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1
Suits, Jerry P., and Michael J. Sanger, eds. Pedagogic Roles of Animations and Simulations in Chemistry Courses. Washington, DC: American Chemical Society, 2013. http://dx.doi.org/10.1021/bk-2013-1142.
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Osipova, Larisa. Development of touch and fine motor skills in children with visual impairments. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1039808.
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The training manual summarizes the scientific and theoretical issues of the study of compensation for visual impairment, reveals the role of touch in overcoming the shortcomings of sensory experience in visual disorders, identifies the features and conditions of the development of touch and fine motor skills as a means of compensating for visual impairment in preschool children with strabismus and amblyopia, and considers the main methodological approaches to the organization of correctional work in this direction. A program for the development of touch and fine motor skills is proposed, and the main organizational, methodological, and didactic aspects of its implementation are considered. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For students of higher educational institutions enrolled in directions of preparation "Special (defectological) education" (qualification "bachelor" profiles "Preschool defectology", "management skills"), "Pedagogical education (profile-Preschool education), "Psychological and pedagogical education (profile Psychology and pedagogics of preschool education"), "Special (defectological) education" (qualification "master", master program "Psychological and pedagogical support of persons with disabilities", "Psychology-pedagogical support of persons with visual impairments»), as well as for students of advanced training and retraining courses in the field of special and inclusive education. It can be useful for teachers, postgraduates, students of defectology departments of pedagogical universities, teachers of special (correctional) educational institutions.
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Razumova, Tat'yana, Natal'ya Spiridonova, Irina Durakova, Sergey Taltynov, Ekaterina Mayer, Svetlana Sotnikova, Anatoliy Zhukov, et al. Personnel management in Russia: vector of humanization. Book 7. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1060850.
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The monograph contains the results of studies concerning: first, the evolution of ideas and practice of humanization in the personnel policy of the state; second, the implementation of the principles of humanization in work with the personnel of economic subjects: talent management, renewal of working capacity of older workers, building a dual career, building a strong corporate culture, the development of the additional professional education system; thirdly, problems related to industry characteristics personnel work, drawing on international experience of vocational rehabilitation and employment promotion of persons with disabilities, concerning the roles of personal characteristics and character pathology in the context of modern life; fourth, approaches to the weakening of the precarization of labor, University teachers, gender discrimination in the labour market, working with a "toxic" staff, to prevent stress in the workplace.
Addressed to scientific-pedagogical and practical workers in the sphere of work with personnel; graduate students, undergraduates, students, professional interests which relate to issues of personnel management.
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The role of pedagogical translation in second language acquisition from theory to practice. Bern: Peter Lang, 2010.
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The Nweh narrative genre: Implications on the pedagogic role of translation. Göttingen: Cuvillier, 2011.
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Beusterien, John. Transoceanic Animals as Spectacle in Early Modern Spain. NL Amsterdam: Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463720441.
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Animal spectacles are vital to a holistic appreciation of Spanish culture. In Transoceanic Animals as Spectacle in Early Modern Spain, Beusterien christens five previously unnamed animals, each of which was a protagonist in a spectacle: Abada, the rhinoceros; Hawa’i, the elephant; Fuleco, the armadillo; Jarama, the bull; and Maghreb, the lion. In presenting and analyzing their stories, Beusterien enriches our understanding of the role of animals in the development of commercial theater in Spain and in the modern bullfight. He also contributes to growing scholarly conversations on the importance of Spain in the history of science by examining how animal spectacles had profound repercussions on the emergence of the modern zoo and natural history museum. Combining scholarly content analysis and pedagogical sagacity, the book has a broad appeal for scholars of the early modern Spanish Empire, animal studies scholars, and secondary and postsecondary instructors looking for engaging exercises and information for their Spanish language, culture, and history students.
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Boor, Ilja, Debby Gerritsen, Linda Greef, and Jessica Rodermans. Meaningful Assessment in Interdisciplinary Education. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463729048.
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Today’s university lecturers are faced with the challenge of educating students to see beyond the limits of their own discipline and to come up with innovative solutions to societal challenges. Many lecturers would like to put more emphasis on teaching students how to integrate diverse forms of knowledge, work together in teams, critically reflect and become self-regulated learners. These lecturers are breaking down the silos of scientific disciplines as well as the barriers between academia and society and responding to the changing role of universities in society. Just as teaching and learning are ready for change, so is assessment. In this book, we call for an assessment strategy with a greater emphasis on assessment for and assessment as learning, with a focus on giving powerful feedback and the use of authentic assessment tasks as well as alignment with the intended learning outcomes and your pedagogical beliefs. If you are looking for ways to assess integration, collaboration, reflection, and critical thinking rather than only assessing the acquisition of knowledge, the examples in this handbook are inspiring initiatives that can point you to new directions in assessment.
