Journal articles: 'Pedagogical Decision-Making'

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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Ambusaidi, Abdullah K., and Fatema Y. Al-Maqbali. "Exploring pedagogical decision making from the lens of science teachers in response to different pedagogical issues." Social Sciences & Humanities Open 5, no. 1 (2022): 100236. http://dx.doi.org/10.1016/j.ssaho.2021.100236.

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Galbraith, Diane D., and Fred L. Webb. "Transformational Decision Making: A Corporate Success Story In Purchasing." Journal of Business Case Studies (JBCS) 7, no. 3 (April 28, 2011): 23. http://dx.doi.org/10.19030/jbcs.v7i3.4261.

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The purpose of this case study is to provide a pedagogical teaching tool for undergraduate business students to fully comprehend the importance of the business management functions of planning, organizing, leading and controlling businesses. This case is inspired by events in the history of Rockwell International Corporation. As a major conglomerate struggles to transform itself over a period of eight decades, Rockwell provided a challenging problem for students to solve.

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Klein, Joseph, and Herman Ronen. "The Contribution of a Decision Support System to Educational Decision-Making Processes." Journal of Educational Computing Research 28, no. 3 (April 2003): 273–90. http://dx.doi.org/10.2190/3u4e-xqr0-mk52-agam.

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In the light of reports of bias, the present study investigated the hypothesis that administrative educational decisions assisted by Decision Support Systems (DSS) are characterized by different pedagogical and organizational orientation than decisions made without computer assistance. One hundred and ten high school teachers were asked to suggest solutions to problems that arose in two school incidents. After reaching decisions, respondents were asked to rank, in order of importance, the considerations that guided them. The data were processed by DSS software, which calculated the highest-scoring option for each incident. This option was compared with the one chosen by the respondents, taking into account variables of seniority, educational level, specialization, and self-efficacy. DSS-aided decisions promoted greater moderation and enhanced cooperation among interested parties in comparison to decisions made without computer aid. The implications of these findings for future division of decision-making tasks between people and computers is discussed.

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Ocádiz, Gabriela. "Coping with Discomfort: Understanding Pedagogical Decision-making as Coping with Social Change." Action, Criticism, and Theory for Music Education 21, no. 1 (March 2022): 80–109. http://dx.doi.org/10.22176/act21.1.80.

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The social tides of instability present in today’s world often require teachers to cope with social change in their pedagogical practices. Discomfort may be viewed as the beginning of a continuous critical reflective practice rather than a momentary emotive state: a way to see music education founded on an acceptance that nothing will be as it was, that nothing is ever supposed to remain static, and thus, no pedagogy is ever supposed to be the same for everyone. In this paper, I define coping with discomfort as a process of reflexivity that music teachers may already experience; it is continuous, incessant, and can help music teachers develop capacities to respond more actively to their students from diverse backgrounds.

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Karabon, Anne. "Examining how early childhood preservice teacher funds of knowledge shapes pedagogical decision making." Teaching and Teacher Education 106 (October 2021): 103449. http://dx.doi.org/10.1016/j.tate.2021.103449.

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Olson, D. L., M. F. Shipley, M. Johnson, P. Dimitrova, I. Marchevski, I. Stoykov, and N. Yankov. "Simulation as a pedagogical tool for managerial decision-making in a transition economy." Journal of the Operational Research Society 57, no. 9 (September 2006): 1019–26. http://dx.doi.org/10.1057/palgrave.jors.2602084.

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Lee, Mimi. "Preparing Teachers for Pedagogical Decision Making in the Context of Standards-based Reforms." Korean Journal of Teacher Education 29, no. 4 (October 30, 2013): 157–85. http://dx.doi.org/10.14333/kjte.2013.29.4.157.

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Mitton-Kükner, Jennifer, and Anne Murray-Orr. "Pedagogies of pace: Temporal insights into Canadian pre-service teachers’ pedagogical decision-making." International Journal of Educational Research 90 (2018): 32–42. http://dx.doi.org/10.1016/j.ijer.2018.05.005.

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Raycheva, Nadezhda. "Functional Analisis of Desing of Pedagogical Decision as Profesional Skill." Natural Science and Advanced Technology Education 30, no. 2 (May 1, 2021): 189–203. http://dx.doi.org/10.53656/nat2021-2.05.

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A part of a professional teacher’s competency is making the pedagogical design in the territory of the defined situation and includes numerous skills that function as a whole and are visible in final result related to evaluation and choice of educational resources or develop ideas for parts or for the whole process of education in a defined pedagogical context. Some of these skills that regulate professional decisions are related to retrospection of experience (learning, teaching, cognitive and affective), with an evaluation of elements of experience and after that with a choice what and how to take a part in the final professional decision. Adequacy with professional purpose and internal consistency and coherency in the decision are criteria for analysis of pedagogical construct. In the present report are discussed relations between fundamental pedagogical and methodological professional skills and their evaluating-reflective shell in context of design of professional pedagogical decision from perspective of ideal pre-defined situation.

