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International Journal of Pedagogy and Curriculum最新文献

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Teachers’ Voices Matter: Is Cooperative Learning an Appropriate Pedagogy for Multigrade Classes? 教师的声音很重要:合作学习是适合多年级班级的教学法吗?
International Journal of Pedagogy and Curriculum Pub Date : 2019-01-01 DOI: 10.18848/2327-7963/cgp/v26i02/19-34
Micheal M. van Wyk
{"title":"Teachers’ Voices Matter: Is Cooperative Learning an Appropriate Pedagogy for Multigrade Classes?","authors":"Micheal M. van Wyk","doi":"10.18848/2327-7963/cgp/v26i02/19-34","DOIUrl":"https://doi.org/10.18848/2327-7963/cgp/v26i02/19-34","url":null,"abstract":"","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67608190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
An Exploratory Study: Transformative Possibilities for Using Action Research in Ecuador’s English Language Classrooms 一项探索性研究:在厄瓜多尔英语课堂中使用行动研究的变革可能性
International Journal of Pedagogy and Curriculum Pub Date : 2019-01-01 DOI: 10.18848/2327-7963/cgp/v26i01/17-26
Ximena D. Burgin, Mayra C. Daniel
{"title":"An Exploratory Study: Transformative Possibilities for Using Action Research in Ecuador’s English Language Classrooms","authors":"Ximena D. Burgin, Mayra C. Daniel","doi":"10.18848/2327-7963/cgp/v26i01/17-26","DOIUrl":"https://doi.org/10.18848/2327-7963/cgp/v26i01/17-26","url":null,"abstract":"","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67608564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Teaching Peace through Art Education Curriculum: A Proposed One-Unit Plan for Fifth-Grade Students in Middle Eastern Schools 通过艺术教育课程教授和平:中东学校五年级学生一单元计划的建议
International Journal of Pedagogy and Curriculum Pub Date : 2019-01-01 DOI: 10.18848/2327-7963/cgp/v26i02/45-57
Bassam N. al-Radaideh
{"title":"Teaching Peace through Art Education Curriculum: A Proposed One-Unit Plan for Fifth-Grade Students in Middle Eastern Schools","authors":"Bassam N. al-Radaideh","doi":"10.18848/2327-7963/cgp/v26i02/45-57","DOIUrl":"https://doi.org/10.18848/2327-7963/cgp/v26i02/45-57","url":null,"abstract":"","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67608817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Employing Questioning to Cultivate Critical Thinking Dispositions and Attitudes toward Questioning: A Case Study with Taiwanese EFL Students 运用提问培养批判性思维倾向与质疑态度:以台湾学生为例
International Journal of Pedagogy and Curriculum Pub Date : 2019-01-01 DOI: 10.18848/2327-7963/CGP/V26I02/1-18
Yen-ju Hou
{"title":"Employing Questioning to Cultivate Critical Thinking Dispositions and Attitudes toward Questioning: A Case Study with Taiwanese EFL Students","authors":"Yen-ju Hou","doi":"10.18848/2327-7963/CGP/V26I02/1-18","DOIUrl":"https://doi.org/10.18848/2327-7963/CGP/V26I02/1-18","url":null,"abstract":"","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67608484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
The Influence of Concept Mapping on Speaking Fluency of Iranian Intermediate Learners 概念映射对伊朗中级学习者口语流利度的影响
International Journal of Pedagogy and Curriculum Pub Date : 2018-01-01 DOI: 10.18848/2327-7963/cgp/v24i04/9-25
A. Kazemi, A. Moradi
{"title":"The Influence of Concept Mapping on Speaking Fluency of Iranian Intermediate Learners","authors":"A. Kazemi, A. Moradi","doi":"10.18848/2327-7963/cgp/v24i04/9-25","DOIUrl":"https://doi.org/10.18848/2327-7963/cgp/v24i04/9-25","url":null,"abstract":"","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"13 1","pages":"9-25"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67607486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teacher Self-interpreting in the EFL Classroom in Central Mexico 墨西哥中部地区英语课堂教师自我口译研究
International Journal of Pedagogy and Curriculum Pub Date : 2018-01-01 DOI: 10.18848/2327-7963/cgp/v25i02/19-29
K. Zimányi
{"title":"Teacher Self-interpreting in the EFL Classroom in Central Mexico","authors":"K. Zimányi","doi":"10.18848/2327-7963/cgp/v25i02/19-29","DOIUrl":"https://doi.org/10.18848/2327-7963/cgp/v25i02/19-29","url":null,"abstract":"","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"25 1","pages":"19-29"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67607663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Effect of CLIL and Non-CLIL Approaches on the Written Competence of Upper-Secondary Students CLIL与非CLIL教学法对中学生写作能力的影响
