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Статті в журналах з теми "Enactive pedagogy"
van der Schyff, Dylan, Andrea Schiavio, and David J. Elliott. "Critical ontology for an enactive music pedagogy." Action, Criticism, and Theory for Music Education 15, no. 5 (October 2016): 81–121. http://dx.doi.org/10.22176/act15.5.81.
Повний текст джерелаLaroche, Julien, and Ilan Kaddouch. "Enacting teaching and learning in the interaction process: “Keys” for developing skills in piano lessons through four-hand improvisations." Journal of Pedagogy 5, no. 1 (June 1, 2014): 24–47. http://dx.doi.org/10.2478/jped-2014-0002.
Повний текст джерелаCorintha, Isabela, and Giordano Cabral. "Improvisation Pedagogy: An Epistemological Perspective of the 4‘E’ Model within Digital Musical Instruments." Revista Vórtex 10, no. 1 (April 30, 2022): 7. http://dx.doi.org/10.33871/23179937.2022.10.1.7.
Повний текст джерелаKiraly, Don. "Growing a Project-Based Translation Pedagogy: A Fractal Perspective." La traduction : formation, compétences, recherches 57, no. 1 (October 10, 2012): 82–95. http://dx.doi.org/10.7202/1012742ar.
Повний текст джерелаVidela-Reyes, Ronnie, and Claudio Aguayo. "Pedagogy of uncertainty." Pacific Journal of Technology Enhanced Learning 4, no. 1 (February 8, 2022): 29–30. http://dx.doi.org/10.24135/pjtel.v4i1.147.
Повний текст джерелаSchiavio, Andrea, and Dylan van der Schyff. "4E Music Pedagogy and the Principles of Self-Organization." Behavioral Sciences 8, no. 8 (August 9, 2018): 72. http://dx.doi.org/10.3390/bs8080072.
Повний текст джерелаGedeon, Steven A., and Dave Valliere. "Closing the Loop: Measuring Entrepreneurial Self-Efficacy to Assess Student Learning Outcomes." Entrepreneurship Education and Pedagogy 1, no. 4 (September 11, 2018): 272–303. http://dx.doi.org/10.1177/2515127418795308.
Повний текст джерелаCasiro, Oscar, and Glenn Regehr. "Enacting Pedagogy in Curricula." Academic Medicine 93, no. 2 (February 2018): 179–84. http://dx.doi.org/10.1097/acm.0000000000001774.
Повний текст джерелаShin, Minsun. "Enacting caring pedagogy in the infant classroom." Early Child Development and Care 185, no. 3 (July 22, 2014): 496–508. http://dx.doi.org/10.1080/03004430.2014.940929.
Повний текст джерелаScheckel, Martha M., and Pamela M. Ironside. "Cultivating interpretive thinking through enacting narrative pedagogy." Nursing Outlook 54, no. 3 (May 2006): 159–65. http://dx.doi.org/10.1016/j.outlook.2006.02.002.
Повний текст джерелаДисертації з теми "Enactive pedagogy"
Semler, Mirko. "Enacting a limit case of autonomous service-learning : insights from an ethnographic inquiry into a contemporary application of the pedagogy." Thesis, University of St Andrews, 2017. http://hdl.handle.net/10023/12223.
Повний текст джерелаWilmot, Kirstin Dianne. "Enacting knowledge in dissertations: An exploratory analysis of doctoral writing using Legitimation Code Theory." Thesis, The University of Sydney, 2019. http://hdl.handle.net/2123/20498.
Повний текст джерелаViksten, Michal. "Human rights activism in Mexico City – A case study on young people’s strategies for enacting citizenship." Thesis, Ersta Sköndal Bräcke högskola, Institutionen för socialvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-7156.
Повний текст джерелаCULOTTA, VINCENZO. "Composizione di un sapere pedagogico nell’ascolto musicale attuativo." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2020. http://hdl.handle.net/10281/262899.