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Ma, Jingjing. "Chinese EFL Learners’ Decision-making While Evaluating Peers’ Texts." International Journal of English Studies 10, no. 2 (December 1, 2010): 99. http://dx.doi.org/10.6018/ijes/2010/2/119221.

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Approaching peer review from a process and contextualized perspective, this exploratory case study investigates two Chinese EFL learners’ decision-making patterns while evaluating peers’ texts in an online peer review and factors influencing these patterns. Detailed qualitative case study data were collected through think-aloud protocols, stimulated recall, semi-structured interviews, classroom observation and document analysis. Analyses indicate that the two learners with higher level of English writing proficiency to a certain extent illustrated contrasting patterns of decision-making, and yet both prioritized specific aspects of peers’ texts. Student-related factors such as perceptions of good English expository writing shaped by previous learning and assessment experiences of English (or Chinese) writing, type of writing task and weaknesses of student text interacted with one another to influence the participants’ decision-making patterns. Pedagogical implications for the findings are discussed.

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Chaibate, Hind, Amine Hadek, Souad Ajana, and Soumia Bakkali. "Analytical Hierarchy Process Applied to Pedagogical Method Selection Problems." Education Research International 2021 (February 26, 2021): 1–13. http://dx.doi.org/10.1155/2021/6664758.

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The purpose of this study is to apply multicriteria decision-making (MCDM) methods, namely, analytic hierarchy process (AHP) for selecting the best pedagogical method able to develop the soft skills required by the job market with respect to the preference level assigned by employers to each soft skill. The evaluated pedagogical strategies are experiential pedagogy (EP), project-based learning (PjBL), problem-based learning (PBL), serious games (SG), Harvard case method (HCM), and lecture course (LC). Ten criteria (soft skills) were identified from a previous quantitative content analysis of engineering job ads in Morocco in order to identify the extent to which soft skills are required by employers. These skills include communication, efficiency, adaptability, decision-making, innovation, problem resolution, team working, project management, professional responsibility, and using technology in engineering practice. After pairwise comparisons between all the evaluated alternatives with respect to each criterion, results show that experiential pedagogy is the optimal solution to develop the soft skills demanded by the job market.

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Volegov, Pavel, and Elena Gitman. "Diagnostics of future directors readiness to solve non-standard tasks in the course of their professional activity." KANT 37, no. 4 (December 2020): 370–75. http://dx.doi.org/10.24923/2222-243x.2020-37.75.

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The article deals with the initial formation of professional competencies in the field of managerial decision-making in non-standard situations in the course of professional activity, raises the problem of forming skills and abilities of non-standard thinking in bachelors, determines the conditions and causes of essential changes in bachelor Directors during experimental work. As the main method of diagnostics and testing to determine the initial level of management decision-making, the test method of author's situational tasks was used M.V. Chumakov "On-diagnostics of volitional qualities of the individual", as well as "Orientation test" by Bernard M. Bass. According to the results of the survey, the author revealed an insufficient level of formation of managerial decision-making skills in a non-standard situation for future Directors of theatrical performances. The presence of this problem confirmed the need to implement a specially developed module of pedagogical support for the process of its formation, as well as pedagogical conditions that contribute to its effective functioning. The results of the study may be useful in developing recommendations for teachers of creative universities on the development of professional competencies in the field of decision-making in non-standard situations.

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Mafla-Cobo, Diego Mauricio, Diego León Peña-Orozco, and Luis Adrian Lasso-Cardona. "Business Games as a pedagogical tool for the development of skills in decision making." Revista UIS Ingenierías 19, no. 4 (May 30, 2020): 263–77. http://dx.doi.org/10.18273/revuin.v19n4-2020022.

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Before the Second World War, the Industrial Engineer's work focused on studies of plant distribution, quality control, production and inventories. Currently, these professionals are also required to carry out economic activities. The paper presents a business simulation game model that serves as a pedagogical tool for the teaching-learning process in the decision-making area, in the Marketing, Productionand Finance disciplines. The research was carried out in four phases: data collection, reference frame construction, design construction, and testing. The theoretical and practical foundations were laid for future research, which improve the proposed model with the addition of Artificial Intelligence, Machine Learning and Deep Learning techniques, which optimize data processing and provide better support to the decision-making process.

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Morine-Dershimer, Greta. "Preservice Teachers' Conceptions of Content and Pedagogy: Measuring Growth in Reflective, Pedagogical Decision-Making." Journal of Teacher Education 40, no. 5 (September 1989): 46–52. http://dx.doi.org/10.1177/002248718904000507.

