Relevant bibliographies by topics / Pedagogies

Academic literature on the topic 'Pedagogies'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Pedagogies"

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Solak, Adam. "CZŁOWIEK W PEDAGOGICE CHRZEŚCIJAŃSKIEJ." Інноватика у вихованні, no. 16 (November 25, 2022): 36–47. http://dx.doi.org/10.35619/iiu.v1i16.507.

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Pedagogika chrześcijańska, jako pedagogika religijna sytuuje się w kręgu antropologii filozoficznej, która warunkuje typ racjonalności scjentycznej i transendento-humanistycznej. Racjonalność tej pedagogiki wychodzi z założenia jej wielowarstwowości. Uznawanie w pedagogice chrześcijańskiej atrybutów transcendentnych stanowi mocny fundament logicznego odróżnienia tego, co ludzkie od tego, co tylko sytuuje się w granicach przyrody. Człowiek jest tą fundamentalną kategorią nauk społecznych, a szczególnie nauk pedagogicznych, od którego pojęcia i rozumienia nie tylko zależy cały układ tychże nauk, ale także ich misja. Ujmując zagadnienie międzyreligijnie, należy postawić kim jest człowiek w pedagogice chrześcijańskiej? Niniejszy artykuł jest spojrzeniem pedagogicznym na powyższe pytanie. Sytuuje in odpowiedzi a trzech obszarach: człowieka jako drogi w tej pedagogice (jako bardzo młodej subdyscyplinie naukowej), godności człowieka w konstelacji antropologii chrześcijańskiej oraz podmiotowości człowieka. Te trzy obszary, które stanowią zasadniczą strukturę artykułu wprowadzają do pedagogiki chrześcijańskiej (i nie tylko) elementy metafizyki, traktowanych jako instrumenty wychowania człowieka. Jest to tym bardziej ważne, że te instrumenty wychodzą poza pedagogikę, która traktowana jest jako sztuka oglądu i pomiaru. Treść artykułu dowodzi, że wobec człowieka należy stosować bogatsze kryteria racjonalności, niż wobec świata przyrody, której człowiek jest także cząstką. Artykuł nie pomija więc paradygmatycznych wątków wychowania; to jest jego godności, podmiotowości, dialogiczności. Ponieważ przedmiotem badań pedagogicznych są także reakcje człowieka, nauka o wychowaniu chrześcijańskim, co jest w tekście wyartykułowane, odwołuje się do antropologii. Wsparcie teocentrycznego tylko spojrzenia na pedagogikę chrześcijańską ubogacone jest spojrzeniem antropocentrycznym, które ma zaowocować na otwarciem się pedagogiki chrześcijańskiej na potrzeby każdego człowieka, otwarciem ponad kulturowym, ponad religijnym, ponad narodowym. Celem artykułu jest ukazanie elementów zintegrowanej racjonalności myśli pedagogiki chrześcijańskiej polegającej na inspirowaniu poszukiwań wielości warstw znaczeniowych Absolutu i bytu ludzkiego.
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Duhn, Iris. "Places for Pedagogies, Pedagogies for Places." Contemporary Issues in Early Childhood 13, no. 2 (January 2012): 99–107. http://dx.doi.org/10.2304/ciec.2012.13.2.99.

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Marek, Zbigniew. "Pedagogia i pedagogika ignacjańska (jezuicka)." Horyzonty Wychowania 20, no. 56 (May 5, 2021): 11–21. http://dx.doi.org/10.35765/hw.2071.

