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Didactic classroom studies

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ISBN: 9789188661500 9789188661456 Year: Pages: 244 DOI: 10.21525/kriterium.14 Language: English
Publisher: Kriterium
Subject: Education
Added to DOAB on : 2019-01-18 12:10:57
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"In the anthology Didactic classroom studies. A potential research direction didactic classroom studies are characterized and discussed in relation to, on the one hand, didactics and, on the other hand, classroom studies. It is argued that classroom studies has particular potential for realizing the ambitions that constitute didactics in empirical studies – to simultaneously focus processes of teaching and learning as well as the content of these processes and how they interact, and at the same time emphasize that teaching and learning as classroom work is intentional and flows towards specific goals. Classroom studies are not limited to pay (empirical) attention to the student, teacher or content, but have the capacity to focus on how these aspects interact and depend on each other. The research is delimited in contextual and situational terms of teaching-learning wholes, rather than primarily in terms of components (e.g., student, teacher or content). This translates to that classroom studies can capture and examine teaching and learning processes including their dependence of specific contexts in which they are conducted.

The potential that lies in the work of classroom studies for didactics is attended to and described in more detail than previous research has done along with a set of example studies, which is a significant contribution of the anthology as a whole. The book gives examples of eight different classroom studies that focus different content areas with varied but related theoretical perspectives and specific methodological approaches. Through these concrete examples, as described and discussed in relation to each other in two concluding commentary chapter, the didactic value of the studies is made visible and didactic classroom studies are described as constituting ‘a potential research direction’. Through a detailed analysis of the chapters with empirical studies – in terms of their research questions and knowledge interests, research contexts, theoretical and analytical perspectives, specific empirical designs and didactical consequences – a number of issues are identified that could be addressed and further developed. In this way, the volume contributes not only to identifying didactic classroom studies as a potentially central research focus in educational science but also outlines a further direction for this research."

Classi ibride e inclusione socio-educativa

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Book Series: Traiettorie inclusive - Open Access ISBN: 9788891777560 Year: Language: Italian
Publisher: FrancoAngeli
Subject: Education
Added to DOAB on : 2019-07-10 11:21:13
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Serious illness prevents many students from attending school on a regular basis and can lead to long-term absence from the classroom. The consequent isolation impedes socialization and educational exchange between homebound students and their schoolmates, as well as interaction with their teachers. Moreover, these students face serious difficulties when they eventually manage to return to school. All these factors slow down homebound students’ learning progress and weaken their sense of belonging to their peer group. In response to these issues, Italy’s Ministry of Education (MIUR), National Research Council (CNR), and the TIM Foundation set up a project in 2013 named TRIS (Networked Technologies and Socio-educational Inclusion). The main aim of the project is to develop a flexible and scalable intervention model for integrating homebound leaners. This is based on active and engaging learning approaches and is designed for application to a wide variety of long–term absence situations. The main pillar of the project is the so-called “Inclusive Hybrid Classroom”, a special blending of physical and digital learning spaces. By facilitating direct engagement in class activities, irrespective of the students’ actual location, this kind of classroom heightens the sense for everyone that the homebound student is actively present in the classroom.

Chapter: 'How to Attract Students’ Visual Attention' from book: Adaptive and Adaptable Learning: 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 13-16, 2016, Proceedings (Book chapter)

Authors: --- ---
Book Series: Lecture Notes in Computer Science ISSN: 0302-9743 / 1611-3349 ISBN: 9783319451527 9783319451534 Year: Pages: 11 DOI: 10.1007/978-3-319-45153-4_3 Language: English
Publisher: Springer
Subject: Education
Added to DOAB on : 2017-11-27 16:51:33
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Attracting students’ visual attention is critical in order for teachers to teach classes, communicate core concepts and emotionally connect with their students. In this paper we analyze two months of video recordings taken from a fourth grade class in a vulnerable school, where, every day, a sample of 3 students wore a mini video camera mounted on eyeglasses. We looked for scenes from the recordings where the teacher appears in the students’ visual field, and computed the average duration of each event. We found that the student’s gaze on the teacher lasted 44.9 % longer when the teacher gestured than when he did not, with an effect size (Cohen’s d) of 0.69. The data also reveals different effects for gender, subject matter, and student Grade Point Average (GPA). The effect of teacher gesturing on students with a low GPA is higher than on students’ with a high GPA. These findings may have broad significance for improving teaching practices.