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Barbera, Elisa Lopez, and Pablo Poblacion Knappe. Introduccion Al Role-Playing Pedagogico. Desclee De Brower, 2001.
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Boudreau, J. Donald, Eric J. Cassell, and Abraham Fuks. Theory. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199370818.003.0013.
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The conceptual framework for the Physicianship Curriculum is described in this chapter. The crucial participants are depicted in an “educational triangle,” a diagrammatic representation illustrating the roles and functional relationships of these participants. The chapter introduces the concept of the attending teacher, who is at once a clinician, teacher, and role model. We draw an explicit parallel between clinical care and medical education; it leads us to consider student-centered education as the pedagogical analogue to person-centered care. The text addresses the nature of medical judgment and the significant feature of uncertainty that is part of the experiences of all the relevant actors. The second half of the chapter explicates the constructs of epistēme, techné, and phronēsis, originating from Aristotle, whose framework underpins the philosophic armature of the Physicianship Curriculum.
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Pedagogic Roles of Animations and Simulations in Chemistry Courses. Oxford University Press, Incorporated, 2014.
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Brown, Edward Kenneth. A pedagogical role for conceptual models in user-interface design. 1993.
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Dunlop, Aline-Wendy. The child’s curriculum as a gift: Opening up the early-level curriculum in Scotland. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747109.003.0012.
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Many countries worldwide benefit from a long tradition of early childhood education, some serving the years from birth to seven or eight years old. Determined to provide out-of-home experiences for children before school start, this costly exercise has led to review of location, staffing, pedagogical approaches, and curriculum, while advocating ‘the best interests of the child’. Curriculum reform has often been used as an educational policy tool. There have been shifts in the roles and responsibilities of early educators and consequently in early childhood practices nationally and internationally. The long Scottish early childhood tradition provides a context in which to consider how an understanding of the child’s curriculum may be a gift to ensure an enlightened early childhood educational policy and curriculum interpretation at the beginning of the twenty-first century. By looking back, we can begin to look forward.
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Leonardi, Vanessa. Role of Pedagogical Translation in Second Language Acquisition: From Theory to Practice. Lang AG International Academic Publishers, Peter, 2011.
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Information Literacy Education: A Process Approach - Professionalising the Pedagogical Role of Academic Libraries. Elsevier Science & Technology, 2008.
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I, Kli︠u︡chko O., ed. Gendernai︠a︡ pedagogika i psikhologii︠a︡: Uchebnoe posobie. Saransk: Izd-vo Mordovskogo universiteta, 2005.
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Roleplaying Game e a Pedagogia da Imaginação no Brasil. Bertrand Brasil, 2004.
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Taiz, Lincoln, and Lee Taiz. Wars of the Roses. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190490263.003.0015.
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During the latter half of the eighteenth century, opposition to the sexual theory intensified among social and religiously conservative asexualists who felt threatened by the political theories of the Enlightenment. For some, the Linnaean system was a stalking horse for libertinism, radical Jacobinism, feminism and anarchy. They maintained their ideological purity citing philosophical, religious and pedagogical reasons for rejection. Among the opponents were the Marquis de Condorcet, Hans Möller and William Smellie. Lazzaro Spallanzi and Charles Alston tried, but failed, to repeat Camerarius’s experiments. Flowers were so feminized symbolically the idea that most flowers were hermaphroditic seemed perverse, but Mary Wollstonecraft attacked hyper-feminine poetic metaphors for women as inimical to the struggle for equality. Meanwhile, hybridization experiments by Joseph Gottlieb Koelreuter eliminated the last rational objection to the sexual theory and demolished the preformationist theory, in both ovist and spermist versions. Christian Konrad Sprengel laid the foundation for floral ecology.
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Weinstock, Jeffrey Andrew. The Pedagogical Wallpaper: Teaching Charlotte Perkins Gilman's "the Yellow Wall-Paper". Peter Lang Publishing, 2002.
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Andrew, Weinstock Jeffrey, ed. The pedagogical wallpaper: Teaching Charlotte Perkins Gilman's "The yellow wall-paper". New York: P. Lang, 2003.
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Gendernai︠a︡ pedagogika i gendernoe obrazovanie v stranakh post︠s︡ovetskogo prostranstva: Sbornik materialov. Ivanovo: Ivanovskiĭ gosudarstvennyĭ un-t, 2002.
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Swanwick, Ruth. Dialogic Teaching and Translanguaging in Deaf Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0004.
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This chapter proposes a pedagogical framework for deaf education that builds on a sociocultural perspective and the role of interaction in learning. Pedagogical principles are argued that recognize the dialogic nature of learning and teaching and the role of language as “the tool of all tools” in this process. Building on established work on classroom talk in deaf education, the issues of dialogue in deaf education are extended to consider deaf children’s current learning contexts and their diverse and plural use of sign and spoken languages. Within this broad language context, the languaging and translanguaging practices of learners and teachers are explained as central to a pedagogical framework that is responsive to the diverse learning needs of deaf children. Within this pedagogical framework practical teaching strategies are suggested that draw on successful approaches in the wider field of language learning and take into account the particular learning experience and contexts of deaf children.
