Gotowe bibliografie tematyczne / Literature teaching

Gotowa bibliografia na temat „Literature teaching”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 31 stycznia 2023

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Artykuły w czasopismach na temat "Literature teaching"

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Reed, W. L. "Teaching Literature". Arts and Humanities in Higher Education 4, nr 3 (1.10.2005): 331–35. http://dx.doi.org/10.1177/1474022205056985.

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Powers, Janet M. "Teaching war literature, teaching peace". Journal of Peace Education 4, nr 2 (7.08.2007): 181–91. http://dx.doi.org/10.1080/17400200701523587.

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Stern, Guy. "Teaching Exile Literature". Die Unterrichtspraxis / Teaching German 22, nr 1 (1989): 16. http://dx.doi.org/10.2307/3530042.

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Kessler, Kate. "Teaching Holocaust Literature". English Journal 80, nr 7 (listopad 1991): 29. http://dx.doi.org/10.2307/819266.

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Taxel, Joel. "Teaching Children's Literature". Teaching Education 1, nr 1 (luty 1987): 12–15. http://dx.doi.org/10.1080/1047621870010104.

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Wagner-Martin, Linda. "Teaching American Literature". Pedagogy 2, nr 2 (1.04.2002): 271–75. http://dx.doi.org/10.1215/15314200-2-2-271.

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Mandlebaum, Linda Higbee, Leslie Lightbourne i Judy VandenBroek. "Teaching with Literature". Intervention in School and Clinic 29, nr 3 (styczeń 1994): 134–50. http://dx.doi.org/10.1177/105345129402900303.

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Gay, Thomas. "Teaching Children's Literature". Children's Literature Association Quarterly 12, nr 3 (1987): 129–30. http://dx.doi.org/10.1353/chq.0.0263.

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Willinsky, John. "Teaching literature is teaching in theory". Theory Into Practice 37, nr 3 (czerwiec 1998): 244–50. http://dx.doi.org/10.1080/00405849809543811.

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Aerila, Juli-Anna. "Teaching mathematics with children’s literature in Finland". New Trends and Issues Proceedings on Humanities and Social Sciences 3, nr 1 (28.06.2017): 564–72. http://dx.doi.org/10.18844/gjhss.v3i1.1821.

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Rozprawy doktorskie na temat "Literature teaching"

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GUIMARAES, CLAUDIO DE ASSUMPCAO. "THEORETICAL ELEMENTS ON LITERATURE TEACHING". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=10719@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
A presente dissertação de mestrado, Elementos teóricos para o ensino da literatura, tem por objetivo uma compreensão do fenômeno literário que transcende a sua configuração textual, em vista de uma atualização do ensino da literatura em escolas de Nível Médio. Para alcançar este fim, a pesquisa analisa ferramentas teóricas desenvolvidas pela Estética da Recepção e pela chamada Ciência Empírica da Literatura, avaliando a oportunidade de transferir os seus modelos para o espaço escolar, como estratégia pedagógica inovadora capaz de revigorar o próprio ensino. Neste sentido, a dissertação pretende oferecer caminhos de mediação entre uma tradição ainda vigente e propostas de renovação no campo da didática com respeito ao fenômeno literário e suas formas de historiografia.
The present M.A. thesis, Theoretical elements on literature teaching, aims at understanding the literary phenomenon which transcends its textual configuration. It keeps in sight the update of literature teaching in high school (medium level). In order to achieve such goal, this research analyses theoretical tools developed by the Reception Aesthetics and the so called Empiric Science of Literature. It evaluates the opportunity of transferring those models to the space of the school, as an innovative pedagogical strategy capable of renewing the act of teaching. In such sense, this thesis intends to offer ways to deal with a still present tradition and the renewal proposals in the field of didactics concerning the literary phenomenon and its historiography.
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Ranney, Melinda Meek. "Teaching Disadvantaged Children Through Literature". UNF Digital Commons, 1990. http://digitalcommons.unf.edu/etd/88.

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This paper concentrated on the teaching of economically disadvantaged children and the importance of reading aloud to these children. The traditional language program was found to be ineffective for disadvantaged first-grade children. A modified language plan was implemented in a classroom of disadvantaged first-grade students. This plan consisted of two units and involved the reading aloud of literature and language-related activities. Results indicated these students learned more effectively from units of study centered around literature.
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Ngo, Lập Tu McLaughlin Robert L. "Literature as allusion processing and teaching Vietnam-American war literature". Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225141141&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177941823&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.
Title from title page screen, viewed on April 30, 2007. Dissertation Committee: Robert L. McLaughlin (chair), Ronald Strickland, Aaron Smith. Includes bibliographical references (leaves 196-207) and abstract. Also available in print.
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Behari, Kasturi. "Literature education for transformation : a critical pedagogy for literature teaching". Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/19575.

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Bibliography: pages 115-119.
As the new South African national ethos is borne, education assumes the inenviable role of reconciliator and liberator amidst the programme of the redressing of past imbalances. Stakeholders everywhere are looking to the field of education for national reconstruction and nation building through the development of young minds into productive, active and creative citizens. Indeed, the responsibility that education bears is a moral one. The broad field of this dissertation identifies Literature Education as a tool for transformation within the specific context of present post-apartheid South Africa. A paradigmatic analysis of literature teaching is provided to establish a theoretical framework for teachers to critically appreciate the underpinnings of their methodological practice, within which to locate their current literature teaching trends. Making a paradigmatic shift in literature teaching implies a change in our beliefs concerning knowledge and meaning; power and authority and learning and teaching in society. The thesis posits that Literature Education must necessarily be located within a critical paradigm of teaching, so that as a critical pedagogy, it may facilitate the self and social transformation of pupils and practitioners alike. Within the critical paradigm of literature teaching, reading is reconceptualised as an interactive process between reader and text. The reader's status is elevated to meaning-maker, without whom the act of reading would be void. Adequate literary theory is advanced on Schema Theory as a model of reading analyses of a reader's or pupil's Personal-Mental Schemata. The theory of Additive Schemata is proposed as the means to effect the transformation in pupils through Schema Refreshment or Schema Alteration. The critical teacher using Additive Schemata inputs, is in a position to maximise the potential that the learner has for transformation. Transformation, however is not guaranteed as it depends on a variety of factors such as a learner's flexibility, logical reasoning and a need to be transformed. In order to validate this proposal a research project was conducted in an English Literature class, the dynamics of which are detailed in Chapter Three in their entirety. The findings reveal that Additive Schemata have a positive influence on a learner's personal-mental Schemata leading in most cases to a transformation within pupils who engaged critically with the Additive Schemata approach. The research acknowledges that a learner's point of entry is not the same as the point of departure within the Additive Schemata approach. Learners are not being introduced to a new moral order; the Additive Schemata offers learner's a new moral choice. In so doing, literature teaching, following the Additive schemata approach, embodies the central tenets of a critical pedagogy offering pupils a process that is self-liberating and socially empowering.
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Payne, Alan Robert. "An intertextual approach for teaching literature /". Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1850458331&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1279561194&clientId=22256.

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Thesis (Ph.D.)--University of Mississippi, 2008.
Typescript. Vita. "May 2008." Major professor: Benjamin F. Fisher Includes bibliographical references (leaves 166-170). Also available online via ProQuest to authorized users.
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Zuloaga, Carole. "Multicultural literature". CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/845.

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Xu, Li, i 徐莉. "IBMYP Chinese language A literature teaching process". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B4836924X.

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在國際文憑課程教學領域內，有關漢語A文學教學的研究剛剛起步。本研究探討中學項目九年級學生在文學教學過程中，初學文學評論的表現以及相關策略的運用。本研究以一所國際文憑組織成員學校中學項目九年級的學生為對象，通過問卷調查和小說單元的欣賞教學實驗及研究分析，發現： 1. 學生普遍具有閱讀文學作品的興趣，具備評價文學作品的意識。2. 文學教學促使一些學生突破以往閱讀思維的局限，視野更為開闊，更多關注作品所傳遞的更為豐富的文化信息以及作者駕馭作品的方式與技巧。3. 中文水準較弱和普通的一些學生，在文學評論的組織與表達方面尚有明顯不足。中文水準優秀的學生已經熟練掌握文學評論的寫作方法和技巧，能自如地聯係課外閱讀經驗，對不同作家作品進行比較、分析。據此結果，現時中學項目的漢語文學教學應該拓展閱讀面，增加知識積累，加強文學評論的寫作指引和訓練，為大學預科項目的文學學習做好銜接準備。 Little scholarship has been done regarding the teaching of “Language A Chinese" from the International Baccalaureate Organization (IBO). The present study focuses on the topic of Chinese Language A teaching to Grade 9 students, in particular, who are in the fourth year of MYP Language A. The study looks at student progress as they undertake this course as well as appropriate teaching strategies to maximize success. Drawing on Grade 9 students survey data from an IBO World School as well as the reseacher’s practical classroom experience, the major findings of this study are as follows: 1. Students are interested in reading literary works and enjoy evaluating literature. 2. The teaching of literature has prompted some students to pay more attention to cultural aspects of readings and has opened their mind to new ideas. 3. Lower- achieving Chinese Language students continue to have difficulties understanding the organization and expression of the literature commentary. In contrast, higher- achieving students have shown the ability to not only comprehend deeper organization and meaning in the literature, but they are also able to identify writing methods, and compare and analyze the work of different writers. Given the study findings, it is recommended that more MYP Chinese literature teaching should be focused on reading and writing in order to increase student knowledge and awareness, but also to strengthen their ability to succeed in the next stages of their schooling.
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Education
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Master of Education
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Correia, Sandra Miriam Rodrigues. "The role of literature: english textbooks and literature in secondary teaching in Portugal". Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2011. http://hdl.handle.net/10362/8105.

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Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Ensino de Inglês
The purpose of this Project Work is to assess how English textbooks present an approach to the literary text in secondary schools in Portugal. Whilst textbooks are not the only resource teachers use in their teaching practice, in the last years they have gained a significant place, being now the main tool in any classroom. Acknowledging its importance means textbooks have become legitimizing tools for the contents they promote. On the other hand, there has been a regression in textbooks due to several policies, political and educational, that have affected their role as sources of meaningful learning. In fact, being textbooks a reading of the syllabus and frequently their substitutes, it will be shown that there are flaws in the syllabus that are replicated in textbooks, affecting its content. In educational terms, the literary texts as valuable and valid learning material have been cause of debate throughout years, although the English syllabus in Portugal promotes its use. Bearing this in mind, the emphasis will be placed in the use of literary texts as a way of achieving meaningful learning and enhancing students’ knowledge of English as a foreign language and on how textbooks do not support this perspective nor recognize its importance, because they follow a communicative perspective of learning a language.
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Dozier, Kimberly S. Hesse Douglas Dean. "Reading Vietnam teaching literature using historically-situated texts /". Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914567.

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Thesis (Ph. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 10, 2006. Dissertation Committee: Douglas Hesse (chair), C. Anita Tarr, Charles Harris. Includes bibliographical references (leaves 232-241) and abstract. Also available in print.
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Hinojosa, Manuel Matthew. "Teaching Outre Literature Rhetorically in First-Year Composition". Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1189%5F1%5Fm.pdf&type=application/pdf.

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Książki na temat "Literature teaching"

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Knights, Ben, red. Teaching Literature. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-31110-8.

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Agathocleous, Tanya, i Ann C. Dean, red. Teaching Literature. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230507906.

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Teaching literature. Malden, MA: Blackwell Pub., 2003.

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N, Long Michael, red. Teaching literature. Harlow, Essex Longman: Distributed in U.S.A. by Longman Pub., 1991.

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Teaching values through teaching literature. Bloomington, Ind: Education Information Press in cooperation with ERIC Clearinghouse on Reading and Communication Skills, 1993.

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Teaching black literature. London: Virago, 1989.

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Leland, Christine H., Mitzi Lewison i Jerome C. Harste. Teaching Children's Literature. Second Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315269627.

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Brumfit, Christopher J. Literature and language teaching. Oxford: Oxford University Press, 1991.

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Teaching reading using literature. Madison, Wis: WCB Brown & Benchmark, 1994.

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Nair, Supriya. Teaching Anglophone Caribbean literature. New York: Modern Language Association of America, 2012.

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Części książek na temat "Literature teaching"

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Jayendran, Nishevita, Anusha Ramanathan i Surbhi Nagpal. "Teaching literature". W Language Education, 147–74. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003054368-8.

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Surkamp, Carola. "Teaching Literature". W English and American Studies, 488–95. Stuttgart: J.B. Metzler, 2012. http://dx.doi.org/10.1007/978-3-476-00406-2_37.

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Beach, Richard, Ashley S. Boyd, Amanda Haertling Thein i Allen Webb. "Teaching Literature". W Teaching to Exceed in the English Language Arts, 67–85. Wyd. 3. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003177364-6.

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Miller, Paul Allen. "Teaching Literature, Teaching Commitment". W The New Public Intellectual, 45–59. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1007/978-1-137-58162-4_3.

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Williams, Carolyn. "Teaching Autobiography". W Teaching Literature, 11–30. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230507906_2.

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Knights, Ben. "Introduction: Teaching? Literature?" W Teaching Literature, 1–15. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-31110-8_1.

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Dentith, Simon. "Teaching Historically: Some Limits to Historicist Teaching". W Teaching Literature, 173–88. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-31110-8_11.

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Agathocleous, Tanya, i Ann Dean. "Introduction". W Teaching Literature, 1–7. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230507906_1.

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Miller, Richard E. "Schooling Misery: the Ominous Threat and the Eminent Promise of the Popular Reader". W Teaching Literature, 125–38. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230507906_10.

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Dean, Ann. "The River and the Chestnut Tree: When Students Already Know the Answers". W Teaching Literature, 139–48. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230507906_11.

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Streszczenia konferencji na temat "Literature teaching"

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Heinrichova, Nadezda. "Teaching History Through German Literature". W 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.17.

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Stone, Jenelle. "Teaching Affect Labeling Through Literature". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1586533.

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Škobo, Milena. "Modern Technologies in Teaching Literature". W Sinteza 2020. Beograd, Serbia: Singidunum University, 2020. http://dx.doi.org/10.15308/sinteza-2020-86-92.

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Sfeir, Hadia. "FEMINIST ACTION IN LITERATURE TEACHING". W International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0598.

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Jukim, Maslin Haji. "Literature Teaching in Brunei: Literature Textbook in Indonesian Language". W Proceedings of the 1st Konferensi Internasional Berbahasa Indonesia Universitas Indraprasta PGRI, KIBAR 2020, 28 October 2020, Jakarta, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.28-10-2020.2315312.

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Riyandari, Angelika. "Indonesian Local Literature For English Teaching". W The 2nd International Conference 2017 on Teaching English for Young Learners (TEYLIN). Badan Penerbit Universitas Muria Kudus, 2017. http://dx.doi.org/10.24176/03.3201.08.

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Duan, Shaojun. "Instilling Environmental Awareness into Literature Teaching". W 2018 2nd International Conference on Education, Economics and Management Research (ICEEMR 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iceemr-18.2018.113.

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Sun, DaJun. "On Dialogue Teaching in Literature Course". W 2013 the International Conference on Education Technology and Information Systems (ICETIS 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetis-13.2013.102.

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Zhang, Xuemei. "Thoughts on Teaching Classical Chinese Literature". W 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.519.

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Núñez-Pacheco, Rosa, Evelyn-Paola Guillén-Chávez, Aymé Barreda-Parra i Mª Cruz Sánchez-Gómez. "Literature teaching methods: A systematic mapping". W TEEM'21: Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3486011.3486423.

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Raporty organizacyjne na temat "Literature teaching"

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Oliveira, Hugo, i Jorge Bonito. Practical work in science education: A systematic literature review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, styczeń 2023. http://dx.doi.org/10.37766/inplasy2023.1.0023.

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Review question / Objective: Main question: What is the current state of the art, on practical work, in science teaching at the pre-university level? Subquestions: a) What aspects are integrated into the concept of practical work? b) What are the advantages attributed to the development of practical work in science teaching? c) What types/strategies of assessment are carried out in the development of practical work? d) What are the disadvantages attributed to the development of practical work in science teaching? Eligibility criteria: Inclusion criteria: Complete and Open Access documents; Peer-reviewed studies; Studies developed on the teaching of science in pre-university teaching establishments; Publications written in English. Exclusion criteria: Systematic literature reviews; Graduation dissertations; Master's dissertations; Publications prior to 2011.
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Jiménez, Carmen Rodríguez, Juan Carlos De la Cruz Campos, María Natalia Campos Soto i Magdalena Ramos Navas-Parejo. Teaching and Learning Mathematics in Primary Education: the role of ICT. A systematic review of the literature. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, listopad 2022. http://dx.doi.org/10.37766/inplasy2022.11.0083.

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Review question / Objective: The aim of this paper is to provide a detailed view of how the role of ICT is being dealt with in the scientific literature within the mathematics teaching-learning process , specifically at the Primary Education stage, as this has certain specific characteristics that influence this process. The aim is to show the state of this literature and of this research, to check where the focus of attention is, what aspects are highlighted and researched, what elements the research focuses on and where the greatest innovations can be found. Condition being studied: Innovative methodologies using ICT for teaching mathematics in primary education, which can be very effective and appropriate for the students of the 21st century.
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Petrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka i Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, lipiec 2021. http://dx.doi.org/10.31812/123456789/4635.

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The article deals with the peculiarities of creation and practical application of augmented reality (AR) technologies for the organization of students-philologists’ individual and group work in studying the discipline “Methodic of teaching literature”. The relevance of the introduction of AR technologies for the future teachers-philologists’ readiness formation to the professional activity is substantiated. Analysis of the scientific sources suggested that the professional training process requires the modernization of teaching methods, and the usage of information and communication technologies (ICT) in education, in particular AR technologies, allows to make the learning process interesting and exciting. The domestic and foreign experience of AR technologies application into current educational practices is generalized. A step-by-step algorithm for creating the AR in the mobile application Unite and its subsequent content filling for professional training of future teachers of Ukrainian language and literature is described. The visualization of the educational content of the lepbook “Incredible Lesya Ukrainka”, made by students- philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline “Methodic of teaching literature”, is detailed. It is specified that the educational process is based on the creation AR with the visualization of interactive learning materials with animation, instructions, links, video content, illustrations etc. according to the rubrics of the lepbook. It is emphasized that the implementation of AR technologies provides the increasing of motivation for systematic mastering of practical skills, enhances students’ concentration and attention, increases their cognitive experience, promotes the development of their creative abilities, produces the opportunities of using the visualized content for students’ research work, stimulates them to self-expression, motivates them to self-development, trains them to the skillful use of the Internet, modern gadgets and mobile applications, etc. Prospects for studying the possibilities of using AR technologies in lessons of Ukrainian literature at secondary school are determined.
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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.
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Korobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, Daryna O. Holub, Nataliia V. Zinukova, Tetyana L. Kozhushkina i Sergei B. Vakarchuk. Google cloud services as a way to enhance learning and teaching at university. [б. в.], lipiec 2020. http://dx.doi.org/10.31812/123456789/3854.

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The article is devoted to the issue of a cloud-based learning system implementation as a powerful strategy for future specialists’ training at higher educational establishments. Using cloud computing in self-work management of the university courses is essential to equip students with a workload of appropriate educational materials and variable activities for professional training. Theoretical and empirical research methods were applied to select the appropriate services and tools for organizing students’ self-work at university. Critical analysis of scientific literature, synthesis of the data, didactic observation of the educational process, designing of the skeleton for university courses, questionnaires enabled to facilitate the study of the issue. G Suite has been chosen to enhance the quality of training of prospective specialists at a higher educational establishment. This paper introduces the outcomes of the project on applying Google Classroom in the management of students’ self-work while studying university courses. The focus of the first stage of the project was on testing pilot versions of the courses with the aim to work out the requirements and recommendations for incorporation general blended learning model of university courses. Particular attention is drawn to the designed model of the university course based on the curriculum with the necessary components of blended learning in the G Suite virtual environment. Cloud-based higher education is considered as a prospective tool for design of university courses with the need for further research and implementation.
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Duong, Bich-Hang, Vu Dao i Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), grudzień 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.

