Bibliografias temáticas / Short story educational

Literatura científica selecionada sobre o tema "Short story educational"

Autor: Grafiati
Publicado: 26 de julho de 2024

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Artigos de revistas sobre o assunto "Short story educational"

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Anggriani, Dita. "ANALISIS NILAI PENDIDIKAN DALAM BUKU ANTOLOGI CERPEN GADIS PAKARENA". INDONESIA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia 1, n.º 2 (22 de janeiro de 2021): 104. http://dx.doi.org/10.26858/indonesia.v1i2.13912.

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Analysis of Educational Values in Gadis Pakarena Short Story Anthology Book. This research is to study the educational values in the short story anthology book of Gadis Pakarena by Krisna Pabichara. This type of research is a qualitative descriptive study. The data source of this research is the anthology of Gadis Pakarena short story by Khrisna Pabichara consisting of seven short stories, entitled: Gadis Pakarena, Arajang, Rumah Panggung di Kaki Bukit, Haji Baso, Silariang, Ulu Badik Ulu Hati dan Pembunuhan. The results of the study that showed the educational value contained in the anthology of Gadis Pakarena short stories, among others: trust, patience, honesty, filial piety for parents, wise and hard work.
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Fiddienika, Arief, Fatkhul Ulum e Rachmat Nuhidayatullah. "KAJIAN STRUKTURAL CERPEN WA KĀNAT AD-DUNYĀ DALAM ANTOLOGI CERPEN ARINILLĀH KARYA TAUFIQ EL-HAKIM". INDONESIA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia 4, n.º 2 (10 de agosto de 2023): 46. http://dx.doi.org/10.26858/indonesia.v4i2.44457.

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Structural Analysis of the Short Story of Wa Kānat Ad-Dunyā in the Anthology of the Short Story of Arinillāh by Taufiq El-Hakim. The purpose of this study is to describe: (1) intrinsic elements, (2) the relationship between elements, and (3) educational values in the short story wa kānat ad-dunyaā by Taufiq El-Hakim. This research is literary research with a text translation approach and structural theory. The data in the form of a short story "Wa Kānat Ad-Dunyā" was translated into Indonesian. After that, the data is collected based on facts and interpreted based on the structural principles of the story. Based on the research conducted, it means that the short story wa kānat ad-dunya by Taufiq El-Hakim has complete intrinsic elements from story facts, themes, and literary means. As well as the existence of relationships between elements that are mutually influencing so that they become one unified whole. In addition, there are educational values both in terms of religious values, moral values, social values, and aesthetic values.
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Lehmann, Jennifer. "Training: A short story". Children Australia 29, n.º 2 (2004): 42–44. http://dx.doi.org/10.1017/s1035077200006015.

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Azka Hanifa Sabila e Mega Nurhayati. "ANALISIS CERPEN “KETIKA AKU DAN KAMU MENJADI KITA” MENGGUNAKAN PENDEKATAN OBJEKTIF". Populer: Jurnal Penelitian Mahasiswa 1, n.º 4 (8 de dezembro de 2022): 98–104. http://dx.doi.org/10.58192/populer.v1i4.286.

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This research is to analyze the intrinsic elements in the short story “Ketika Aku dan Kamu Menjadi Kita” using an objective approach. The research method that I use in this analysis uses a qualitative descriptive method, which is a thorough and in-depth research. This short story is highly recommended to be read by all people because there is an educational element in the short story, and there are many messages and impressions in the short story. This plot is very understandable because it doesn't make the reader dizzy.
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Dzulkifli, Mohammad. "Problematika Pendidikan di Mesir dalam Cerpen Fî Al-Qithâr Karya Mahmoud Taymour (Analisis Sosiologi Sastra)". Alfaz (Arabic Literatures for Academic Zealots) 7, n.º 01 (14 de junho de 2019): 29. http://dx.doi.org/10.32678/alfaz.vol7.iss01.1924.

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This study aims to reveal the educational problems of Egyptian society contained in the "Fi al-Qithar" short story by Mahmoud Taymur and its relevance to the social reality of Egyptian society in the early 19th century. The reason the researchers chose the "Fi al-Qithar" short story was because it was the first Modern Arabic short story that appeared in Egypt that represented a lot of the social reality of society and the pattern of life in Egypt at that time. This research includes qualitative research by using Sociology of Literary theory, and uses hermeneutic analysis methods to interpret and explain to the reader about the meaning contained in the short story. The results of this study conclude that there are social phenomena adopted by the authors in this short story, including the problem of educational equity, social inequality, urban elite slavery and government officials over ordinary people such as farmers and laborers, and the role of religious leaders in dealing with problems happens in the midst of society.
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Wirasty, Rini. "ALASAN MERANTAUNYA ORANG MINANGKABAU DALAM KUMPULAN CERPEN PENGANTIN SUBUH KARYA ZULFEMI WIMRA (Tinjauan Sosiologi Sastra)". JELISA (Jurnal Edukasi dan Literasi Bahasa) 1, n.º 1 (6 de abril de 2021): 10–20. http://dx.doi.org/10.36665/jelisa.v1i1.396.

