Relevant bibliographies by topics / Teaching culture

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teaching culture'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Teaching culture"

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Daraselia, Maya, and Tamar Jojua. "Teaching Culture or Teaching about Culture?" Telsto slėpiniai 18 (December 16, 2016): 91–105. http://dx.doi.org/10.15823/ts.2016.6.

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Latorre, Guillermo. "Teaching "Culture," Culture and Culture." Hispania 68, no. 3 (September 1985): 671. http://dx.doi.org/10.2307/342495.

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Kustra, Erika, Florida Doci, Kaitlyn Gillard, Catharine Dishke Hondzel, Lori Goff, Danielle Gabay, Ken Meadows, et al. "Teaching Culture Perception: Documenting and Transforming Institutional Teaching Cultures." Collected Essays on Learning and Teaching 8 (June 12, 2015): 231. http://dx.doi.org/10.22329/celt.v8i0.4267.

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An institutional culture that values teaching is likely to lead to improved student learning. The main focus of this study was to determine faculty, graduate and undergraduate students’ perception of the teaching culture at their institution and identify indicators of that teaching culture. Themes included support for teaching development; support for best practices, innovative practices and specific effective behaviours; recognition of teaching; infrastructure; evaluation of teaching and implementing the student feedback received from teaching evaluations. The study contributes to a larger project examining the quality of institutional teaching culture.
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Brayham, Angela. "Teaching Culture." International Journal of the Arts in Society: Annual Review 5, no. 5 (2011): 277–88. http://dx.doi.org/10.18848/1833-1866/cgp/v05i05/35917.

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Nadel, Alan. "Teaching Culture." Journal of Narrative Theory 41, no. 2 (2011): 175–81. http://dx.doi.org/10.1353/jnt.2001.0002.

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Keith, Kenneth D. "The Culture of Teaching and the Teaching of Culture." Psychology Learning & Teaching 11, no. 3 (January 2012): 316–25. http://dx.doi.org/10.2304/plat.2012.11.3.316.

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Anderson-Levitt, Kathryn M. "National Culture and Teaching Culture." Anthropology & Education Quarterly 18, no. 1 (March 1987): 33–38. http://dx.doi.org/10.1525/aeq.1987.18.1.04x0757c.

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Anderson-Levitt, Kathryn M. "National Culture and Teaching Culture." Anthropology Education Quarterly 18, no. 1 (March 1987): 33–38. http://dx.doi.org/10.1525/aeq.1987.18.1.04x0760f.

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Parmalee, Patty Lee. "Teaching Nazi Culture." Radical Teacher 100 (October 9, 2014): 15–19. http://dx.doi.org/10.5195/rt.2014.149.

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Nazi Culture would seem at first to be a very esoteric subject to teach to the rather practical-minded and not very cosmopolitan students of a northern New Jersey state college. But of course it is really a distancing technique, a Verfremdungseffekt a la Brecht. Teaching fascism is not really teaching fascism per se, but an angle for teaching capitalism and socialism. And teaching Nazi culture is an angle for teaching some of the purposes of capitalist ideology.
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Sturdivant, Toni Denese, and Iliana Alanís. "Teaching through culture." Journal for Multicultural Education 13, no. 3 (August 12, 2019): 203–14. http://dx.doi.org/10.1108/jme-03-2019-0019.

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Purpose Oftentimes, attempts at culturally relevant early childhood practices are limited to diverse materials in the physical environment. The purpose of this study is to document the culturally relevant teaching practices, specifically for African American children, within a culturally diverse preschool classroom with a Black teacher. Design/methodology/approach The researchers used qualitative methodology to answer the following question: How does a Black preschool teacher enact culturally relevant practices for her African American students in a culturally diverse classroom? Data sources included field notes from classroom observations, transcripts from both formal and informal semi-structured interviews with a Master Teacher and photographs. Findings The authors found that the participant fostered an inclusive classroom community and a classroom environment that reflected the range of human diversity. She was intentional in her integration of culturally representative read alouds and lessons designed to incorporate students’ interests. Finally, she engaged families by facilitating their involvement in her curriculum. However, social justice aspects were absent during the time of the study. Originality/value This paper contributes to the literature in that it documents a high-quality early childhood classroom with a teacher, that is, actively trying to incorporate the cultures of her African American students. Many extant studies provide examples of superficial culturally relevant pedagogy (CRP) being enacting in early childhood classrooms or the focus is not specifically on African American children.
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Dissertations / Theses on the topic "Teaching culture"

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Pardo, Dona. "The culture of clinical teaching." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185472.