Micro-progettazione: pratiche a confronto. PROPIT, EAS, Flipped Classroom

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Book Series: Traiettorie inclusive - Open Access ISBN: 9788891734075 Year: DOI: 10.3280/oa-149 Language: Italian
Publisher: FrancoAngeli
Subject: Education --- Social Sciences
Added to DOAB on : 2017-01-06 11:01:26
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"Micro-progettazione" ("micro-planning") are the processes carried out by the teacher to prepare the day after work session. Three models are analyzed and compared in the book: Propit, EAS and Flipped Classroom. Although each one has its own features, all of these models share the attention to micro-planning, the focusing on action and the interest in promoting an active and conscious attitude of the students.

Sottobanco

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Book Series: Media e tecnologie per la didattica - Open Access ISBN: 9788891786210 Year: Language: Italian
Publisher: FrancoAngeli
Subject: Education
Added to DOAB on : 2019-09-13 11:21:02
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Young pre-teens attending junior high schools are going through a very delicate period: they are not just engaged in a new and more complex school career but they are also engaged in their daily tasks of training and negotiating their identities and their roles in the different peer groups. This complex scenario is expanded by their first experiences, far from the eyes of adults, with technologies: tools that add, on the relational universe just described, an existential dimension that opens up new forms of communication mediated by digital contexts. Do technologies have an influence between on the relational dynamics that take place between students and their peers and between students and teachers? Which kind of influence? What dynamics are involved? What kind of technology is at stake? Is there a relationship of influence between the relationships mediated by the digital contexts and the social climate of a learning environment? What kind of influence? How much do students rely on digital-enriched relationships to satisfy their relationship needs? What perception do students and teachers have of relational dynamics mediated by digital contexts? And what role do they give to the school in this problem? To try to provide an answer to these questions, the volume presents a phenomenology of the witness of 21 teachers and 365 boys and girls belonging to two Italian and two French schools.

Garden Learning: A Study on European Botanic Gardens' Collaborative Learning Processes

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ISBN: 9781909188631 9781909188648 9781909188655 9781909188662 Year: Pages: 194 DOI: 10.5334/bas Language: English
Publisher: Ubiquity Press Grant: European Union’s Seventh Framework Programme - 266616
Subject: Sociology --- Education --- Science (General) --- Sports Science
Added to DOAB on : 2016-01-16 11:01:17
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"From 2007-2013 the European 7th Framework Program Science in Society (FP7) funded a multitude of formal and informal educational institutions to join forces and engage in alternative ways to teach science—inside and outside the classroom—all over Europe. This book reports on one of these projects named INQUIRE which was developed and implemented to support 14 Botanic Gardens and Natural History Museums in 11 European countries, to establish a collaborative learning network and expand their understanding of inquiry based science teaching (IBST). Suzanne Kapelari provides insight into the complex theoretical background and practical considerations that informed the project design and which guided the consortium through a three-year process of collaborative knowledge creation. ‘Expansive Learning Theory’ is fundamental to this approach and places emphasis on communities as learners, on transformation and creation of culture, on horizontal movement and hybridization of knowledge, and on the formation of theoretical concepts.
This book is to be considered for planning and running international science education projects as well as a multifaceted theoretical underpinning of teaching. It serves as a conceptual and practical resource for formal and informal science educators and project managers.
This project has received funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement no 266616."