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This study aimed to describe the causes of the Minangkabau people migrated in the short story collection Pengantin Subuh karya Zulfemi Wimra, many interesting things to study, especially regarding the causes of the Minangkabau people migrated. Short story is one form of literature that is used as a means of letters in raising issues relating to the causes wander. One of them is the short story works Zulfeni Wimra Bride dawn. The short story tells a lot about the causes wander in terms of sociology of literature. The method used in this study is a qualitative method that produces written data and events, about the shape of the causes wander in the short story collection The bride Dawn Wimra Zulfemi work. The technique used is descriptive, which is to describe in detail about the shape causes the Minangkabau people migrated in the short story collection The bride Dawn Wimra Zulfemi work. The results of this study causes Dawn Bride wander in the short story works Zulfemi Wimra as economic, social, educational, cultural and religious.
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Gabrielyan, Seda. "Game as Educational Activity". Armenian Folia Anglistika 7, n.º 2 (9) (17 de outubro de 2011): 83–93. http://dx.doi.org/10.46991/afa/2011.7.2.083.

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The article aims to highlight the role games play in shaping the psychological image of a child and in the process of his/ her realization as a social being. The research has been conducted with special reference to W. Saroyan’s “Papa, You’re Crazy” where the relationship between the father and the son develops through various games. These, in their turn, contribute to the development of the linguistic abilities and life skills of the child. The article shows that the short story may serve as a unique guideline for child upbringing.
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Lehmann, Jennifer. "Costing the taxpayer: A short story". Children Australia 29, n.º 1 (2004): 39–40. http://dx.doi.org/10.1017/s1035077200005915.

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Seik, Robert A., e Douglas M. Byer. "Anabolic Steroid Abuse Educational Videotape Service Project". Journal of Pharmacy Practice 9, n.º 5 (outubro de 1996): 301–12. http://dx.doi.org/10.1177/089719009600900503.

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This article describes the professional services project for the Phi Delta Chi Professional Pharmacy Fraternity—Beta Gamma Chapter—preparation of an educational videotape on abuse of anabolic steroids. A short summary of the adverse effects of these steroids, a personal story involving steroid abuse, recovery, and motivation and stimulation of a group of pharmacy students to provide important educational services to teenagers (and older aspiring athletes) is presented.
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Jun, Xu, e Stig A. Eriksson. "From short story to process drama: A Chinese and a Norwegian classroom approach". Applied Theatre Research 10, n.º 2 (1 de dezembro de 2022): 169–86. http://dx.doi.org/10.1386/atr_00069_1.

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In this practice-oriented article, each author has found an example in their national contemporary literary legacy to be explored through educational drama approaches. One is a short story (and a one-act play version of the story) by Lao She, China; the other is a short story by Tor Åge Bringsværd, Norway. Both stories are about experiences on train journeys and the article presents ideas for how to use them in drama pedagogical settings. Each author contextualizes their drama approach in terms of current public curriculum policies relevant to aesthetic education and drama education in each country, and theory from the field literature.
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Mais fontes

Teses / dissertações sobre o assunto "Short story educational"

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Geary, James P. "Social Realism in Central America: the Modern Short Story Translated". Wright State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=wright1215444512.

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Gaignoux, Aline de Azevedo. "Quem conta um conto aumenta um ponto: trabalhando o gênero no 9 ano do Ensino Fundamental II". Universidade do Estado do Rio de Janeiro, 2014. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6953.

