Curriculum Vitae Quick Guide
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Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries
Pedagogy, curriculum, teaching practices and teacher education in developing countries EVIDENCE BRIEF The evidence suggests that when teachers see pedagogy as entailing communication with students they use practices in interactive ways that mean that learning is more likely to take place: the ‘how’ is more important than ‘what’ teachers do. drawing on students’ alignment of professional About this brief backgrounds and experiences. development with teachers’ This paper summaries evidence Six practices used in interactive needs, the promoted pedagogy from a DFID-funded review by ways by effective teachers were and in-class monitoring of Westbrook et al. (2013), entitled more likely to enhance learning: teachers Pedagogy, Curriculum, Teaching support from head teachers demonstration and explanation, Practices and Teacher Education alignment of forms of drawing on subject knowledge in Developing Countries, produced assessment with the school flexible use of whole-class, group by the University of Sussex. The curriculum. review identifies pedagogic and pair work where students practices that most effectively discuss a shared task Practices were disabled by support all students to learn, and frequent, relevant use of learning misalignment of: determines ways that these can be materials beyond the textbook initial teacher training with the supported by teacher education open and closed questioning, school curriculum and the school curriculum. expanding responses, Continuing professional encouraging questioning development with the promoted This brief provides an overview of use of local languages and code pedagogy the strength of evidence, key switching (switching between two the school curriculum with findings and theory of change, to languages within a sentence to assessment. assist policy makers and ensure understanding) Further disabling factors were: researchers in assessing the planning and varying lesson poor communication with the evidence in this field. -
EDUCATION in CHINA a Snapshot This Work Is Published Under the Responsibility of the Secretary-General of the OECD
EDUCATION IN CHINA A Snapshot This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Photo credits: Cover: © EQRoy / Shutterstock.com; © iStock.com/iPandastudio; © astudio / Shutterstock.com Inside: © iStock.com/iPandastudio; © li jianbing / Shutterstock.com; © tangxn / Shutterstock.com; © chuyuss / Shutterstock.com; © astudio / Shutterstock.com; © Frame China / Shutterstock.com © OECD 2016 You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to [email protected]. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at [email protected] or the Centre français d’exploitation du droit de copie (CFC) at [email protected]. Education in China A SNAPSHOT Foreword In 2015, three economies in China participated in the OECD Programme for International Student Assessment, or PISA, for the first time: Beijing, a municipality, Jiangsu, a province on the eastern coast of the country, and Guangdong, a southern coastal province. -
Towards a New Narrative of Postgraduate Career
Towards a new narrative of postgraduate career. Item Type Book chapter Authors Artess, Jane; Hooley, Tristram Citation Artess, J. and Hooley, T. (2017) 'Towards a new narrative of postgraduate career.', in Erwee, R. et al (eds.) 'Postgraduate Education in Higher Education', Singapore: Springer, pp. 1-19. DOI 10.1007/978-981-10-0468-1_15-1 Publisher Springer Download date 25/09/2021 15:27:10 Item License http://creativecommons.org/licenses/by/4.0/ Link to Item http://hdl.handle.net/10545/622044 Towards a new narrative of postgraduate career. Jane Artess, Principal Research Fellow, International Centre for Guidance Studies, University of Derby, Derby, United Kingdom, Email: [email protected] Tristram Hooley, Professor of Career Education, International Centre for Guidance Studies, University of Derby, United Kingdom, Email: [email protected] This is an Accepted Manuscript of a chapter published by SpringerLink as Artess J., Hooley T. (2018) Toward a New Narrative of Postgraduate Career. In: Erwee R., Harmes M., Harmes M., Danaher P. (eds) Postgraduate Education in Higher Education. University Development and Administration. Springer, Singapore. It is available at https://doi.org/10.1007/978-981-10-0468-1_15-1 Abstract This chapter examines the relationship between the postgraduate taught (PGT) student experience and career development. It argues that career development is a critical theme which draws together all aspects of the PGT experience. PGT students overwhelmingly choose to undertake postgraduate programmes for career reasons. Their participation on programme is best understood as a space through which they can pursue their career development. Finally, their transition from PGT study to the labour market is explored. -
Academic and Social Effects of Waldorf Education on Elementary School Students
