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Die Matrikel der Wiener Rechtswissenschaftlichen Fakultät, II. Band: 1442-1557

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ISBN: 9783205202554 Year: Pages: 324 DOI: 10.26530/oapen_620576 Language: Latin|German
Publisher: Böhlau Grant: Austrian Science Fund - PUB 353
Subject: Education
Added to DOAB on : 2016-12-03 11:01:24
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This volume presents a critical edition of the register of the Faculty of Law at the University of Vienna between 1442 and 1557. This edition is made accessible with the aid of both a register of persons and a location register. The introduction contains amongst others a paleographic analysis of the various scribes of the registers, a statistical analysis and a prosopographical overview of the law students, a description of the conditions of studying and a short history of the Faculty of Law.

Pedagogical Psychology: Beyond the 21st Century

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Book Series: Frontiers Research Topics ISSN: 16648714 ISBN: 9782889195626 Year: Pages: 80 DOI: 10.3389/978-2-88919-562-6 Language: English
Publisher: Frontiers Media SA
Subject: Psychology --- Science (General)
Added to DOAB on : 2016-01-19 14:05:46
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Frontiers in Psychology is introducing a new research topic, Pedagogical Psychology: Beyond the 21st Century, which will be released as an online journal issue in summer 2014. The purpose of Beyond the 21st Century will be to publish goal- oriented articles leading to improvement of teaching and learning at all levels of psychology education. Until perhaps 20 years ago, educational approaches to teaching were largely informed by a “Stand and Deliver” pedagogical attitude. The psychology of this approach has often invested unrealistic and unrealizable responsibilities in both teachers and students. With the emergence of electronic data sharing (e.g., the Internet) and global cooperation/competition, newer approaches to teaching have begun to supplement and sometimes replace the older model of teaching. These newer approaches have simultaneously taken advantage of technological advances, global changes, and an evolving understanding of successful student-mentor relationships. As the pedagogical models driven by these changes evolve into the 22nd century and beyond, what seems groundbreaking today will, in hindsight, be seen as hidebound. Thus, the major goal of Beyond the 21st Century will be to publish manuscripts which imaginatively, but realistically anticipate future trends in teaching undergraduate psychology.

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