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Matsunaga, Sachiko. The Role of Phonological Coding in Reading Kanji: A Research Report and Some Pedagogical Implications (Technical Report, No 6). University of Hawaii Press, 1995.
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Gendernai︠a︡ pedagogika i gendernoe obrazovanie v stranakh postsovetskogo prostranstva: Sbornik materialov Mezhdunarodnoĭ letneĭ shkoly '2001. Ivanovo: Izd-vo "Ivanovskiĭ gosudarstvennyĭ universitet", 2002.
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Welch, Graham, and Adam Ockelford. The role of the institution and teachers in supporting learning. Edited by Susan Hallam, Ian Cross, and Michael Thaut. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199298457.013.0029.
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This article discusses how learning and teaching in music are shaped by processes outside the individual, not least because of the influences of group membership (allied to age and gender), performance expectations and practices, and professional and institutional cultures. The process of individual induction into the characteristics of a particular musical culture by teachers and institutions influences the formation of identities in music, for better or for worse, at least in terms of dominant models within the culture. Indeed, the development of music teachers themselves can be seen within an activity system, i.e. the teacher's understanding of their role is developed both by informal personal reflection of the experience of performance and their own learning, and, more systematically, through their own induction process by attendance at a specialist, pedagogically focused institution.
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Garcia Júnior, Colez. Richard Shaull, um educador presbiteriano. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-516-3.
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The research that gave origin to the present work is constituted from a document produced by Richard Shaull, missionary of the Presbyterian Church of the United States working in Brazil, when he occupied the vice-presidency of the Mackenzie Institute, in 1960-1961. Marcel Mendes, in his book Tempos de Transição (Transition Times) (2016), mentions the document, stating that it had not yet been the object of a critical analysis. The present work is proposed to carry out such an analysis. From this document, and taking into account the whole cultural biography of Shaull, it is sought to evaluate its pedagogical contribution, not as explored as the theological aspect in the works of the said author. Recognizing the connection, also described as "porosity" in Shaull, between theology, missiology, eschatology, pedagogy and sociology, in a true interdisciplinarity, the work seeks to map Shaull's insights to education from his theological-missionary journey. In constructing such mapping, one starts with the educator's formation process, continuing with his academic and missionary experiences, considering the role played by his teachers and his students in his role as a social educator. Qualifying him as a social educator in his work, he seeks to bring his work closer to the theoretical framework represented by the work of Paulo Freire (1921-1997), a Brazilian educator with whom Shaull identifies himself. It is followed by the analysis of two documents: a) Shaull's prologue to the English version of Paulo Freire's A pedagogia do oprimido (The Pedagogy of the Oppressed); and (b) the Shaull’s report on the period in which he held the vice-chair of the Mackenzie Institute. The work is concluded, seeking to return to Shaull's insights identified throughout the text and to point out, from them, the paths that open them to an organic Christian activity in education.
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O’Rourke, Donncha. Authorial Surrogates in Grattius’ Cynegetica. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789017.003.0010.
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This chapter shows how the stories of the inventors Dercylos and Hagnon are configured in such a way as to speak for the poet himself. By means of language which consistently emits a metapoetic charge, Grattius can be seen to use these obscure figures to explore his own (equally obscure) identity and role as teacher of hunting. Moreover, through conscious engagement with Lucretius and (especially) the figures of Aristaeus and Orpheus from the fourth book of Virgil’s Georgics, Grattius appears to speak through Dercylos and Hagnon to project a supremely confident praeceptor figure who executes his pedagogical mission with no misgivings.
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Deahl, Lora, and Brenda Wristen. Understanding Small-Handedness. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190616847.003.0001.
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Small-handedness continues to be overlooked, discounted, or else treated as a stigmatized disability to the present day. Chapter 1 provides the reader with a historical context for understanding the nature of small-handedness and its impact upon piano playing. Topics include the evolving history of the piano and its relationship to small-handedness, the physiological parameters of hand size, the demographics of small-handedness, and pedagogical and gender biases. The innovation of ergonomically scaled piano keyboards (ESPKs) is briefly addressed. Small-handedness is explored as a risk factor for the development of playing-related injury, and the role of the piano teacher in working with small-handed students is discussed.
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Spiegel, Maura, and Danielle Spencer. This Is What We Do, and These Things Happen: Literature, Experience, Emotion, and Relationality in the Classroom. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199360192.003.0003.
