Littérature scientifique sur le sujet « New pedagogies and stratigies »
Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres
Sommaire
Consultez les listes thématiques d’articles de revues, de livres, de thèses, de rapports de conférences et d’autres sources académiques sur le sujet « New pedagogies and stratigies ».
À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.
Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.
Articles de revues sur le sujet "New pedagogies and stratigies"
Diekelmann, Nancy, et Susan Lampe. « Student-Centered Pedagogies : Co-Creating Compelling Experiences Using the New Pedagogies ». Journal of Nursing Education 43, no 6 (1 juin 2004) : 245–47. http://dx.doi.org/10.3928/01484834-20040601-02.
Texte intégralDiekelmann, Nancy. « Experienced Practitioners as New Faculty : New Pedagogies and New Possibilities ». Journal of Nursing Education 43, no 3 (1 mars 2004) : 101–3. http://dx.doi.org/10.3928/01484834-20040301-04.
Texte intégralVelasquez-Potts, Michelle C. « Pedagogies of Negation ». Syllabus is the Thing : Materialities of the Performance Studies Classroom 8, no 2 (25 mai 2023) : 111–22. http://dx.doi.org/10.7202/1099885ar.
Texte intégralPhilpot, Rod, Alan Ovens et Wayne Smith. « PETE CRITICAL PEDAGOGIES FOR A NEW MILLENIUM ». Movimento (ESEFID/UFRGS) 25 (15 novembre 2019) : e25064. http://dx.doi.org/10.22456/1982-8918.95142.
Texte intégralGiordano, Sara. « Building New Bioethical Practices through Feminist Pedagogies ». IJFAB : International Journal of Feminist Approaches to Bioethics 9, no 1 (janvier 2016) : 81–103. http://dx.doi.org/10.3138/ijfab.9.1.81.
Texte intégralHickey-Moody, Anna, Helen Palmer et Esther Sayers. « Diffractive pedagogies : dancing across new materialist imaginaries ». Gender and Education 28, no 2 (23 février 2016) : 213–29. http://dx.doi.org/10.1080/09540253.2016.1140723.
Texte intégralHancock, Tamara S., et Oona Fontanella-Nothom. « Becoming With/In Flux : Pedagogies of Sustainment (POSt) ». Qualitative Inquiry 26, no 1 (11 septembre 2019) : 81–88. http://dx.doi.org/10.1177/1077800419874827.
Texte intégralJohnson, Rebecca. « Pedagogies of Mapping ». Constitutional Forum / Forum constitutionnel 19, no 1, 2 & 3 (18 mai 2012) : 2011. http://dx.doi.org/10.21991/c9n666.
Texte intégralOrr, Christine. « Using Discovery Learning Pedagogies ». Teachers' Work 13, no 1 (6 décembre 2016) : 8–21. http://dx.doi.org/10.24135/teacherswork.v13i1.93.
Texte intégralSmythe, Suzanne. « Adult Learning in the Control Society : Digital Era Governance, Literacies of Control, and the Work of Adult Educators ». Adult Education Quarterly 68, no 3 (1 avril 2018) : 197–214. http://dx.doi.org/10.1177/0741713618766645.
Texte intégralThèses sur le sujet "New pedagogies and stratigies"
Bilhaj, Hussain. « Enseignement du français langue étrangère en Libye : analyse des méthodes appliquées au lycée et propositions didactiques ». Electronic Thesis or Diss., Université de Lorraine, 2022. http://www.theses.fr/2022LORR0163.
Texte intégralThis research focuses on the teaching-learning (EA) French as a foreign language (FLE) in sec-ondary school in Libya. It aims to question the program followed, but also the textbooks and teaching materials used in secondary schools. Given the critical nature of the role played by the MS / MD in the success or failure of EA (Mackey, 1972: 193), and the difficult conditions that the teaching of FLE in secondary school has gone through and still goes through today, ques-tioning the teaching set and its content has become a necessity. Indeed, our field study shows that it is essential and even urgent to verify the applicability of this didactic device, its effective-ness, but also its compliance with the intended audience, its needs and the objectives and rec-ommendations of the Ministry of Education. To study this question, our thesis defines, in a first part, the theoretical framework of this research by addressing the main methodological currents of the EA of foreign languages and the psychological theories of learning. This part also deals with methodologies of MS / MD analysis. The second part concerns, first, a general presenta-tion of the historical and geographical context of Libya but also on the status of FLE in Libya. Subsequently, we take stock of the MS / MD, with a presentation of the MS / MD (Oasis 1, 2, 3) used from 2007 until 2014. Then, we carry out a comparative analysis of a contrastive nature of the two methods of FLE: Le Nouveau Pixel 1 (Favret: 2016) and Le français pour la Libye/Pixel 1 (Favret: 2019). Finally, we present various didactico-pedagogical and methodolog-ical avenues, based on the results of the analyzes carried out
Evans, Ashley. « Expanding Composition Pedagogies| A New Rhetoric from Social Media ». Thesis, The University of Wisconsin - Milwaukee, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10690922.
