Pedagogy and Education

Pedagogy and Education

  • James Winter added an answer:
    Are there any studies of experiential methods of learning in online learning environments?

    With the current push and focus on higher education and even secondary education moving to an online format, how can schools continue to incorporate experiential methods of learning such as service learning, project based learning, and even outdoor learning? Has there been any research to date on this topic? 

    James Winter · University of Southern California


    I can only provide you the information that I have gathered from my own experience throughout several schools where I have taken online classes.  I have most recently finished my MAT in TESOL from USC and am currently enrolled at SC for my EdD which is also online.  One of the separating factors that USC uses that distances itself from other online pedagogies is that we are ALWAYS bringing in the real world into our classrooms.  Whether this represents itself by way of videos from the classroom that we teach in, or projects where we might be close enough to meet in person, the projects and conversations about real-world issues is always brought into the equation.  It is also helpful that the class is on webcam through the Adobe Meetings platform and technology.  It is not just a room where we post endless streams and threads of information but we can see one another, get into breakout groups and run ideas off one another from again, the real-world scenarios that we have in our jobs.  PBL is not lost in the shuffle..we have plenty of work to do in our classes and several times over, it is a PBL project that each person works on based from the research and data gathered at each job and brought into the PBL project regardless if that person is in Shanghai or Dubai.  The USC online EdD is brand new and will start in January, 2015 and I am in this cohort.  I am extremely excited for the opportunity to grow and learn within a system where I am already comfortable with the faculty and platform however, the information is new and the program is longer. This will be a 3 year excursion rather than the year long program I was in for my Master's degree.

  • Nikolaos Pellas added an answer:
    I am currently working with online learning and miss the pedagogic dimension; who knows more about it?

    I am working at the relationship between online learning/ICT and pedagogy, as implementing online learning concerns social innovation. In many casesit seems online learning is recording lectures and that is it.  Now i am looking for ideas and resources to get more grip on these ideas. Who can help me out with literasture, articles, ideas, experiences etc. Thanks in advance.

    Nikolaos Pellas · University of the Aegean

    Dear Bob

    I think that you may find some interesting issues regarding to your query to my publications in this profile.

    Also please check my 2 articles in Computers in Human Behavior

    With kind regards


  • Nikolaos Pellas added an answer:
    What are the SIMILARITIES and DIFFERENCES between CBL (Case-Based Learning) and PBL (Problem-Based Learning)?

    Please, clearly itemize your answers, giving similarities before the differences.

    Nikolaos Pellas · University of the Aegean

    Dear Abraham

    please check my profile and you will find some interesting findings from my research.

    with kind regards


  • Nikolaos Pellas added an answer:
    What are the advantages and disadvantages of Team-based learning (TBL) in comparison with Cooperative learning (CL) pertaining to middle school?

     Although team-based learning has a positive impact on high school and college level students, there appears to be a gap in literature concerning teachers’ experiences and perspective of TBL in middle school social studies and science classroom settings. How do we know if it is as effective for middle school and where is the research study?

    Nikolaos Pellas · University of the Aegean

    Dear Zorena please check my profile and you will find some interesting findings from my research.

    with kind regards


  • Salina Jeptoo added an answer:
    Which new hybrid filtering recommendation technique is suitable for e-learning that can address cold-start problem?

    Which new hybrid filtering recommendation techniques is suitable for e-learning that can address cold-start problem? I need a technique especially that can be hybridized with collaborative filtering or content based while putting into consideration the heterogeneous nature of e-learning content which includes text, images, audio and video as well as the sequence of acquiring knowledge in learning.

    John, look at this filtering techniques for what fits your purpose.. Combining collaborative filtering  and K-Neighborhood scheme, content Filtering and Collaborative feature, association rule and Clustering rule. Most of this techniques you can combine to achieve your required result.

  • Krishnan Umachandran added an answer:
    Does anyone have recommendations for parameters' correlation with aggression?