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Brew, Angela. "Understanding the scope of undergraduate research: a framework for curricular and pedagogical decision-making." Higher Education 66, no. 5 (March 20, 2013): 603–18. http://dx.doi.org/10.1007/s10734-013-9624-x.

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Bloom, Lisa, Candy J. Noltensmeyer, Sur Ah Hahn, Charmion B. Rush, Pamela Heidlebaugh-Buskey, and Tonya M. Westbrook. "Pedagogical Considerations in Teaching Implicit Bias." International Journal of Bias, Identity and Diversities in Education 5, no. 1 (January 2020): 46–63. http://dx.doi.org/10.4018/ijbide.2020010103.

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This project is part of a larger study examining the impact of an interactive lesson on implicit bias designed to help undergraduate students understand how implicit bias affects everyday realities and develop strategies for countering the effects of implicit bias in both personal and professional decisions. This portion of the project focuses on students' experiences with discrimination and strategies to address bias. Results from this preliminary study are promising as students' self-perceptions are explored and may assist instructors with pedagogical decision making for teaching topics such as bias and discrimination. Limitations of the study and implications for future teaching and research are discussed.

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Mitin, A. I. "Training in Group Decision Making in Situational Training Centers." Psychological-Educational Studies 10, no. 3 (2018): 84–98. http://dx.doi.org/10.17759/psyedu.2018100308.

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The article deals with the psychological and pedagogical problems of training situational centers (TSC) as a learning environment for group decision-making. TSC have a significant role to play in the process of formation of a new type of managerial personnel, managers for the "digital economy" and "digital state. Emphasizes the importance of workplaces as a Central element for the functioning of TSCs; in this case, the workplace is treated as an element of the educational environment in relation to two related subject areas – social management and education. The script approach at the organization of educational activity in TSC is described; the script of an educational task contains, in particular, characteristics and the description of the principles of work of the corresponding workplaces, and also methods of work of participants of studies (students, teachers, experts, game technicians, producers). The importance of forming a visual information image of the management situation for the collective work of students is emphasized. We consider the models of classes in the TSC (lecture-discussion, case-study, role play), as well as psychological, didactic, technological and organizational factors taken into account in these models. The problem of "Brainstorming" is considered as an example of communicative decision-making technology in the TSC.

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Chandra, Venesh, and Margaret Lloyd. "Lessons in persistence: Investigating the challenges faced by preservice teachers in teaching coding and computational thinking in an unfamiliar context." Australian Journal of Teacher Education 45, no. 9 (September 2020): 1–23. http://dx.doi.org/10.14221/ajte.2020v45n9.1.

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An ongoing problem for teacher education institutions is bridging the gap between theory and practice and offering authentic experiences to challenge preservice teachers’ pedagogical decision-making. Preservice practicums simulate teaching and can, at best, offer controlled experiences in familiar settings. This restricts the opportunities for preservice teachers to develop confidence in their own pedagogical decision-making and to adapt curriculum to meet unknown or unforeseen conditions. This paper describes, through a small-scale qualitative case study, a teaching experience in an unfamiliar setting, the persistent actions taken to respond to a specific context and the impact this had on preservice teacher knowledge and self-efficacy. The study found that preservice teacher self-efficacy can be scaffolded in real-world contexts provided sufficient planning, peer support and mentoring is available.

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Lamberg, Teruni, Linda Gillette-Koyen, and Diana Moss. "Supporting Teachers to Use Formative Assessment for Adaptive Decision Making." Mathematics Teacher Educator 8, no. 2 (March 2020): 37–58. http://dx.doi.org/10.5951/mte-2019-0005.

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Formative assessment helps teachers make effective instructional decisions to support students to learn mathematics. Yet, many teachers struggle to effectively use formative assessment to support student learning. Therefore, teacher educators must find ways to support teachers to use formative assessment to inform instruction. This case study documents shifts in teachers’ views and reported use of formative assessment that took place as they engaged in professional development (PD). The PD design considered the formative assessment cycle (Otero, 2006; Popham, 2008) and embedded it within a pedagogical framework (Lamberg, 2013, in press) that took into account the process of mathematics planning and teaching while supporting teachers to learn math content. Teachers restructured their definition of student understanding, which influenced how they interpreted student work and made instructional decisions. Teachers’ pre-PD instructional decisions focused on looking for right and wrong answers to determine mastery and focused on pacing decisions. Their post-PD decisions focused on student thinking and adapting teaching to support student thinking and learning. Implications for PD to support teachers to use formative assessment and research are discussed.

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Hayman, Richard, and Erika E. Smith. "Sustainable decision making for emerging educational technologies in libraries." Reference Services Review 43, no. 1 (February 9, 2015): 7–18. http://dx.doi.org/10.1108/rsr-08-2014-0037.