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CEL NAUKOWY: W artykule zamierzono wyjaśnić zasadność posługiwania się terminem „pedagogika ignacjańska” oraz jej miejscem pośród nauk o wychowaniu. PROLEM I METODY BADAWCZE: W kontekście nakreślonych celów badawczym problemem jest pytanie o to, czy można mówić o pedagogice ignacjańskiej (jezuickiej), a jeśli tak, to pod jakimi warunkami. Przy jego rozwiązaniu posłużono się metodą analizy źródeł, które dają podstawy tworzenia nowej teorii pedagogicznej. PROCES WYWODU:Pedagogika ignacjańska wyrasta z określonej tradycji rozwijanej i pielęgnowanej przez jezuitów. Ukazanie jej charakterystycznych rysów pedagogii, która wpisuje się w działalność edukacyjną zakonu, uczyniono podstawą opisu teorii pedagogiki ignacjańskiej. WYNIKI ANALIZY NAUKOWEJ:Pedagogika ignacjańska jest jednym z nurtów wpisujących się w pedagogikę religii uważaną za subdyscyplinę nauk o wychowaniu. Zasadność takiego ujęcia wynika ze wspólnych założeń pedagogiki religii i pedagogiki ignacjańskiej. Jej specyfiki należy się doszukiwać w założeniach duchowości i pedagogii promowanej przez jezuitów. WNIOSKI, INNOWACJE, REKOMENDACJE:Przeprowadzony wywód potwierdza zasadność stosowania terminu „pedagogika ignacjańska”. Należy ją wpisać w zakres nurtów pedagogicznych, które odwołują się do rzeczywistości religijnej.
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Hong, Renyi. "Telecommuting Pedagogies." Social Text 40, no. 2 (June 1, 2022): 21–48. http://dx.doi.org/10.1215/01642472-9631117.

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Abstract This article examines the early telecommuting discourse of the 1980s and 1990s, understanding it as a pedagogical context for white plasticity, an ecological project in which racial privilege is protected through the transformation of homes and inhabitants. Rationalized initially as a crisis of adjustment, pedagogies of telecommuting were disseminated largely to upper-middle-class white professionals to build a “telecommuting personality,” a subjectivity that was also meant to buffer them from the growing precarious nature of jobs. Not content to focus simply on work, however, telecommuting gurus took occasion to urge the enhancement of relationships between partners, families, and communities. The home office was core to this imaginary. Convertible, modular, ergonomic home offices that can be changed to suit the needs of the home's many inhabitants were said to yield more integrated and rounded personalities that would radiate outward, creating emotionally mature children and stronger community bonds. Emerging at a moment when “telecommuting” condensed the political stakes of digital labor, this strand of discourse reveals how working from home was appropriated to ensure the protection of white plasticity—the racialized capability of adaptation that was to be passed as inheritance from parents to progeny.
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Kubasta, C. "Sound Pedagogies." Pleiades: Literature in Context 42, no. 1 (March 2022): 40–41. http://dx.doi.org/10.1353/plc.2022.0035.

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Nathaniel Coleman. "Utopic Pedagogies:." Utopian Studies 23, no. 2 (2012): 314. http://dx.doi.org/10.5325/utopianstudies.23.2.0314.

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Campbell, Alyson. "Queering Pedagogies." Theatre Topics 30, no. 2 (2020): 117–24. http://dx.doi.org/10.1353/tt.2020.0018.

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Carrillo Rowe, Aimee. "Erotic Pedagogies." Journal of Homosexuality 59, no. 7 (August 2012): 1031–56. http://dx.doi.org/10.1080/00918369.2012.699844.

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Miller, Grant R. "Coloring Pedagogies." Educational Researcher 39, no. 3 (April 2010): 242–44. http://dx.doi.org/10.3102/0013189x10366468a.

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Schenck, Celeste. "Development Pedagogies." Signs: Journal of Women in Culture and Society 29, no. 2 (January 2004): 569–74. http://dx.doi.org/10.1086/378548.

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Dissertations / Theses on the topic "Pedagogies"

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Veliz, Reyes Alejandro. "Augmented pedagogies." Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2037819/.