The Essence of Mathematics Through Elementary Problems

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Book Series: OBP Series in Mathematics ISSN: 2397-1126/2397-1134 ISBN: 9781783746996/9781783747016 Year: DOI: https://doi.org/10.11647/OBP.0168 Language: English
Publisher: Open Book Publishers
Added to DOAB on : 2019-06-25 18:14:54
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"It is increasingly clear that the shapes of reality – whether of the natural world, or of the built environment – are in some profound sense mathematical. Therefore it would benefit students and educated adults to understand what makes mathematics itself ‘tick’, and to appreciate why its shapes, patterns and formulae provide us with precisely the language we need to make sense of the world around us. The second part of this challenge may require some specialist experience, but the authors of this book concentrate on the first part, and explore the extent to which elementary mathematics allows us all to understand something of the nature of mathematics from the inside.The Essence of Mathematics consists of a sequence of 270 problems – with commentary and full solutions. The reader is assumed to have a reasonable grasp of school mathematics. More importantly, s/he should want to understand something of mathematics beyond the classroom, and be willing to engage with (and to reflect upon) challenging problems that highlight the essence of the discipline.The book consists of six chapters of increasing sophistication (Mental Skills; Arithmetic; Word Problems; Algebra; Geometry; Infinity), with interleaved commentary. The content will appeal to students considering further study of mathematics at university, teachers of mathematics at age 14-18, and anyone who wants to see what this kind of elementary content has to tell us about how mathematics really works."

Comprendre et apprendre dans l’interaction. Les séquences d’explication en classe de français langue seconde

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Book Series: Linguistic Insights ISBN: 9783034314510 Year: Pages: 292 DOI: 10.3726/978-3-0351-0641-1 Language: French
Publisher: Peter Lang International Academic Publishing Group Grant: Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung - 170336
Subject: Linguistics
Added to DOAB on : 2016-11-03 11:01:06
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This book is about the organization of explanation sequences in classes of French as a second language. It provides a description of how these sequences are organized, an inventory of resources mobilized by students to ask and give explanations, as well as a reflection on learning opportunities for students.

Teaching Tolerance in a Globalized World

Authors: --- ---
Book Series: IEA Research for Education ISSN: 2366-1631 ISBN: 9783319786919 9783319786926 Year: Volume: 4 Pages: 138 DOI: https://doi.org/10.1007/978-3-319-78692-6 Language: English
Publisher: Springer Grant: International Association for the Evaluation of Educational Achievement (IEA)
Subject: Political Science --- Education --- Sociology
Added to DOAB on : 2018-07-27 15:07:49
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This open access thematic report identifies factors and conditions that can help schools and education systems promote tolerance in a globalized world. The IEA’s International Civic and Citizenship Study (ICCS) is a comparative research program designed to investigate the ways in which young people are prepared to undertake their roles as citizens, and provides a wealth of data permitting not only comparison between countries but also comparisons between schools within countries, and students within countries. Advanced analytical methods provide insights into relationships between students’ attitudes towards cultural diversity and the characteristics of the students themselves, their families, their teachers and school principals. The rich diversity of educational and cultural contexts in the 38 countries who participated in ICCS 2009 are also acknowledged and addressed. Readers interested in civic education and adolescents’ attitudes towards cultural diversity will find the theoretical perspectives explored engaging. For readers interested in methodology, the advanced analytical methods employed present textbook examples of how to address cross-cultural comparability of measurement instruments and multilevel data structures in international large-scale assessments (ILSA). Meanwhile, those interested in educational policy should find the identification and comparison of malleable factors across education systems that contribute to positive student attitudes towards cultural diversity a useful and thought-provoking resource.

Vocabulary Development

Authors: ---
ISBN: 9783038977346 9783038977353 Year: Pages: 160 DOI: 10.3390/books978-3-03897-735-3 Language: eng
Publisher: MDPI - Multidisciplinary Digital Publishing Institute
Subject: Social Sciences --- Education
Added to DOAB on : 2019-04-25 16:37:17
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Knowledge of word meanings is critical to success in reading. A reader cannot fully understand a text in which the meaning to a significant number of words is unknown. Vocabulary knowledge has long been correlated with proficiency in reading. Yet, national surveys of student vocabulary knowledge have demonstrated that student growth in vocabulary has been stagnant at best. This volume offers new insights into vocabulary knowledge and vocabulary teaching. Articles range from a presentation of theories of vocabulary that guide instruction to innovative methods and approaches for teaching vocabulary. Special emphasis is placed on teaching academic and disciplinary vocabulary that is critical to success in content area learning. Our hope for this volume is that it may spark a renewed interest in research into vocabulary and vocabulary instruction and move toward making vocabulary instruction an even more integral part of all literacy and disciplinary instruction.

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