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The role of emotion in clinical education and practice is discussed, drawing upon thinkers such as Derald Wing Sue, John Dewey, Joanna Shapiro, and others. Focusing on Alice Munro’s short story “The Floating Bridge,” different themes of classroom discussion are described, as well as an in-class writing exercise including examples of participant responses. Several questions and themes are explored: How does exploration of judgment in readers’ response to a literary text offer insight into the role of judgment in a clinical context? What is the effect of hearing the various emotional responses of other readers in enhancing an appreciation of diverse perspectives? How might we understand this classroom/workshop in light of John Dewey’s description of an aesthetic “experience” of particular clarity and intensity? And finally, what are the consequences of such pedagogical approaches integrating attentiveness to emotion for healthcare training and practice?
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Tobias, James. An Educational Avant-Garde. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190469894.003.0004.
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This chapter looks at the role of music and voice-over in constructing and deconstructing highly political messages in the experimental documentary format. It argues that Julien Bryan’s films on Latin America for the Office of Inter-American Affairs do not operate as US wartime propaganda, as is often believed, but are rather highly musical pedagogical essays challenging prevailing tendencies in US wartime communications by presenting progressive reforms proceeding in Latin America as more advanced than was politically feasible in the United States. These claims are dramatised and softened by complex synchronised scores. The films demonstrated the very problem of middle-class development as a highly gendered negotiation of national development. Bryan’s constructionist film education of often xenophobic US audiences on Latin America reframed the role of the spoken voice-over familiar from early cinema’s film lecturer, while deploying the newer, through-composed musical synchronisation of the sound film.
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Kujawa-Holbrook, Sheryl A. Sacred Spaces and Interreligious Learning. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190677565.003.0017.
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The major religious traditions of the world—Buddhist, Taoist, Jewish, Christian, Muslim, to name but a few—all stress the need for human beings to create sacred spaces where they can thrive. This chapter utilizes the idea of sacred spaces as a means for teaching interreligious studies, and as a pedagogical tool for enabling interreligious learning. Human beings are persistently inclined to ground their religious and spiritual experience in sacred spaces. This commonality arises from the important role sacred spaces play in human attempts to structure and understand religious (spiritual) experience. The chapter also explores the relationship between “third space” thinking and interreligious spaces. How might a new spatial language of interreligious learning help communities engage the complexities of religious pluralism?
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Browning, Birch P. Designing Meaningful Instruction. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199928200.003.0009.
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The chapter outlines and discusses many steps in instructional design as well as assessing its effectiveness. The role of knowledge of subject matter, pedagogy, how students learn, and instructional context is stressed. The six challenging questions relating to pedagogical content knowledge are presented and discussed. Designing instruction is a temporally backward process, in that the first step is to determine the desired outcomes. The reader is taken through the three major stages of planning instruction: defining outcomes, planning assessment, and designing the learning plan. The importance of timely and relevant feedback is stressed. Teacher self-assessment is key as well. The author states that the height of professionalism is the consistent willingness to evolve for the students’ benefit.The chapter concludes with a detailed sample lesson project.
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Keating, AnaLouise. Pedagogies of Invitation. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037849.003.0006.
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This chapter calls for and attempts to enact alternatives to critical pedagogy. More specifically, it explores the implications of positing interconnectivity as a framework for invitational pedagogies and relational models of identity. Language, belief, perception, and action are intimately interwoven. All too often, however, we (educators and students) assume that our perceptions and beliefs accurately reflect the entire truth about reality and ourselves; such assumptions narrow, limit, and restrict our worldviews and inhibit our actions. After examining the crucial role self-enclosed individualism plays in sustaining racism and other forms of social injustice, this chapter uses indigenous science and womanist thought to develop transformative pedagogical models, or “pedagogies of invitation;” invitational pedagogies are nonoppositional and require intellectual humility, flexibility, and an open-minded attitude.
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Yona, Sergio. Horace’s Epicurean Moral Credentials in Satires 1.4 and 1.6. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198786559.003.0004.
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This chapter explores the reasons underlying Horace’s justification, as he explains in the Satires, for his role as critic of others’ vices and imperfections. This begins with the poet’s consideration of his version of satire in contrast with that of his predecessor Lucilius, who censured everyone, and proceeds to look more closely at his own approach to criticism, which has everything to do with his upbringing. Horace’s father’s pedagogical method, which, according to Horace, heavily emphasizes the pursuit of pleasure and avoidance of pain as communicated through healthy frankness, is essentially an expression of Epicurean ethics as Philodemus explains in his treatises On Choices and Avoidances and On Frankness. This method results in Horace’s virtuous disposition, which in turn leads to his successful encounter with his patron Maecenas and incorporation into his circle of friends.
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Dewar, Jacqueline M. Evidence: From Interviews, Focus Groups, and Think-Alouds. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198821212.003.0007.
