordances of ICT for meaningful learning. Overall the findings offer useful insights into how exemplary science teachers’ reason and act about the use of ICT in a digitally connected classroom. An important implication for the development of initial science teacher education programs arose from the study, notably that preservice teachers require ongoing and authentic course opportunities to support the development of the technology, pedagogy, and content knowledge relevant for a digitally connected classroom.
APA, Harvard, Vancouver, ISO, and other styles
5

Hansen, 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 text
Abstract:
Föräldrainflytande är ett komplext begrepp och en viktig del i förskolans värdegrundsarbete och demokratiuppdrag. Det är föräldrarna som har det yttersta ansvaret för barnet samt känner sitt barn allra bäst. En god samverkan mellan föräldrar och förskolan som möjliggör föräldrainflytande är därför viktigt för att kunna skapa de bästa förutsättningarna för barnet. Syftet med den här studien är därför att undersöka föräldrars upplevelser av föräldrainflytande i förskolans verksamhet med specifikt fokus på vilan. För att få svar på studiens frågeställningar har enkäter samlats in från sex föräldrar med barn i ett till treårsåldern som går i förskolan. Begreppet inflytande problematiseras med hjälp av inflytandetrappan, vilken synliggör olika nivåer av inflytande som alla är viktiga för att kunna tala om ett reellt föräldrainflytande. Vid första anblick tyder resultatet på att föräldrarnas syn på sina möjligheter till inflytande är övervägande goda. Men vid en närmare granskning av föräldrarnas beskrivningar och exempel synliggörs att det finns begränsningar i föräldrainflytandet, vilket leder till att föräldrarna inte får, eller inte utnyttjar sina möjligheter till att utöva ett reellt föräldrainflytande.
Parental 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.
APA, Harvard, Vancouver, ISO, and other styles
6

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 text
Abstract:
Submitted by Maria Medeiros (maria.dilva1@ufcg.edu.br) on 2018-06-04T15:11:46Z No. of bitstreams: 1 RANILSON OSCAR ARAÚJO PAIVA - TESE (PPGCC) 2017.pdf: 11842712 bytes, checksum: ac3058f290c36c90ab21ce1a9820b601 (MD5)
Made 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.
APA, Harvard, Vancouver, ISO, and other styles
7

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.

Full text
Abstract:
This dissertation, a qualitative case study conducted from a constructivist perspective, focuses on the construction and implementation of strategies of emotional scaffolding by two early childhood educators in a public elementary school. This study finds that emotional scaffolding is an excellent example of a tool that could help teachers reach developmentally appropriate practices for early childhood education in an age of accountability. The primary data consist of participant observations, participant interviews and key documents. The study has two primary interests. The first aims at understanding how young children’s learning experiences are enhanced when early childhood educators integrate emotions into their decision-making and practices. The second aims at enhancing the emerging picture of what emotional scaffolding means in early childhood education contexts. My analysis highlights three major themes that contribute to these participants’ decision-making for emotional scaffolding. The first is the participants’ beliefs about their self-perceived teaching identities. The second is their deep understanding of children. The third involves their assessments and reactions to their school climates. The findings focus on four areas of divergence from the literature. First is the important role that teachers’ personal beliefs about the most pedagogically important emotion play in constructing and implementing strategies for emotional scaffolding. Second, emotional scaffolding is an important part of teachers’ mediated agency in a time of increasing accountability. Third, teachers’ capacity to balance student excitement and engagement through their emotional scaffolding is the key to establishing and maintaining children’s engagement in academic activities. Fourth is that emotional scaffolding carried out in the early childhood classroom involves emotion work, not emotional labor. The study provides several implications. The first is that our perception of the emotional scaffolding process in the early childhood education context can be expanded. The second is the importance of sufficient preservice training. The third is that a principal who respects a teacher’s decision-making and practices can help a teacher provide effective emotional scaffolding. The final and perhaps most important implication is that an awareness of self is the most important element contributing to better decision-making in creating a meaningful and engaging environment for their students.
text
APA, Harvard, Vancouver, ISO, and other styles
8

Burridge, Peter R. "A study of the influences on middle years teachers’ pedagogical decision making." Thesis, 2010. https://vuir.vu.edu.au/16107/.