International Journal of Pedagogy and Curriculum Pub Date : 2018-01-01 DOI: 10.18848/2327-7963/cgp/v25i02/31-43
S. C. Robles, Gracia González Gijón
{"title":"Effect of CLIL and Non-CLIL Approaches on the Written Competence of Upper-Secondary Students","authors":"S. C. Robles, Gracia González Gijón","doi":"10.18848/2327-7963/cgp/v25i02/31-43","DOIUrl":"https://doi.org/10.18848/2327-7963/cgp/v25i02/31-43","url":null,"abstract":"","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"25 1","pages":"31-43"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67607721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Drama as a Social and Educational Tool in a Challenging Context: Analysis of an Experience 戏剧作为一种具有挑战性的社会和教育工具:对一次经历的分析
International Journal of Pedagogy and Curriculum Pub Date : 2018-01-01 DOI: 10.18848/2327-7963/cgp/v25i04/17-31
Belén Massó Guijarro
{"title":"Drama as a Social and Educational Tool in a Challenging Context: Analysis of an Experience","authors":"Belén Massó Guijarro","doi":"10.18848/2327-7963/cgp/v25i04/17-31","DOIUrl":"https://doi.org/10.18848/2327-7963/cgp/v25i04/17-31","url":null,"abstract":"","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"25 1","pages":"17-31"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67607988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Integration of Culture Education in School Curriculum: A Critique 文化教育在学校课程中的整合:一种批判
International Journal of Pedagogy and Curriculum Pub Date : 2018-01-01 DOI: 10.18848/2327-7963/cgp/v25i01/37-48
Sarwat Ali
{"title":"Integration of Culture Education in School Curriculum: A Critique","authors":"Sarwat Ali","doi":"10.18848/2327-7963/cgp/v25i01/37-48","DOIUrl":"https://doi.org/10.18848/2327-7963/cgp/v25i01/37-48","url":null,"abstract":"","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"25 1","pages":"37-48"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67608013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Circling the cyclone: children's understanding of natural disasters through the arts 绕着旋风转:儿童通过艺术认识自然灾害
International Journal of Pedagogy and Curriculum Pub Date : 2018-01-01 DOI: 10.18848/2327-7963/CGP/V25I04/1-15
Ute Haring, R. Sorin, N. Caltabiano
{"title":"Circling the cyclone: children's understanding of natural disasters through the arts","authors":"Ute Haring, R. Sorin, N. Caltabiano","doi":"10.18848/2327-7963/CGP/V25I04/1-15","DOIUrl":"https://doi.org/10.18848/2327-7963/CGP/V25I04/1-15","url":null,"abstract":"Natural disasters can occur unexpectedly with devastating effects as attested by recorded history documents. They have caused immense suffering and destruction. In recent years, natural disasters have increased due to climate change. Further, the need for public awareness of catastrophic events has also increased, along with the media push to prepare for these events. Disaster preparedness has reduced loss of life and property, and children have demonstrated that they have the capacity to be actively involved in disseminating important and useful disaster information and the ability to assist with disaster preparedness in their families. Therefore, disaster preparedness is now an established part of the school curricula. However, while the topic of natural disasters is increasingly being included in school curricula, teachers may still feel uneasy introducing students to this topic. If they have not experienced a natural disaster and are not aware of the severity of disasters, teachers may lack the necessary information to best educate and support children. Further, teachers may need to tread a fine line between transmitting facts and shocking students with the emotive results of disasters. This is further exacerbated by media reporting. Arising from a document study of children's drawings from the 2006 Cyclone Larry natural disaster in tropical north Queensland, Australia, and research into cyclones, this paper presents strategies, including a poem, for teachers to introduce natural disasters to students in the upper primary school years. It may help to facilitate understanding about natural disasters and preparedness for these occurrences.","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"25 1","pages":"1-15"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67607830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
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