Повний текст джерелаThis research explores the possibilities opened by offering a specific and original kind of artistic-musical experience to adults (namely, professionals in education) in order to develop awareness, listening, and transformative learning. I designed an “enactive musical workshop”, proposed it to two groups of participants, and analysed its effects and process in order to identify some structural dimensions of musical listening that might become an educational experience and a training practice. The building blocks of the workshops, based on the gnoseological and epistemological framework of embodied and enactive pedagogy/knowledge, are the acting bodies of the trainer and trainees, and the formative gestures which leads to the conditions of a transformative/educational setting, as an inter-active field of experience and knowledge-building. The theoretical hypothesis – discussed in the first part of the thesis – of a deep analogy between musical and formative gestures highlights the material qualities of the latter in terms of temporality, spatiality, intensity, and form. The expressive sense of gesture is intransitive: this suggests that a formative experience (here, radically understood as the formation of the person) might not be based on the communication of content (affective or intellectual), but on the performative effects of the trainer and trainees’ gestures and actions, organically orchestrated, as in musical composition. In my project, the experience of listening becomes the centre of this analogy between musical and educational gestures/knowledge and the heart of the designed workshop, which is specifically structured as the implementation of enactive listening to a piece of music (I chose the Prelude “La cathédrale engloutie” by Debussy and the Impromptu No 1 by Schubert) through cycles where bodily action and co-reflexivity phases alternate recursively. Through this process, the enactive exposition of the participants to the sound-relational structures of the piece facilitates the acknowledgment of their own actions, patterns, and bodily postures, therefore of their symbolic positions as educators. Besides, the training process triggered by enactive musical listening entails the possibility of modifying/refining those patterns and postures, thanks to the fundamental mediation of the group. The second part of the thesis focuses on the design, realization, and analysis of two workshops with two groups of professionals in education from the University of Milan Bicocca, carried out in the 2018/19 academic year. As a researcher, I took an active part in the workshops; my own self-training and reflexive process is among the objectives of my study and one of its relevant outcomes. The chosen methodology is enactive, interpretative, critical, and aimed at building a good enough theory of this experience. Auto-biographical and auto-ethnographic writing, the use of video-registrations and field notes, the dialogical involvement of my participants in all the phases of the project are the ingredients of an enactive process of knowledge construction. Similarly, the choice in favour of an ongoing, narrative and reflexive analysis of the contexts and processes carried out in each workshop (after a more inductive initial phase) was meant to highlight the cross-effects of multiple and entangled actions and meanings, performed by the participants and the conductor. The analysis has highlighted: 1) a knowing process that places at the center the body with its perceptions and feelings, the actions and postures; 2) the enactive co-construction of a listening method, such that the movement feelings of each could loop, contaminate and be refined through the mediation of a group action; 3) the generative process carried out by the participants, through the enactive listening, of some embodied educational metaphors thanks to which they could contact some structural elements of a competence to educate.
MacDonald, Angela M. "Enacting global citizenship education: Teacher subject-matter knowledge and pedagogy." 2007. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=452825&T=F.
Повний текст джерелаPerumal, Juliet Christine. "Enacting Feminisms in Academia." Thesis, 2006. http://hdl.handle.net/10539/1837.
Повний текст джерелаIn an attempt to add the voices of African feminist educators to the narrative field, and to address the critique that feminist discourses have generally been couched in theoretical abstraction, this study, which was conducted with five university women educators from various parts of Southern Africa, explores the enactment of feminist pedagogies in English language classrooms. The study was guided by the principles of feminist research methodologies, which advocate sensitivity to the subjective, emotional and biographic factors that shape the researcher and researched. Drawing from a suite of data sources, which comprised autobiographical and biographical narratives, lecture observations and interviews the study explores how the social variables of race, class, gender, politics, religion, etc. have influenced the participants’ feminist and language identity formation, and by extension how these inform their teaching of English from a feminist perspective, in terms of What they teach; How they teach, and Why they teach the curriculum content that they do. Taking the view that the personal is political and potentially pedagogical, the study provides a cursory commentary on the participants’ childhood and early adulthood, with the intention of exploring the potential a retrospective gaze of their identity formation has in terms of how they frame interpersonal relations with students and colleagues, and the enactment of their teaching identities. Identifying for more nuanced investigation the study tracks the trajectories of the participants’ coming to feminist consciousness, with a special focus on their adoption of project identities which they enact through their theorizing and teaching of English from a feminist perspective. Given their subscription and investment in narratives of emancipation that subvert social injustices and repressive domination, the study explores, at length, the complexities of feminist teacher identity in relation to the themes of difference, dialogue, and epistemologies of experience, all of which invariably encompass the overarching theme of feminist teacher authority. Acknowledging the slippery terrain of teacher and student identity calibrations, the study differentiates three ways in which authority is generally conceived of in feminist pedagogy, viz. authority versus nurturance, authority as authorship, and authority as power. In discussing the authority versus nurturance I argue for unhinging the female teacher from traditional associations of her with care-giver and intellectualised mammy. Urging for recognition of the woman teacher as female but non-maternal, I argue for a recontextualised and reconceptualised understanding of the female teacher – one that foregrounds her capability of offering critical intellectual nurturance. In exploring the delineation authority as authorship, which entails the mutual sharing of teacher-student personal experience in relation to broader public and academic discourses, the study cautions against the potential for personal epistemology to circulate within the realm of the familiar, narcissistic and sentimental, in the absence of meaningful critical and contextual pedagogic and educative relevance. In this regard, I suggest the consideration of two pertinent questions: viz. i) is there a shared assumption that the personal is good and the impersonal bad? and ii) given that other discourses of the personal are operating in the feminist classroom, exactly which personal are we referring to when we seek to validate the epistemology of experience? I argue that the pedagogic and educative worth of both teacher and students’ personal disclosures need to be subject to critical, analytical, and productive reflection to assess their value as knowledge. Critiquing enclaves of feminist pedagogical scholarship that suggest divesting the classroom of teacher authority as a way of rendering it more democratic, the discussion on authority as power agitates for an unmasking of the inevitable pedagogic and educative authority that the feminist teacher wields in the classroom. Through empirical evidence it illustrates variants of teacher authority that operate in the classroom and supports Gore’s (2002), proposition to develop a theory of pedagogy and power by acknowledging that: pedagogy is the enactment of power relations between teacher, student and other significant partners; bodies are the objects of pedagogical power relations, and in pedagogy, different differences matter; the kind of knowledge produced in pedagogy interacts with the institutional site and the techniques of power employed there; and pedagogy proceeds via a limited set of specific techniques of power. The study concludes with a theoretical and methodological reflective synthesis. The theoretical synthesis presents the central lines of argument that emerged from the issues investigated. The methodological reflective synthesis presents the participants’ comments on the validity of the study and the value that accrued to them by virtue of participating in the study.
(10676241), Stacy Lynn Walker. "Connecting Through Communication: Scripts Enacting Three Theories." 2021.
Знайти повний текст джерелаBlevins, Brooke Erin. "Enacting critical historical thinking : decision making among novice secondary social studies teachers." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-2705.
Повний текст джерелаtext
Fox, Roye Oneida. "Examining instructional decisions of highly-regarded secondary teachers enacting a curriculum aligned to state standards." Thesis, 2016. https://hdl.handle.net/2144/19508.
Повний текст джерелаКниги з теми "Enactive pedagogy"
Andrew, Gilbert. Courageous pedagogy: Enacting critical science education. Charlotte, NC: Information Age Publishing Inc., 2013.
Знайти повний текст джерелаThinking about and enacting curriculum in "frames of war". Lanham: Lexington Books, 2011.
Знайти повний текст джерелаMikulec, Erin, and Tania Ramalho. Enacting Critical Pedagogy Online. Lang AG International Academic Publishers, Peter, 2022.
Знайти повний текст джерелаMikulec, Erin, and Tania Ramalho. Enacting Critical Pedagogy Online. Lang AG International Academic Publishers, Peter, 2022.
Знайти повний текст джерелаMikulec, Erin, and Tania Ramalho. Enacting Critical Pedagogy Online. Lang AG International Academic Publishers, Peter, 2022.
Знайти повний текст джерелаMikulec, Erin, and Tania Ramalho. Enacting Critical Pedagogy Online. Lang AG International Academic Publishers, Peter, 2022.
Знайти повний текст джерелаMikulec, Erin, and Tania Ramalho. Enacting Critical Pedagogy Online. Lang AG International Academic Publishers, Peter, 2022.
Знайти повний текст джерелаRussell, Tom, and John Loughran, eds. Enacting a Pedagogy of Teacher Education. Routledge, 2007. http://dx.doi.org/10.4324/9780203962442.
Повний текст джерелаEnacting a Pedagogy of Teacher Education. Routledge, 2007.
Знайти повний текст джерелаRussell/Loughra. Enacting a Pedagogy of Teacher Education: Values, Relationships and Practices. Routledge, 2007.