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Traditional institutions of the architectural design studio such as the design critique or the design jury are at the core of studio pedagogy. Yet, they have shifted and evolved over time towards what can be hardly defined as the typical master-apprentice “atelier” praxis anymore. Design studio pedagogy, deeply rooted into our disciplinary ethos, is under pressure due to a series of factors such as new industry demands, ever-evolving technologies or the diversification of architecture’s collaborative contexts of practice. While the design studio comprises a series of cultural, social, technological and educational mutually interdependent dimensions, this research specifically focuses on technology-mediated teaching and learning communication. By following a grounded theory approach, this work attempts to formalise and describe technology-enabled emergent studio pedagogies. In more detail, the observed technologies in this thesis are those of augmented reality visualisations embedded into design critique sessions, and the use of Wikis for online communication throughout a studio course. The research question pursued along this thesis is, then, “how do the use of AR visualisations and the use of supporting Wikis impact on communication in the architectural design studio?”. For such enquiry, it is claimed that the integration of technology into architectural education contexts does not proceed only on the grounds of tools’ development and training, but on a series of complex interrelations across technological, communicational and societal patterns that once orchestrated, provide a vehicle for such technology-driven pedagogies. However, the observation of the architectural design studio as a social setting mediated by technologies comprises to not only conduct extensive observational work, but also to question and reflect upon how its constituent institutions (e.g. the design critique, the design jury) are potentially augmented by technology. In that sense, this research has been conducted as a “cognitive ethnography”, by taking into account both experimental and observational research procedures to unravel its communication dynamics in the context of actual design studio settings, as opposed to highly controlled lab-based design scenarios. As a result, a series of research methods and techniques are described to operate as a participant observer in such settings, their practicalities and limitations, and the theory informing such methods. The main contribution of this approach is the collection, transcription and analysis of on-site gathered data, therefore grounding the research results to the contexts in which they operate - supporting the validity and applicability of the research outcomes. The resulting theory outputs - namely “theory of augmented pedagogies” - describes the emergent communication dynamics resulting from the use of such tools. Its construction process is as follows: After observational data is analysed following an incremental coding process, a set of conceptual categories (a set of conceptual categories) is created, and then linked to each other allowing the formulation of a framework. The framework, composed by seven categories, clusters systematically built evidence of the complex role of technology for architectural education purposes. The categories are: solo interactions, social interactions, technology affordances, troubleshooting, emotional engagement, multimodal engagement, and organisational shifts. Those categories are organised in two core topics that describe the impact of technologies in the architectural design studio: “augmented interactions” and “pedagogical implementations of technology”. Throughout the definition and scope of those topics, various links across pedagogy and technology are claimed. The outcomes of this research intend to serve as a pedagogical resource for integrating new technologies into architectural design studios, and organise those newly emergent pedagogies as novel educational resources. Since it is based on a grounded theory approach, the framework is also flexible enough to accommodate further pedagogical knowledge, and paths for future work are identified accordingly. It is concluded that amid diverse views and approaches towards architectural education, instructors mainly operate with little supporting pedagogical resources and mostly following an experience-based teaching approach. As such, new ways to organise and transfer pedagogical knowledge in relation to technology-enhanced learning, such as the one derived from this work, are a contribution to the work of architectural educators. On a secondary claim, it is asserted that the outcomes of this work also contribute towards the development of technology for educational purposes.
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Camozzato, Viviane Castro. "Da pedagogia às pedagogias : formas, ênfases e transformações." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/49809.