California State University, Monterey Bay Digital Commons @ CSUMB Capstone Projects and Master's Theses Capstone Projects and Master's Theses 5-2018 Academic and Social Effects of Waldorf Education on Elementary School Students Christian Zepeda California State University, Monterey Bay Follow this and additional works at: https://digitalcommons.csumb.edu/caps_thes_all Part of the Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons, Elementary Education Commons, Elementary Education and Teaching Commons, International and Comparative Education Commons, Liberal Studies Commons, and the Social and Philosophical Foundations of Education Commons Recommended Citation Zepeda, Christian, "Academic and Social Effects of Waldorf Education on Elementary School Students" (2018). Capstone Projects and Master's Theses. 272. https://digitalcommons.csumb.edu/caps_thes_all/272 This Capstone Project (Open Access) is brought to you for free and open access by the Capstone Projects and Master's Theses at Digital Commons @ CSUMB. It has been accepted for inclusion in Capstone Projects and Master's Theses by an authorized administrator of Digital Commons @ CSUMB. For more information, please contact [email protected]. Running Head: EFFECTS OF WALDORF EDUCATION 1 Academic and Social Effects of Waldorf Education on Elementary School Students Christian Zepeda Liberal Studies Department College of Education California State University Monterey Bay EFFECTS OF WALDORF EDUCATION 2 Abstract As society becomes more critical of public education, alternative education systems are becoming more popular. The Waldorf education system, based on the philosophy of Rudolf Steiner, has increased in popularity and commonality each decade. Currently, 23 Waldorf institutions exist in California. -
The Neighborhood School Curriculum Outline
The Neighborhood School Curriculum Outline 2008-2009 Curriculum is at the heart of our school. It is born of the interests and developmental capacity of the children and the goals and knowledge of the teachers. We understand that children are learning to make sense of the world. They need to be equipped to live in the world. We work with each child to further that child’s academic and social development. The curriculum provides opportunities for children to find new areas of interest and strength as they grow, to present their ideas and be well spoken and self assured in public presentations. Children develop a sense of responsibility towards the community through their group work, as well as towards their own individual learning. We provide children with work that is real. We look at what real writers do, what good readers to in order to build curriculum that is important and relevant to the lives of the children. We teach children to be researchers from pre- kindergarten up through 5th grade and to reflect on their experiences to ask questions and learn. We assess children through looking at collections of their work, through observing them work and participate in class activities, by keeping notes on their progress and through conferencing with them about their work. Every spring, each grade level and the administration meet to decide the curriculum for the following year. Our mixed age classes are on a two year cycle of curriculum, to match the two years the children are in the classes. We choose topics and areas of study that are important and worthwhile, that spark the ideas of children, that provide a platform for later learning. -
Theorising Postgraduate Pedagogy Bill Green and Alison Lee Deakin University and University of Technology, Sydney
Theorising postgraduate pedagogy Bill Green and Alison Lee Deakin University and University of Technology, Sydney Introduction the changes to higher education in Australia” (Marginson, 1995, p. In all the clamour of recent and growing concern about postgraduate 33). studies in higher education, there has been a persistent and perhaps Like much else in this respect, these changes and heightened forms surprising lacuna: the question of pedagogy. Much has been made of of attention seem more often than not driven by policy interests and the importance of ‘research’ in the burgeoning political economy of imperatives. In that sense, the burgeoning research activity on ques- the university and the nation––moreover, of research and training, as tions of postgraduate modes of educational activity and delivery, a new unholy alliance, or even research as training––, and new practice and provision, is more policy-oriented and informed than emphases are evident everywhere on matters of accountability, influenced by, let alone generative of, theory. By and large, the performativity, and instrumental rationality. More and more, there is available work in this area is inadequately theorised, or rather, it tends debate about completion rates, supervisor-student relationships, fi- to be radically undertheorised. One of the first requirements then nancial assistance and other forms of support, infrastructural provi- would appear to be bringing into the debate a more explicit, specifi- sion, ethics, examination protocols and procedures, and the like. cally theoretical stance––a matter, that is, of drawing theory as such Arguably, however, this remains firmly within a familiar frame and is into postgraduate education, as a key site of both praxis and inquiry. -