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Purpose – The purpose of this article is to discuss approaches to sustainable decision-making for integrating emerging educational technologies in library instruction while supporting evidence-based practice (EBP). Design/methodology/approach – This article highlights recent trends in emerging educational technologies and EBP and details a model for supporting evidence informed decision-making. This viewpoint article draws on an analysis of recent literature, as well as experience from professional practice. Findings – Authors discuss the need for sustainable decision-making that addresses a perceived lack of evidence surrounding emerging technologies, a dilemma that many library educators and practitioner-researchers will have faced in their own library instruction. To support the evidence-informed selection and integration of emerging educational technologies, a two-pronged model is presented, beginning with an articulation of pedagogical aims, alignment of technological affordances to these aims and support of this alignment via hard evidence available in the research literature, as well as soft evidence found in the environmental scan. Originality/value – This article provides an outline and synthesis of key issues of relevance to library practitioners working within a challenging and ever-changing landscape of technologies available for learning and instruction. The proposed approach aims to create a sustainable model for addressing problems of evidence and will benefit academic librarians considering emerging educational technologies in their own pedagogy, as well as those who support the pedagogy of others.

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Maruna, Marija, and Ana Graovac. "Towards a critical and reflective planner: A contribution to improved practice using the case study of the 'Avala Film' complex." Arhitektura i urbanizam, no. 52 (2021): 16–26. http://dx.doi.org/10.5937/a-u0-31716.

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The aim of this paper is to illustrate the results of the pedagogical approach that was created to develop the competencies of a critical and reflective professional. The pedagogical approach was developed for the master's level Planning Theory course at the Faculty of Architecture, University of Belgrade. The specifics of the pedagogical approach stemmed from the need to consider a number of new issues relevant to improving planning practices, planning systems and the domain of spatial development in Serbia, which have emerged during the period of transitional reforms in Serbia since 2000. The case of preparing the plan of detailed regulation for the Avala Film complex in Kosutnjak, which was also the subject of the work of students in the school year 2020/21, was taken as a testing ground to illustrate the approach. The methodological steps in the analysis of the case clearly indicated the following problems in the field of spatial development: a) urban plans serve as an instrument for the alienation of publicly owned land, b) public policies are selectively considered in the decision-making process on spatial development, c) formal planning procedures are insufficiently clear and have gaps in formulations, which creates space for ambiguous interpretations, d) decision-making positions on strategic development priorities and issues of public interest are not clearly defined and e) key issues on spatial development are resolved in the domain of political rather than professional decision-making. Based on the analysis of the planning process for the Avala Film complex, recommendations for improving planning practice, i.e. the spatial governance system in Serbia are made. They are essentially aimed at improving the legislative system in the decision-making process, with an emphasis on formalizing positions of competence, determining mechanisms for the alienation of public property, improving the transparency of procedures and re-positioning the role of the profession in that process.

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Skrypnikova, E. M., and T. A. Romm. "METHODOLOGICAL SPECIFICITY OF STUDYING THE PHENOMENON OF CHILDREN’S PARTICIPATION IN DECISION- MAKING IN FOREIGN STUDIES." Pedagogicheskiy Zhurnal Bashkortostana 86, no. 1 (2020): 55–63. http://dx.doi.org/10.21510/1817-3292-2020-86-1-55-63.

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The purpose of this article is to present relevant methodological tools for studying the phenomenon of children's participation in decision-making based on the analysis of this process in foreign studies. The paper demonstrates a comparative analysis of the data obtained from foreign studies ,relying on the ideas of pedagogical methodology,. The authors have singled out approaches to considering the participation of children in decision-making, characterized the methods of organizing research, and presented the methodological specificity of studying participation.

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Brizee, H. Allen. "Stasis Theory as a Strategy for Workplace Teaming and Decision Making." Journal of Technical Writing and Communication 38, no. 4 (October 2008): 363–85. http://dx.doi.org/10.2190/tw.38.4.d.

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Current scholarship tells us that skills in teaming are essential for students and practitioners of professional communication. Writers must be able to cooperate with subject-matter experts and team members to make effective decisions and complete projects. Scholarship also suggests that rapid changes in technology and changes in teaming processes challenge workplace communication and cooperation. Professional writers must be able to use complex software for projects that are often completed by multidisciplinary teams working remotely. Moreover, as technical writers shift from content developers to project managers, our responsibilities now include user-advocacy and supervision, further invigorating the need for successful communication. This article offers a different vision of an ancient heuristic—stasis theory—as a solution for the teaming challenges facing today's professional writers. Stasis theory, used as a generative heuristic rather than an eristic weapon, can help foster teaming and effective decision making in contemporary pedagogical and workplace contexts.