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The purpose of this exploratory case study was to describe the culture of clinical teaching through a symbolic interactionist framework, by identifying the rituals, faculty behaviors, and student behaviors and characteristics valued by faculty instructing in clinical settings, using content analysis, interviews and observation. Five faculty, one from each clinical specialty, were chosen using specific criteria. College of Nursing archives were content analyzed to ascertain written valued student behaviors and characteristics and faculty were interviewed to learn their stated beliefs. Faculty/student clinical interactions were observed to assess if faculty written and verbalized beliefs were enacted, and twelve students were interviewed for verification of transmission of the values. Peer debriefing, member checking and an audit trail ensured trustworthiness of the data. Faculty used eight rituals: Preparation, Tracking, Discourse, Closet, Repast, Selection, Maneuver, and Documentation, and three types of actions: Teaching, Role Modeling, and Caretaking to transmit their values. Teaching was utilized 55 percent of the time and involved questioning, instructing, guiding, correcting and observing. Role Modeling, used 22 percent, embodied promoting independence, helping, intervening, kidding and admitting fallibility. Caretaking was evidenced 23 percent of the instructor's time and included caring, praising, diffusing anger, allowing mistakes and sharing self. Over one hundred student behaviors and characteristics that faculty valued were identified and collapsed into six descriptors, listed in descending order: assertive, therapeutic, compliant, knowledgeable, disciplined, and skillful. Faculty placed emphasis on human, interactive skills versus knowledge and psychomotor skills, and responded to students with very caring behaviors. They utilized compassion as a way of effecting conformity, and their use of caring behaviors for the exercise of their power was evident.
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Ilieva, Roumiana. "Conceptualizations of culture, culture teaching, and culture exploration in second language education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24163.pdf.

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Colver, Monty A. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: Understanding and Adapting in a New Culture and Teaching Culture." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2374.

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A team of Brigham Young University graduate students working under the supervision of Dr. Lynn Henrichsen, collaborated on the creation of a book as well as a website, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTR-TESOL). The project, which will be developed in phases over the coming years, is intended to provide novice English as a Second Language (ESL) teachers with some introductory material on nearly fifty different topics related to the field. Each unit is not intended to be a comprehensive source and is not to be seen as a replacement for formal training. Rather the units should be used by those who would like formal training, but cannot afford the time or money it requires. With its minimalist, connectivist approach, BTR-TESOL will help them to "get their feet wet" and help them to develop the motivation and dedication needed to teach ESL until such time that they can receive formal instruction of some kind. This master's project describes the creation of two BTR-TESOL units on culture, titled "Understanding and Adapting in a New Culture" and "Teaching Culture." The first unit, "Understanding and Adapting in a New Culture," educates novice teachers about the importance of the differences that one faces when entering a new culture and guides them as they help their students (or themselves) to overcome culture shock. In the second unit, "Teaching Culture," novice teachers are educated on the importance of culture and are also given sample ideas and activities for teaching culture in a language classroom. Both units include a short introduction to the content, an opening scenario, a video segment related to the theme of each unit as well as reflection questions, objectives, explanatory text, and a section that directs readers to places they can go to learn more about the subject.
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Chan, Yuk-fai Ronald, and 陳玉輝. "Building a collaborative culture in teaching practice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960698.

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Chan, Yuk-fai Ronald. "Building a collaborative culture in teaching practice." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304488.

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Nyman, Jon. "Nature and Culture: Teaching Environmental Awareness Through Literature." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-25701.

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Syftet med denna uppsats är att undersöka och tolka relationen mellan koncepten natur och kultur, så som de är hanterade i Henry David Thoreau’s Walden; or. Life in the Woods (1854) och Into the Wild (1996) av Jon Krakauer, med hjälp av en ekokritisk analys. Båda dessa böcker är baserade på verkliga händelser och upplevelser, och handlar om två individer som valde att lämna samhället bakom sig för att i stället leva ett enkelt liv i naturen. Några av motiven de hade för att göra detta innefattar ett missnöje med samhällena i vilka de levde, en längtan efter extraordinära upplevelser, och en önskan att hitta medel att förbättra jaget. Jag kommer föreslå att de båda huvudkaraktärerna delar åsikter och tankar om naturen och dess relation till deras respektive kulturer. Vidare kommer jag föreslå att några av dessa åsikter och tankar kan och bör implementeras i det svenska skolväsendet i syfte att åstadkomma en mer hållbar syn på naturen och dess relation till kultur och samhälle. Jag kommer föreslå en möjlig metod för att genomföra detta, vilken är inspirerad av Greg Garrard’s lektionsplan ”Three Hours to Save the Planet!”, som finns inkluderad i The Handbook of Sustainability Literacy: skills for a changing world (ed. Arran Stibbe, 2009).
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Woo, Jung-Im. "Culture teaching in EFL through computer/critical thinking." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1677.