Full text
Abstract:
This study contributes to the understanding of the pedagogical choice of secondary school middle years teachers. The findings support the past research which has reported adolescents having specific pedagogical needs and the difficulty schools have in changing established teaching and learning practices to meet those needs. Exploration of social processes and structural influences from this study reveal previously unacknowledged elements. These elements illuminate the enabling and inhibiting factors of pedagogical change and point to the school structures which can be developed to support successful change processes.
APA, Harvard, Vancouver, ISO, and other styles
9

Pan, 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
Abstract:
碩士
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.
APA, Harvard, Vancouver, ISO, and other styles
10

"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 text
Abstract:
Based upon the findings of the study, improvement measures are suggested, namely, government subsidies to help the kindergartens to mediate market forces, restructuring of the bureaucratic-authoritarian management in kindergartens, promotion of home-school partnerships, empowerment of teachers through nurturing their pedagogical competence, and reformation of the philosophical underpinnings of teacher training.
The 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.
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Pedagogical Decision-Making"

1

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 text
Abstract:
Interspiritual conversations are becoming more common in health care settings as providers recognize that patients’ diverse spiritual/religious values, beliefs, and practices may influence their health care decision-making and general well-being. This essay explores the practical dimensions of teaching health care professionals how to use an interspiritual dialogue approach grounded in values and particularism through a course entitled “Faith, Spirituality and Culture in Health Care,” which was designed for and taught to doctoral students at a Denver, Colorado, School of Pharmacy. After considering the contemporary context for teaching interspiritual dialogue to healthcare professionals, the essay reflects upon and relates the pedagogical choices made in designing and teaching the course, as well as the course structure, outline, objectives, and schedule.
APA, Harvard, Vancouver, ISO, and other styles
2

McAlister, 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 text
Abstract:
Medical ethics is both a pedagogical tool and an educational component of postgraduate medical education. Residency ethics is not about ensuring trainees have the right answers. It is about encouraging self-reflection and an awareness of alternatives. This is the best preparation for independent professional practice. We examine four areas of specialization—Family Medicine, Psychiatry, Surgery, and Pediatrics—to illustrate how current standards and future directions in postgraduate training reflect this understanding of ethics. While we believe that the most appropriate preparation of residents for medical professionalism is the development of residency specific graduate ethics teaching, there is little reliable empirical evidence for the best approach to designing an ideal ethics curriculum. There is no one right way to do so. We provide an ethics decision-making tool and suggest steps that programmers might wish to take planning their postgraduate ethics teaching.
APA, Harvard, Vancouver, ISO, and other styles
3

Ganie, 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 text
Abstract:
Case study is an important pedagogical tool not only to facilitate classroom teaching, but is also a research tool used widely in academia and industry. Every workplace situation calls for decision making and managerial skill. While some situations are more complex and far-reaching than the others, all decisions are equally important for the businesses in the overall landscape. On one hand, strategic decisions call for sharp business acumen and experience; on the other hand, operational decisions call for tact and eye for detail. Businesses employ unique solutions to solve their problem which is often recorded as a case study. These case studies are an effective tool to enhance learning. It stimulates the students to integrate classroom-learning with application orientation to solve real live problems. The growth in case writers coupled with availability of good cases has made industry and academia to embrace case methods. An initiative to support and encourage build indigenous case studies, this book is a compilation of the cases presented at the Management Case Conference organised by PSG Institute of Management in 2021
APA, Harvard, Vancouver, ISO, and other styles
4

Ben-Haim, Yakov. The Dilemmas of Wonderland. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198822233.001.0001.

Full text
Abstract:
Innovations create both opportunities and dilemmas. Innovations provide new and purportedly better opportunities, but—because of their newness—they are often more uncertain and potentially worse than existing options. There are new drugs, new energy sources, new foods, new manufacturing technologies, new toys and new pedagogical methods, new weapon systems, new home appliances, and many other discoveries and inventions. To use or not to use a new and promising but unfamiliar and hence uncertain innovation? That dilemma faces just about everybody. Furthermore, the paradigm of the innovation dilemma characterizes many situations even when a new technology is not actually involved. The dilemma arises from new attitudes, like individual responsibility for the global environment, or new social conceptions, like global allegiance and self-identity transcending all nation-states. These dilemmas have far-reaching implications for individuals, organizations, and society at large as they make decisions in the age of innovation. The uncritical belief in outcome optimization—“more is better, so most is best”—pervades decision-making in all domains, but this is often irresponsible when facing the uncertainties of innovation. There is a great need for practical conceptual tools for understanding and managing the dilemmas of innovation. This book offers a new direction for a wide audience. It discusses examples from many fields, including e-reading, online learning, bipolar disorder and pregnancy, disruptive technology in industry, stock markets, agricultural productivity and world hunger, military hardware, military intelligence, biological conservation, and more.
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Pedagogical Decision-Making"

