Products related to Pedagogy:
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Learning Jazz : Jazz Education, History, and Public Pedagogy
Learning Jazz: Jazz Education, History, and Public Pedagogy addresses a debate that has consumed practitioners and advocates since the music's early days.Studies on jazz learning typically focus on one of two methods: institutional education or the kinds of informal mentoring relationships long associated with the tradition.Ken Prouty argues that this distinction works against a common identity for audiences and communities.Rather, what happens within the institution impacts—and is impacted by—events and practices outside institutional contexts. While formal institutions are well-defined in educational and civic contexts, informal institutions have profoundly influenced the development of jazz and its discourses.Drawing on historical case studies, Prouty details significant moments in jazz history. He examines the ways that early method books capitalized on a new commercial market, commandeering public expertise about the music.Chapters also discuss critic Paul Eduard Miller and his attempts to develop a jazz canon, as well as the disconnect between the spotlighted "great men" and the everyday realities of artists.Tackling race in jazz education, Prouty explores the intersections between identity and assessment; bandleaders Stan Kenton and Maynard Ferguson; public school segregation; Jazz at Lincoln Center; and more.He further examines jazz’s "public pedagogy," and the sometimes-difficult relationships between "jazz people" and the general public.Ultimately, Learning Jazz posits that there is room for both institutional and non-institutional forces in the educational realm of jazz.
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Teaching and Learning : Pedagogy, Curriculum and Culture
Teaching and Learning: Pedagogy, Curriculum and Culture is designed to share important theory with readers in an accessible but sophisticated way.It offers an overview of the key issues and dominant theories of teaching and learning as they impact upon the practice of education professionals in the classroom.This second edition has been updated to take account of significant changes in the field; young people’s use of digital technologies, the increasing involvement of world of business in state education, and ongoing high-profile debates about assessment, to name but a few.It examines the global move from traditional subject-and-knowledge based curricula towards skills and problem-solving and discusses how the emphasis on education for citizenship has forced us to reconsider the social functions of education.Central topics also covered include: an assessment of the most influential theorists of learning and teaching the ways in which public educational policy impinges on local practice the nature and role of language and culture in formal educational settings an assessment of different models of 'good teaching' alternative models of curriculum and pedagogy. With questions, points for consideration and ideas for further reading and research throughout, this book delivers discussion and analysis designed to support understanding of classroom interactions and to contribute to improved practice.It will be essential reading for all student teachers, those engaged in professional development, and Education Studies students.
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Transforming Education : Reimagining Learning, Pedagogy and Curriculum
Working away from trends in government policy, this book takes a future-oriented re-imagining of schools with a focus on four innate human capacities: collaboration, critical reflection, communication and creativity.Miranda Jefferson and Michael Anderson draw together examples of practice from around the world to provide a reimagining of education.They show how our schools can be sustainably transformed to be places of support, challenge and joy in learning, responsive to students’ needs and the needs in our workplaces and wider society.Readers are empowered to use knowledge and experience to create the reality they would like to see in their school, building engaged, innovative and active learning, pedagogy curriculum and leadership. Key ideas are summarised at the end of each chapter along with an extensive referencing and bibliography, and a supporting glossary.
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Transforming Education : Reimagining Learning, Pedagogy and Curriculum
Working away from trends in government policy, this book takes a future-oriented re-imagining of schools with a focus on four innate human capacities: collaboration, critical reflection, communication and creativity.Miranda Jefferson and Michael Anderson draw together examples of practice from around the world to provide a reimagining of education.They show how our schools can be sustainably transformed to be places of support, challenge and joy in learning, responsive to students’ needs and the needs in our workplaces and wider society.Readers are empowered to use knowledge and experience to create the reality they would like to see in their school, building engaged, innovative and active learning, pedagogy curriculum and leadership. Key ideas are summarised at the end of each chapter along with an extensive referencing and bibliography, and a supporting glossary.
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What is the difference between social pedagogy, special education, and therapeutic pedagogy?
Social pedagogy focuses on the holistic development of individuals within a social context, emphasizing relationships, community, and personal growth. Special education, on the other hand, is a specialized form of education that caters to individuals with disabilities or special needs, providing tailored support and interventions to help them succeed academically and socially. Therapeutic pedagogy combines elements of both social pedagogy and special education, focusing on the emotional and psychological well-being of individuals while also addressing their educational needs.
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What is formation education in pedagogy?
Formation education in pedagogy refers to the process of training and developing individuals to become effective educators. It involves acquiring knowledge and skills related to teaching methods, curriculum development, classroom management, and educational psychology. This type of education aims to prepare teachers to create engaging and inclusive learning environments that promote student growth and development. Formation education in pedagogy also emphasizes the importance of ongoing professional development and reflective practice to continuously improve teaching practices.
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How can one study primary education pedagogy?
One can study primary education pedagogy by enrolling in a teacher education program that focuses on elementary education. These programs typically include coursework on child development, curriculum design, teaching methods, and classroom management. Additionally, gaining practical experience through student teaching or internships in elementary schools can provide valuable hands-on learning opportunities. Engaging in professional development opportunities, such as workshops, conferences, and online courses, can also help educators stay current on best practices in primary education pedagogy.
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What are the foundations of pedagogy and education?
The foundations of pedagogy and education are based on the principles of learning, teaching, and the development of individuals. Pedagogy focuses on the methods and strategies used to facilitate learning, while education encompasses the broader societal and institutional structures that support learning. These foundations are built on theories of cognitive development, learning styles, and educational psychology, as well as the social, cultural, and historical contexts in which learning takes place. Additionally, the ethical and moral dimensions of education, as well as the importance of equity and inclusivity, are fundamental to the foundations of pedagogy and education.