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International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2014) A Survey on the Engineering Interdisciplinary Postgraduate Education Based on Engineering with a Big E Zhuoping Wu Faculty of Humanities and Social Sciences Dalian University of Technology Dalian, P.R. China e-mail: [email protected] Songchan Wang Liansheng Yang Faculty of Humanities and Social Sciences Faculty of Humanities and Social Sciences Dalian University of Technology Dalian University of Technology Dalian, P.R. China Dalian, P.R. China e-mail: [email protected] e-mail: [email protected] Abstract— Some questions exist in the development of frontier, times and innovation, to overcome barriers, to Chinese engineering interdisciplinary postgraduate education, strengthen interdisciplinary research, to adjust the training such as little attention to the guidelines on engineering education, system according to the changes in reality, and to focus on lack of practice-oriented engineering training, loose cooperation sustainable development of training talents. As an important between school and enterprise, little attention to the cultivation part of higher engineering education, engineering of students' innovation ability. Engineering with a Big E interdisciplinary graduate education should adapt training emphasizes integration of knowledge and practice, creativeness mechanism to the contemporary development so as to meet the and system on engineering, which provides an important basis demands of engineering practice. The discussion -
Chapter 4: Putting It Into Practice: Curriculum and Pedagogy
3XWWLQJLWLQWRSUDFWLFH 4 &XUULFXOXPDQGSHGDJRJ\ 4.1 Curriculum, from the Latin for ‘course’, is the content or subject matter that is taught. Pedagogy, from the Greek words for ‘boy’ and ‘guide’, refers to the art or science of teaching or the techniques used to teach students. The notion of a teacher guiding students through a course of study has more contemporary relevance than the content driven, ‘drill and skill’, approaches that characterised schooling until the last few decades of the 1900s. 4.2 Good teachers have always, through sound and supportive teacher/student relationships, guided students through what they need and want to learn. This chapter considers the importance of relevant curricula and engaging pedagogy in promoting learning as well as the methods used to assess student achievement. Curriculum and pedagogy 4.3 If the definitions of curriculum and pedagogy are clear, the separation of the two in classrooms is not. While the curriculum is the content that education departments mandate must be taught, classroom teachers have significant responsibility for, and control over, how the curriculum is presented and delivered. In practice, an inspired and talented teacher can energise dull content and find ways to link it to real life while a mediocre or unmotivated teacher can compromise the appeal of the most relevant and imaginative curriculum by poor delivery. 4.4 The research at Flinders University by Slade and Trent indicates that boys are aware of and reactive to what they view to be irrelevant curriculum and poor teaching. Boys see curriculum and pedagogy as inseparable from each other and from other aspects of schooling. -
1 Questions That Lend Themselves to P-20+ Data • PK: O How Ready Are
Questions that lend themselves to P-20+ data PK: o How ready are students as they enter Kindergarten (based on PreK assessment) o Of those who participate in PreK programs, are they better equipped for elementary school (based on performance on 3rd grade assessments) K-12: o How ready are students when they graduate from high school and continue into postsecondary (based on college readiness assessments) o How many students continue on into postsecondary . How long of a break do they take between high school and higher education o What other outcomes (where else do students go when they leave high school), employment, public assistance, incarceration, military o What high school course taking schedules best prepare student for higher education o What grade is the best to take Algebra I o Teacher evaluation based on student performance o Evaluation on teacher preparation programs and certification pathways o When teachers leave the profession, where do they go o How do teacher salaries compare to their peers o What makes an effective teacher o How aligned is the high school curriculum to postsecondary Postsecondary: o Upper division feedback reports (how many community college (AA recipients) students progress into the upper division in a university o The impact of accelerated learning mechanisms (AP, IB, dual enrollment) of facilitating students attaining a BA degree quicker o Time to degree o The impact of employment on persistence in higher education Employment: o Earnings based on highest attainment o Other outcomes (public assistance, -
Introduction: Postgraduate Studies/ Postgraduate Pedagogy? Alison Lee and Bill Green University of Technology, Sydney and Deakin University