1

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 text
APA, Harvard, Vancouver, ISO, and other styles
2

Wholeben, 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 text
APA, Harvard, Vancouver, ISO, and other styles
3

Karlsaune, 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 text
Abstract:
Abstract I hear and I forget. I see and I remember. I do and I understand. —Confucius 551–479 BCE Simulation is increasingly used in nursing education to supplement clinical and didactic learning activities. Simulation is a technique for practice and learning that can be used in many different disciplines as well as for trainees. Simulation is a technique (not a technology) aiming at replacing real experiences with guided ones; that is, it represents a context in which students can exercise and explore various aspects of a specific practical skill. Accordingly, simulation-based learning signifies a useful approach to develop health professionals’ knowledge, skills, and attitudes while protecting patients from unnecessary risks. Simulation involves learning situations that take place under the supervision of an expert or lecturer and is commonly applied as an active learning method in different health disciplines like nursing, social education, radiography, and medicine. This chapter concentrates on historical and pedagogical perspectives of simulation as a learning method in nursing education. Simulation as a learning method builds on pedagogical adult learning theory, with an emphasis on David A. Kolb and Donald Schön’s concepts experience-based learning, reflection-on-action, and reflection-in-action. Simulation-based learning is appropriate for topics such as patient safety, teamwork, and quality of health services. The literature states that simulation contributes positively to nursing students’ situational awareness, their ability to formulate and predict possible consequences of action implemented, decision-making, communication, and teamwork.
APA, Harvard, Vancouver, ISO, and other styles
4

Chaabi, 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 text
APA, Harvard, Vancouver, ISO, and other styles
5

Eder, 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 text
Abstract:
AbstractWhat impact does Game of Thrones (GoT) have on International Relations (IR) as a discipline and how can IR contribute to a more nuanced understanding of the dynamics in Westeros? Research has shown that this epos has a pedagogical, an interpretative and an explanatory function. The series allows scholars to teach IR theories more effectively and enjoyably, it helps us to better understand contemporary political and societal phenomena, and political activists can utilize GoT to cause change in real-world. This article has two aims: first, it summarizes these three strands of research and by doing so, explains the developments in Westeros from an International Relations’ perspective. Second, it addresses a fourth aspect of GoT that has not been seriously considered yet: its educational function. Game of Thrones conveys key concepts of IR to ordinary people without the need of academics as intermediaries. GoT is able to condition the way ordinary human beings and political decision-makers think. Consequently, the epos has a constitutive effect on the behavior of these individuals. Hence, the creators are great educators because they are more successful than most academics in making central concepts and insights of IR known to a broader public.
APA, Harvard, Vancouver, ISO, and other styles
6

Cutting, 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
APA, Harvard, Vancouver, ISO, and other styles
7

"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
APA, Harvard, Vancouver, ISO, and other styles
8

"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 text
APA, Harvard, Vancouver, ISO, and other styles
9

Felger, 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 text
Abstract:
This chapter shares results of a classroom-based action research study on instructional decision-making when teaching a unit on linear functions with GeoGebra, a dynamic algebra environment. The TPACK / Student Knowledge Matrix developed by provided a structure for unit planning and lesson development. The matrix combines the three categories of teacher knowledge – technological, pedagogical, and content – with four levels of student knowledge – declarative, procedural, schematic, and strategic. While implementing the four-week unit, the algebra teacher used multiple data sources to document day-to-day decision-making. Data analysis revealed decisions were guided by the need to improve clarity, to increase interactivity, to highlight connections between representations, and to use GeoGebra as a tool to increase understanding. Throughout the unit, GeoGebra became a tool for computation, transformation, data collection and analysis, and error checking.
APA, Harvard, Vancouver, ISO, and other styles
10

Rua, 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 text
Abstract:
Nursing education is driven by emerging challenges of scientific, technological, and professional advances that require the use of strategies that promote students' development of critical thinking for decision making in different contexts. It also requires that teachers constantly reflect on their pedagogical practices and (re)think them using strategies that allow their enhancement. The use of multimodal narratives (MNs) can be an important tool for teachers' professional development, namely to improve their classroom practices. Given the novelty of the use of MNs in nursing education, this chapter presents an analysis concerning the experience of making a MN and how it has been reflected in the authors' pedagogical practices. With this experience, potentialities of continuing to use MNs in nurse education are explored.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Pedagogical Decision-Making"