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Implicit Pedagogy for Optimized Learning in Contemporary Education
In addition to the content prescribed by the official curriculum of any given educational establishment, students learn other information and skills outside of the intended and taught information (such as sharing, communication, and conflict-resolution).These learned skills, otherwise unaccounted for in the education process, can be considered as a part of a hidden or unwritten curriculum. Implicit Pedagogy for Optimized Learning in Contemporary Education is a pivotal reference source that provides vital research on the application of assessment methods for the evaluation of indirect and direct educational methods.While highlighting topics such as language development, teacher agency, and learning process, this publication explores hidden curricula as well as the methods of learning outside of the prescribed school curriculum.It is ideally designed for educators, administrators, students, and researchers seeking current research on the effect of hidden curricula on the education process.
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Vitalizing Vocabulary : Doing Pedagogy and Language in Early Childhood Education
Thinking with language as a complex practice for educators, advocates, and researchers in early childhood education is a necessary gesture for countering the anti-intellectualism that designates early childhood education as a service providing custodial care.Vitalizing Vocabulary insists that early childhood education in Canada must unsettle our inherited demand for technocratic, instrumental, and accessible relations with language. At the collision of research and practice, Nicole Land and Cristina D.Vintimilla propose that cultivating playful, speculative, inventive, accountable, and answerable relations with words, concepts, and language is a critical move toward broadening early childhood education’s intellectual and interdisciplinary horizons.The book is organized into four actions that activate pedagogical grammars: reading, writing, citing, and speaking.Each section plays with the purposes of a glossary by proposing language that we would work to erase, reclaim, and introduce.This situates language as an ethical, political, and creative pedagogical process that puts specific relations, curricula, and subjectivities into motion. Vitalizing Vocabulary ultimately envisions a project of early childhood education where students, educators, pedagogists, researchers, community, and others share a common commitment to creating responsive, meaningful, ethical, and political pedagogies.
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Directed Motivational Currents and Language Education : Exploring Implications for Pedagogy
Directed motivational currents (DMCs) are goal-directed motivational surges in pursuit of a much-desired personal outcome.This book introduces the reader to cutting-edge theory and research in second language learner motivation and presents empirical research which investigates DMCs in the context of language learning.The studies explore the wider relevance of DMC theory from participants recruited worldwide, answering questions such as how many (and which) participants reported having experienced DMCs and what emerged as common triggers initiating such experiences.The studies also discuss the pedagogical implications of DMC theory, investigating whether it is possible to design and implement a project (specifically, a project 'with DMC potential') in such a way that it may be able to purposefully facilitate a group-DMC with learners in a second language classroom.The book's accessible writing style makes it suitable for researchers and students who are interested in second language learning as well as for teachers and trainee teachers who are looking for classroom inspiration.
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Transformation, Embodiment, and Wellbeing in Foreign Language Pedagogy : Enacting Deep Learning
This volume introduces pedagogical approaches and empirical studies that emphasize deeper, embodied engagement with language, the transformative potential of the language learning experience, and the importance of learner and teacher well-being.A deep learning orientation sees foreign language learning not as a psychologically neutral process of internalising linguistic rules but as an embodied process that is intimately tied to learners’ experience of self, including emotion, body states, metaphoric understanding, aesthetic sensibilities, and moral intuitions.This volume challenges language teachers and teacher trainers to move beyond instrumentalist views of language learning, to recognise the deeply impactful nature of the language learning experience, and to consider how language pedagogy can contribute to the development of the learner as a whole person. Chapters in this volume consider the enactment of deep learning from diverse theoretical perspectives, including positive psychology, embodied cognition, cognitive linguistics, motivational theory, literary theory, and moral psychology.The volume provides language teachers, teacher trainers and applied linguists with concrete insights into the multidisciplinary foundations of conceptualizing, planning, and implementing deep learning in language classrooms.
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What is the connection between education and pedagogy?
Education and pedagogy are closely connected as pedagogy refers to the methods and practices of teaching, while education is the process of acquiring knowledge and skills. Pedagogy encompasses the strategies, techniques, and approaches used by educators to facilitate learning and development in students. Effective pedagogy is essential for creating engaging and meaningful learning experiences that promote critical thinking, problem-solving, and knowledge retention. Therefore, education relies on pedagogy to ensure that students receive high-quality instruction and support for their learning.
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What is the history of social work/social pedagogy?
Social work and social pedagogy have roots in the late 19th and early 20th centuries, emerging as responses to the social and economic challenges of industrialization and urbanization. Social work originated in the United States and the United Kingdom, focusing on addressing poverty, inequality, and social injustice through individual and community-based interventions. Social pedagogy, on the other hand, has its origins in Germany and Scandinavia, emphasizing the holistic development of individuals through education, care, and support. Both fields have evolved to encompass a wide range of practices and approaches, including counseling, advocacy, community organizing, and policy development, with a common goal of promoting social well-being and justice.
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How can I drop the subject of pedagogy in school and still study pedagogy?
If you are interested in studying pedagogy but do not want to focus on it as a subject in school, you can explore other avenues to learn about it. You can consider taking online courses, attending workshops or seminars, reading books and articles, or even volunteering or working in educational settings to gain practical experience. By pursuing these alternative methods of learning, you can still study pedagogy outside of the traditional school curriculum.
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What is the difference between social pedagogy and pedagogy?
Social pedagogy is a broader concept that encompasses pedagogy. While pedagogy focuses on the methods and strategies of teaching and learning, social pedagogy also emphasizes the social and emotional development of individuals. Social pedagogy takes into account the holistic development of a person, including their social, emotional, and cognitive well-being, while pedagogy primarily focuses on the cognitive aspects of learning. In essence, social pedagogy is a more comprehensive approach to education that considers the broader needs of individuals within a social context.
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