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The purpose of this project is to develop computer-assisted language learning (CALL) lesson plans using the Internet and to offer an example for academic senior high school teachers in South Korea of exemplary treatment of cultural topics that promote critical thinking and incorporate crosscultural understanding based on cooperative learning.
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Gustafsson, Malin, and Linn Rix. "Contemporary Popular Culture for Educational Purposes – Teaching English." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34842.

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The purpose of this dissertation is to examine four teachers’ of English perceptions of the use of CPCE in their teaching. When reading the control documents of the Swedish school, indications pointing towards the use of CPCE texts in teaching were found. Therefore we took an interest in finding out how teachers choose to implement CPCE in their teaching. We have combined the methods of semi structured qualitative interviews and the use of a focus group to gather the data needed. Our main findings consist of how the concept of popular culture is understood by our informants. They find the concept vast as it entails such a broad variety of texts such as TV shows, film, the Internet, magazines and literature. Teachers select appropriate CPCE materials with regards to their pupils’ preferences. However, our findings of how these materials are implemented in their teaching of English vary and are to be considered limited.
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Hickman, Torey. "Culture Change: Defining and Measuring Student-centered Teaching." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1279204212.

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Wilson, Hope Marshall. "Teaching Language and Culture Through Online Ethnographic Explorations." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1573901116368513.

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Books on the topic "Teaching culture"

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M, Zeichner Kenneth, ed. Culture and teaching. Mahwah, N.J: L. Erlbaum Associates, 1996.

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Kirkebæk, Mads Jakob, Xiang-Yun Du, and Annie Aarup Jensen, eds. Teaching and Learning Culture. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-440-6.

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Nieto, Sonia. Language, Culture, and Teaching. Third edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315465692.

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Teaching language, learning culture. Westport, Conn: Bergin & Garvey, 1993.

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Teaching culture: Perspectives in practice. Australia: Heinle & Heinle, 2001.

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Finley, Laura L. Teaching peace through popular culture. Charlotte: IAP-Information Age Pub. Inc., 2015.

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Context and culture in language teaching. Oxford: Oxford University Press, 1993.

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International Seminar "Representation of Cultural Values in Language and Literature" (2005 Semarang, Indonesia). Culture, English language teaching, and literature. Edited by Bruce Stuart Alan and Universitas Katolik Soegijapranata. Bendan Duwur, Semarang: Soegijapranata Catholic University, 2005.

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Teaching culture: Strategies for intercultural communication. Lincolnwood, Ill: National Textbook Co., 1988.

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Steele, Ross. Teaching French culture: Theory and practice. Lincolnwood, Ill: National Textbook Co., 1994.

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Book chapters on the topic "Teaching culture"

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David, Weston, and Clay Bridget. "Culture." In Unleashing Great Teaching, 65–95. Abingdon, Oxon; New York, NY: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315101729-5.

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Currie, Mark. "Time, Narrative and Culture." In Teaching Narrative, 23–37. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71829-3_2.

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Brew, Angela. "Culture and Context." In Research and Teaching, 139–56. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-36502-5_9.

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Genz, Stéphanie. "Teaching Gender and Popular Culture." In Teaching Gender, 122–37. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230360778_8.

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Thomas, Sophie. "Teaching Romanticism and Visual Culture." In Teaching Romanticism, 91–103. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230276482_8.

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Sun, Yifeng. "Teaching Translation and Culture." In Key Issues in Translation Studies in China, 29–45. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5865-8_2.

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Chen, Shen, and Thi Thuy Le. "Teaching culture for education." In Teaching of Culture in English as an International Language, 42–61. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge advances in teaching English as an international language: Routledge, 2018. http://dx.doi.org/10.4324/9781351027182-3.

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Chen, Shen, and Thi Thuy Le. "Teaching culture for interaction." In Teaching of Culture in English as an International Language, 62–81. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge advances in teaching English as an international language: Routledge, 2018. http://dx.doi.org/10.4324/9781351027182-4.

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Chen, Shen, and Thi Thuy Le. "Teaching culture for globalisation." In Teaching of Culture in English as an International Language, 82–102. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge advances in teaching English as an international language: Routledge, 2018. http://dx.doi.org/10.4324/9781351027182-5.

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Chen, Shen, and Thi Thuy Le. "Teaching culture for localisation." In Teaching of Culture in English as an International Language, 103–20. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge advances in teaching English as an international language: Routledge, 2018. http://dx.doi.org/10.4324/9781351027182-6.