1

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 text
Abstract:
Hypothesis testing has come under scrutiny, and attack, because of the way it is being misused. Much of the misuse seems to stem from a fundamental lack of understanding of some key principles within the methodology. In particular, losing sight of the fact that there are two possible wrong decisions. Where p-values are used, and computed by software, it is very difficult to maintain the perspective of the test as trying to identify shifts in parameters – because ‘significance’ has been viewed as the holy grail. The foundations for understanding hypothesis testing are undermined in some curricula where key aspects, such as the existence of two potential errors in the decision, are omitted. This paper will develop a pedagogical basis for teaching the logical foundations of hypothesis testing, and will provide links to electronic resources to support this approach.
APA, Harvard, Vancouver, ISO, and other styles
2

Vatrapu, 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 text
APA, Harvard, Vancouver, ISO, and other styles
3

Paiva, 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 text
APA, Harvard, Vancouver, ISO, and other styles
4

Paiva, 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 text
APA, Harvard, Vancouver, ISO, and other styles
5

Zhou, 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 text
Abstract:
In interactive e-learning environments such as Intelligent Tutoring Systems, there are pedagogical decisions to make at two main levels of granularity: whole problems and single steps. In recent years, there is growing interest in applying data-driven techniques for adaptive decision making that can dynamically tailor students' learning experiences. Most existing data-driven approaches, however, treat these pedagogical decisions equally, or independently, disregarding the long-term impact that tutor decisions may have across these two levels of granularity. In this paper, we propose and apply an offline Gaussian Processes based Hierarchical Reinforcement Learning (HRL) framework to induce a hierarchical pedagogical policy that makes decisions at both problem and step levels. An empirical classroom study shows that the HRL policy is significantly more effective than a Deep Q-Network (DQN) induced policy and a random yet reasonable baseline policy.
APA, Harvard, Vancouver, ISO, and other styles
6

Uteshkalieva, 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 text
Abstract:
The aim of the study was to examine the management system of educational organizations to achieve the effectiveness of the result. It is a proper organization and planning of pedagogical activities, resources, and time. The questions of self-management which is the decisive factor of efficiency of managed process are considered. Self-management is played by collective affairs, during which planning, conducting, analysis, and evaluation of cases, decision-making, control, and regulation take place. The success of management depends on the quality of decision-making, organization, control, and regulation of the object of management according to the set objectives, as well as analysis and summarizing on the basis of reliable information.
APA, Harvard, Vancouver, ISO, and other styles
7

Thein, 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 text
APA, Harvard, Vancouver, ISO, and other styles
8

Bianchi, 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 text
APA, Harvard, Vancouver, ISO, and other styles
9

Leavy, 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 text
Abstract:
This study reveals the pedagogical decision making undertaken when designing instruction for primary level statistics. We report on the activity of five groups of preservice teachers when engaging in Lesson Study and identify the content and pedagogical content knowledge needed for teaching statistics. The research highlights the power of lesson study to reveal aspects of statistical reasoning that are drawn heavily upon in the teaching of statistics and identifies fundamental weaknesses in statistical understanding that may not be uncovered through standard methods of assessment. The paper concludes with suggestions for how we can better prepare teachers for implementing statistics curricula at the primary level.
APA, Harvard, Vancouver, ISO, and other styles
10

Савенкова, 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.

Full text
Abstract:
в статье рассматривается необходимость подготовки в педагогическом вузе менеджеров образования к управлению рисками в образовательной организации. В реальных практических ситуациях менеджеры образования сталкиваются с рядом проблем, среди которых значительное место занимает принятие решений в условиях неопределенности и риска. Подготовка в педагогическом вузе менеджеров образования позволяет обеспечить формирование рискологической компетентности при обучении по основным образовательным программам и дополнительным профессиональным программам профессиональной переподготовки. the article discusses the need to train education managers in a pedagogical university to manage risks in an educational organization. In real practical situations, education managers face several problems, among which a significant place is occupied by decision-making in conditions of uncertainty and risk. The training of education managers in a pedagogical university allows for the formation of risk-based competence in training in the main educational programs and additional professional programs of professional retraining.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Pedagogical Decision-Making' for particular source types:
Journal articles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography