Gotowa bibliografia na temat „New pedagogies and stratigies”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Spis treści
Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „New pedagogies and stratigies”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Artykuły w czasopismach na temat "New pedagogies and stratigies"
Diekelmann, Nancy, i Susan Lampe. "Student-Centered Pedagogies: Co-Creating Compelling Experiences Using the New Pedagogies". Journal of Nursing Education 43, nr 6 (1.06.2004): 245–47. http://dx.doi.org/10.3928/01484834-20040601-02.
Pełny tekst źródłaDiekelmann, Nancy. "Experienced Practitioners as New Faculty: New Pedagogies and New Possibilities". Journal of Nursing Education 43, nr 3 (1.03.2004): 101–3. http://dx.doi.org/10.3928/01484834-20040301-04.
Pełny tekst źródłaVelasquez-Potts, Michelle C. "Pedagogies of Negation". Syllabus is the Thing: Materialities of the Performance Studies Classroom 8, nr 2 (25.05.2023): 111–22. http://dx.doi.org/10.7202/1099885ar.
Pełny tekst źródłaPhilpot, Rod, Alan Ovens i Wayne Smith. "PETE CRITICAL PEDAGOGIES FOR A NEW MILLENIUM". Movimento (ESEFID/UFRGS) 25 (15.11.2019): e25064. http://dx.doi.org/10.22456/1982-8918.95142.
Pełny tekst źródłaGiordano, Sara. "Building New Bioethical Practices through Feminist Pedagogies". IJFAB: International Journal of Feminist Approaches to Bioethics 9, nr 1 (styczeń 2016): 81–103. http://dx.doi.org/10.3138/ijfab.9.1.81.
Pełny tekst źródłaHickey-Moody, Anna, Helen Palmer i Esther Sayers. "Diffractive pedagogies: dancing across new materialist imaginaries". Gender and Education 28, nr 2 (23.02.2016): 213–29. http://dx.doi.org/10.1080/09540253.2016.1140723.
Pełny tekst źródłaHancock, Tamara S., i Oona Fontanella-Nothom. "Becoming With/In Flux: Pedagogies of Sustainment (POSt)". Qualitative Inquiry 26, nr 1 (11.09.2019): 81–88. http://dx.doi.org/10.1177/1077800419874827.
Pełny tekst źródłaJohnson, Rebecca. "Pedagogies of Mapping". Constitutional Forum / Forum constitutionnel 19, nr 1, 2 & 3 (18.05.2012): 2011. http://dx.doi.org/10.21991/c9n666.
Pełny tekst źródłaOrr, Christine. "Using Discovery Learning Pedagogies". Teachers' Work 13, nr 1 (6.12.2016): 8–21. http://dx.doi.org/10.24135/teacherswork.v13i1.93.
Pełny tekst źródłaSmythe, Suzanne. "Adult Learning in the Control Society: Digital Era Governance, Literacies of Control, and the Work of Adult Educators". Adult Education Quarterly 68, nr 3 (1.04.2018): 197–214. http://dx.doi.org/10.1177/0741713618766645.
Pełny tekst źródłaRozprawy doktorskie na temat "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.
Pełny tekst źródłaThis 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.
Pełny tekst źródłaTraditionally, 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.
Pełny tekst źródłaCook, Kristian Ciarah. "Designing and Assessing New Educational Pedagogies in Biology and Health Promotion". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8403.
Pełny tekst źródłaConor, 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/.
Pełny tekst źródłaHill, Erika. "Co-learning Pedagogies in the Media Literacy Education Classroom". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2809.
Pełny tekst źródłaBeaudouin-Mackay, Alexandre, i 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.
Pełny tekst źródłaCataloged 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.
Pełny tekst źródłaCataloged 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.
Pełny tekst źródłaHarasymchuk, 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.
Pełny tekst źródłaKsiążki na temat "New pedagogies and stratigies"
New practices, new pedagogies: A reader. Exton, PA: Swets & Zeitlinger, 2004.
Znajdź pełny tekst źródła1939-, Stephenson John, red. Teaching & learning online: New pedagogies for new technologies. London: Kogan Page, 2001.
Znajdź pełny tekst źródłaHerrington, Jan. New technologies, new pedagogies: Mobile learning in higher education. Wollongong: University of Wollongong, 2009.
Znajdź pełny tekst źródła1939-, Stephenson John, red. Teaching & learning online: Pedagogies for new technologies. London: Kogan Page, 2001.
Znajdź pełny tekst źródłaHemara, Wharehuia. Māori pedagogies: A view from the literature. Wellington, N.Z: New Zealand Council for Educational Research, 2000.
Znajdź pełny tekst źródłaRevolutionary multiculturalism: Pedagogies of dissent for the new millennium. Boulder, Colo: Westview Press, 1997.
Znajdź pełny tekst źródłaRigney, Lester-Irabinna. Global Perspectives and New Challenges in Culturally Responsive Pedagogies. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003335719.
Pełny tekst źródłaMartha, Tennent, red. Training for the new millennium: Pedagogies for translation and interpreting. Amsterdam: J. Benjamins, 2005.
Znajdź pełny tekst źródłaS, Gonick Lev, i Weisband Edward 1939-, red. Teaching world politics: Contending pedagogies for a new world order. Boulder: Westview Press, 1992.
Znajdź pełny tekst źródłaRourke, Arianne. Pedagogy leads technology: Online learning and teaching in higher education : new technologies, new pedagogies. Champaign, Ill: Common Ground Pub., 2011.
Znajdź pełny tekst źródłaCzęści książek na temat "New pedagogies and stratigies"
Fowler-Watt, Karen. "New journalisms, new pedagogies". W 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.
Pełny tekst źródłaWilliams, Olivia, Colleen Gannon, South Holden i Jennifer Burris. "New Positions, New Pedagogies". W Understanding a Pedagogy of Teacher Education, 30–47. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003365129-3.
Pełny tekst źródłaO’Donnell, Aislinn. "Archipelagic pedagogies". W Global Perspectives and New Challenges in Culturally Responsive Pedagogies, 61–72. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003335719-7.
Pełny tekst źródłaSanger, Nadia, i Benita Moolman. "Pedagogies of betrayal". W Racism, Violence, Betrayals and New Imaginaries, 36–53. London: Routledge, 2023. http://dx.doi.org/10.4324/9781032624341-5.
Pełny tekst źródłaKeener, Craig S., i Médine Moussounga Keener. "One new temple in Christ1". W Moral Pedagogies for Africa, 95–112. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003178101-8.
Pełny tekst źródłaAndreasen, Lise Ulrik. "Menstruation, Feminist New Materialist Pedagogies". W 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.
Pełny tekst źródłaRudling, Emily S., Sherridan Emery, Becky Shelley, Kitty te Riele, Jessica Woodroffe i Natalie Brown. "New Learning Provisions and Pedagogies". W 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.
Pełny tekst źródłaCarello, Janice, i Phyllis Thompson. "Developing a New Default in Higher Education: We Are Not Alone in This Work". W Trauma-Informed Pedagogies, 1–12. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92705-9_1.
Pełny tekst źródłaMihailidis, Paul, Roman Gerodimos i Megan Fromm. "Civic intentionality and the transformative potential of journalism pedagogies". W 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.
Pełny tekst źródłaMiller, Althea Spencer. "Feminist Pedagogies: Implications of a Liberative Praxis". W Feminist New Testament Studies, 17–40. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1007/978-1-137-11204-0_2.
Pełny tekst źródłaStreszczenia konferencji na temat "New pedagogies and stratigies"
Montebello, Matthew. "A ‘DIGITAL PEDAGOGIES’–BASED LEARNING PLATFORM". W International Conference on Education and New Developments 2020. inScience Press, 2020. http://dx.doi.org/10.36315/2020end037.
Pełny tekst źródłaGarcía Revilla, Mercedes Raquel, Richard Mababu Mukiur i Olga Martinez Moure. "THE NEW REALITY FOR THE SPANISH UNIVERSITY: NEW SPACES FOR NEW PEDAGOGIES". W International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0829.
Pełny tekst źródłaWizel, Maya. "BUILDING BRIDGES: BRINGING NONFORMAL PEDAGOGIES INTO THE CLASSROOM". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end021.
Pełny tekst źródłaManasia, Loredana, Andrei Parvan, Gratiela Maria Ianos i Mirela Loghin. "VISUAL METHODS AS INNOVATIVE PEDAGOGIES IN HIGHER EDUCATION". W 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1683.
Pełny tekst źródłaAlvarado, Christine, Cynthia Bailey Lee i Gary Gillespie. "New CS1 pedagogies and curriculum, the same success factors?" W the 45th ACM technical symposium. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2538862.2538897.
Pełny tekst źródłaNeale, Natasha, i Lucy Judd. "FLIPPED LEARNING PEDAGOGIES: A NEW APPROACH TO WIDENING PARTICIPATION". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1975.
Pełny tekst źródłaMather, Nazarana. "UNDERSTANDING PEDAGOGIES OF WRITING FOR MIDDLE SCHOOL WRITING CLASSROOMS". W 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.1135.
Pełny tekst źródłaDube, Tendai, i Sheryl Rose Williams. "MAPPING DIGITAL TECHNOLOGIES TO PEDAGOGIES INSPIRED BY BLOOM'S TAXONOMY". W 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0812.
Pełny tekst źródłaNoreiga, Alicia. "Dismantling Antiblack Racism Pedagogies in New Brunswick's Classrooms and Beyond". W 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2010942.
Pełny tekst źródłaPalmer, June, Rantsie Kgothule, Gregg Alexander i Edwin de Klerk. "ENABLING TRANSFORMATIVE INCLUSIVE LEARNING PEDAGOGIES OF PRESERVICE TEACHERS IN MULTICULTURAL HIGHER LEARNING CONTEXTS". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end129.
Pełny tekst źródłaRaporty organizacyjne na temat "New pedagogies and stratigies"
Arora, Sukhesh, i Shena Gamat. Counter imaginaries: Towards a new cartography of agency. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1607.2023.
Pełny tekst źródłaErik Lyngdorf, Niels, Selina Thelin Ruggaard, Kathrin Otrel-Cass i Eamon Costello. The Hacking Innovative Pedagogies (HIP) framework: - Rewilding the digital learning ecology. Aalborg University, 2023. http://dx.doi.org/10.54337/aau602808725.
Pełny tekst źródłaCassity, Elizabeth, Jacqueline Cheng i 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.
Pełny tekst źródłaLavadenz, Magaly, i 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.
Pełny tekst źródłaFullan, Michael, i 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, grudzień 2020. http://dx.doi.org/10.18235/0002959.
Pełny tekst źródłaHollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson i 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.
Pełny tekst źródła