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Lawson, Hazel, and Phyllis Jones. "Teachers’ pedagogical decision-making and influences on this when teaching students with severe intellectual disabilities." Journal of Research in Special Educational Needs 18, no. 3 (August 14, 2017): 196–210. http://dx.doi.org/10.1111/1471-3802.12405.

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Welty, Elizabeth, and Laura Lundy. "A children’s rights-based approach to involving children in decision making." Journal of Science Communication 12, no. 03 (December 11, 2013): C02. http://dx.doi.org/10.22323/2.12030302.

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Children’s issues have become a greater priority on political agendas since the UN General Assembly adopted the Convention on the Rights of the Child (UNCRC). Each government has agreed to ensure that all those working with and for children understand their duties in relation to upholding children’s rights including the obligation to involve children in decisions that affect them (Article 12). Respecting children’s views is not just a model of good pedagogical practice, but a legally binding obligation. However, there is a limited awareness of Article 12, and how to actualise it. While many people speak about the ‘voice of the child’ or ‘student voice’, these concepts do not capture the full extent of the provision. Lundy (2007) developed a model, which helps duty bearers involve children meaningfully in decision-making. According to this model four separate factors require consideration: Space, Voice, Audience, and Influence. In this paper, we provide an overview of these four factors and a summary of the main implications of the model.

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Keyton, Joann, and Stephenson J. Beck. "Team Attributes, Processes, and Values: a Pedagogical Framework." Business Communication Quarterly 71, no. 4 (July 16, 2008): 488–504. http://dx.doi.org/10.1177/1080569908325863.

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This article proposes a pedagogical framework to help students analyze their group and team interactions. Intersecting five fundamental group attributes (group size, group goal, group member interdependence, group structure, and group identity) with three overarching group processes (leadership, decision making, and conflict management) creates an analytical tool for the examination of team interaction. Furthermore, each group attribute/group process intersection encourages analytical questions targeting assumptions, values, and ethical positions embedded within the group. One advantage of this heuristic device is that it weds team member behaviors with the values members espouse and enact during team interactions. Pedagogical considerations are also discussed.

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Serra-Olivares, Jaime, Sixto González-Víllora, Luis Miguel García-López, and Duarte Araújo. "Game-Based Approaches’ Pedagogical Principles: Exploring Task Constraints in Youth Soccer." Journal of Human Kinetics 46, no. 1 (June 1, 2015): 251–61. http://dx.doi.org/10.1515/hukin-2015-0053.

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AbstractThis study tested the use of two pedagogical principles of Game-based approaches, representation and exaggeration, in the context of game performance of U10 soccer players. Twenty-one players participated in two 3 vs. 3 small-sided games. The first small-sided game was modified by representation. The second small-sided game was modified by enhancing the penetration of the defense tactical problem for invasion games. Decision-making and execution were assessed using the Game Performance Evaluation Tool. No significant differences were observed between games in the number of decision-making units related to keeping possession, nor in those related to penetrating the defense. No significant differences were observed in any execution ability (ball control, passing, dribbling and get free movements). The findings suggested that both games could provide similar degeneracy processes to the players for skill acquisition (specific and contextualized task constraints in which they could develop their game performance and the capability to achieve different outcomes in varying contexts). Probably both games had similar learner-environment dynamics leading players to develop their capabilities for adapting their behaviours to the changing performance situations. More research is necessary, from the ecological dynamics point of view, to determine how we should use small-sided games in Game-based approaches.

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KOCOGLU, Erol. "Evaluation of Pedagogical Literacy in Education." Eurasia Proceedings of Educational and Social Sciences 23 (December 31, 2021): 74–77. http://dx.doi.org/10.55549/epess.1071428.

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Pedagogical literacy can be defined as the competence that enables teachers, one of the most important variables of the learning-teaching process, to make knowledge-based decisions in the selection of pedagogical instruments used in their education life. Pedagogical literacy can also be defined as the capacity of understanding and recognizing the role of pedagogy in education by using the pedagogical thinking and decision-making skills of the teacher as a thinking, producing and criticizing individual in solving the problems he encounters in and around the school. It can be said that pedagogical literacy, which is effective in shaping the development and changes of teacher behaviors in the education process, comes to the fore more in education programs that include text applications that students can easily access, together with meaningful and understandable activities in the learning-teaching process. In this study, the concept of pedagogical literacy was evaluated in detail within the framework of pedagogical knowledge and pedagogical content knowledge. In addition, the importance of pedagogical literacy in the educational process was evaluated by the researcher with the support of the literature.

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Malloy, David Cruise, and Dwight H. Zakus. "Ethical Decision Making in Sport Administration: A Theoretical Inquiry into Substance and Form." Journal of Sport Management 9, no. 1 (January 1995): 36–58. http://dx.doi.org/10.1123/jsm.9.1.36.