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A partir da noção de que o conceito de pedagogia é histórico e mutável, produzido e reproduzido nas contingências de cada tempo-espaço, nesta tese problematizo as novas formas e ênfases que a pedagogia vem adquirindo. O objetivo central é investigar as transformações no conceito de pedagogia, especificando suas articulações com as transformações culturais, vendo e procurando mostrar, por outro lado, o quanto essas tem sido elementos importantes nas flexões, formas e ênfases da pedagogia, fazendo com que seja pluralizada em sua denominação e em seus espaços de atuação. Devido a isso, a tese trabalha sobre a tensão da pedagogia às pedagogias, procurando mostrar, a partir dos Estudos Culturais pós-estruturalistas e da fecunda discussão sobre as pedagogias culturais, que há múltiplas pedagogias em funcionamento na sociedade contemporânea. Pedagogias tão díspares quanto forem as intencionalidades que as movimentem. Há a preocupação em circundar o conceito de pedagogia principalmente a partir das produtivas transformações no estado da cultura e nas relações com os saberes que tem sido perceptíveis a partir de meados da metade do século XX – abordando um espectro temporal que engloba discussões do que tem sido chamado de pós-moderno. O suporte teórico foi buscado em autores e autoras que problematizam questões referentes à condição pós-moderna, à pedagogia, às pedagogias culturais e à produção de sujeitos, especialmente, como Arendt, Bauman, Foucault, Lyotard, Ramos do Ó, Larrosa, Wortmann, Silva, Costa, dentre outros. O corpus de análise consiste em um conjunto de documentos, tais como excertos de livros da literatura pedagógica, de livros tipo best seller, uma matéria em revista e uma dissertação que analisa uma pedagogia cultural. Os achados da pesquisa mostram que é sobre a vida das pessoas como um todo que a pedagogia procura atuar. Para isso, tem se tornado uma necessidade e uma exigência que a pedagogia se prolifere, tornando possível que haja pedagogias em funcionamento na sociedade, atravessando os espaços e artefatos direcionados à condução das pessoas. De uma vontade de legislar tem havido um progressivo deslocamento para englobar, principalmente, as formas de interpretar, com as pedagogias, uma pluralidade que não cessa de se transmutar. Outro achado se deu em relação ao fato de ter identificado, a partir do conjunto de transformações que circundam a pedagogia, o funcionamento de uma vontade de pedagogia que torna possível as pedagogias – sobretudo frente as dificuldades de educar em um mundo cambiante. Em meio às condições analisadas, as pedagogias parecem atuar sobre as condições do presente para forjar, justamente, os sujeitos do presente. Um outro achado refere-se ao fato de que no cerne da pedagogia e das pedagogias está a pretensão de dar forma aos sujeitos ao atuar sobre eles, proporcionando um deslocamento, no contemporâneo, de uma pedagogia que operava com um mestre dando forma a um “outro” para, muito mais, um processo em que cada um passou a atuar sobre si mesmo, elaborando e reelaborando a si através de técnicas e práticas aprendidas com as pedagogias.
From the notion that the meaning of pedagogy is historical and changeable, produced and reproduced under contingencies of every piece of time-space, in this thesis I problematise new forms and emphases that pedagogy has owned. The main aim is to investigate changes in pedagogy meaning, showing its articulations with cultural changes, on the other hand, seeing and trying to show to what degree these have been important elements for changes, forms and emphases, so that its name and sites of action are pluralised. Therefore, from poststructuralist Cultural Studies and the fertile discussion about cultural pedagogies, this thesis works with the tension between pedagogy and pedagogies, seeking to show there are multiple pedagogies working in contemporary society: pedagogies that are as different as intentions moving them. I seek to come around the pedagogy meaning, particularly from useful changes in the culture state and relationships with pieces of knowledge noted found in the mid-20th century ― addressing a temporal space encompassing discussions about what has been called as the postmodern. The theoretical notion is based on male and female writers problematising issues about the postmodern condition, pedagogy, cultural pedagogies, and subject production, especially Arendt, Bauman, Foucault, Lyotard, Ramos do Ó, Larrosa, Wortmann, Silva, and Costa. The analysis corpus consists of a set of documents, such as pedagogical literature excerpts, best-selling books, an issue in a magazine and a dissertation analysing a cultural pedagogy. Research findings showed that the pedagogy seeks to act upon the people as a whole. For this, it is necessary and urgent pedagogy to spread out so that there are several pedagogies operating in society, cutting across spaces and artefacts meant to guide people. From a will to legislate, there has been a progressive change to encompass chiefly the ways of interpreting the plurality that does not stop transmuting. From the set of changes surrounding the pedagogy, another finding is about the fact of having identified the working of a pedagogical will enabling pedagogies, especially in the face of difficulties to educate in an interchangeable world. Under these conditions, pedagogies seem to act upon present conditions to forge exactly present subjects. Still another finding refers to the fact that in the core of pedagogy and pedagogies is the intention to shape subjects when acting upon them, providing displacement of a piece of pedagogy that was working with one teacher and forming „another one‟, towards a process in which everyone starts to act upon oneself, constructing and reconstructing oneself by techniques and practices pedagogies teach.
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Golo, Erica Maria 1951. "Exploring feminist pedagogies." Thesis, The University of Arizona, 1998. http://hdl.handle.net/10150/291480.

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Feminist pedagogical aims and strategies have been discussed in a variety of articles and essays and in a few recent books. This thesis explores feminist discourse on pedagogies and attempts to reconstruct the development of these discourses historically. Early writings on feminist pedagogies were the product of the action-oriented feminism of the 1970s and focused on classroom practices, while recent works, rooted in the larger framework of poststructuralist feminism, engage in a complex theoretical dialogue with the philosophical narratives and counternarratives that oriented emancipatory pedagogies and problematized the boundaries between feminist and other emancipatory pedagogies. The thesis comprises an analysis of the historical and theoretical implications of the literature on feminist pedagogies, and an ethnographic part based on six interviews with Professors of Women's Studies at the University of Arizona, who were asked to discuss the meanings, possibilities and predicaments of feminist teaching in a large research University.
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Wiechmann, Juria C. "Pedagogies of Resistance." Thesis, Minot State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425660.

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Many teachers describe teaching as a vocation. Similar to a priest, rabbi, imam, nun or monk, a teacher may feel morally justified to break policy or go against curriculum that they feel is immoral or oppressive. The purpose of this study is to explore the ways in which teachers resist or rebel in their classrooms when the policies or curriculum go against their beliefs. Furthermore, I aim to understand the implications of their resistance or rebellion. This study’s findings are taken from observations and interviews with two elementary teachers. The results demonstrate that in order to help their students succeed, teachers may work around or silently disobey policy and curriculum. As this study highlights, the impact of resistance or rebellion is felt in different ways by schools, teachers, and students.

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Hinshaw, Wendy Wolters. "Incarcerating Rhetorics, Publics, Pedagogies." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275018903.

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Ramseyer, Diana Marie. "Alternative pedagogies for college composition." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2033.

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This thesis attempts to determine if the acquisition of rhetorical and grammatical skills such as a sense of audience and organization are best attained through an alternate pedagogy based on a methodology from Wendy Bishop or if they are better attained through a traditional approach.
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Holbrook, Hannah Sloan. "Negotiating "post" era writing pedagogies." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2660.

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This study examines how post-process theories are being defined, negotiated, and enacted in composition classrooms. While recognizing that most composition instruction remains shaped by modern and process oriented theories, this research asks how post-process considerations might be currently informing teaching practices in some classrooms.
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Rathgen, Elody. "On Good Authority: Towards Feminist Pedagogies." Thesis, University of Canterbury. Education, 1996. http://hdl.handle.net/10092/1064.

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This thesis comprises an analysis of ways to approach developing feminist pedagogies. Its main premise is that given the ideological, political and problematic nature of teaching and learning within educational institutions, it is not possible to define and prescribe a certain set of teaching behaviours that would constitute 'successful feminist pedagogy' in all circumstances. Instead, the thesis explores the changing nature of feminist theories, particularly the shift from essentialist feminism to feminisms of difference. It also considers a range of other influences on feminist teachers as they develop their approaches to teaching. These influences include critical and radical pedagogical theories; the impact of women on the teaching profession; postmodernism; using critique and reflection within the classroom; the nature of relationships in classrooms; the role of teacher education; and developments within English education. Since I am a feminist English teacher, I draw on my own classroom experiences, both at secondary and pre-service teacher education levels. I use these experiences not as models of feminist teaching practice, but as material to reflect on ways in which a feminist teacher might move towards creating intellectual imaginings for changing her classroom work so that it contributes to an ever-evolving vision of a different feminist future. The thesis is also concerned with the processes involved in intellectual work and in becoming a feminist teacher. Within the text I have used both journal writing, and personal reflection on classroom events, to disrupt the otherwise authoritative tendencies of thesis statements. This is why, rather than coming to conclusions about the specific attributes of feminist classrooms, I suggest ways in which feminist teachers can work on their own transition towards reflective, critical and feminist classroom practices.
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Press, Joseph. "Emergent pedagogies in design research education." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/69369.

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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1997.
Includes bibliographical references (leaves 63-64).
Recent demand for applied knowledge within architectural practice has resulted in the proliferation of university based research groups. Given the role advanced degree programs play in educating architectural researchers, an opportunity exists to educate architects towards bridging the traditional gap between practice and academia, as well as addressing the dichotomy of research and teaching within the university. Traditionally, research methods from other disciplines are taught in an attempt to redress the research deficiencies of a professional education. This investigation begins with a different premise: the operations of design, central to an architect's intellectual and operational repertoire, should be the catalyst for developing research methods specific to architecture. Further, these methods should be accompanied by a knowledge base which expresses the operations of design. A modified educational paradigm consisting of methods, knowledge, and the building of abilities through 'thoughtful performances', structures an experimental curriculum. Each attribute becomes a dimension for substantiation and assessment. Student engagement and entanglement within this locus reveals the potential directions of design research education. The subsequent analyses of the student work indicates four major trends: Intersubjectivity the need for common understanding; Transparency- the effortless application of methods, Emergence- acknowledgment of form's evolution; and Apprentissage- French for learning which occurs from within apprenticeship. Given these attributes, and the subsequent imperative to redefine architectural research, we formulate a paradigmatic architectural researcher, the "Architect Scholar' and speculate on an educational program designed to foster these characteristics within students.
by Joseph Press.
M.S.
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Field, M. "Boys, education, pedagogies : reconstructing sport, reconstructing masculinities /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19295.pdf.

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Books on the topic "Pedagogies"

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Nelson, Claudia, and Michelle H. Martin, eds. Sexual Pedagogies. New York: Palgrave Macmillan US, 2004. http://dx.doi.org/10.1057/9781403981035.

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Schick, Kate, and Claire Timperley. Subversive Pedagogies. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003217183.

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Mayo, Cris, and Nelson M. Rodriguez, eds. Queer Pedagogies. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27066-7.

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Lau, Sunny Man Chu, and Saskia Van Viegen, eds. Plurilingual Pedagogies. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36983-5.

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Jickling, Bob, Sean Blenkinsop, Nora Timmerman, and Michael De Danann Sitka-Sage, eds. Wild Pedagogies. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90176-3.

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Sandlin, Jennifer A., and Jason J. Wallin, eds. Paranoid Pedagogies. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64765-4.

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Zajda, Joseph, ed. Global Pedagogies. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3617-9.

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Smith, Gareth Dylan, Mike Dines, and Tom Parkinson, eds. Punk Pedagogies. Abingdon, Oxon; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315276250.

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Tarry, Estelle, and Cox Anna. Playful pedagogies. Melton, Woodbridge: A John Catt publication, in partnership with COBIS, 2015.

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Ryan, J. Michael. Pandemic Pedagogies. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003324096.

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Book chapters on the topic "Pedagogies"

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Kouri-Towe, Natalie. "Affective Pedagogies, and Pedagogies of Affect." In The Routledge Companion to Gender and Affect, 188–98. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003045007-21.

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Kohnen, Melanie E. S. "Tumblr Pedagogies." In A Companion to Media Fandom and Fan Studies, 349–67. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119237211.ch22.

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Irvine, Susan. "Playful pedagogies." In Imagination for Inclusion, 18–30. New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315689913-3.

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Keegan, Helen. "Emerging Pedagogies." In Current Perspectives in Media Education, 128–44. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137300218_9.

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Kivunja, Charles, and Margaret Sims. "Multigrade pedagogies." In Learning and Teaching Around The World, 28–36. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429491498-4.

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Mogra, Imran. "Multidisciplinary pedagogies." In Religious Education 5–11, 270–318. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429289743-15.

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Mogra, Imran. "Contemporary pedagogies." In Religious Education 5–11, 221–69. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429289743-14.

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Shargel, Rebecca, and Marcia J. Watson-Vandiver. "Ethnic Pedagogies." In Enhancing Values of Dignity, Democracy, and Diversity in Higher Education, 115–30. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003246732-11.

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Beauchamp, Gary, Dylan Adams, and Kevin Smith. "Contemplative Pedagogies." In Pedagogies for the Future, 75–87. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003183938-6.

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Lupinacci, John. "Ecocritical Pedagogies." In Curriculum, Environment, and the Work of C. A. Bowers, 201–15. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780367822460-12.

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Conference papers on the topic "Pedagogies"

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Godinez, Rosalinda. "Mother Pedagogies of Migration: Multiplicitous Identities and Pedagogies." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1882028.

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Adams, Elizabeth S., Linda Carswell, Amruth Kumar, Jeanine Meyer, Ainslie Ellis, Patrick Hall, and John Motil. "Interactive multimedia pedagogies." In the 1st conference. New York, New York, USA: ACM Press, 1996. http://dx.doi.org/10.1145/237466.237646.