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Chapter 6 gives detailed instructions for gathering evidence through focus groups, interviews, and think-alouds. When seeking to answer questions about science, technology, engineering, or mathematics (STEM) student thinking, motivation, attitudes, or underlying reasons for certain behaviors, a scholarship of teaching and learning (SoTL) investigator should consider using one or more of these methods even though they may be unfamiliar. Numerous examples are given of studies of student learning in science, engineering, and mathematics that employed these methods. The investigator is advised to select a method that is appropriate for the type of research question—What works? What is? What could be? The chapter closes with a discussion of the key role that student voices play in SoTL, including the positive outcomes resulting from several projects that engaged students as co-investigators or provided undergraduate research experience in pedagogical research.
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Panjwani, Imranali. Challenges in Teaching Islamic Studies in Western Universities. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190677565.003.0009.
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When teaching Islam to undergraduates, the question of pedagogy is crucial. Modules must be designed to capture the breadth of the religion, including ethics, spirituality, worldview, role of holy figures, history, scientific disciplines, cultural formations, and contemporary developments. Although Western universities should be commended for introducing Islamic Studies to undergraduates, they streamline Islam to the extent that it is reduced to Islamic history. This means Islam’s intellectual tradition is seen as a contribution of the past rather than a living contribution for current human problems. In this chapter, I will share the challenges I faced as a tutor in Islamic Studies at King’s College London within the context of two pedagogical issues: (1) how Islamic Studies modules could be designed more effectively and (2) how effective learning environments can be created for undergraduate students of Islamic Studies.
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Burrows, Jared, and Clyde G. Reed. Free Improvisation as a Path-Dependent Process. Edited by George E. Lewis and Benjamin Piekut. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780195370935.013.018.
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Freely improvised music lacks commonly used mechanisms (e.g., scores, conductors, shared performance practices) that serve to coordinate choices across performers in other musical genres. This chapter analyses problems and solutions of musical coordination in free improvisation through the lens of “path dependence,” an analytic framework used in economics to model situations in which agents perceive a high pay-off to coordinating market choices. Key results in the path-dependence literature are the likelihood of multiple equilibria and “lock-in” to inferior outcomes. The interpersonal skills identified as critical for coordination in free improvisation closely parallel the skills that have been identified by social scientists as essential for high-functioning group behavior in non-musical pursuits. This suggests a pedagogical role for improvisation in enhancing economic and personal well-being with regard to human capital formation and happiness.
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Bejan, Teresa M. First Impressions. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198803409.003.0004.
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The metaphor of ‘imprinting’ used to describe the process of education in Leviathan has long captured the imagination of commentators inclined to view Hobbes as a harbinger of modern totalitarianism. And yet its significance for recent scholarly debates about a ‘more tolerant’ Hobbes has been ignored. This chapter examines Hobbes’s metaphor in the broader context of his life and works in order to understand its implications for the sovereign’s role in regulating religion, not only outwardly, but in foro interno as well. Doing so reveals imprinting, like all of Hobbes’s metaphors, to have been carefully chosen. As a play both on a Platonic pedagogical analogy and the Pauline maxim, ‘Faith cometh by hearing’, it reflects Hobbes’s sensitivity to the curious moment in which he wrote—a moment in which the rise of a new culture of mass media and older traditions of philosophical and religious reflection on education would collide.
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Herschkopf, Marta, Najmeh Jafari, and Christina Puchalski. Religion and Spirituality in Medical Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190272432.003.0013.
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According to recent surveys, 75 to 90% of US medical schools have now incorporated spirituality and health into their curricula, but the details of these interventions have been underexplored. This chapter describes the current state of religion and spirituality in medical education, reviewing evidence in the literature to support specific educational practices, with an emphasis on undergraduate medical education in North America. A brief historical background focuses on the development of specific learning objectives and competencies for spirituality in medical education, which are used to ground discussion of published material describing specific educational programs. These include guidelines/consensus statements, case reports of specific curricular structure and content, performance assessments, and novel pedagogical and evaluative techniques. The chapter also discusses the role of extra-curricular interventions, including ceremonies and rituals, and religiously-affiliated educational programs. It concludes with a discussion of graduate/continuing medical education, and future directions.
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Greher, Gena R., and Suzanne L. Burton, eds. Creative Music Making at Your Fingertips. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190078119.001.0001.
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Hand-held mobile devices such as iPads, tablets, and smartphones hold potential for creative music making experiences within P-12 and higher education contexts. Yet navigating this technology and associated apps while embracing pedagogical change can be a daunting task. The book explores the enormous potential of rather small technological devices to transform the music-making experiences of students. The authors provide evidence for, ideas about, and examples of the role that mobile technology such as an iPad, tablet, or other hand-held device plays in the development of musical thinking and musical engagement of our students—in or outside of school. The promise of mobile devices for music education lies in their possibilities. In this book and on the companion website, the authors share strategies that will spark your imagination to explore digital musicianship and the use of mobile devices for your students’ musical engagement.