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The primary purpose of this paper is to provide an overview of the theoretical underpinnings of ethical decision making for the sport administrator. A secondary purpose is to argue for changes to the pedagogical nature and process in sport administration programs so that students have the ability to make decisions with a critically conscious praxis. Four philosophical approaches to ethics and two psychological approaches to moral reasoning are briefly discussed. A synthesis of philosophical and psychological approaches is suggested as a means to understand, in a comprehensive manner, the ethical decision-making behavior of the sport administrator within what may well be a contradiction-based sport organization. Finally, some comments are made on ways that this synthesized approach might be used in a critical active pedagogy in sport administration programs.

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Levine, Amy, and Mariyln Ghezzi. "Pedagogical Strategies for Teaching the DSM." Advances in Social Work 22, no. 1 (June 14, 2022): 133–44. http://dx.doi.org/10.18060/25617.

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The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition presents numerous ethical challenges for social workers. As social work educators, we are tasked with preparing students for clinical social work practice, which includes not only instructing students in the use of the DSM-5, but also emphasizing the importance of pursuing social justice and equity in clinical work. With the most recent revision, the DSM-5 Task Force attempted to improve cultural awareness and sensitivity – efforts that yielded mixed results. This article explores the changes, benefits, and shortcomings of these efforts to address cultural diversity and highlights pedagogical approaches for bringing this knowledge to the MSW classroom. We describe specific teaching strategies that underscore the importance of a strong cultural formulation of client problems and are designed to inspire critical thinking about the process of diagnosing. Social workers are encouraged to adopt these strategies for using the DSM-5 not only to better inform their clinical decision-making but also to better align their clinical practice with social work values and ethics.

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Pljakić, Goran, and Aleksandar Tadić. "Školski uzrast kao prediktor kvaliteta grupnog donošenja odluka učenika - perspektiva nastavnika." Inovacije u nastavi 34, no. 2 (2021): 1–11. http://dx.doi.org/10.5937/inovacije2102001p.

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The forms of organization supporting social interaction are favored in the pedagogical and didactical models of work of educational institutions of progressive orientation. Interaction between students during work in small groups is viewed as a significant factor in enabling them for a quality decision-making in the process of interactive work. The paper investigates whether, from teachers' perspective, the age of students is a significant predictor of the quality of decision-making during work in small groups. The attitudes of 162 teachers towards the quality of decisions that students make while working in small groups were examined by using the KDO-MG scale. The assumption that there is a tendency for the quality of decision-making to increase with the progression of students' age was verified by using a single linear regression analysis. The results confirmed that, according to teachers, the age of students can be considered a predictor of the quality of decision-making during work in small groups. It is a relatively weak, but stable prediction. Teachers do not question the positive effect of students' work in small groups, but they believe that it is slightly determined by their age, so that the older the students are, the higher the quality of decision-making during work in small groups.

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Greenberg, Sherry, Nancy Innella, and Bryan Pilkington. "Teaching End-of-Life Decision Making to Undergraduate Nursing Students." Innovation in Aging 5, Supplement_1 (December 1, 2021): 326. http://dx.doi.org/10.1093/geroni/igab046.1266.

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Abstract This presentation highlights the development, implementation, and results of an educational session with undergraduate nursing students about end-of-life decision making. The purpose of this qualitative thematic analysis study was to explore student perspectives of end-of-life decision making following an education session. The aims were to 1) develop themes from student feedback on end-of-life decision making and 2) refine educational strategies to teach end-of-life decision making to nursing students. The study was conducted with 72 junior level baccalaureate nursing students enrolled in an undergraduate gerontological nursing course. An interactive lecture was developed, following short philosophical ethics readings, which brought the students up to date on the history of end-of-life discussions, key cases, and different frameworks to approach a cluster of ethical issues associated with end-of-life care. A debate pedagogical model was employed as an engaging activity in which students directly applied recently learned concepts. In the debate activity, students were divided into two teams. Each team was assigned a position, which was a specific response to the case question: Should practitioners assist in their patient’s committing suicide? Should practitioners offer medical aid in dying? Each team conferred, presented their position, responded to the arguments or reasons from the opposing position. The session ended with a debrief by the course instructors. In the first semester, 31 nursing students completed four open-ended questions following the class. Results included increased student confidence discussing end-of-life issues and identification of two concepts commonly referred to in end-of-life care discussions and in bioethics, autonomy and dignity.

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Johnson-Eilola, Johndan, and Stuart A. Selber. "Strange Days: Creating Flexible Pedagogies for Technical Communication." Journal of Business and Technical Communication 35, no. 1 (September 16, 2020): 154–59. http://dx.doi.org/10.1177/1050651920959189.