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Harriss, Harriet, and John Harris. "Introduction: Decolonizing Architectural Pedagogies." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335069.

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Cohen, Irit Mazor. "Self-Regulated Learning – Theories Or Pedagogies." In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.87.

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Swan, Karen, Scott Day, and Leonard Bogle. "Metaphors for Learning and MOOC Pedagogies." In L@S 2016: Third (2016) ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2876034.2893385.

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

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Muirhead, Bill, and Lorayne Robertson. "SILENT PEDAGOGIES IN POLYSYNCHRONOUS LEARNING ENVIRONMENTS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1049.

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Jones, Sarah-Louise, and Kevin Burden. "MOBILISING AND TRANSFORMING TEACHER EDUCATOR PEDAGOGIES." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0117.

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Luckan, Yashaen, and Nischolan Pillay. "Practice Based Research in the Context of Spatial Transformation: A South African Perspective." In 2019 Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.66.

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The spatial inequities of apartheid severely compromised the advancement of historically marginalised societies in South Africa. Exclusive barriers to access and opportunity defined an underlying geo-social intent for the oppression of societies, hereafter referred to as historically disadvantaged communities. The socio-economic injustices extended beyond physical spatial barriers into the realm of intellectual imprisonment effected by pedagogic exclusion. This ultimately prevented knowledge generation by exclusion of lived experiences in historically disadvantaged communities. The research approach is informed by a problem which focuses on pedagogic exclusion and the critical role of inclusive pedagogies and participatory approaches to research in architectural education for the advancement of society in order to promote spatial transformation.
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Butragueño, Belen, Javier Raposo, and María Asunción Salgado. "THE IMPORTANCE OF INTERNATIONALIZATION IN ARCHITECTURAL PEDAGOGIES." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1155.

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Reports on the topic "Pedagogies"

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Bunk, Aylin. An Exploration of Effective Community College Instructors' Use of Culturally Competent Pedagogies. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5365.

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Nucera, Diana J., and Catalina Vallejo. Media-making Pedagogies for Empowerment & Social Change: An Interview with Diana J. Nucera (AKA Mother Cyborg). Just Tech, Social Science Research Council, February 2022. http://dx.doi.org/10.35650/jt.3022.d.2022.

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" As part of our “What Is Just Tech?” series, we invited several social researchers–scholars, practitioners, artists, and activists—to respond to a simple yet fundamental question: “What is just technology?” This interview was conducted by Just Tech program officer Catalina Vallejo, who spoke with Diana J. Nucera, AKA Mother Cyborg, a multimedia artist, educator, and organizer based in Detroit, Michigan. Nucera (she/her) uses music, performance, DIY publishing, community-organizing tactics, and popular education methods to elevate collective technological consciousness and agency. Her art draws from and includes eleven years of community organizing work in Detroit. In their conversation, Vallejo and Nucera spoke about the history of independent media and the internet, the potential of media-making pedagogies for empowerment and social change, and being optimistic about opportunity in the midst of great challenges."
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Gutierrez Zepeda, Paulina. Exploring Relationships Between Entrepreneurship Education and Students’ Entrepreneurial Intentions: A Mixed Method Study of Entrepreneurial Pedagogies at Chilean Universities. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2629.

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Cassity, Elizabeth, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 1. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-672-7.

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The Government of Vanuatu is undertaking significant primary education reforms, including major curriculum changes, to improve equitable access to and the quality of education. Since 2016, a new primary education curriculum has been introduced by stages, accompanied by a suite of in-service teacher training. The new curriculum promotes teaching practices that support new pedagogies focused on student-centred learning and community support, language transition and class-based assessment practices. These reforms are being supported by the Australian Government, through its Vanuatu Education Support Program (VESP). The Australian Government's Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how the VESP is making a difference to the Government of Vanuatu’s ongoing primary education reforms. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. The purpose of this summary is to provide a brief overview of findings and recommendations from the first year (2019) of the Vanuatu study.
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Duong, Bich-Hang, and Joan DeJaeghere. From Student-Centered to Competency-Based Reform: Exploring Teachers’ Perspective of Meaningful Participation. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/089.