Texte intégralTraditionally, the field of rhetoric and composition has valued long-form essay writing, which requires students to engage patiently and at length with revision. In contrast, students today spend much time outside of school producing fast-paced and short posts for social media. This dissertation argues that students’ social media interactions provide them nuanced, dialogic, and complex rhetorical understandings about writing—but that students need help developing discursive processes to support transfer of their social media knowledge to other writing contexts, including long-form academic writing. Drawing from two semesters of in-class study, I construct for first-year composition classrooms a pedagogy that embraces and cultivates the rhetorical knowledge students gain from social media; I demonstrate how students can analyze, reflect on, and transfer this knowledge to academic contexts. Citing students’ social media and academic writing, I draw from students’ intuitive understandings of the rhetorical concepts medium, context, audience, ethos, and purpose to illustrate how these concepts can productively shift and expand in FYC instruction. To situate this pedagogy within contemporary practices, I analyze leading FYC textbooks and highlight how textbook pedagogies can acknowledge and foreground students’ expanded rhetorical understandings of social media for richer composing processes in all media and for all contexts, digital and non-digital.
Schulleri, Phillipa. « Teachers' Perceptions of the Adoption of New Pedagogies in Kazakhstan ». ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6373.
Texte intégralCook, Kristian Ciarah. « Designing and Assessing New Educational Pedagogies in Biology and Health Promotion ». BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8403.
Texte intégralConor, Bridget Elizabeth. « Screenwriting as creative labour : pedagogies, practices and livelihoods in the new cultural economy ». Thesis, Goldsmiths College (University of London), 2010. http://research.gold.ac.uk/2642/.
Texte intégralHill, Erika. « Co-learning Pedagogies in the Media Literacy Education Classroom ». BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2809.
Texte intégralBeaudouin-Mackay, Alexandre, et Sarah Wagner. « A new way of play : the forms and functions of participatory design and critical pedagogies ». Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/129843.
Texte intégralCataloged from student-submitted thesis. Page 172 blank.
Includes bibliographical references (pages 169-171).
The playful distancing of academic work allows for freedom and innovation, yet architects have not fully explored the expansive opportunities inherent in a more political understanding of play. We conduct this exploration as both means for expanding and growing our own capacity for creativity and as a critique of our own architectural education, which has necessarily been focused on the delivery of defined assets. We are approaching play as a means of developing our own design philosophy. By understanding play as a powerful methodology, architects can engage others in creative processes with the ambition of implementing new, meaningful, and imaginative design strategies. Play is not aimless but productive; it is the way in which we learn to exist in the world. Play changes the way we see our environment, the way we understand ourselves. It creates collaborations and moments of solitude; it is dynamic; it is static. Like the imaginaries we engage, the design of play has always been intrinsically tied to the politics of its era. Today, "play," as we know it, is controlled by an industry obsessed with risk aversion. Play spaces are standardized and generic, not open but relegated to risk-free, fenced off areas. Similarly, our design processes are often isolated, not attentive to the potentials of external communities to open up new possibilities. In the midst of a global call for a new and equitable era, architects can return again to play, not just as a subject but as a method--as a way of working and a form of design research. In a world of increasing tensions and isolationism, architectural work needs to find new ways to be immersed in the world around it. Architects must learn to play with others. This thesis states that for architecture to reimagine play, it must in-turn, learn from play to re-imagine the process and products of design.
by Alexandre Beaudouin-Mackay [and] Sarah Wagner.
M. Arch.
M.Arch. Massachusetts Institute of Technology, Department of Architecture
Hird, Mackenzie Douglas. « Barriers to implementation of new programs and pedagogies in K-12 STEM Education : a systems perspective ». Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/81121.
Texte intégralCataloged from PDF version of thesis.
Includes bibliographical references (p. 85-97).