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Scott, Charlotte. The Child in Shakespeare. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198828556.001.0001.
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This book examines the child on Shakespeare’s stage. As a life force, an impassioned plea for justice, a legacy, history, memory, or image of love or violence, children are everywhere in Shakespeare’s plays. Focusing on Shakespeare’s unique interest in the young body, the life stage, the parental and social dynamic, this book offers the first sustained account of the role and representation of the child in Shakespeare’s dramatic imagination. Drawing on a vast range of contemporary texts, including parenting manuals, household and pedagogic texts, as well as books on nursing and maternity, childbirth and child rearing, Shakespeare’s Children explores the contexts in which the idea of the child is mobilized as a body and image on the early modern stage. Understanding the child, not only as a specific life stage, but also as a role and an abstraction of feeling, this book examines why Shakespeare, who showed little interest in writing for children in the playing companies, wrote so powerfully about them on his stage.
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Loveless, Janet, Mischa Allen, and Caroline Derry. Complete Criminal Law. Oxford University Press, 2018. http://dx.doi.org/10.1093/he/9780198803270.001.0001.
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Complete Criminal Law offers a student-centred approach to the criminal law syllabus. Clear explanation of general legal principles is combined with fully integrated extracts from the leading cases and a wide range of academic materials. This text aims to engage the reader in an active approach to learning and to stimulate reflection about the role of criminal law, offering a complete guide to the LLB/CPE criminal law syllabus with extracts from key cases, academic materials, and explanatory text integrated into a clear narrative. It provides a range of pedagogical features, including concise summaries, diagrams, and examples. Thinking points are included to facilitate and reinforce understanding. Students are referred to the social and moral context of the law, wherever relevant, to encourage them to engage fully with the topical subject matter. This new edition includes coverage of several recent cases of importance including: a more detailed consideration than was possible in the 5th edition of Jogee; Johnson (Lewis) (secondary participation); Johnson (Wayne) (knowledge, strict liability); Golds, Joyce & Kay, Squelch, Wilcocks (diminished responsibility); Meanza (loss of control); Bowler (unlawful act manslaughter); Brandford (duress); Ray (self-defence); the Law Commission report Reform of Offences Against the Person (November 2015).
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Kearney, Richard, and Melissa Fitzpatrick. Radical Hospitality. Fordham University Press, 2021. http://dx.doi.org/10.5422/fordham/9780823294428.001.0001.
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This volume addresses a timely and challenging subject for contemporary philosophy: the ethical responsibility of opening borders, psychic and physical, to the stranger. Drawing on key critical debates on the question of hospitality ranging from phenomenology, hermeneutics and deconstruction to neo-Kantian moral critique and Anglo-American virtue ethics, the book engages with urgent moral conversations regarding the role of identity, nationality, immigration, peace, and justice. The volume is divided into two parts. In the first part, entitled “Four Faces of Hospitality: Linguistic, Narrative, Confessional, Carnal,” Richard Kearney develops his recent research on the philosophy of hospitality, which informs the international Guestbook Project of which he is a founder and director (guestbookproject.org). This part elaborates an ethics of hosting the stranger. In the second part, entitled “Hospitality and Moral Psychology: Exploring the Border between Theory and Practice,” Melissa Fitzpatrick adumbrates a new ethics of hospitality in a robust reengagement with the philosophies of Kant, Levinas, Arendt, and contemporary virtue ethicist Talbot Brewer. In the concluding chapters, Kearney and Fitzpatrick chart novel options for the pedagogical application of an ethics of hospitality to our contemporary world of border anxiety, boundary disputes, migration crisis, and the looming ecological challenge.
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Loveless, Janet, Mischa Allen, and Caroline Derry. Complete Criminal Law. Oxford University Press, 2020. http://dx.doi.org/10.1093/he/9780198848462.001.0001.
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Complete Criminal Law offers a student-centred approach to the criminal law syllabus. Clear explanation of general legal principles is combined with fully integrated extracts from the leading cases and a wide range of academic materials. This text aims to engage the reader in an active approach to learning and to stimulate reflection about the role of criminal law, offering a complete guide to the LLB/GDL criminal law syllabus with extracts from key cases, academic materials, and explanatory text integrated into a clear narrative. It provides a range of pedagogical features, including concise summaries, diagrams, and examples. Thinking points are included to facilitate and reinforce understanding. Students are referred to the social and moral context of the law, wherever relevant, to encourage them to engage fully with the topical subject matter. This new edition includes coverage of several recent cases of importance including: Highbury Poultry Farm Produce Ltd v CPS, Lane and Letts (strict liability); Tas, Crilly, Dreszer, Harper (secondary participation); Petgrave (duress of circumstances); Cheeseman, Wilkinson (self-defence); MK v R and Gega v R (modern slavery: compulsion); Taj [2018] EWCA Crim 1743 (intoxicated mistake and self-defence); Loake v Crown Prosecution Service [2017] EWHC 2855 (insanity); Offensive Weapons Act 2019; BM (consent in offences against the person).