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Conference papers on the topic "Teaching culture"

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Osadchaia, Valeriia Petrovna, Olga Lvovna Ivanova, and Elizaveta Iosifovna Getman. "Cross-Cultural Communication Issues of Educating Bicultural Students." In All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75019.

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The article is devoted to the importance of incorporating of a foreign culture learning, acquiring cross-cultural communication and cultural awareness skills in a foreign language teaching. The authors point out that teaching culture in foreign language teaching context should include cultural knowledge, cultural values, cultural skills and behavior. The author also emphasize that attitudes to teaching culture in the process of foreign language teaching involve, on the one side, considering teaching culture as teaching the fifth language skill along with speaking, listening, reading and writing, implying teaching cultural sensitivity and cultural awareness or the behavior in certain cultural situations, and on the other side, regarding language as social practice being defined by culture in which culture becomes the core of language teaching with cultural awareness viewed as enabling language proficiency. Cultural awareness is the foundation of communication; it helps to understand cultural values, beliefs, and perceptions of the other culture. Training of both bilingual and bicultural students at higher educational institutions is of primary significance. Intercultural awareness presumes a number of skills, improving students’ native culture and other cultures’ awareness and understanding. The authors come to the conclusion that intercultural awareness skills imply overcoming misinterpretations and accepting differences.
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Salim, Soran Karim. "Teaching Language and Teaching Culture." In 8TH INTERNATIONAL VISIBLE CONFERENCE ON EDUCATIONAL SCIENCE AND APPLIED LINGUISTICS. Ishik University, 2017. http://dx.doi.org/10.23918/vesal2017.a34.

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Payne, Jesse. "TEACHING THROUGH CULTURE." In 34th International Academic Conference, Florence. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.034.038.

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Cui, Xiuzhong. "Chinese Festival Culture Teaching in Heterogeneous Culture." In 2020 International Conference on Advanced Education, Management and Information Technology (AEMIT 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200727.041.

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Korzun, Oxana O. "Speech Without A Hitch: On Teaching Pronunciation Culture." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.45.

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Lapithis, Petros, and Anna Papadopoulou. "Teaching a New Environmental Culture." In ISES Solar World Congress 2011. Freiburg, Germany: International Solar Energy Society, 2011. http://dx.doi.org/10.18086/swc.2011.06.04.

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Santiyadnya, Nyoman, I. N. Sukajaya, Gusti Ketut Arya Sunu, and I. Made Candiasa. "Working while Teaching: Balinese Culture-based Teaching Models." In Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icoie-18.2019.79.

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Smirnova, Uliana V. "Transcultural Approach To Teaching Foreign Languages: A Russian Perspective." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.96.

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Tyurina, Zinaida S. "Introduction Of Metaphors In Italian Fl Teaching: Problems And Options." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.107.

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Voskresenskaya, Maria S. "CEFR-Related Assessment Practices in Teaching L2 for Workplace Interaction." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.79.

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Reports on the topic "Teaching culture"

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Lukanich, Alexander. Teaching Culture in German: Standards, Perspectives, Resources. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7195.

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Jukes, Matthew C. H., Yasmin Sitabkhan, and Jovina J. Tibenda. Adapting Pedagogy to Cultural Context. RTI Press, September 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0070.2109.

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This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to togetherness, fairness, and cooperation; avoidance of embarrassment; and age-graded authority. We propose ways teaching activities can be adapted to take these behaviors into account while still adhering to fundamental principles of effective learning, including student participation in their own learning, teaching at the right level, and monitoring students as a basis for adjusting instruction. Such adaptations may be made most effective by engaging teachers in co-creation of teaching activities.
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Collins, Lindsey. Post-Revolutionary Mexican Education in Durango and Jalisco: Regional Differences, Cultures of Violence, Teaching, and Folk Catholicism. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2718.

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Sakurauchi, Yoko. Teaching and Learning for Intercultural Sensitivity: A Cross-Cultural Examination of American Domestic Students and Japanese Exchange Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1642.

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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al., 2017). We show that teachers hold different beliefs and engage in curricular design – or the use of hegemonic curriculum and instructional practices that produce different learning outcomes for minoritized students compared to Kinh students. It suggests that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects.
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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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Modern forms of teaching at a higher educational establishment by the example of “Physical culture elective courses” discipline in Nordic walking specialization. Svetlana V. Nageykina, June 2020. http://dx.doi.org/10.14526/2070-4798-2020-15-2-71-78.

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Physical readiness increase among female students on the basis of innovative approach use to teaching swimming in terms of “Physical culture” discipline at a pedagogical higher educational establishment. Evgeniya A. Raspopova, Yuliya A. Postolnik, December 2018. http://dx.doi.org/10.14526/2070-4798-2018-13-4-73-79.

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