The continued usage of poor pedagogies in K-12 classrooms, despite large pressures for teachers to change their practice, points towards systematic barriers to change. In the last few decades, there has been a national focus to improve Science, Technology, Engineering and Math (STEM) Education. Driven by their concern for developing their future workforce, science and technology companies have invested billions of dollars in improving student outcomes. Further, the federal and state governments have responded by adopting new policies meant to improve student performance. Promising new pedagogies, such as Project Based Learning or the Flipped Classroom, have been developed alongside new technologies to complement them. Yet despite this support, pedagogical practice has not drastically changed and students are primarily taught through lectures and homework sets. This thesis argues that teachers do not adopt new pedagogies because they are under short-term pressure to improve test scores, often face an uphill battle against their school culture and/or do not have deep enough pedagogical or content expertise. A causal model of pedagogical implementation barriers is developed using the results of in-depth surveys and interviews of administrators, principals and teachers. Within this model, critical points of leverage are identified that can interrupt the negative feedback loops creating pedagogical lock-in, and three case studies of international attempts at pedagogical reform are presented to illustrate effective strategies to utilize these leverage points. General policy recommendations are then developed that will remove the current system of pressures and incentives for teachers to use rote memorization and incentivize use of more effective pedagogies.
by Mackenzie Douglas Hird.
S.M.in Technology and Policy
Clarke, Olivia Dorothy 1948. « Exploring pedagogies for effective teaching and learning in new multimedia environments : a comparative study of schools in Australia and the U.S ». Monash University, Faculty of Education, 2003. http://arrow.monash.edu.au/hdl/1959.1/5700.
Texte intégralHarasymchuk, Brad. « Place-based education & ; critical pedagogies of place : teachers challenging the neocolonizing processes of the New Zealand and Canadian schooling systems ». Thesis, University of Canterbury. School of Teacher Education, 2015. http://hdl.handle.net/10092/10662.
Texte intégralLivres sur le sujet "New pedagogies and stratigies"
New practices, new pedagogies : A reader. Exton, PA : Swets & Zeitlinger, 2004.
Trouver le texte intégral1939-, Stephenson John, dir. Teaching & learning online : New pedagogies for new technologies. London : Kogan Page, 2001.
Trouver le texte intégralHerrington, Jan. New technologies, new pedagogies : Mobile learning in higher education. Wollongong : University of Wollongong, 2009.
Trouver le texte intégral1939-, Stephenson John, dir. Teaching & learning online : Pedagogies for new technologies. London : Kogan Page, 2001.
Trouver le texte intégralHemara, Wharehuia. Māori pedagogies : A view from the literature. Wellington, N.Z : New Zealand Council for Educational Research, 2000.
Trouver le texte intégralRevolutionary multiculturalism : Pedagogies of dissent for the new millennium. Boulder, Colo : Westview Press, 1997.
Trouver le texte intégralRigney, Lester-Irabinna. Global Perspectives and New Challenges in Culturally Responsive Pedagogies. London : Routledge, 2023. http://dx.doi.org/10.4324/9781003335719.
Texte intégralMartha, Tennent, dir. Training for the new millennium : Pedagogies for translation and interpreting. Amsterdam : J. Benjamins, 2005.
Trouver le texte intégralS, Gonick Lev, et Weisband Edward 1939-, dir. Teaching world politics : Contending pedagogies for a new world order. Boulder : Westview Press, 1992.
Trouver le texte intégralRourke, Arianne. Pedagogy leads technology : Online learning and teaching in higher education : new technologies, new pedagogies. Champaign, Ill : Common Ground Pub., 2011.
Trouver le texte intégralChapitres de livres sur le sujet "New pedagogies and stratigies"
Fowler-Watt, Karen. « New journalisms, new pedagogies ». Dans New Journalisms, 117–38. London ; New York : Routledge, 2020. | Series : Routledge research in media literacy and education : Routledge, 2019. http://dx.doi.org/10.4324/9780429487477-8.
Texte intégralWilliams, Olivia, Colleen Gannon, South Holden et Jennifer Burris. « New Positions, New Pedagogies ». Dans Understanding a Pedagogy of Teacher Education, 30–47. New York : Routledge, 2024. http://dx.doi.org/10.4324/9781003365129-3.
Texte intégralO’Donnell, Aislinn. « Archipelagic pedagogies ». Dans Global Perspectives and New Challenges in Culturally Responsive Pedagogies, 61–72. London : Routledge, 2023. http://dx.doi.org/10.4324/9781003335719-7.
Texte intégralSanger, Nadia, et Benita Moolman. « Pedagogies of betrayal ». Dans Racism, Violence, Betrayals and New Imaginaries, 36–53. London : Routledge, 2023. http://dx.doi.org/10.4324/9781032624341-5.
Texte intégralKeener, Craig S., et Médine Moussounga Keener. « One new temple in Christ1 ». Dans Moral Pedagogies for Africa, 95–112. London : Routledge, 2021. http://dx.doi.org/10.4324/9781003178101-8.
Texte intégralAndreasen, Lise Ulrik. « Menstruation, Feminist New Materialist Pedagogies ». Dans The Palgrave Encyclopedia of Sexuality Education, 1–9. Cham : Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-030-95352-2_104-1.