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Student-centered pedagogy has been widely advocated in many contexts with student active participation in learning being a central element. Vietnam has adopted innovative pedagogies including child-centered and competency-based teaching to further active learning and develop students’ full potential. This study explores Vietnamese teachers’ views about student participation and teaching roles as they implement these progressive reforms. It also examines pedagogical practices that teachers planned to use and actually employed to support student learning through meaningful participation. Drawing on qualitative analysis of interviews and classroom observations conducted over three years with 47 secondary-level literature teachers throughout Vietnam, we found that student participation as expected by teachers broadly falls into three categories: participation as attention; participation as contribution and collaboration; and participation as autonomy and engagement. Each of these modes characterizes what teachers’ envision of students’ overall engagement, but these modes coexisted in the data in classroom practices. Our analysis shows how ‘hybrid pedagogy,’ a mix of teacher-directed and student-centered approaches, was most used to support students’ active contribution and collaboration. This research contributes to the literature on student-centered learning and student participation in transitional contexts, highlighting the complex processes of how teachers perceive and enact these pedagogical reforms.
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Fullan, Michael, and Joanne Quinn. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002959.

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Disruptive innovators take advantage of unique opportunities. Prior to COVID-19 progress in Latin America and the Caribbean for integrating technology, learning, and system change has been exceedingly slow. In this paper we first offer a general framework for transforming education. The framework focuses on the provision of technology, innovative ideas in learning and well-being, and what we call systemness which are favorable change factors at the local, middle/regional, and policy levels. We then take up the matter of system reform in Latin America and the Caribbean noting problems and potential. Then, we turn to a specific model in system change that we have developed called New Pedagogies for Deep Learning, a model developed in partnerships with groups of schools in ten countries since 2014. The model consists of three main components: 6 Global Competences (character, citizenship, collaboration, communication, creativity, and critical thinking), 4 learning elements (pedagogy, learning partnerships, learning environments, leveraging digital), and three system conditions (school culture, district/regional culture, and system policy). We offer a case study of relative success based on Uruguay with whom we have been working since 2014. Finally, we identify steps and recommendations for next steps in Latin America for taking action on system reform in the next perioda time that we consider critical for taking advantage of the current pandemic disruption. The next few years will be crucial for either attaining positive breakthroughs or slipping backwards into a reinforced status quo.
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Kopyilova, N. A. Distance learning course «Pedagogics of higher education (postgraduate training program)». OFERNIO, June 2021. http://dx.doi.org/10.12731/ofernio.2021.24858.

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Burnett, Cathy. Scoping the field of literacy research: how might a range of research be valuable to primary teachers? Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/shu-working-papers/2201.

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Literacy research has an important role to play in helping to shape educational policy and practice. The field of literacy research however is difficult to navigate as literacy has been understood and researched in many different ways. It encompasses work from psychology, sociology, philosophy and neuroscience, literary theory, media and literacy studies, and methodologies include a range of qualitative, quantitative and mixed methods approaches. In mapping this complex field, I draw on a systematic ‘scoping survey’ of a sample of peerreviewed articles featuring literacy research relevant to literacy education for children aged 5-11. Studies were deemed relevant if they: addressed literacy pedagogies and interventions; and/or provided pertinent insights (e.g. into children’s experiences of literacy); and/or offered implications for the range and scope of literacy education. The results of this survey are important in two ways. Firstly they help to articulate the range of literacy research and the varied ways that such research might speak to literacy education. Secondly they challenge easy distinctions between paradigms in literacy research. Recognising this complexity and heterogeneity matters given the history of relationships between literacy policy and practice in countries such as England, where polarised debate has often erased the subtle differences of perspective and confluence of interest that this survey illuminates. Based on the results of this survey I argue that an inclusive approach to literacy research is needed in educational contexts. Otherwise alternative and/or complementary ways of supporting children’s literacy learning may be missed, as will important possibilities for literacy education and children’s current and future lives.
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Banerji, Rukmini. How Do Systems Respond to Disruptive Pedagogic Innovations? Research on Improving Systems of Education (RISE), October 2015. http://dx.doi.org/10.35489/bsg-rise-wp_2015/002.

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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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