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Novaes, Daniel. Relações de ensino: Possibilidade de (trans)formação de um aluno com transtorno do espectro autista e seu professor. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-411-1.
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The study is based on the theoretical-methodological reference of the Historical-Cultural Perspective, in particular, in the studies of Vigotski that emphasize the beginning role of language for human development. About the children with disabilities, he considers that they develop a new way of understanding and relating, and for this reason, in dealing with them, the boundary barriers of disability (the insufficiencies) cannot be walls that prevent action of the teacher. This, in turn, needs to be attentive to the compensatory ways established in social relationship. Based on these ideas, this study considers that children with ASD have their development linked to favorable social conditions. Fieldwork was carried out in the second half of 2016, focusing on pedagogical activities developed between the student and the teacher-researcher. The situations were videotaped and registered in field diaries; the filming was transcribed in full, considering the body movements, expressions and gestures of the participants. In the course of fieldwork, the teacher-researcher reflects on his practice, changes the way he relates to the boy, and in this movement of exchanges and (re)constructions, the student also changes. The analysis reveals that the teacher-student relationship, mediated by the word, constituted as a space for (trans)formation, elaboration and development of both, student and teacher.
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Hampton, Mary N., and Kathleen A. Mahoney-Norris. Women Teaching International Studies. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190846626.013.365.
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One aspect of women’s professional experience in the field of international studies is that of teaching. Women’s experience in the gendered classroom has been shaped by three general factors: their identity, their interests, and the institutions in which they work. Major dimensions of identity can be grouped into: identity as reputation; identity as race and sex; and identity as role models and mentors. Meanwhile, women’s teaching is clearly affected by their scholarly interests, which impact on both the subjects they choose to teach and their pedagogical approaches. While it would not be surprising to find that women teachers tend to teach more about women and feminism, a major survey of International Relations (IR) faculty in the United States found other significant differences between women and men in the classroom, often linked to women’s differing research interests. Women’s teaching is also impacted by the institutional environment in which they work. Surveys and studies across the academic spectrum confirm the importance not only of gender equity at institutions, but also the presence of an institutional climate, or culture, that is friendly to women faculty. Major elements that affect the institutional environment include the number of faculty women (including senior women); the type of institution (its focus on research or teaching); and the ability to offer feminist and gender courses, and related pedagogies.
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McElroy, Michael B. Energy and Climate. Oxford University Press, 2016. http://dx.doi.org/10.1093/oso/9780190490331.001.0001.
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The climate of our planet is changing at a rate unprecedented in recent human history. The energy absorbed from the sun exceeds what is returned to space. The planet as a whole is gaining energy. The heat content of the ocean is increasing; the surface and atmosphere are warming; mid-latitude glaciers are melting; sea level is rising. The Arctic Ocean is losing its ice cover. None of these assertions are based on theory but on hard scientific fact. Given the science-heavy nature of climate change, debates and discussions have not played as big a role in the public sphere as they should, and instead are relegated to often misinformed political discussions and inaccessible scientific conferences. Michael B. McElroy, an eminent Harvard scholar of environmental studies, combines both his research chops and pedagogical expertise to present a book that will appeal to the lay reader but still be grounded in scientific fact. In Energy and Climate: Vision for the Future, McElroy provides a broad and comprehensive introduction to the issue of energy and climate change intended to be accessible for the general reader. The book includes chapters on energy basics, a discussion of the contemporary energy systems of the US and China, and two chapters that engage the debate regarding climate change. The perspective is global but with a specific focus on the US and China recognizing the critical role these countries must play in addressing the challenge of global climate change. The book concludes with a discussion of initiatives now underway to at least reduce the rate of increase of greenhouse gas emissions, together with a vision for a low carbon energy future that could in principle minimize the long-term impact of energy systems on global climate.
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Breuning, Marijke. Pedagogy and Foreign Policy Analysis. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.275.
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Pedagogical objectives and educational outcomes play a significant role in foreign policy analysis. The actor-centered approach of foreign policy analysis gives students the unique opportunity to place themselves in the shoes of decision makers and to understand the different constraints, both domestic and international, that influence the policies adopted by decision makers. In other words, foreign policy analysis can have two functions: to teach students about the processes by which foreign policy is made, or the substance of the foreign policies of various countries, and to enhance students’ ability to imagine the perspectives of others. Whether foreign policy analysis does, in fact, manage to develop this ability is an empirical question that also depends on the course emphasis and pedagogies employed. In this sense, pedagogy does not only mean excellent teaching, but also systematic investigation of teaching methods and techniques, student learning outcomes, educational assessment, and curriculum development. The literature on foreign policy analysis, pedagogy, and curriculum emphasizes active learning strategies and the need for clearly articulated learning objectives for the curriculum as a whole and the place of specific courses within it. Examples of active learning pedagogies are case teaching, simulations, and problem-based learning. Despite some very worthwhile research that has been done, there are still some gaps that need to be addressed. One is the lack of empirical work that helps evaluate the merits of the various teaching strategies in foreign policy analysis, and another is the inconsistent findings produced by the empirical studies that do exist.