Знайти повний текст джерелаЧастини книг з теми "Enactive pedagogy"
Gallagher, Shaun. "Enactive Hermeneutics and Natural Pedagogy 1." In Neuroscience and Education, 176–93. New York : Routledge, [2016] | Series: Routledge: Routledge, 2016. http://dx.doi.org/10.4324/9781315754109-11.
Повний текст джерелаJones, Stacey, and Alysa Perreras. "Is Global Citizenship a “Pedagogy for the Privileged”?" In Enacting Equitable Global Citizenship Education in Schools, 35–44. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003241874-5.
Повний текст джерелаCho, Hyesun. "Tensions and Challenges in Enacting Critical Literacy Pedagogy." In Critical Literacy Pedagogy for Bilingual Preservice Teachers, 161–90. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7935-1_7.
Повний текст джерелаFalloon, Garry. "Enacting a Vision: One School’s Transition to Becoming an ILE." In Pedagogy and Partnerships in Innovative Learning Environments, 245–72. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5711-5_13.
Повний текст джерелаLisanza, Esther Mukewa. "Enacting Children’s Multiple Voices: Implications for Theory, Policy and Pedagogy." In The Multivoices of Kenyan Primary School Children Learning to Read and Write, 143–53. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38110-3_6.
Повний текст джерелаRitter, Jason K. "Personal Examples of Self-Study as a Means of Developing and Enacting a Pedagogy of Supervision." In Supervising Student Teachers, 139–55. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_10.
Повний текст джерелаHickey-Moody, Anna, Peter J. Cook, and Nathan Portelli. "The creative pedagogue: enacting affective pathways for interdisciplinary embodied creativity in primary education." In Sculpting New Creativities in Primary Education, 107–22. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003129714-9.
Повний текст джерелаIves, Denise, and Cara Crandall. "Enacting a Critical Pedagogy of Popular Culture at the Intersection o Student Writing, Popular Culture, and Critical Literacy." In Teaching towards Democracy with Postmodern and Popular Culture Texts, 201–20. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-875-6_13.
Повний текст джерела"Enacting a pedagogy of teacher education." In Enacting a Pedagogy of Teacher Education, 11–25. Routledge, 2007. http://dx.doi.org/10.4324/9780203962442-5.
Повний текст джерелаBehizadeh, Nadia. "Centering Criticality While Navigating Reality." In Handbook of Research on Teacher Practices for Diverse Writing Instruction, 357–80. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-6213-3.ch018.
Повний текст джерелаТези доповідей конференцій з теми "Enactive pedagogy"
Taheri, Ali, and Claudio Aguayo. "Embodied immersive design for experience-based learning and self-illumination." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.72.
Повний текст джерелаRieber, Lloyd. "Enacting Q Pedagogy in a Graduate Social Studies Education Classroom." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1891457.
Повний текст джерелаGibson, Melissa. "Enacting Critical Democratic Pedagogy: Digital Video Production as Embodied Democratic Practice." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1586963.
Повний текст джерелаNash, Fredrica. "Exploration of Teacher Beliefs in Enacting Social Justice Pedagogy in Seventh-Grade Science." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1886368.
Повний текст джерелаZaccor, Karla. "My Journey From Teaching to Teacher Education: Enacting Liberatory Pedagogy in a Constructivist Classroom." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1437322.
Повний текст джерелаMoody Maestranzi, Amanda. "Cultivating Equity: How a Mentor Supported Teachers With Unpacking Obstacles to Enacting Culturally Responsive Pedagogy." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1879933.
Повний текст джерелаThomas, Clarice. "The Consciousness of a Classroom: Enacting a Critical Composition Pedagogy at an Urban Middle School." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1444987.
Повний текст джерелаMorettini, Brie. "When Beginning Teachers Misunderstand Culturally Relevant Pedagogy: Difficulties in Enacting a Community-Focused Induction Program." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1567646.
Повний текст джерелаMoody Maestranzi, Amanda. "Cultivating Equity: How a Mentor Supported Teachers With Unpacking Obstacles to Enacting Culturally Responsive Pedagogy." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1879933.
Повний текст джерелаPena-Sandoval, Cesar. "Advancing Hip-Hop Pedagogy in Chile: Innovative Educators Enacting Culturally Sustaining Practices in Urban Contexts." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1894541.
Повний текст джерела