    I'm trying to create a theme, where aggression correlated with other phenomena, but it must have a pedagogical aim. I was thinking about relationship between parenting style and aggression, but this theme is psychological. Any recommendations for theme that will have pedagogical aim (theme has to be from pedagogy)?

    Krishnan Umachandran · Professor

    Aggressiveness during bull fights in India

  • Angela Stoltz added an answer:
    Is there any research out there that looks into attending to student racial identity needs within the school context?

    Public schools' curricula are based in large part on developmental needs of children and adolescents. For example, much of early childhood lessons take into consideration the social component of learning, i.e, cooperation, getting along with others, etc. As children's social development matures and they progress through school, so too does the need for teaching or lessons to change or to remain developmentally appropriate. By the time students reach adolescence, teachers' lessons might call for students to develop group projects as part of a course requirement. There are many other childhood and adolescent developmental needs that become embedded into their K-12 (and beyond) education. One developmental aspect that I don't see reflected in school curricula is racial identity development. Racial identity development theorists (Cross, Helms, etc.) have posited for decades the importance of one's racial identity development. In detailing her racial identity models, Helms (2003) talks about how racial identity development is a natural part of children and adolescents' development that's constantly being expressed in the classroom environment. Such moments are great opportunities for teachers to help children of color to feel connected to all others in the school/classroom and positive about themselves and others of their racial group. However, teachers without appropriate knowledge and skills are not able to respond effectively to students' racial identity related behaviors. 

    Is there any research out there that looks into attending to student racial identity needs within the school context? 

    Angela Stoltz · University of Maryland, College Park

    Brantlinger, E. A. (1993). The politics of social class in secondary school: Views of affluent and impoverished youth. New York: Teachers College, Columbia University.

    Esmonde, I. (January 01, 2009). Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning. Review of Educational Research, 79, 2, 1008-1043.

    Delpit, L. (1988). The Silenced Dialogue: Power and pedagogy in educating other people’s children. Harvard Educational Review, 58(3), 280-298.

    Martin, D. B. (March 08, 2013). Learning Mathematics while Black. Educational Foundations, 26, 47-66.

    Martin, D. B. (2000). Mathematics success and failure among African-American youth: The roles of sociohistorical context, community forces, school influence, and individual agency. Mahwah, N.J: Lawrence Erlbaum.

  • Maren Aukerman added an answer:
    Can anyone recommend any articles about the use of open questions in interactions between preschool teachers and young second-language learners?

    I am interested in identifying the particular pedagogical strategies of effective adult questioning that may support the development of language and literacy skills in young second-language learners. Particularly, I wonder if there are any existing studies on use of open-ended questions in interactions between early childhood practioners and young bilinguals/ second-language learners?

    Maren Aukerman · Stanford University

    Ballenger's book is useful here.  Also see:  Ballenger, C. (2004). Reading storybooks with young children: The Case of The Three Robbers. In C. Ballenger (Ed.), Regarding Children's Words: Teacher Research on Language and Literacy. New York: Teachers College Press.  

  • Michael Brückner added an answer:
    Should a vocational teacher be conceptualised as a 'dual professional' (as a teacher and as a vocational specialist)?
    In England we have developed the term 'dual professional' to cover the identity of a vocational teacher as teacher and as being formed by their occupational expertise (seen in a professional affiliation or in mandatory CPD (rare in England)). We have yet to fully embed what concept means, but it is used to raise awareness of the links to employers/industry and to support the professional identity of vocational teachers, particularly in FE colleges. My question is asking how others may see the identity of a vocational teacher, their professional profile, and their position within a vocational system.
    Michael Brückner · Naresuan University

    Norman, as you may know, Germany has a quite elaborate vocational education system. It has at least five different strands of which two may lead to university studies. Vocational teachers (Berufsschullehrer), therefore, can come from very different backgrounds: (1) usually out of university (4-5 years with additional 2 years of traineeship), and (2) tecnical instructors (master craftsman with additional educational ehnacement). At the moment, many institutions seek career changers, e.g. PhDs that are ready to improve the vocational education and take it to a more ambitious level. If you can read German, some more details in the link below.

    So, answering your question from a German perspective: it depends. 

  • Douglas R. Daugherty added an answer:
    Which of the CREDE standards in writing a lesson plan is significant for teaching 3-5 graders how to write a short stor?

    I want to design a lesson plan to teach "short story writing for elementry students" using the CREDE standards, so which three of the five standards is recommended? 

    Douglas R. Daugherty · University of New Mexico

    Hello Yahya,

    I would use #1,2, and 3 or #4, 2, 3. The more I think about #4, 2, 3. Four because it is a conversation the children and the teacher are having. It sets the right modd of you will and allows the children to explore they own world and imaginations. 

    #2 Because it fits what I belive you are trying to do. You can also ask questions about word choice. In so doing also make use of the dictonary, maybee explore synonyms by making a game out if it,

    #3 Here is the key for me. In asking a child of 8 to write a short story thier experence is all they have to draw on. Their experience becoms to context and there you go

    Hope this helps 


  • Ana Caballero Carrasco added an answer:
    What are the impacts of emotions on learning of students of higher education?

    what sampling and methodology is useful?

    Ana Caballero Carrasco · Universidad de Extremadura

    Dear Ashfaq Ahmed,

    My research focuses on analyzing and specifically affects emotions and anxiety levels in higher education. Although focused more on problem solving and math in them you can find literature and generalizable conclusions students in higher education.

    Also I analyze how emotions, generalized control expectations (including self-efficacy and expectancy of success) as well as attitudes are interrelated.

    It is true that students find it difficult to talk about their emotions, to do this, I suggest you make use of diaries and forums. The following article will talk about the facilities of these instruments for the analysis of emotions, to highlight the fact that in the forums, seeing that the peer group has similar emotions to themselves in the learning process, are more given to talk about these variables. On the other hand, in the newspapers, if followed by a tutor and this gives them feedback, feel heard and understood and shall be writing about their emotions, which also make them aware and reflect on them and that they will cause the need to control those unfavorable for learning.

  • Irina Lyublinskaya added an answer:
    Is there information on a factorial model of TPACK?

    We are studying TPACK and trying to estabilish its factorial structure. However it seems to be rather challenging task. Does anyone have any example of published papers really confirming the TPACK structure (i.e., PK, TK, CK, TPK, PCK, TCK, TPACK) with confirmatory factor analysis or with any other methods?

    Irina Lyublinskaya · City University of New York - College of Staten Island

    Dear Erkko, if you have any questions, please, don't hesitate to contact me!

  • Caroline Barratt added an answer:
    Does anyone else have an interest in contemplative pedagogy and the role of contemplative practice in higher education?

    What are your key resources?

    I attended a workshop on contemplative pedagogy in New York in August. Since then I have been working with like-minded individuals working in HE and FE in the UK to establish the Contemplative Pedagogy Network. I'd like to identify others who are interested in this area, find out what they are doing, what resources they are using and to share ideas and challenges.

    A brief explanation of contemplative pedagogy can be found on our website.

    Looking forward to discussing this further.

    Best wishes


    Caroline Barratt · University of Essex

    Hi Stefan I'm not clear what you are asking. Can you expand a little?

    In relation to your earlier query - Here is a great video from a Chemistry professor on the use of contemplative approaches in the classroom.

    Really enjoying the dicussion about Goethe. I am just starting to read more in this area in relation to thinking about contemplative practices in environmental studies.

    Thanks Caroline

  • Thida Hun added an answer:
    Any suggestion about the correlational study between effective teaching and students' performance in preschool?

    i am now starting my research paper for my MA class. The correlational study of the teaching effectiveness and students' achievement ( can be in any subject, Math, language or science) in preschool education is the topic of my interest. 

    Any article suggests regarding this topic? 

    Thida Hun · De La Salle University

    I appreciate for this sharing. 

    Thanks once  again ! :) 

    Best Regards,  


  • Nick Eaves added an answer:
    Is individual authenticity lost in education?
    We propose to have a child centred approach for much of our education. However, methods remain similar to over 100 years ago. We still seem to value outcome over the individual.
    Nick Eaves · Curtin University Australia

    Hi Douglas,

    Thanks for your great answer. There are definitely a couple of points you have raised, that I shall investigate further.

  • Peyman Naser-Abadi added an answer:
    Does anybody know a good source for educational or academic texts related to learning English?
    I'm simulating some tests, and I need educational texts to design my tests according to. So if anybody knows any webpage, social group, or even book, that can help me provide these texts, please let me know.
    Peyman Naser-Abadi · Shahid Rajaee University

    Thanks all

  • John K. Marco Pima added an answer:
    Has digital information/communication technolgy increased or decreased learning efficiency in the classroom?
    Even as more and more sophisticated platforms for leaning situations arise (smart phones, tablets, apps, streaming, cloud storage), have these platforms actually, concretely, provided for more efficient individual learning in the classroom than pencil and paper, backboard and chalk, standing and delivering? Or is just creating a market for ever--obsolescent junk.
    John K. Marco Pima · Institute of Accountancy Arusha

    Certainly, IT has increased efficiency in classroom. I am currently doing research into this area and i am happy to find that the use of web technologies for instance, has enhanced learning and teaching greatly. In Tanzania for example, students are ready to use collaborative tools such as Facebook, YouTube, wikis, and blogs in their learning. Additionally, instructors are also enthusiastic and motivated to adapt to new technologies. The only thing missing is the readiness of management people who fear mostly for the unknown.

  • M. Laura Angelini added an answer:
    Do we still need native speakers to teach English in EFL settings? Is nativespeakerism a factor that accelerates second language acquisition?
    Given the global nature of the world today I am wondering if native speakers are crucial in an EFL setting?
    M. Laura Angelini · Catholic University of Valencia "San Vicente Martir"

    Good question indeed! My views are in line with all of you. Non- native speakers and speakers of the same L1 as the students usually turn out to be more acquainted with the difficulties the students encounter, especially in early stages such as A1, A2 and B1 levels. 

    So, the ones who are proud to declare that their staff is native, are underestimating truly teachers or linguists and giving priority to native speakers who may just be in the place for the occasion.

  • Senthilvel Vasudevan added an answer:
    Has there been any research on teaching English at Quami madrasa levels of education in Bangladesh?

    I want to do research on the syllabus of English. So, I need relevant information. I'd be very glad and grateful if anyone send that to me.

    Senthilvel Vasudevan · King Saud bin Abdulaziz University for Health Sciences


    Good Afternoon.  Kindly see the following attachments:

  • Douglas R. Daugherty added an answer:
    Should "trigger warnings" be instituted in higher education?
    This seems like very dangerous road for HE to go down, avoiding topics that will naturally be upsetting to the majority seems like an end-round around addressing issues of social justice. Would like to hear what others think of this shift in what is permissible to discuss in college classrooms.
    Douglas R. Daugherty · University of New Mexico


    I would think a sign stating warning ideology of whiteness activly being practiced. A little long I grant you. I think the Zeuz Leonardo puts it best; NCLB is not what it appears to be. It's real meaning is no cocassion left behind. We certainly see that troughout higher ed. from teneur highering practices, to rank of professorships, definations of subject studies, i,e program, dept, college. Western Civilization as required, ect.

    Lets work on the sign.

    In solideraty


  • Aina Kola added an answer:
    Has anyone done research or know of research on the "Differences of student outcomes because of a professor of practice?"
    As a industry "seasoned" educator, I want to know if the experience from industry translates to more or better or more complete student outcomes.
    Aina Kola · University of Cape Town

    There is the need to know student outcomes first. Are we talking of academic outcome or behavioral outcome? If it is academic outcome industrial experience may assist students based on the subject. Subjects that are more of psychomotor may be best taught by someone with industrial experience. But any subject that is more of cognitive and affective will be best for professional teachers who are well grounded in principle and method of education. A teacher with industrial experience may not be able to improve students behavioral outcome as school based practitioners. Machines are not human being therefore using industrial experience to teach student may not  impact on students like teacher who has real classroom experience.

  • Kevin Larkin added an answer:
    What are the leading items that are necessary in faculty training programs for online education?
    What items do not need to be included in the training of these professionals?

    For those who teach at multiple institutions, do you see any major trends in these training programs? If so, what are they?
    Kevin Larkin · Griffith University

    I tend to look at these sort of issues from the other end of the question - in this case, do you think that the skills required for Online Education (other than the technological skills) are different from the skills required for face to face or blended education. My concern is that when we focus on the technology or the platform, we elevate it to a higher position in the list of important factors for a successful learning experience. So from my perspective, the leading items for online education are very similar to the leading items for any education; namely, an ability to connect with learners, an ability to tailor learning to the needs of the learner, effective assessment and feedback etc. If you get the basics right, the particular affordances of the technology can then be utilised; if you don't doesn't matter what you are using. 

  • Roy Clariana added an answer:
    How does collaborative learning influence reading comprehension in ESP classes?

    please help me if you have any articles or opinions about collaborative learning.

    Roy Clariana · Pennsylvania State University

    Collaboration leads to knowledge convergence, to both correct conceptions and to common misconceptions. People acquire what they engage, so collaborating (engaging) with other L1 speakers when reading L2 domain specific topics leads to the common vocabulary of the L1 and the knowledge structural relations of their peers. Reading English (L2) in a domain area leads to L2 vocabulary of that area and then to structural relations of the L2 vocabulary.

    Our L1-L2 research strongly indicates that utilizing L2, for example through paraphrasing the L2 domain readings into an L1 paraphrase is very effective for increasing L2 comprehension. So it depend on the quality of the peers and the nature of the collaboration, collaboration may or may not be better than individually reading and paraphrasing. So the next question to ask is, "what kinds of collaboration lead to better L2 comprehension?"

    Initially, I suggest that the L2 domain text must be coherent and MUST contain good text signals (topic headings, underlining, etc.) to draw clear attention to the important vocabulary (in context) and to the text topic structure. These signals ARE common information that are then more likely to be shared during collaboration, and are thus reinforced. Alternately, reading text without signals leads to more idiosyncratic comments with a possible focus on less important concepts and a weaker capture  of the text topic structure intended by the L2 text authors.

  • Concha Diez-Pastor added an answer:
    Do student reports and their ratings result from language-competence or science competence?
    Do the contents of student reports result from language-competence or science competence? How much of the details in articles is truly captured by students that learn a new language to master the literature independent from the intrinsic quality to conduct science practice?

    Do the judgements of student reports result from language competence or science competence? How can a fast growing literature from a foreign language be mastered and used to judge the content of student reports mainly citing articles based on foreign languages?
  • Bonnie Mcbryde added an answer:
    Do boys and girls learn differently?
    Are teachers aware of these differences? When planning lessons, are these differences acknowledged?
    Bonnie Mcbryde · Carson-Newman College

    I agree with most of these answers. However, I do have one thing to add. As a pre-service teacher, I have noticed that the boys I have taught over my 9 practicums seem in general to respond more to kinetic and visual activities, while many of the girls don't have a preference. The girls that do seem to be more visual. I'm not sure that this is generalizable to all students, but it is something I have noticed.

  • Jerry Rhee added an answer:
    Where is everyone's curiosity?
    This amazing 6min TED talk brings to us the importance of our curiosity during any learning process! It surely is worth watching it specially in our days that real teaching seems to have been forgotten! What do you think about it?