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Bouchet, Freddy, Tapio Schneider, Antoine Venaille, and Christophe Salomon, eds. Fundamental Aspects of Turbulent Flows in Climate Dynamics. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198855217.001.0001.
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This book collects the text of the lectures given at the Les Houches Summer School on “Fundamental aspects of turbulent flows in climate dynamics”, held in August 2017. Leading scientists in the fields of climate dynamics, atmosphere and ocean dynamics, geophysical fluid dynamics, physics and non-linear sciences present their views on this fast growing and interdisciplinary field of research, by venturing upon fundamental problems of atmospheric convection, clouds, large-scale circulation, and predictability. Climate is controlled by turbulent flows. Turbulent motions are responsible for the bulk of the transport of energy, momentum, and water vapor in the atmosphere, which determine the distribution of temperature, winds, and precipitation on Earth. Clouds, weather systems, and boundary layers in the oceans and atmosphere are manifestations of turbulence in the climate system. Because turbulence remains as the great unsolved problem of classical physics, we do not have a complete physical theory of climate. The aim of this summer school was to survey what is known about how turbulent flows control climate, what role they may play in climate change, and to outline where progress in this important area can be expected, given today’s computational and observational capabilities. This book reviews the state-of-the-art developments in this field and provides an essential background to future studies. All chapters are written from a pedagogical perspective, making the book accessible to masters and PhD students and all researchers wishing to enter this field. It is complemented by online video of several lectures and seminars recorded during the summer school.
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Pádua, Karla Cunha. A formação intercultural em narrativas de professores/as indígenas: Um estudo na aldeia Muã Mimatxi. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-87836-32-4.
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A pioneira nos estudos sobre a influência das palavras africanas no português do Brasil é a etnolinguista, baiana, Professora Doutora Yeda Pessoa de Castro.Ela, ao longa dos últimos sessenta anos ,vem sempre “dando trela” às línguas africanas do grupo banto. Devido ao fato de nutrir grande admiração pela pesquisadora, resolvi investir numa pesquisa particular em dicionários e/ou glossários (1889-2006) para apresentar a “certidão de nascimento” de algumas palavras africanas que ao longo de pouco mais de um século estão ainda presentes na oralidade e na escrita de africanos e afro-brasileiros. In an increasingly diverse and plural world, the narratives of Pataxó indigenous teachers presented in A formação intercultural em narrativas de professores/as indígenas: um estudo na aldeia Muã Mimatxi reveal us particular ways of reflecting upon education, school and formation which can teach us a lot. The participants of the first FIEI course offered by UFMG - Intercultural Formation of Indigenous Teachers - belong to the Muã Mimatxi village located in Itapecerica, in the west-center region of Minas Gerais State; these teachers provide meaningful lessons on how to deal with cultural differences. Difference is seen as a resource to be incorporated and resignified, depending on the relations with the principles that rule their culture. This graduation course has not only benefited the collective life but it has also helped to revitalize the school, which is the central place of community life. Some of the pedagogical tools learned at the FIEI became meaningful to this group of teachers. Among them, we point out the so called project “Percursos Academicos”, a socio-ecological calendar and the idea of inter culturality. The ways such elements were appropriated and recontextualized have helped us to understand their particular conceptions of the world and the central role the school plays in their lives and in their future life projects.
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Furas, Yoni. Educating Palestine. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198856429.001.0001.
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Educating Palestine tells the story of an emergent educational and historical discourse in Mandate Palestine as a space of negotiation between colonial administrators, pedagogues, teachers and students, one of essential importance to the formation of the Palestinian and Zionist (imagined) national self-portrait. It traces and delineates a genealogy of Palestinian pedagogic and historical knowledge through a combination of oral history, students’ journals and extensive archival work in the Zionist, Israeli State and Hagana archives. It intimately portrays its protagonists, teachers and students, emphasizing the encounter between them and the written text and the encounter between them and the national Other.Through an analysis of history textbooks, history syllabi and the history lesson, Educating Palestine investigates the way in which the old-new politics of identity in turbulent Palestine wrote itself into the past and literally change history. The incorporation of Arabic and Hebrew sources and a juxtaposition of the two education systems allows to highlight the reciprocal relations between the two. The book explores the continuous scrutiny and imagination of the national Other of both Hebrew and Palestinian pedagogues and its role in the crystallization of their national pedagogy. It argues that the evolution of education in Palestine stems from this interdependency.