Results for 'classroom dynamics'

975 found
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  1.  55
    Wuwei, self-organization, and classroom dynamics.Hongyu Wang - 2019 - Educational Philosophy and Theory 51 (11):1141-1151.
    This article juxtaposes the notion of wuwei in Daoism and philosophical principles of self-organization in systems theory to re-imagine classroom dynamics in which pedagogical relationships...
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  2.  10
    Centering Women of Color in Academic Counterspaces: A Critical Race Analysis of Teaching, Learning, and Classroom Dynamics.Annemarie Vaccaro & Melissa Camba-Kelsay - 2016 - Lexington Books.
    Centering Women of Color in Academic Counterspaces offers a rich multidimensional account of teaching, learning, and classroom dynamics among diverse students in a classroom counterspace centered on women of color. This book provides insights into learning outcomes, the process of transformational learning, and some of the challenges related to covering social justice topics like oppression, intersectionality, identity, beauty, body image, and inclusive leadership in a college classroom.
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  3.  10
    Dynamic Assessment of Reading Difficulties: Predictive and Incremental Validity on Attitude toward Reading and the Use of Dialogue/Participation Strategies in Classroom Activities.Juan-José Navarro & Laura Lara - 2017 - Frontiers in Psychology 8:230315.
    Dynamic Assessment (DA) has been shown to have more predictive value than conventional tests for academic performance. However, in relation to reading difficulties, further research is needed to determine the predictive validity of DA for specific aspects of the different processes involved in reading and the differential validity of DA for different subgroups of students with an academic disadvantage. This paper analyzes the implementation of a DA device that evaluates processes involved in reading (EDPL) among 60 students with reading comprehension (...)
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  4.  22
    Languaging dynamics of classroom interactivity: a distributed view of the pedagogic recontextualization in L2 tertiary settings.Paul J. Thibault & Dan Shi - 2022 - Semiotica 2022 (245):125-155.
    The current study investigates classroom interactivity in L2 tertiary literature classrooms in Hong Kong and Taiwan when ESL/efl students engage with and interpret literary texts in classroom talk as a pedagogic process of text recontextualization. It proposes a more ecological-based approach to language and languaging dynamics that is complementary to current social semiotic approaches to multimodality. It also aims to open up a more embodied analysis of the meaning-making process in tertiary literature classrooms. The multimodal investigation of (...)
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  5. The Dynamics of Classroom and Cognitive Activity of Students.Iren Y. Stolyarova - 2002 - In Serge P. Shohov, Advances in Psychology Research. Nova Science Publishers. pp. 13--37.
     
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  6. Gender dynamics in the philosophy classroom.Harry Brighouse - 2024 - In Brynn F. Welch, The art of teaching philosophy: reflective values and concrete practices. London: Bloomsbury Academic.
     
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  7.  39
    The Developmental Dynamics of a Community of Philosophical Inquiry in an Elementary School Mathematics Classroom.Marie-France Daniel, Louise Lafortune, Richard Pallascio & Michael Schleifer - 2000 - Thinking: The Journal of Philosophy for Children 15 (1):2-9.
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  8.  30
    Classroom-Based Instructional Strategies to Accelerate Proficiency of Employees in Complex Job Skills.Raman K. Attri & Wing S. Wu - manuscript
    The race among global firms to launch its respective products and services into the market sooner than the competitors puts pressure to equip its employees with job-related skills at the pace of business. Today’s global and dynamic business requires employees to develop highly complex cognitive skills such as decision-making, problem-solving, troubleshooting to perform their jobs proficiently. Traditional training models used by some organizations lead to a very slow speed at which employees gain an acceptable level of proficiency in the targeted (...)
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  9.  17
    Transforming classroom culture: inclusive pedagogical practices.Arlene Dallalfar, Esther Kingston-Mann & R. Timothy Sieber (eds.) - 2011 - New York: Palgrave-Macmillan.
    Transforming Classroom Culture lays bare the key challenges that face today's increasingly diverse professoriate. Drawing on the experience of teachers from a wide range of universities, it reveals the rich potential for transformative teaching and learning in America's college classrooms. The book's contributors demonstrate how both parties to the learning encounter-faculty as well as students--interrogate and renegotiate their positions in shifting, dynamic systems of power that reflect wider national and global contexts. University faculty, staff, and administrators will be particularly (...)
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  10.  30
    Commentary: Brain-to-Brain Synchrony Tracks Real-World Dynamic Group Interactions in the Classroom and Cognitive Neuroscience: Synchronizing Brains in the Classroom.Francisco J. Parada & Alejandra Rossi - 2017 - Frontiers in Human Neuroscience 11.
  11.  14
    Computers and Classroom Culture.Janet Ward Schofield - 1995 - Cambridge University Press.
    As important as it is to realize the potential of computer technology to improve education, it is just as important to understand how the social organization of schools and classrooms influences the use of computers, and in turn is effected by that technology in unanticipated ways. In Computers and Classroom Culture, first published in 1996, Janet Schofield observes the fascinating dynamics of the computer-age classroom. Among her many discoveries, Schofield describes how the use of an artificially-intelligent tutor (...)
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  12.  17
    The Fluid Classroom: Book Narratives, YouTube Videos & Other Metaphorical Devices.Michalis Kontopodis - 2019 - Paragrana: Internationale Zeitschrift für Historische Anthropologie 28 (2):101-105.
    The Western school classroom can no longer remain a secluded and impermeable space in a world that is increasingly hyperconnected through dynamic flows of capital, technologies, populations, media images and ideas. Books brought to the school by diverse students, narratives from far-away countries and YouTube tunes from different cultures can become powerful teaching and learning tools in this frame. Such tools enable multiple metaphors and connections between various life spheres, diverse cultural and socio-economic milieus, and different times and places, (...)
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  13.  11
    The Enactment Of Cognitive Science Informed Approaches In The Classroom - Teacher Experiences And Contextual Dimensions.Clara Rübner Jørgensen, Thomas Perry & Rosanna Lea - 2024 - British Journal of Educational Studies 72 (1):43-62.
    Cognitive science-informed approaches have gained considerable influence in education in the UK and internationally, but not much is known about how teachers perceive cognitive science-informed strategies or enact them within the contexts of their everyday classrooms. In this paper, we discuss the perceptions and experiences of cognitive science-informed strategies of 13 teachers in England. The paper critically explores how the teachers understood and used cognitive science-informed strategies in their teaching, their views of the benefits and challenges for different subjects and (...)
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  14. Math habitus, the structuring of mathematical classroom practices, and possibilities for transformation.Nadia Stoyanova Kennedy - 2012 - Childhood and Philosophy 8 (16):421-441.
    In this paper, I discuss the social philosopher Pierre Bourdieu’s concept of habitus, and use it to locate and examine dispositions in a larger constellation of related concepts, exploring their dynamic relationship within the social context, and their construction, manifestation, and function in relation to classroom mathematics practices. I describe the main characteristics of habitus that account for its invisible effects: its embodiment, its deep and pre-reflective internalization as schemata, orientation, and taste that are learned and yet unthought, and (...)
     