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Education systems globally are implementing competency-based education (CBE) reforms. Vietnam's leaders have also adopted CBE in a comprehensive reform of its education since the early 2010s. Although the global idea of CBE has been widely adopted and recontextualized in various educational contexts, implementing the reform at the local level (e.g., teachers in schools) is never a linear and simple process. Given the complicated sensemaking process of competency and competency teaching, this study explores how Vietnamese teachers made sense of key competencies and adapted their teaching to competency development. Informed by a sociocultural approach and the sensemaking perspective, this study draws from a dataset of 91 secondary teachers collected over three years (2017-2019), with a particular focus on longitudinal analysis of eight teachers. The findings shed light on teachers’ ambivalence as they made sense of the target competencies and aligned their practices with the new CBE reform. Based on their prior experiences and worldviews, teachers made sense of competencies as learning foundational knowledge and skills, in addition to developing good attitude, character, and morality. Over the years, they placed a stronger emphasis on the competencies’ process-orientation, integration, and real-life application toward whole-child development. Despite teacher sensemaking and changing practices, the performativity culture for high learning outcomes still prevailed, making teaching competencies for life a challenging task. Contributing to the CBE literature and practice, this study illustrates the long and complicated process through which teachers recontextualize the CBE pedagogy. It also suggests how teacher practices can be better supported to transition to the new CBE curriculum.
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Sims, Kate. Lessons Learned from Education Initiatives Implemented During the First Wave of COVID-19: A Literature Review. Institute of Development Studies (IDS), grudzień 2021. http://dx.doi.org/10.19088/k4d.2021.134.

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It is important to assume that the learning crisis caused by COVID-19 is not over. As highlighted by 2021 school closures in response to the Delta variant, lessons learned from school closures in 2020 are required and applicable. There is therefore a need for reflection and a consolidation of lessons learned to protect education outcomes. Lessons include the need for parental engagement and support, the mobilisation of community actors, and inclusive and accessible remote learning approaches (Kapur, 2020, p. 38). This literature review seeks to better understand what worked and what did not work in education interventions during the first wave of COVID-19, in order to support planning on current and future school closures and/or disruptions to education systems. It focuses on three key areas: 1. Support to teachers to continue teaching during school closures, and the role of teachers in supporting marginalised learners; 2. Approaches to ensure the continuation of learning; and 3. Approaches to reach the most marginalised learners.
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Bright, Nicola, Esther Smaill, Sinead Overbye i Kiri Edge. He reo ka tipu i ngā kura Growing te reo Māori in schools. NZCER, październik 2021. http://dx.doi.org/10.18296/rep.0017.

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This report is literature review to support English-medium primary schools that are seeking to strengthen their reo Māori teaching and learning programmes. The report explains why English-medium primary schools should take a strategic approach to teaching and learning te reo Māori. It identifies key issues or kaupapa that schools should consider when adopting such an approach and provides practical evidence-based advice to assist schools as they engage with and respond to these important kaupapa.
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DeJaeghere, Joan, Bich-Hang Duong i Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), styczeń 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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ZATONA, D. S., i I. V. SHATOKHINA. METHODICAL APPROACHES AND EXPERIENCE OF THE FORMATION OF THE COMMUNICATIVE UNIVERSAL LEARNING SKILLS OF YOUNGER SCHOOLCHILDREN USING DIGITAL TECHNOLOGIES (LITERATURE REVIEW). Science and Innovation Center Publishing House, kwiecień 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-71-79.

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The article is devoted to the problem of formation of communicative universal learning skills of junior schoolchildren in the process of primary lingual education. The authors consider the organization of communicative interaction of the agents of the educational process at the lessons using digital technologies to be one of the important conditions for solving this problem. The article contains a theoretical review of researches on the role and capabilities of those technologies in both lingual education and the development of primary school students. The components of digital technologies, the use of which at the lessons of native language contributes to the development of students’ communicative skills are described in the article. The authors also analyze and summarize the experience of using digital technologies at native language lessons by primary school teachers. The researchers conclude that the use of various opportunities of the modern digital educational environment allows individual teaching methods and differentiated approach to students, creating opportunities for the development of their communicative skills and abilities.
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