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The COVID-19 pandemic created major disruptions in technical communication classrooms everywhere. Although technical communication instructors are used to teaching in a variety of contexts and settings, adopting a flexible approach in the first place will allow them to be better prepared for the changing dynamics of an unpredictable world. The authors present an approach that constructs pedagogical scaffolding to emphasize outcomes, interactions, relationships, and projects. These interrelated aspects form a coherent vision that can support both pedagogical planning and real-time decision making in specific instructional situations.

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Naumova, Viktoriia. "TEACHER BEHAVIOR STRATEGY IN THE UNCERTAINTY OF THE CONDITIONS OF PROFESSIONAL DEVELOPMENT." Educological discourse, no. 1 (2020): 55–63. http://dx.doi.org/10.28925/2312-5829.2020.1.5.

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It is proved that the current tendencies of reforming the postgraduate pedagogical education make it possible to state that the uncertainty in obtaining the results of professional development of teachers is the main condition for the emergence of risks of professional development. The concept of professional development in terms of the paradigm of education is characterized. An experimental research was organized and conducted. The purpose was to determine the personal properties of teachers, which determine the effectiveness of decision-making in a situation of uncertain of the conditions of professional development. The objectives of the experiment include: to establish the professional and personal qualities of teachers, which make decision-making in a situation of uncertainty; perform mathematical processing and interpretation of experimental research; summarize the results and make recommendations. This research presents results of definition and substantiation of the main strategies of behavior of teachers in the situation of uncertain conditions of professional development. These include: vigilance, avoidance, procrastination, dustiness. Teachers have the highest average values for the Vigilance Strategy, which indicates a careful consideration of alternatives before making a decision. The generalized results of the research characterize the educators' conscious choice of a behavioral strategy to make a decision in a situation of uncertain conditions of professional development. It is established that modern postgraduate pedagogical education has various forms of formal, non-formal and informal adult education. In the long term, we consider it necessary to analyze the potential of technologies of professional development of teachers in terms of advanced training.

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Hewitt, Mitchell, Shane Pill, and Rebecca McDonald. "Informing Game Sense Pedagogy with a Constraints-Led Perspective for Teaching Tennis in Schools." Ágora para la Educación Física y el Deporte 20, no. 1 (May 25, 2018): 46. http://dx.doi.org/10.24197/aefd.1.2018.46-67.

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The Game Sense approach (GSA) helps sport teachers adopt a pedagogical toolkit for the complex interplay of collective decision making in tennis that evolves from the dynamics of momentary configurations of play meeting the personal coordination dynamics of the players. This pedagogical toolkit emphasises game-based play to teach players how to perceive the game as “thinking players” capable of functional behaviours that answer the requirements of momentary configurations of play. This paper, therefore, builds on recent theoretical debate in the areas of skill acquisition, the complementarity of perception-decision making and personal coordination dynamics (techniques), complex learning theory and coaching pedagogy, to connect the constraints-perspective of skill acquisition and the pedagogy of the Game Sense approach to enable theoretically informed tennis teaching. Practical implications of game-based training will be explained using the example of the Tennis for Primary Schools program alignment with the developmental stages of the Australian Curriculum for Health and Physical Education (ACHPE), which are described as student achievement standards in this curriculum.

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Maria, Athanatou, Prendes Espinosa Maria Paz, and Gutierrez Porlan Isabel. "Data-Driven Decision Making as a Model to Improve in Primary Education." Journal of Education and e-Learning Research 10, no. 1 (December 12, 2022): 36–42. http://dx.doi.org/10.20448/jeelr.v10i1.4337.

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The digital evaluation field is a new area that arises in the core of education and studies highlight the importance of editing data as well as using ICT to drive internal school improvement. Data- Driven Decision Making (DDDM in advance) executes relatively simple models on carefully targeted data extracted through target questionnaires. This article contributes to the creation of a DDDM plan that considers the evaluation of a primary school in Greece. The research design is based on the DigCompOrg model and uses a quantitative technique through a questionnaire. The results presented include the analysis of the teaching team. Extracted data enabled the researchers to identify the requirements that the specific school must meet in order to proceed with self-evaluation in its digitalization process. The percentage results for teachers’ self-perception of ICT use in lessons, teachers’ digital competence, digital content use, pedagogical evaluation, digital communication with parents and digital support of school leadership indicated that significant changes in ICT integration continue to occur in the specific primary school, ICT culture and most of its components. For these reasons, this article presents a proposal for a DDDM theoretical model plan for primary school improvement presented at the end.

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Blomqvist, Per, Viveca Lindberg, and Gustaf B. Skar. "Vad behöver eleverna undervisning i för att utveckla sitt skrivande? Förväntningsnormer och didaktiska beslut i svensklärares bedömningssamtal." Acta Didactica Norge 10, no. 1 (April 20, 2016): 9. http://dx.doi.org/10.5617/adno.2642.