Texte intégralRudling, Emily S., Sherridan Emery, Becky Shelley, Kitty te Riele, Jessica Woodroffe et Natalie Brown. « New Learning Provisions and Pedagogies ». Dans Education and Equity in Times of Crisis, 121–46. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-18671-4_6.
Texte intégralCarello, Janice, et Phyllis Thompson. « Developing a New Default in Higher Education : We Are Not Alone in This Work ». Dans Trauma-Informed Pedagogies, 1–12. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92705-9_1.
Texte intégralMihailidis, Paul, Roman Gerodimos et Megan Fromm. « Civic intentionality and the transformative potential of journalism pedagogies ». Dans New Journalisms, 139–53. London ; New York : Routledge, 2020. | Series : Routledge research in media literacy and education : Routledge, 2019. http://dx.doi.org/10.4324/9780429487477-9.
Texte intégralMiller, Althea Spencer. « Feminist Pedagogies : Implications of a Liberative Praxis ». Dans Feminist New Testament Studies, 17–40. New York : Palgrave Macmillan US, 2005. http://dx.doi.org/10.1007/978-1-137-11204-0_2.
Texte intégralActes de conférences sur le sujet "New pedagogies and stratigies"
Montebello, Matthew. « A ‘DIGITAL PEDAGOGIES’–BASED LEARNING PLATFORM ». Dans International Conference on Education and New Developments 2020. inScience Press, 2020. http://dx.doi.org/10.36315/2020end037.
Texte intégralGarcía Revilla, Mercedes Raquel, Richard Mababu Mukiur et Olga Martinez Moure. « THE NEW REALITY FOR THE SPANISH UNIVERSITY : NEW SPACES FOR NEW PEDAGOGIES ». Dans International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0829.
Texte intégralWizel, Maya. « BUILDING BRIDGES : BRINGING NONFORMAL PEDAGOGIES INTO THE CLASSROOM ». Dans International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end021.
Texte intégralManasia, Loredana, Andrei Parvan, Gratiela Maria Ianos et Mirela Loghin. « VISUAL METHODS AS INNOVATIVE PEDAGOGIES IN HIGHER EDUCATION ». Dans 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1683.
Texte intégralAlvarado, Christine, Cynthia Bailey Lee et Gary Gillespie. « New CS1 pedagogies and curriculum, the same success factors ? » Dans the 45th ACM technical symposium. New York, New York, USA : ACM Press, 2014. http://dx.doi.org/10.1145/2538862.2538897.
Texte intégralNeale, Natasha, et Lucy Judd. « FLIPPED LEARNING PEDAGOGIES : A NEW APPROACH TO WIDENING PARTICIPATION ». Dans International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1975.
Texte intégralMather, Nazarana. « UNDERSTANDING PEDAGOGIES OF WRITING FOR MIDDLE SCHOOL WRITING CLASSROOMS ». Dans 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.1135.
Texte intégralDube, Tendai, et Sheryl Rose Williams. « MAPPING DIGITAL TECHNOLOGIES TO PEDAGOGIES INSPIRED BY BLOOM'S TAXONOMY ». Dans 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0812.
Texte intégralNoreiga, Alicia. « Dismantling Antiblack Racism Pedagogies in New Brunswick's Classrooms and Beyond ». Dans 2023 AERA Annual Meeting. Washington DC : AERA, 2023. http://dx.doi.org/10.3102/2010942.
Texte intégralPalmer, June, Rantsie Kgothule, Gregg Alexander et Edwin de Klerk. « ENABLING TRANSFORMATIVE INCLUSIVE LEARNING PEDAGOGIES OF PRESERVICE TEACHERS IN MULTICULTURAL HIGHER LEARNING CONTEXTS ». Dans International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end129.
Texte intégralRapports d'organisations sur le sujet "New pedagogies and stratigies"
Arora, Sukhesh, et Shena Gamat. Counter imaginaries : Towards a new cartography of agency. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1607.2023.
Texte intégralErik Lyngdorf, Niels, Selina Thelin Ruggaard, Kathrin Otrel-Cass et Eamon Costello. The Hacking Innovative Pedagogies (HIP) framework : - Rewilding the digital learning ecology. Aalborg University, 2023. http://dx.doi.org/10.54337/aau602808725.
Texte intégralCassity, Elizabeth, Jacqueline Cheng et 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.
Texte intégralLavadenz, Magaly, et Elvira Armas. An Exploratory Study of Bilingual Teacher Residencies in California. California Council on Teacher Education (CCTE), 2023. http://dx.doi.org/10.15365/ceel.article.2023.1.
Texte intégralFullan, Michael, et 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, décembre 2020. http://dx.doi.org/10.18235/0002959.
Texte intégralHollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson et 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.
Texte intégral