Gustavo Cunha Araujo added an answer:Is there any study on "aesthetic literacy" in Adult Education?
It is because I need academic texts on this topic for my research project.
Grateful for relevant contributions.
Best regards colleagues.
YOGESH CHANDRA TRIPATHI added an answer:Should a profile photo as a form of 'publicity' in communication networks be honest, reliable, dynamic...?People's phenotype changes every day (clothes, hair cuts, face expressions, etc...) and therefore does not (always) reflect what is exposed as a profile photo in social networks? Accepting that a profile photo is a form of publicity, should this type of publicity be honest, reliable, dynamic...... or is this not important from a communication point of view?
A profile picture signals openness, accuracy and perhaps the real identity (not perfectly, but it's a rough rule of thumb) of the profile holder and is one of the many ways to connect with someone. However, the merit of substance shared by the followers matters at the most. There are ample of learned and excellent writers without a profile picture.Following
Teukava Finau added an answer:Can teaching Primary Mathematics through a problem solving approach enhance and affect childrens' perceptions of and attitudes towards Mathematics?
I am planning a research project that will explore children’s perceptions of and attitudes towards Mathematics. I would like to research whether the teaching of Mathematics through a problem solving approach can enhance and affect children’s perceptions and attitudes. I would like to consider various influences, such as social and cultural, and what children believe to be the purpose of Mathematics. Can providing a problem to solve help children to make connections between, not only different mathematical concepts, with everyday life? Does it provide a greater purpose and make maths more meaningful? Does the open ended problem provide children with more confidence? I'm looking for any relevant research to support my study.
I am not doing a research on this topic but I have come across on my reading a study that did by Masami Isoda and I think it will helpful for you because he's doing a research on 'Problem Solving Approach', an intervention program in Japan. Some of his papers that I came across are:
1. Developing Mathematical Thinking in classroom (1996)
2. Problem Solving Approach to develop mathematics thinking (2012)
In which areas of research in a second language consciousness-raising tasks can be applied?
Basically, consciousness-raising tasks have been used in L2 grammar pedagogy. Is it possible to apply these tasks in other areas or skills such as vocabulary, reading, writing, and listening? If so, which techniques can be used?
read my article on this question , they could be helpful i reckon.
good luck with your research
Mirriam Seoka added an answer:What is the difference between a framework and a model in Educational research?
Can any one help me to find the right definition of the framework and model ?
Im working in a study investigating the use of ICT in Arabs schools and I would like to create a model or (Framework) that help to improve the use of ICT in education.
before I start I would like to know whats is the difference between Model and framework and what you think is much suitable from your opinion
Although the terms are usually used interchangeably a framework is a plan to guide the research (paradigm/ lens) see Craig et al. 1994 Conceptual Dictionary, which one uses depending on the theories in use. A model should denote a representation with constructs which have been tested / proven (theorized to hold true).Following
Geraldo A. Lobato Franco added an answer:Should a teacher focus on 'rigorous learning' or 'learning with entertainment'?It has been seen that many teachers in universities have become entertainers rather than focusing mainly on value-addition and learning. A lot of time gets devoted to pleasing the students; knowing them personally; building good relations with them; and telling jokes and creating humour; the focus becomes more of good feedback than rigor. Keeping the audience motivated is good for effective teaching; but since a lot of time goes in entertainment less time remains for analysis and conceptualization. What is your preference and why?
As much as tough, harsh and hard you may like to be in teaching, the more tough, harsh and hard students you will have. Discipline has nothing to do with entertainment, except, what's the principal end of it: passing the whole idea brain to brain, without physical pain (unlike Zen teachings that require the association of pain and learning). That is why my preference is that of using documentaries in order to activate all possible means of learning one may have. Oops! Complicated? Well, I'm still developing my theories about it. Talking about it is good in that anexchange takes place and some clarifications required.Following
What real power benefits are provided with the new fashion in research and design, the pedagogical intervention for gifted?
When we know how important is education for all, to barbarism, ignorance and inequality prevailing in this wildly globalized world
As we explain that the effort is not engaged the attention of the less gifted or benefited by society.