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I studien samtalar tre lärargrupper om elevers skrivande och skrivundervisning i ämnet svenska på gymnasiet. Det teoretiska perspektiv som läggs på dessa samtal är didaktiskt och inriktas på hur lärare formulerar och använder bedömningsinformation om elevers skrivande för beslut om skrivundervisningens innehåll. Resultatet visar att lärares bedömningar av elevers skrivande behandlar fler och delvis andra aspekter av skrivförmåga än vad deras didaktiska beslut sedan omfattar. De kvalitetsuppfattningar och förväntningsnormer som lärarna uttrycker i sina bedömningar av elevers skrivande inriktas huvudsakligen på texters kommunikativa kvaliteter, den stilistiska utformningen och textuppbyggnaden, följt av ämnesinnehåll och källanvändning. De didaktiska beslut som fattas utifrån bedömningen av elevers texter inriktas däremot i stort sett enbart på att eleverna behöver skrivundervisning i att disponera text och att använda källor. Detta gör att överensstämmelsen är låg mellan lärarnas beslut om skrivundervisningens inriktning och deras förväntningar på vad eleverna ska kunna. De didaktiska besluten omfattar i begränsad utsträckning den bedömningsinformation som lärarna själva har formulerat.Nyckelord: Skrivbedömning, kvalitetsuppfattningar, förväntningsnormer, didaktiska beslut, formativ bedömning, svenskämnets didaktik, svenska på gymnasietAbstractThis article presents an analysis of teacher group discussions about students’ writing in the subject of Swedish in upper secondary school. The study adopts a pedagogical perspective on these discussions and focuses on examining teachers’ expressed assessment criteria and relating them to their pedagogical decision-making. The results reveal that the teachers’ assessments of students’ writing focus on much more, and partly other, criteria than their pedagogical decisions. The quality standards that teachers express in the discussions about students’ texts focus mostly on communicative quality, language style and text structure followed by content and the use of sources. The pedagogical decisions are, on the other hand, almost exclusively focusing on text structure and the use of sources. This means that there is a gap between the teachers’ perceptions of qualities in students’ writing and their pedagogical decisions. The pedagogical decisions cover to a limited extent the assessment information that teachers themselves formulated.Keywords: Writing assessment, assessment criteria, pedagogical decision-making, formative assessment, Swedish in upper secondary school

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Sparks, Rachel A., P. Citlally Jimenez, Caitlin K. Kirby, and Jenny M. Dauer. "Using Critical Integrative Argumentation to Assess Socioscientific Argumentation across Decision-Making Contexts." Education Sciences 12, no. 10 (September 23, 2022): 644. http://dx.doi.org/10.3390/educsci12100644.

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Socioscientific issues (SSI) are often used to facilitate students’ engagement in multiple scientific practices such as decision-making and argumentation, both of which are goals of STEM literacy, science literacy, and integrated STEM education. Literature often emphasizes scientific argumentation over socioscientific argumentation, which involves considering social factors in addition to scientific frameworks. Analyzing students’ socioscientific arguments may reveal how students construct such arguments and evaluate pedagogical tools supporting these skills. In this study, we examined students’ socioscientific arguments regarding three SSI on pre- and post-assessments in the context of a course emphasizing SSI-based structured decision-making. We employed critical integrative argumentation (CIA) as a theoretical and analytical framework, which integrates arguments and counterarguments with stronger arguments characterized by identifying and refuting counterarguments. We hypothesized that engaging in structured decision-making, in which students integrate multidisciplinary perspectives and consider tradeoffs of various solutions based upon valued criteria, may facilitate students’ development of integrated socioscientific arguments. Findings suggest that students’ arguments vary among SSI contexts and may relate to students’ identities and perspectives regarding the SSI. We conclude that engaging in structured decision-making regarding personally relevant SSI may foster more integrated argumentation skills, which are critical to engaging in information-laden democratic societies.

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Granek, Leeat, Shahar Shapira, Jonathan Roth, and Shlomi Constantini. "Can Good Intraoperative Judgement Be Taught?: Pediatric Neurosurgeons’ Pedagogical Approaches to Training Residents on Intraoperative Decision-Making." Journal of Surgical Education 78, no. 5 (September 2021): 1492–99. http://dx.doi.org/10.1016/j.jsurg.2021.03.006.

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Fitzpatrick, Colleen. "Hypothetical rape scenarios as a pedagogical device to facilitate students' learning about prosecutorial decision-making and discretion." Journal of Criminal Justice Education 12, no. 1 (March 1, 2001): 169–91. http://dx.doi.org/10.1080/10511250100085111.

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Journal articles on the topic 'Pedagogical Decision-Making'

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