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A presente dissertação nasceu da necessidade particular de abrir espaço para o texto literário no ambiente escolar. A escola é o espaço natural no qual os alunos entram em contato com as linguagens escritas; é, pois, o espaço onde os estudantes devem conviver com diferentes textos de gêneros variados. É preciso, contudo, refletir sobre a forma como estes textos serão apresentados aos estudantes. A partir desse questionamento, algumas dúvidas motivaram a presente pesquisa: como trabalhar a leitura e a escrita no Ensino Fundamental II?, como formar jovens leitores?, como despertar o gosto pelo texto literário?, como trabalhar a produção do texto escrito com esses jovens? Pesquisar o trabalho com o texto literário no segundo segmento, todavia, seria um tema amplo demais. Desse modo, foi realizado um recorte, definindo a série e o gênero textual que seriam o foco da pesquisa. O 9 ano foi eleito por ser a última etapa do Ensino Fundamental. Nessa fase, teoricamente, os alunos já tiveram contato com diversos gêneros textuais e já estudaram (e produziram) textos com diferentes modos de organização do discurso: narração, exposição, argumentação, injunção, descrição. A escolha do gênero conto se justifica por ser este um texto mais curto, possibilitando a leitura em sala com a turma. O corpus se compõe de contos de dois grandes autores brasileiros: Machado de Assis e Lima Barreto. Um dos propósitos dessa escolha era mostrar que autores clássicos podem e devem ser lidos no Ensino Fundamental. O objetivo principal desta pesquisa é apresentar atividades realizadas em sala de aula com o gênero selecionado, visando à formação do leitor e ao desenvolvimento da produção escrita, ressaltando a importância do texto literário no contexto escolar. Defende-se, portanto, que o trabalho com os contos pode ser um estímulo para desenvolver o gosto e, se possível, ao prazer da leitura, o enriquecimento vocabular e, por conseguinte, para o amadurecimento da escrita
This dissertation grew out of a particular need to provide space for the literary text in the school practice. The school is the natural context in which students come into contact with the written language and, for this reason, should face different texts of varied genres. It is necessary, however, to think of how these texts will be presented to students. From this reflection, some questions motivated this research: How to work on reading and writing in Secondary School? How to train young readers? How to awaken a taste for literary text and work the production of written text with these young people? Search the issue of the literary text in Secondary School, however, could be a too broad topic for a dissertation. Thus, an indentation was performed by setting the grade and the textual genre that would be the focus of research. The 9th grade was elected because it is the last stage of Basic School, during this phase, theoretically, students have had contact with several textual genres and have studied (and produced) texts in different ways of organization of discourse (narration, exposition, argumentation, injunction, description). The choice of the short story genre is justified because it is a shorter text, allowing the reading in the classroom with the students. The corpus consists of tales of two major Brazilian authors: Machado de Assis and Lima Barreto.One of the purposes of this choice was to show that classical authors can and should be read in Basic School. The main objective of this research is to present a didactic way to work with the short story genre in the classroom, for the training of the reader and the development of writing production proposal, highlighting the importance of literary texts in the school context. It is argued that reading short stories can be a bridge to the stimulus to the pleasure of reading, vocabulary enrichment and, therefore, writing maturation
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Gimenes, Alessandra Maria Moreira. "Machado de Assis e a crítica à escola de seu tempo: uma ideia de formação nos contos \"Um cão de lata ao rabo\", \"O programa\" e \"Conto de escola\"". Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-28012015-135258/.

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Esta tese relaciona História, Literatura e Educação, a partir da investigação dos contos Um cão de lata ao rabo (1878), O programa (1882) e Conto de escola (1884), de Machado de Assis. Fontes de nosso estudo, sua análise objetiva entender a maneira pela qual esses três textos representam a educação de seu tempo a segunda metade do século XIX no Brasil , suas ideias sobre a formação do cidadão, a maneira como é representada a escola e seu papel na formação das personagens. Ao trazerem a escola, seu cotidiano, o perfil de professores e alunos, as narrativas apresentam, no desenvolver de suas tramas, nas ações dos protagonistas e nos diferentes discursos (narrador, personagem, autor implícito), uma determinada concepção de formação pela educação escolar e que aparece nas diferentes vozes que se mesclam e conduzem o leitor para as questões da época, razão pela qual nossa investigação priorizou a perspectiva histórica. Para apreender essas vozes, adotamos como apoio teórico o estudo de Bakhtin sobre o discurso, em Marxismo e filosofia da linguagem (2006). As conclusões apontam para a crítica do autor a um princípio de formação pela educação que vê o indivíduo como sujeito que deve ser moldado segundo regras impostas pela sociedade e não leva em conta nem a subjetividade, nem a transformação pelas práticas. O que figura com maior destaque no conto O programa. A nossa observação final sugere que das obras emerge um princípio formativo que leva em conta a experiência advinda dos acontecimentos da vida cotidiana, a exemplo de uma concepção de transformação do sujeito menos aristotélica e mais nietzschiana, segundo perspectiva apresentada por Silvia Rocha (2006). Outras contribuições teóricas mostraram-se fundamentais para o desenvolvimento do presente trabalho, como a visão de História de Michel Foucault (2008); o estudo sobre a paródia de Linda Hutcheon (1985); as teses sobre o conto de Ricardo Piglia (2004) e os estudos da sociedade brasileira, segundo a ótica de Alfredo Bosi (2003) e de Roberto Schwarz (2000), entre outros.
This dissertation touches History, Literature, and Education, starting with the investigation of the short-stories Um cão de lata ao rabo [A dog with a can on his tail, (1878)], O programa [The program, (1882)], and Conto de escola [A school short-story, (1884)], by Machado de Assis. As sources of this study, they were analyzed in order to understand the way these three texts represent education at that time the second half Brazil´s twentieth century XIX the author´s ideas about how to raise a citizen, the way the school is represented and its role in the formation of characters. By introducing the school, its everyday life, the profile of teachers and students, and while developing their plots in the actions of protagonists and in the different types of speech (narrator, characters, implicit author), the narratives present a given conception of formation as a result of schooled education as they appear in the different voices that are intertwined and lead the reader to the issues of that time. That is why this investigation prioritized the historical perspective. To apprehend such voices, the theoretcial support came from Bakhtins study of discourse in Marxism and philosophy of language (2006). Conclusions point to the author´s criticism of a principle of formation by education which see the individual as someone that has to be molded according to the rules imposed by society and does not take into account neither the subjectivity nor the transformation that results from the practices. This is the greatest highlight in the short-story named O programa. The final comments suggest that, from the works, there comes a formative principle that takes into consideration the experience acquired with the events of everyday life, as an example of a less Aristotelian and a more Nieztchean conception of transformation of the individual, according to the perspective presented by Silvia Rocha (2006). Other theoretical contributions turned out to be of the essence to develop this work, such as the view of History by Michel Foucault (2008); the study of parody by Linda Hutcheon (1985); the theses about short-stories by Ricardo Piglia (2004) and the studies of the Brazilian society, according to the viewpoint of Alfredo Bosi (2003) and Roberto Schwarz (2000), among others.
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Afsharchi, Fedra. "La nouvelle en didactique du persan « parlé-quotidien » : enjeux linguistiques et interculturels". Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA103.

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Cette thèse s’inscrit dans la didactique des langues et des cultures étrangères ; il s’agit d’une recherche sur un enseignement du persan quotidien qui repose sur la nouvelle, en tant que lieu d’échanges interculturels. Justifiant, en premier lieu, pour le persan l’hypothèse de la diglossie, cette thèse montre que ce concept ne peut pas se concevoir sans considérer les différents paramètres socioculturels qui conditionnent l’emploi de chacune des deux variétés linguistiques : le persan quotidien et le persan littéral. La diglossie, la double relation de la langue et de la culture et par la suite l’étude du corpus des manuels de persan nous ont confortée dans notre réflexion sur la nécessité de réviser l’enseignement du persan « parlé-quotidien » et la présentation de la diversité culturelle en Iran. Cette recherche s’interroge sur l’impact du choix de la nouvelle littéraire pour la didactique du persan « parlé-quotidien » et sur son aptitude à susciter des interactions verbales interculturelles. La thèse pose qu’un élément concret ou un thème bien choisi dans une nouvelle, peut amener les apprenants à prendre la parole. Ce rôle tient à la présence, dans ce même ensemble textuel, d’éléments culturels saisissables. Ce choix didactique s’accompagne d’une sélection iconographique d’images destinées à attirer l’attention des apprenants sur le contenu de la nouvelle et sur les aspects culturels qu’elle véhicule. Nous nous proposons également d’étudier si la posture de l’enseignant et les relations interpersonnelles enseignant/apprenant sont interdépendantes et influencent le désir d’apprendre et de communiquer chez l’apprenant dans le contexte de l’enseignement du persan. Nous avons mis en place un projet didactique auprès d’étudiants en deuxième années de licence en langue et civilisation persanes à l’Institut national des Langues et Civilisations orientales, afin de vérifier ces idées. L’analyse des données enregistrées permet de présenter comment nous avons appliqué nos concepts et nos propositions. Elle est révélatrice de l’émergence d’une dynamique conversationnelle et interculturelle en classe et confirme ainsi nos hypothèses didactiques sur l’emploi de la nouvelle en classe de persan langue étrangère
This thesis is in the field of teaching foreign language and culture. It represents a research on teaching ‘‘everyday Persian’’ based on short story as a place of intercultural exchanges. Applying the diglossia hypothesis to Persian, this dissertation demonstrates that this concept cannot overlook different sociocultural parameters which determine the use of two linguistic varieties: ‘‘everyday Persian’’ and ‘‘formal Persian’’. The diglossia, the mutual relation between language and culture and the study of Persian textbooks corpus have convinced us that teaching ‘‘spoken everyday Persian’’ and the presentation of cultural diversity in Iran need to be revised. This research examines the impact of using short stories on teaching ‘‘spoken everyday Persian’’ and also its efficacy to stimulate intercultural verbal interactions. The thesis raises if a concrete element or a well chosen theme in a short story can lead learners to speak. This role requires the seizable cultural elements in this very text. This educational choice is associated with an iconographical study of some selected illustrations intended to attract learners’ attention to the content of the short story and the cultural aspects it conveys. Another purpose of this research is to figure out whether the teacher’s posture, communication behaviours and the teacher/learner interpersonal relationships are interdependent and if they have any impact on the learner’s desire to learn and communicate in the context of teaching Persian. To verify these hypotheses, an educational project for the second year-students of Persian language and civilization at the National Institute of Oriental Languages and Civilizations was implemented. Analysis of recorded data can show how our concepts and proposals were applied. It is indicative of the emergence of a conversational and intercultural dynamics in the classroom and confirms our hypotheses regarding the use of Persian short stories in teaching Persian as a foreign language
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Singh, Ruveena. "Investigating and developing an approach to critical literacy by using the South African short story". Thesis, 2003. http://hdl.handle.net/10413/2643.

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This research explores the possibility of transforming teaching/learning practices within the English (primary language) classroom at secondary school level by using a Critical Literacy approach to classroom practice using the South African short story. It acknowledges the limitations associated with the current classroom practice as regards English primary language at most former House of Delegates' schools (HOD) where the researcher is employed as a teacher. This practice is informed largely by a Cultural Heritage approach to the teaching of text and therefore sets out to examine Critical Literacy as an alternative and, arguably a more relevant set of literacy practices. To enable this, an overview of Critical Literacy is presented. In this literacy approach poststructuralist insights are used to investigate relations of power that underpin texts. The study is theoretically located as poststructural and argues that texts have ideological purposes and investigates how the subject is constructed through the discourses that are conveyed by the language (semiotics) of texts. Further the research examines how the current classroom practice at former HOD schools incorporates the use of commercial study guides, which inscribe a simplistic and often crude version of the Cultural Heritage approach, which teacher-colleagues refer to as the 'content-thematic' approach to the teaching of texts. As three South African short stories (part of the repertoire of prescribed literature for in matriculation English in the province KwaZulu-Natal) are selected to explore how poststructuralist insights can be deployed within a Critical Literacy framework, the research first contextualises them in terms of their postcolonial framework, narrative structure and the discourses that underpin them. The postcolonial framework directs attention to the postcolonial discourses that underwrite these three stories. The narratives and discourses inscribed thereby engage with the effects of colonial practices and powers within a Southern African context. By drawing on insights derived from narrative theory, the research undertakes a critical discourse analysis of three short stories which incorporates a focus on the construction of the narratives of the short stories and the reader or subject positioning they intend. In this way the critical analysis of three short stories examines which readings and subjectivities are privileged through these discourses and which are marginalised by the text. In conclusion this research argues for the inclusion of a Critical Literacy approach to classroom practice within the outcomes based national curriculum for education, also known as Curriculum 2005 (Department of Education, 2002). It argues that the curriculum provides a space for the undertaking of a critical approach to textual practice in a more rigorous and concerted manner. It is proposed that Critical Literacy is an integral aspect of a progressive educational initiative - one that is consonant with the goals of a society undergoing political, social and economic transformation and with social justice.
Thesis (M.Ed.) - University of Natal, 2003.
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Santos, Tânia Neves de Lemos. "Aulas Mágicas: metodologias e textos para promover o gosto pela leitura em aulas de Português e de Espanhol". Master's thesis, 2016. http://hdl.handle.net/10362/20347.

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Fomentar o gosto pela leitura é considerado hoje um dos objetivos da educação literária. É objetivo deste trabalho refletir sobre qual deverá ser a abordagem a adotar pelo professor para promover o gosto pela leitura literária, ao nível das modalidades de leitura, das atividades e estratégias de leitura e dos textos. A abordagem defendida foi posta em prática na Escola Secundária de Camilo Castelo Branco e no Instituto Español de Lisboa “Giner de los Ríos” através de quatro unidades didáticas com contos de realismo mágico. A aplicação das unidades didáticas foi precedida e seguida de inquéritos que permitiram obter dados sobre os gostos e hábitos de leitura dos alunos e perceber se estes foram recetivos a tal abordagem e a esses textos. Os resultados demonstram que, apesar de, em geral, abordagem e textos terem sido bem recebidos, há uma tendência negativa nos gostos e hábitos de leitura.
To promote the love for reading is seen today as a goal of literary education. This paper suggests which approach a teacher should adopt to promote the love of reading, regarding reading modalities, class activities and reading strategies and texts. The chosen approach was implemented in two schools, Escola Secundária Camilo Castelo Branco and Instituto Español de Lisboa “Giner de los Ríos”, with four unit plans with magical realism short stories. The use of those unit plans was preceded and followed by inquiries that allowed the gathering of data concerning the students’ reading habits and love for reading and examines whether they were receptive to the chosen approach and texts. The results show that despite the approach and texts’ success, in general terms, there is a negative tendency on the reading habits and love for reading.
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Livros sobre o assunto "Short story educational"

1

Evans, Joy. Short story sequencing. 2a ed. Monterey: Evan-Moor, 1989.

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2

Cox, Ailsa. Teaching the short story. Houndmills, Basingstoke, Hampshire, UK: Palgrave Macmillan, 2011.

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3

Lynn, Wood, ed. Short story workshop: Keystage 4. Cambridge: Cambridge University Press, 1990.

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4

Silver, Arnold Jacques. Shortchangers: A story of the near future. Portland, Or: Strawberry Hill Press, 1997.

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5

MacDonald, Margaret Read. Five-minute tales: More stories to read and tell when time is short. Atlanta, GA: August House Publishers, 2007.

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6

Pfeffinger, Charla R. Multi-grade readers theatre: Stories about short story and book authors. Santa Barbara, Calif: Libraries Unlimited, 2011.

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7

Hewitt, Lonnie Burstein. 10,000 baskets: Based on "Assembly line" a short story by B. Traven. Boston, Mass: McGraw-Hill, 1995.

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8

Hewitt, Lonnie Burstein. The necklace: Based on "The necklace" a short story by Guy de Maupassant. New York: McGraw-Hill, 1995.

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Allan, Poe Edgar. Tales of Edgar Allan Poe. New York: Kaplan Pub., 2006.

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Allan, Poe Edgar. The Tales of Edgar Allan Poe: A Kaplan SAT Score-Raising Classic. 3a ed. New York: Simon & Schuster, 2005.

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Capítulos de livros sobre o assunto "Short story educational"

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Stenner, A. Jackson. "Theory Referenced Measurement: Combining Substantive Theory and the Rasch Model". In Explanatory Models, Unit Standards, and Personalized Learning in Educational Measurement, 121–25. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3747-7_9.

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AbstractA construct theory is the story we tell about what it means to move up and down the scale for a variable of interest (e.g., temperature, reading ability, short term memory). Why is it, for example, that items are ordered as they are on the item map? The story evolves as knowledge regarding the construct increases. We call both the process and the product of this evolutionary unfolding "construct definition" (Stenner et al., Journal of Educational Measurement 20:305–316, 1983). Advanced stages of construct definition are characterized by calibration equations (or specification equations) that operationalize and formalize a construct theory. These equations, make point predictions about item behavior or item ensemble distributions. The more closely theoretical calibrations coincide with empirical item difficulties, the more useful the construct theory and the more interesting the story. Twenty-five years of experience in developing the Lexile Framework for Reading enable us to distinguish five stages of thinking. Each subsequent stage can be characterized by an increasingly sophisticated use of substantive theory. Evidence that a construct theory and its associated technologies have reached a given stage or level can be found in the artifacts, instruments, and social networks that are realized at each level.
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Raghavan, Madhusudan. "A Short Story on Long Pinions". In Advances in Mechanisms, Robotics and Design Education and Research, 177–88. Heidelberg: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00398-6_13.

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Astuti, Wahyu W., Aprinus Salam, Pujiharto Pujiharto e Sudibyo Sudibyo. "Hasan Al Banna’s Sociocultural Desire in the Short Story of Anthology Sampan Zulaiha". In Advances in Social Science, Education and Humanities Research, 257–73. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-152-4_24.

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Noviana, Sinta Tri, Miftakhul Huda e Andi Haris Prabawa. "Diversity-Based Learning Strategies in Short Story Text Materials in High School". In Proceedings of the International Conference on Learning and Advanced Education (ICOLAE 2022), 2049–67. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-086-2_164.

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Gailea, Nurhaedah, e Siti Aisah. "Analysis of Students’ Perception on the Use of Short Story Video in English Speaking Class". In Advances in Social Science, Education and Humanities Research, 278–81. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-251-4_40.

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Fuchs, Hans U., Federico Corni e Elisabeth Dumont. "Narrativity in Complex Systems". In Science | Environment | Health, 31–50. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75297-2_3.

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AbstractHumans use narrative for making sense of their environment. In this chapter we ask if, and if so how and to what extent, our narrative mind can help us deal scientifically with complexity. In order to answer this question, and to show what this means for education, we discuss fundamental aspects of narrative understanding of dynamical systems by working on a concrete story. These aspects involve perception of complex systems, experientiality of narrative, decomposition of systems into mechanisms, perception of forces of nature in mechanisms, and the relation of story-worlds to modelling-worlds, particularly in so-called ephemeral mechanisms. In parallel to describing fundamental issues, we develop a practical heuristic strategy for dealing with complex systems in five steps. (1) Systems thinking: Identify phenomena and foreground a system associated with these phenomena. (2) Mechanisms: Find and describe mechanisms responsible for these phenomena. (3) Forces of nature: Learn to perceive forces of nature as agents acting in these mechanisms. (4) Story-worlds and models: Learn how to use stories of forces (of nature) to construct story-worlds; translate the story-worlds into dynamical-model-worlds. (5) Ephemeral mechanisms for one-time, short-lived, unpredictable, and historical (natural) events: Learn how to create and accept ephemeral story-worlds and models. Ephemeral mechanisms and ephemeral story-worlds are a means for dealing with unpredictability inherent in complex dynamical systems. We argue that unpredictability does not fundamentally deny storytelling, modelling, explanation, and understanding of natural complex systems.
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Halimah, H., S. Sumiyadi, Y. Yulianeta e Sri Ulina Br Sembiring. "The Influence of CERDIK and Short Story Videos on Students’ Learning Motivation in Indonesian Prose Fiction Appreciation". In Proceedings of the Sixth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2022), 206–11. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-91-6_31.

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Meilany, Anggara Dina, e Raden Arief Nugroho. "An Analysis of Interpersonal Meaning and Translation Quality in Short Story Entitled Aladdin and The Wonderful Lamp by Andrew Lang". In Advances in Social Science, Education and Humanities Research, 5–12. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-152-4_2.

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Hernanda, Agnesya Mayang, Main Sufanti e Miftakhul Huda. "The Dokumen Jibril Short Story Collection as Teaching Materials with the Character Value of ‘Belief in the One and Only God’". In Proceedings of the International Conference on Learning and Advanced Education (ICOLAE 2022), 71–85. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-086-2_8.

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Muhtar, Miftah Asyrofi, Yunus Sulistyono, Yakub Nasucha e Atiqa Sabardila. "Lexical and Grammatical Cohesion in the Short Story Rembulan Dalam Cappucino by Seno Gumira Ajidarma and Its Implications for Learning in Junior High Schools". In Proceedings of the International Conference on Learning and Advanced Education (ICOLAE 2022), 1300–1323. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-086-2_108.

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Trabalhos de conferências sobre o assunto "Short story educational"

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ABBOUD, Saleh. "Human values in the contemporary short story: Yūsef Idrīs and Zakaryā Tāmer as an example". In V. International Congress of Humanities and Educational Research. Rimar Academy, 2022. http://dx.doi.org/10.47832/ijhercongress5-4.

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This research is concerned with the different and varied human values that the short Arabic story can convey to the readers Through it. The research monitors, through two chapters, the prevailing human values in selected fictional models written by two of the pillars of the contemporary Arabic short story: Yūsef Idrīs and Zakaryā Tāmer, by examining the values present in some of their stories, their types, methods of presentation, and the issues and contents that these stories deal with. And the extent of readers' response to it, and the research contributes to measuring the extent of the writers' interest and care in highlighting some human social, political, religious and behavioral concepts related to education and normative values that are beneficial to humans in reality. The research gains its importance from the importance of values in being an important building block in building a good and developed society for its members, as it is the engine of their thinking and directing them to the interests of their lives. The stages of human growth, which is the stage of adolescence and youth, as the stage of maturity of values and the search for oneself, and most of the research objectives lie in monitoring the educational and human values present in the sample of stories adopted in it, and exposure to the outstanding educational and social issues in those texts and the reality they express. The research monitors the positive and negative human normative values in the subject of the contemporary Arabic short story through my two collections: The Language of I.I. by Yūsef Idrīs and The Damascene Fires by Zakaryā Tāmer. Then the research concludes with a conclusion that presents its most prominent conclusions
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Azar PAULA, Jinan. "THE MODIFIERIN THE HEBREW SHORT STORY "WHAT IS A SOUL?" FOR THE ISRAELI WRITER YITZHAK LEVUSHPERETZ". In VI. International Congress of Humanities and Educational Research. Rimar Academy, 2023. http://dx.doi.org/10.47832/ijhercongress6-7.

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In the end; This study concluded that the most important types of Grammatical modifier in Hebrew language that came in the nominal sentences in the short story "What is the soul?" of The Israeli writer Isaac LeibPeretz. Where the Grammatical modifier in the story varied between the adjective modifier (participle), the additional modifier, the substitutionary modifier, and the adverbial modifier, which in turn also branched into adverbs of place, adverbs of time, adverbs of condition, adverbs of cause, and adverbs of purpose. Where we can deduce from this diversity in Peretz's use of subordinates in the story is the extent of diversity in the use of subordinates in the period of the revival of the Hebrew language, which is the period in which Peretz produced his literary output.
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TABURCEANU, Polina. "Methodical aspects and the educational process of the short story Children in the shachles of Siberia by Spiridon Vangheli". In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v3.24-25-03-2023.p65-70.

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This article includes the analysis of the short story Children in the shackles of Siberia by Spiridon Vangheli. The work presents the image of a life in which the worlds of the adult and the child merge prismically, being interesting for the adult and the child: „It is a book in which the author expresses his boundless pain towards people, who, despite the hard times, chose to remain human „. The writer remains faithful to the psychological truth, depicting the child’s soul not as an idyllic verse, but as a complex one, dominated by lights and shadows, luminous and demonic forces. The short story "Children in the Chains of Siberia" is current due to the issues addressed, the young generations must know the historical past, the truth about the victims of the Stalinist regime, tragic destinies and the drama of the whole of Bessarabia.
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Bako, Nur, M. Lubis e Elly Wuriyani. "The Development Of Short Story Text Materials In E-Modules Sigil For High School Class XI Students Muhammadiyah 1 Medan". In Proceedings of the 7th Annual International Seminar on Transformative Education and Educational Leadership, AISTEEL 2022, 20 September 2022, Medan, North Sumatera Province, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.20-9-2022.2324818.

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Rezeki, Kiki, Khairil Ansari e Syamsul Arif. "Development of an Authentic Assessment Instrument for Short Story Texts for Class XI Students of SMA Negeri 12 Medan Academic Year 2022/2023". In Proceedings of the 8th Annual International Seminar on Transformative Education and Educational Leadership, AISTEEL 2023, 19 September 2023, Medan, North Sumatera Province, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.19-9-2023.2340527.

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Br Ginting, Ebta, e Abdurahman Saputera. "The Development of Short Story Writing Teaching Materials Using Concept Map Method With Lectora Inspire Media In Grade XI of SMA Negeri 1 Tigapanah, Kabupaten Karo". In Proceedings of the 7th Annual International Seminar on Transformative Education and Educational Leadership, AISTEEL 2022, 20 September 2022, Medan, North Sumatera Province, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.20-9-2022.2324542.

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Wang, Pengcheng, Jonathan Rowe, Wookhee Min, Bradford Mott e James Lester. "Interactive Narrative Personalization with Deep Reinforcement Learning". In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/538.

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Data-driven techniques for interactive narrative generation are the subject of growing interest. Reinforcement learning (RL) offers significant potential for devising data-driven interactive narrative generators that tailor players’ story experiences by inducing policies from player interaction logs. A key open question in RL-based interactive narrative generation is how to model complex player interaction patterns to learn effective policies. In this paper we present a deep RL-based interactive narrative generation framework that leverages synthetic data produced by a bipartite simulated player model. Specifically, the framework involves training a set of Q-networks to control adaptable narrative event sequences with long short-term memory network-based simulated players. We investigate the deep RL framework’s performance with an educational interactive narrative, Crystal Island. Results suggest that the deep RL-based narrative generation framework yields effective personalized interactive narratives.
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Septiaji, Aji, Zuriyati Zuriyati e Aceng Rahmat. "The Transformation of Short Movie into Short Story". In Proceedings of the International Symposium on Social Sciences, Education, and Humanities (ISSEH 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/isseh-18.2019.72.

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Liang, Ling. "The Short Story Cycle in Winseburg, Ohio". In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.17.

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Smith, Valance, James Smith-Harvey e Sebastian Vidal Bustamante. "Ako for Niños: An animated children’s series bridging migrant participation and intercultural co-design to bring meaningful Tikanga to Tauiwi". In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.142.

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This presentation advances a case study for an ongoing intercultural animation project which seeks to meaningfully educate New Zealand Tauiwi (the country's diverse groups, including migrants and refugees) on the values, customs and protocols (Tikanga) of Māori (the indigenous people of Aotearoa New Zealand). Ako For Niños (‘education for children’), implemented by a migrant social services organisation and media-design team, introduces Latin American Tauiwi to Tikanga through an animated children’s series, developed with a community short story writing competition and co-design with a kaitiaki (Māori guardian/advisor). Māori are recognised in Te Tiriti o Waitangi (the founding document of New Zealand) as partners with Pākeha (European New Zealanders), and Māori knowledge and Tikanga are important to society and culture in Aotearoa. Notwithstanding, there has been a historic lack of attention paid to developing meaningful understandings of Māori perspectives for New Zealand Tauiwi. Ako For Niños endeavours to address current shortages of engaging resources on Māori worldviews for Tauiwi communities, create opportunities for Tauiwi to benefit from Māori epistemologies, and foster healthy community relationships between Māori and Latin American Tauiwi. Through the project’s short story competition, Tauiwi were given definitions of Tikanga through a social media campaign, then prompted to write a children’s tale based on one of these in their native language. This encouraged Tauiwi to gain deeper comprehension of Māori values, and interpret Tikanga into their own expressions. Three winning entries were selected, then adapted into stop-motion and 2D animations. By converting the stories into aesthetically pleasing animated episodes, the Tikanga and narratives could be made more captivating for young audiences and families, appealing to the senses and emotions through visual storytelling, sound-design, and music. The media-design team worked closely with a kaitiaki during this process to better understand and communicate the Tikanga, adapting and co-designing the narratives in a culturally safe process. This ensured Māori knowledge, values, and interests were disseminated in correct and respectful ways. We argue for the importance of creative participation of Tauiwi, alongside co-design with Māori to produce educational intercultural design projects on Māori worldviews. Creative participation encourages new cultural knowledge to be imaginatively transliterated into personal interpretations and expressions of Tauiwi, allowing indigenous perspectives to be made more meaningful. This meaningful engagement with Māori values, which are more grounded in relational and human-centred concepts, can empower Tauiwi to feel more cared for and interconnected with their new home and culture. Additionally, co-design with Māori can help to honour Te Tiriti, and create spaces where Tauiwi, Pākeha and Māori interface in genuine partnership with agency (rangatiratanga), enhancing the credibility and value of outcomes. This session unpacks the contexts informing, and methods undertaken to develop the series, presenting current outcomes and expected directions (including a screening and exhibition). We will also highlight potential for the methodology to be applied in new ways in future, such as with other Tauiwi communities, different cultural knowledge, and increased collaborative co-design with Māori.
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Relatórios de organizações sobre o assunto "Short story educational"

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Blaxter, Tamsin, e Tara Garnett. Primed for power: a short cultural history of protein. TABLE, novembro de 2022. http://dx.doi.org/10.56661/ba271ef5.

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Protein has a singularly prominent place in discussions about food. It symbolises fitness, strength and masculinity, motherhood and care. It is the preferred macronutrient of affluence and education, the mark of a conscientious diet in wealthy countries and of wealth and success elsewhere. Through its association with livestock it stands for pastoral beauty and tradition. It is the high-tech food of science fiction, and in discussions of changing agricultural systems it is the pivotal nutrient around which good and bad futures revolve. There is no denying that we need protein and that engaging with how we produce and consume it is a crucial part of our response to the environmental crises. But discussions of these issues are affected by their cultural context—shaped by the power of protein. Given this, we argue that it is vital to map that cultural power and understand its origins. This paper explores the history of nutritional science and international development in the Global North with a focus on describing how protein gained its cultural meanings. Starting in the first half of the 19th century and running until the mid-1970s, it covers two previous periods when protein rose to singular prominence in food discourse: in the nutritional science of the late-19th century, and in international development in the post-war era. Many parallels emerge, both between these two eras and in comparison with the present day. We hope that this will help to illuminate where and why the symbolism and story of protein outpace the science—and so feed more nuanced dialogue about the future of food.
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