Could it be that again, we neglect the great mass, and invest only in subjects that the political system requires, for the few jobs that offer creative quality?
Education must be egalitarian rather than elite, any disenfranchisement of minorities in any sense, political social religious and psychological ,is against the human values and rights which are the epicenter of Eduction. However, much to the chagrin and frustration of disadvantaged part of the society, favouritism, nepotism, suppression, and injustice are the dominant issues afflicting the current educational settings.Following
Nick Eaves added an answer:Has anyone had any experience in the field of adolescent narrative and the impact of expeditions/adventure upon identity?
Any information would be greatly appreciated.
thanks, Fatima. If you are able to share details about your test, I would like to hear about it. Regards, Nick.Following
Do you think literature (novels) could be used to help students learn?
Research has been conducted which suggests that narrative text has a beneficial effect on comprehension and writing (Clayes and Smith, 2007, 2008; Wolfe and Mienko, 2007), while others suggest even wider implications on intellect and culture (Nikolajeva, 2012). We believe that literature could be used in a very practical way in the classroom to benefit not only subjects like psychology (Liebert, 2013) but a variety of different subjects (e.g. Kozulin suggests this dialogical learning could be extended towards the sciences).
We would like to research the effects of literature on teaching and learning in different subject areas and would love to know what you think. Can you think of any novel that might be useful in helping a class understand your subject better?
yes Emma, authenticity as an important feature of appropriate communicative materials can be guaranteed through utilization of literary texts , or else, students are exposed to ''pedagogical'' diluted fragmented simplified texts which are by no means culturally rich , nor are they ever authentic and natural . Learners gain knowledge '' about '' language '' or ''usage'' rather the the language itself and its real ''Use'' in genuine socially culturally oriented situation. The dexontextualization of language through exclusion of literary materials for language teaching have led to churning out students with high level of theoretical pedagogical information and scanty cultural understanding rendering them helpless in real communication. Denigration of literature and high levels of refined graceful art has caused a sort of anti intellectualism, shallowness, and bias reflective of a philistinism pandemic in our educational settings.Following
José M Cardeñoso added an answer:What is the impact of mentoring on the development of PCK of teacher candidates?
Practical courses in teacher education programs are considered as a „bridge between theory and practice“. They are estimated to support the development of Pedagogical Content Knowledge (PCK). Especially reflective dialogues about teaching experiences – for example reflections on school lessons are considered to be useful: Dialogues with fellow students, with experienced school teachers or with their university lectors. Results that underpinned this estimation we could gather within the European project GIMMS (Lang, M. and Simmie - Mooney, G. 2013; Elster, D. 2013).
What characterizes reflective dialogues on school lessons? Are there differences between dialogues conducted with fellow students, school teachers or university lectors? What is the contribution of these reflections for the professional development of the students? How is PCK promoted by these reflective dialogues?
We are looking for actual research about mentoring concepts in teacher education with the goal to share experiences about mentoring approaches in preservice science teacher education in different countries.
Sobre el papel de la reflexión sugiero la lectura de un socio de investigación:
Dr. Noushad Husain added an answer:How do school inspections ensure quality teaching learning environment?
In a study based on secondary data from three south Asian countries we found that the school inspection focuses largely on administrative issues rather than pedagogy or classroom activities. Is there any literature from develop countries address similar issue?
Dr. Noushad Husain · Maulana Azad National Urdu University
I found that in most of the cases, the members of the inspection committee only consider administrative or physical resources/issues. Although, the administrative environment can uplift the quality of teaching and learning but, an educational institution is recognized and popular for his quality of teaching and learning that he provides to his students. I think, at the time of inspection, the inspection team members must decide in advance the important criterion. In my view, the following important points should be consider at the time of inspection of the school:
1. Physical as well as human resources of the school.
2. The curriculum implemented by the school.
3. Teachers' qualification and experiences.
4. Teachers' expertise in their respective subjects and training.
5. Use of ICT in school subjects.
6. Creative learning environment.
7. Interactive, collaborative and supportive classroom activities.
8. Teaching methods.Following
Kevin Larkin added an answer:Generalizing data regarding sensitivity into higher and further education learning - can anyone help?I am interested in identifying skills and knowledge needed within teaching in further and higher education, and the need to develop/recognize sensitivities as they relate to teaching in different areas of education is of interest.
Sensitivity applies to all areas of teaching and it falls under the more encompassing notion of teaching as relational. If teachers are not sensitive to their students - in relation to how they answer questions - but also more broadly in relation to their level of engagement, their prior knowledge, their prior experiences of education, etc. etc., then it is unlikely that learning relationships will be forged. Hope this helps, Kevin.Following
Saleh Alresheed added an answer:Any references on teacher beliefs, attitudes and their relationship on the classroom practice?
I am interested to explore the effects of the first pair on the third.
check my page I have a paper in the same topic.Following
R.s. Sindhu added an answer:How much science should a person study in order to teach it? (a) primary level?, (b) junior high school?
There's an idea that pedagogy only approaches to teaching science is enough to facilitate constructivist forms of learning. My observations are that teachers who have adopted this idea merely repeat procedural tasks, albeit with efficiency and a certain degree of effectiveness, but without solid evidence that that is the approach to take.
I think a prospective teacher should have sound knowledge of science concepts related to the environment and applications of scientific knowledge to day to day needs.His/Her acquired learning in main disciplines; chemistry physics biology up to age of 18 will give confidence ,maturity and attitude for accepting new developments in science and pedagogy to the teacher to teach science to primary students. For some period He/She should be trained in organizing teaching-learning through activity and discussion and use of different resources including ICT. For high school the person should learn science in all the three components for two more years and get training in different pedagogical strategiges and action research.Following
Nikos Mouratoglou added an answer:Is anyone interested in Neuropedagogy/Neurodidaktik? Is there any book which analyses the philosophy and the principles for this field of studies?
Books or general sources related to the above topic.
Thank you Toni for your response.
Wael A. Abdelhameed added an answer:Is anyone doing research on the influence of technology in the classroom?Specifically how it has influenced learning, but also covering how and why it is used in the classroom.
May be this is irrelevant. I understand that you want to use technology inside the classroom itsef.
I investigated in a couple of my design studios using technology, generally computer use and particularly Virtusl Reality use, as a design tool to help students during the initial phases of architectural design.
If this may help you, please have a look at my researches related to the design studio.Following
Marković G. Đoko added an answer:Does anybody know how to explain didactic and methodological principle poliforms?
Such teaching is based on the evident fact that the psychological changes and diversity in the work updated, usually induces a monotone decline of interest and the appearance of passivity and boredom. Therefore, it is dependent on the principle of diversity.
Diversity dominated by a geometric principle polyformism which is based on a finite number of logical conjunction of the laws or principles (laws of negation negation, modus ponens, and so on., the principles of evidence, the principles permanence etc.).
This phenomen is primarily viewed in the light of mathematical principles diversity of the present combined geometric and geometric-polyform arithmetic-algebraic interpretations of the purpose of speeding up the process of teaching continuous tendency to provide students an opportunity to original and creative thinking to develop habits of independent creative opinions, and critical appraisal of reasonable generalization. Also the goal of this study to specifically point out the geometric polyformism , as the basic principles diversity factors. to show them in connection with breaking functional formalism in Mathematics teaching, as well as to demonstrate that they have the main points of support in the fact that vividly thinking in students "born aha experience", then at some point "flash" of complete clarity.
The interpretation of a mathematical problem, which is geometrically possible polyform interpreted, provides a dynamic approach to the problem, ie. given phenomenon, which manufactures its comprehensive and essential understanding and comprehension. And five centuries BC, Chinese sage - Confucius said that it is the best teaching method that requires the perception of students studied the content of their engagement heard. Understanding which he accepted as axioms, modern psychology has been experimentally confirmed (Dale Cup). Such teaching is based on the evident fact that the psychological changes and diversity in the work updated, usually induces a monotone decline of interest and the appearance of passivity and boredom. Therefore, it is dependent on the principle of diversity. Diversity dominated by a geometric principle polyformism which is based on a finite number of logical conjunction of the laws or principles (laws of negation negation, modus ponens, and so on., the principles of evidence, the principles permanence etc.). This phenomen is to point out the essence of the principle and show its polyformism trivial verifiability theoretical (mathematical) means. So I want to avoid all the methodologies and experiments, which take on binding law, andnecessarily used in the methodology teaching mathematics, which it approaches the didactics and group natural subject, and more away from mathematical scientificity and uniqueness. The elementary proof can be expressed in one sentence. If the undisputed evidence that the (trivial presentation demonstrating the application of logical law) principle, and permanence (formal conservation laws) based on provings also obvious principle, it is the conjunction of each chain and a finite number of obvious geometric or geometric proof or multiple conjunction permanence also a tautology, ie. principle, because (T and T and ... and T) = T. Theoretical proof of the principle of generality polyformism he acknowledges my personal lasting thirty-years experience that has the force of at least one, if not more of these "modern" methodological experimentation.Following
Simba Kali added an answer:How can we improve learning of all children in a class within the limited time?
Pedagogy in classroom
One approach to this problem is for the instructor to consider which teaching method could help the pupils to perform most effectively within the given " limited time." The idea in this approach is to cater for pupils' different abilities and needs.Following
Krishnan Umachandran added an answer:With the onset of High Stakes Testing and the limited scope of what is being tested how has this affected the art of teaching?
Pedagogy is the art of teaching and I believe teaching is an art. Has the era of High Stakes Testing affected your teaching craft? Do you find you have had to change your pedagogic style? Is it possible to be truly creative within the confinement of modern day testing?
Is this approach in assessment helping or hurting you style as a teacher and how has this impacted your students.
In Chicago program students with low test scores were not promoted to the next grade and schools and teachers were put on probation. The program increased student achievement, although the improvement was larger in skill sets used on the high-stakes exam.
Jacob, Brian (2002), “Accountability, Incentives and Behavior: The Impact of High-Stakes Testing in the Chicago Public Schools,” National Bureau of Economics Working Paper 8968.Following
Anthony Clemons added an answer:Are there examples of courses taught by a combination faculty from different educational institutions?The letter by Economics students from 65 organizations and 20 countries (International Student Initiative for Pluralist Economics http://www.isipe.net/) indicates that different types of Economic paradigms are not being taught except at a small number of educational institutions. It leads me to believe the solution may be in having different instructors from different institutions (with different ideologies) teach parts of the same course, and the students will gain from different perspectives. I have seen examples of cross faculty collaborations within the same institution, but inter-institutional collaborations are rare particularly in online courses such as MOOCS where many institutions presumably are protecting their brand. Institutional brand protection through limiting course delivery to academics from only one institution does not necessarily benefit the students. Some promising alternatives for institution independent collaboration can be found on Peer To Peer University (https://p2pu.org/en/), and Wikiversity (www.wikiversity.org/). Any others?
At Teachers College, Columbia University I have had an instructor who is an Associate Professor at another university teach a course as an adjunct. This was an online course and it was very successful. However, I must note that the instructor was an alum of Teachers College.
On another front, The George Washington University has partnered with other universities and colleges to provide students in their MPH program the opportunity to take courses elsewhere and transfer them in as electives. They accomplished this through coordinating partnerships with certain universities offering electives that a student might be interested in (i.e. health law).Following
Martin Joseph Williams added an answer:What term is better to use in educational investigation: competences or skills?In many scientific papers these terms are used indistinctly.
I do agree with you, Gonzalo, Competencies enhances knowledge, skill, capacity and attitudes created and applied to given situations based on the knowledge, skill and capacity built in the development of one's society or community. Skill is only one aspect of Competency.Following
Susanne Kuger added an answer:Does anyone have a study in discussing Finance Literacy in the school level?
Pedagogy and measurements are my current concern.
One more: financial literacy and education from an international perspective:
According questionnaires (for schools and students) should be available from the OECD.Following
Lyelle Palmer added an answer:Does fixed seating arrangement in class at tertiary level effect the teaching learning process if tutors asked to teach as per seating arrangement?
Many time institutions ask tutors to adopt teaching methods as per the fixed seating arrangement made (arrangement of tables) irrespective of the nature of the module. Does such fixed arrangement have impact on teaching learning process? Do you believe that the delivery of some modules will be effective if tutor adopt traditional seating arrangement or horseshoe or U type. Appreciate your views on this.
In the context of Suggestopedia/Accelerative/Accelerated Learning, seeing the faces of your classmates is far more benefit than seeing the backs of heads in unsocial rigid rows. However, in my experience, a warm social/emotional climate can be created by guiding students to interact with students in a neighboring row by assigning rows and seats in advance for interaction. Student groups of four arrange for the two in the front seats shift/sit sideways and the two students in the row behind look forward and to the side. The students learn to accommodate quickly. Instructors can also direct for students to interact laterally/by row, or vertically across rows. The interactions can be as brief as one minute. Always begin discussion with dyadic or small group discussion first for one minute (30 seconds per student) followed by entire class discussion. Never ask,
Does anyone have a question?
Are there any questions?
The mind full of questions suddenly goes blank with such interrogations (containing emotional terror in the context of accelerated learning).
Instead, remind students that they have some questions and that this is a time/occasion to share them. Notice the emotional reaction that is pleasant for being recognized as having the intelligence to notice that your curiosity has been raised to the level of seeking more info (asking a question or making an observation).
Climate is everything in creating a free flow of open thinking. Direct questions close down discussion for several reasons: the emotional challenge/threat, the resorting to guessing and embarrassment, and finally the social jealousy of classmates when you have a correct answer and many of them do not. Direct questions are a "gotcha" situation. Use indirect questions: "Since we have seen/reviewed/explored the various aspects of (whatever topic), you have probably noticed/observed/thought of some problems or applications or unexpected results that you can share at this point.
This indirect questioning is inviting rather than directing by activating thoughts and related content in the mind of the student in preparation for the explanation.
The purpose is to remove fear, threat, embarrassment, that blocks mental activity. The control of the tongue/speech of the instructor makes the difference between the class that fosters expansive thinking rather than the traditional self-protective defensive and restrictive climate. A clear focus on content and specific objectives with examples and reviews allows these open minds to quickly absorb information at speeds that are often dismissed as impossible. The approach takes several years to master following explicit training. The publisher Gordon and Breach has a line of books on Accelerated Learning and Suggestopedia (see especially the book by Schuster & Gritton for techniques). In the Atlanta training is available at ICAL (international Center for AL) with Libyan and Philip
Cassone, and also Delphin. I have many materials but have been out of the field for a decade but know of sources/bibliography if you want to email me at firstname.lastname@example.org. Lyelle Palmer, Ph.D., former president Society for Accelerative Learning and Teaching.Following
Ljubomir Jerinic added an answer:Why is Objectivism used in eLearning, instead of Constructivist approaches?If you examine the tables of contents of most eLearning systems, you find that the underlying educational philosophy is one of Objectivism. This theory holds that the student's mind is an empty slate that the lecturer/teacher/instructor fills up. The systems approach to this kind of eEducation has the creator of that system examine the subject to be taught, divide it up into small bits, sequence the bits in some logical order, and then put all students through the same process of learning the material in that order.
For example, eTextbooks (most of eLearning materials are some kind of electronic textbooks and called Tutorials) for learning elementary programming suggest that IF statements MUST come before LOOPING statements and so they contain chapters devoted to everything about selection, before anything is seen of repetition. These eLearning systems are reference works, not learning materials. The objectivist theory ignores the fact that such a methodology is deadly boring to most students. First, it forces them to "learn" things they already know. And second, it ignores any individual difference in learning style or preference.
Constructivist educational philosophy, on the other hand, views the student as knowledgeable and task driven. New things are learned by integrating them into what is already known and it is done primarily so that meaningful (to the person) tasks may be carried out.
Your thoughts on why the objectivist approach in eTeaching/eLearnig is used instead constructivist.
Tx Barry and Danil, I agree with you.Following
Larisa Nikitina added an answer:Should ethics be taught to undergraduate students?Ethical principles as a special subject is taught to all graduate students. Typical coverage in our curriculum is as follows:
Survey of the issues, values, principles, and ethics of a technological society. Emphasis on the leadership principles, behaviors, and normative ethics of the technologist to practice the ethical decision-making process within a technological or institutional organization.
However at undergraduate level it is not included. What is your opinion? Should ethics be taught at undergraduate level? If yes what could form part of the coverage? If not can you explain the reasons for the same?
Actually, there is a realization that ethics should be taught in universities at the undergraduate level. For example, in Malaysia, ethics is included among soft skills to be inculcated in students (see Nikitina and Furuoka, 2012). Which brings me to the core of the issue. The bigger question is not whether ethics should be taught but rather how this should be done. My opinion is that, at the tertiary level, the best way to introduce students to ethics in all its complexity is through liberal arts education.
Larisa Nikitina, Fumitaka Furuoka (2012). Sharp Focus on Soft Skills: A Case Study of Malaysian University Students’ Educational Expectations. Educational Research for Policy and Practice, 11(3): 207-224. Also available at
Carl Alexander Sorensen added an answer:Dear All, I'm looking for a questionnaire, or any tool related to Teacher Autonomy. Can anyone offer a link or any service? Who can help me?
In recent times, there are a lot ot attempts that aims to do research about self-efficacy, creativity and autonomy in learning. I would like to do some research about autonomy and creativity as well, I believe that such kind of research can enable this research field a lot. In this context, I prefer to start with the former one, that is, AUTONOMY.
Dear Dr. Yükselir,
The following website is a great source of information about self-determination theory and provides empirically validated questionnaires that may suit your needs:
Hope that helps!
Geraldo A. Lobato Franco added an answer:What is your opinion about the new educational possibilities of digital TV?The enhanced capabilities of DTV will provide educators with new opportunities to use quality programming as part of their curricula. Public television, in particular, will become a stronger partner of educators in bringing educational content to the classroom. The key for educators is to understand that digital TV is not merely television with a sharper picture. Here are some ways public television and educators can work together in the digital era to enhance their current productive partnerships: Quality classroom programming, Interactivity and distance learning.
Rolando, nesse momento eu estaria mais propenso a aprovar sem maiores dúvidas, muito ao contrário, a HDTV que é facilitada digitalmente; essa tendência geral se nota na forma com que governo e setores privados demonstram o seu interesse maior em bancar itens de conteúdo educativo para HDTV. Espero que brevemente estejamos produzindo itens de não ficção tais como documentários e curtas exatamente para preencher a lacuna que ora nos atormenta: não possuímos indústria especializada que forneça com frequência itens valiosos para o ensino, tais como o fazem os britânicos (BBC) e os norte americanos (CPB) enquanto que os demais no mercado ainda engatinhem até com uma certa justeza e precisão mas sem volume de produção. V deve saber que programas como NOVA, entre outros, põem no mercado dezenas de itens anualmente, não é? Bom se não sabe recomendo-lhe que os procure pois valem a pena serem vistos e usados em sala de aula. Boa sorte em seus esforços educativos e se quiser olhe o que tenho escrito no tema em www.bocc.ubi.pt/ .Following
John Christopher Guenther added an answer:Does anyone know if lower performing schools (at baseline) tend to make less year to year progress than higher baseline schools (or vice versa)?
Does anyone if lower performing schools (at baseline) tend to make less year to year progress than higher baseline schools (or vice versa)? citations?
My data suggests yes. Data here suggests yes in math.
In the Australian context, the lowest performing schools (as measured by the national testing system) tend to be remote Indigenous schools. As a group, in 6 years of testing, the results haven't changed significantly despite a lot of strategic policy effort. Individual schools in this group do progress or regress and the changes are dependent on a number of factors. There is no general tendency though, based on low baseline performance. The contextual factors are varied and include community events, community leadership, school leadership, teaching to the test, and others, which are related to the test itself. see Guenther, John. (2013). Are We Making Education Count in Remote Australian Communities or Just Counting Education? The Australian Journal of Indigenous Education, 42(Special Issue 02), 157-170. doi: 10.1017/jie.2013.23Following