    Rule #1: Curiosity comes first
    Rule #2: Embrace the mess
    Rule #3: Practice reflection" by Ramsey Musallam, TED talk, 2013

    Here are two quotes that emphasize importance of curiosity (different from mystification in that it is linked to a search for truth) as part of the scientific attitude.

    Simon and Newell:

    "When the magician pulls the rabbit from the hat, the spectator can respond either with mystification or with curiosity. He can enjoy the surprise and the wonder of the unexplained (and perhaps inexplicable), or he can search for an explanation.

    Suppose curiosity is his main response—that he adopts a scientist's attitude toward the mystery. What questions should a scientific theory of magic answer? First, it should predict the performance of a magician handling specified tasks—producing a rabbit from a hat, say. It should explain how the production takes place, what processes are used, and what mechanisms perform those processes. It should predict the incidental phenomena that accompany the magic—the magician's patter and his pretty assistant—and the relation of these to the mystification process. It should show how changes in the attendant conditions—both changes "inside" the members of the audience and changes in the feat of magic—alter the magician's behavior. It should explain how specific and general magician's skills are learned, and what the magician "has" when he has learned them."     

    C.S. Peirce:

    There are two qualifications which every true man of science possesses, and which, if a man possesses them, he is sure to develop into a scientific man in the course of time, if he ought not fairly to be called such already. 

    First, the dominant passion of his whole soul must be to find out the truth in some department, regardless of what the color of that truth may be. 

    Secondly, he must have a natural gift for reasoning, for severely critical thought.     ~

  • Juha Kettunen added an answer:
    How can we maximize learning in classroom situation in social sciences at Post Graduate level?
    Maximization of learning at PG level is becoming challenging in the present day context due to various socio-psychological reasons. Hence,we should start a dialogue on this issue.
    Juha Kettunen · Turun ammattikorkeakoulu

    You can find the articles in my ResearchGate pages.

    Attached please find  some of our articles:

  • Steven Newton added an answer:
    Further reading on resistance created by curriculum structure
    Looking for some pointers towards some further reading in order to formulate a thought I am still struggling to articulate.

    In the students I am researching, I am seeing a pattern in their responses to the format of formal learning they have experienced. There is a dissatisfaction in being expected to engage in learning that is repetitive or abstract, or being asked questions by adults who already know the answer or to which the answer is obvious.

    It is evident in my data collection there is a connection between the student rejection of the curriculum and the structure of the curriculum and I was looking for pointers to further reading on this.
    Steven Newton · Queensland University of Technology

    Thanks Douglas,  my research is underpinned by the works of Pierre Bourdieu and Paul Willis, and aligns strongly with the second conceptual mention. It was good to hear it articulated by another. Quite powerful to 'see' my ideas through the words of another. Though the main issue Im having isnt with conceptualising and articulating at a theoretcial level (although according to my latest supervisor feedback this is still an area I need to work on), it is articulating what that means at a practical level. For instance, currently if I were to explain my research to my teaching colleagues, it would in no way impact on tomorrows practice as the gap between the theoretical and practical is quite wide

  • A question for everyone who supervises doctoral research - all topics: What do you see as ther two or three most common errors students make?
    This question applies to all students- whether working on a dissertation or thesis, whether following the model most common in the US or that implemented in most of the rest of the world. Also I might like to quote you for my upcoming book with Sage on the topic, so may come back to you with that request.
    Mohammad Ali Salmani Nodoushan · International Journal of Language Studies

    1) Plagiarism

    2) Statistical misunderstandings and misinterpretation

    3) A good number of fallacies in argumentation 

  • Mohamed Nasir added an answer:
    What is the best method for making students participate actively during teaching?
    The students do not actively participate during lesson. The teacher thus fails in making them involved. How can it be possible to let students participate actively?
    Mohamed Nasir · Irushadhiyya School

    Cooperative Learning. 

About Pedagogy and Education

Pedagogy is the holistic science of education. It may be implemented in practice as a personal, and holistic approach of socialising and upbringing children and young people.

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