Feature: Postgraduate studies/postgraduate pedagogy Introduction: postgraduate studies/ postgraduate pedagogy? Alison Lee and Bill Green University of Technology, Sydney and Deakin University In recent years, the nature and quality of postgraduate studies in collecting information about postgraduate research students’ experi- higher education has become a matter of increasing interest and ences that can inform guidelines about good supervisory practices (eg concern. This has been partly produced out of the collapse of the binary Parry and Hayden 1994; Powles, 1993), as well as on across-Faculty system in the mid eighties and the subsequent restructuring and re- understandings and practices regarding postgraduate research super- positioning of the higher education sector, following the interventions vision and study (eg Whittle, 1994), with the Zuber-Skerritt and Ryan and decisions of the then Minister for Education in the Federal Labor 1994 collection on ‘quality’ in postgraduate education being a signifi- Government, in direct relation to new and changing economic impera- cant and representative text in this regard. The indications are that such tives. What has emerged on the scene is a greatly expanded number of orientations and regimes in research are likely to be further institution- universities, within an across the board re-assessment and re-organi- alised if rational ‘science’ models of research and supervision are sation of the academic-institutional agenda to take more explicitly and adopted uncritically as normative across the academic-institutional formally into account notions of accountability, efficiency, spectrum, as seems to be the trend, in accordance with new bureau- performativity, professionalisation and vocationalism. More broadly, cratic logics of funding and accountability. -
Middle School Curriculum Guide 2017-2018
MIDDLE SCHOOL CURRICULUM GUIDE 2017-2018 As a member of the Princeton Day School community, I will pursue excellence in scholarship and character. I will try to be trustworthy, kind, honest, and fair; give my best in and out of the classroom and on the playing field; be respectful of myself, of property, and of all members of our community; take responsibility for my actions; maintain a sense of humor. Welcome to the Middle School at Princeton Day School, a lively and engaging place for students in grades 5 through 8. Our goal is to create a culture where students feel safe, valued, celebrated and known. The quote above is on a plaque in the Middle School, and it truly captures what we strive for here at Princeton Day School. In the Middle School at PDS, we encourage our students to be involved in activities both in and out of the classroom. We encourage them to take risks and value their own voice in the classroom. We believe in giving students opportunities to make mistakes, and then learn from them in a caring and supportive environment. In addition, we place great emphasis on keeping a growth mindset. We want students to view effort as the key to success; to keep focused on continued—life-long—growth; and to keep trying even though they may experience setbacks. Class sizes are kept small, and teachers, students, and parents work very closely together. Dedicated and talented faculty foster clear, thoughtful communication between home and school, forming a partnership that values educational excellence. At Princeton Day School, we teach skills and knowledge, but also, more critically, we teach our students how to think and learn. -
Reflections on Postgraduate Education in Art Colleges in the New Era Yuehua Sang1,*
Advances in Social Science, Education and Humanities Research, volume 516 Proceedings of the 2020 3rd International Seminar on Education Research and Social Science (ISERSS 2020) Reflections on Postgraduate Education in Art Colleges in the New Era Yuehua Sang1,* 1Graduate Office, Yunnan Arts University, Kunming, 650504, China *Corresponding author. Email:[email protected] ABSTRACT The higher education in China has opened the door of the quality revolution of higher education in the new era, entered the new era. Standing at a new starting point, it faces new tasks and challenges. Graduate education is the core driving factor of implementing the strategies of developing China through science and education and strengthening the country through human resource development, therefore, it is necessary to re-recognize graduate education. How to continuously improve the quality of training and how to train high-quality talents has become a hot topic in graduate education research in the new era. Taking the graduate students of art universities as an example, this work discussed the characteristics of graduate students in art universities, the main problems faced by graduate education in art universities and the feasible countermeasures. Facing the new era, it is necessary to adhere to the starting point of cultivating people with morality, take the improvement of education quality as the orientation, consolidate the management of graduate training process, strengthen the curriculum construction, integrate research and innovation integration, establish scientific and reasonable quality supervision and evaluation mechanism, and strive to improve the quality level of graduate training. Keywords: New era, Art universities, Graduate education 1. INTRODUCTION 2. CHARACTERISTICS OF GRADUATE STUDENTS IN ART UNIVERSITIES The higher education in China has opened the door of the quality revolution of higher education in the new era, Art universities are the basis for cultivating high-quality art entered the new era.