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  15.  8
    The Dynamics of Cultural Counterpoint in Asian Studies.David Jones & Michele Marion (eds.) - 2014 - Suny Press.
    Essays on a wide range of areas and topics in Asian studies for scholars looking to incorporate Asia into their worldview and teaching. Contributors give contemporary presence to Asian studies through a variety of themes and topics in this multidisciplined and interdisciplinary volume. In an era of globalization, scholars trained in Western traditions increasingly see the need to add materials and perspectives that have been lacking in the past. Accessibly written and void of jargon, this work provides an adaptable entrée (...)
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  16.  14
    Optimization of Flipped Classroom Teaching Model Based on Social Cognitive Network.Xinyue Wang - 2021 - Complexity 2021:1-12.
    This article evaluates learners’ thinking in the complex environment of teaching level and cognitive construct process and examines learners within the framework of cognitive factors, as well as the degree of consistency in the training process, in the social practice as the teaching of teachers and students to provide timely and dynamic feedback, first of all to “evidence centered” education evaluation of design patterns and cognitive framework theory as the theoretical basis. An evaluation model based on learners’ cognitive network analysis (...)
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  17.  3
    Navigating the digital classroom: a qualitative content analysis of MOOC discourses in Indian e-newspapers.Rahul Rajan Lexman, Gopinath Krishnan, Rupashree Baral & Shameem Cina Thomas - 2024 - Journal of Information, Communication and Ethics in Society 22 (4):494-516.
    Purpose This paper aims to explore and unravel the contents portrayed in online news discourses on massive open online courses (MOOCs). Considering sociological dimensions and journalistic strategies, this study examines how online news media reflects, shapes and informs narratives about the social acceptance and use of the MOOC model of learning. Design/methodology/approach Using the Gioia methodology as the overarching framework, this study adopted a two-staged qualitative content analysis of 1,162 online news items from the websites of the top seven online (...)
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  18.  25
    Emotional rules in two history classrooms.Maia Sheppard - 2023 - Journal of Social Studies Research 47 (2):108-119.
    Drawing on feminist and sociocultural theories of emotion that focus on the social, political, and dynamic nature of emotions in history teachers’ pedagogical decision-making, this article presents findings from the analysis of interviews with two white teachers on the role of emotions in their teaching of history in comprehensive, urban high schools. While the teachers perceived that students’ emotional connection to historical content was a necessary step in learning history, each teacher negotiated different emotional rules in their classrooms, creating unique (...)
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  19.  35
    Representing Dewey's Constructs of Continuity and Interaction within Classrooms.Susan Jean Mayer - 2015 - Education and Culture 31 (2):39.
    Continuity and interaction in their active union with each other provide the measure of the educative significance and value of an experience. In Experience and Education, John Dewey seeks to portray the intellectual dynamic at the heart of his notion of educative experience and speaks to the challenges of nurturing this form of human vibrancy within schools. As the quotation above reveals, Dewey maintains that an active union between what he calls continuity and interaction “provide[s] the measure of the educative (...)
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  20.  9
    Video and Dynamic Query Capability in Schools: Implications for Learning in a Networked Community.Gary Marchionini, Victor Nolet & Ernestine Enomoto - 1998 - Bulletin of Science, Technology and Society 18 (6):432-440.
    Funded by the U.S. Department of Education, the Baltimore Learning Community (BLC) project established a networked electronic learning community through the use of high-quality digital science and social studies resources and high-speed networking. The project will enable science and social studies teachers to access images, text, Web sites, and full motion video via high-speed connections to the Internet. Extending such multimedia configurations into urban schools has facilitated a rethinking of teaching and learning in content classes as well as a reconsideration (...)
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  21.  10
    Helping as a Concurrent Activity: How Students Engage in Small Groups While Pursuing Classroom Tasks.Denise Wakke & Vivien Heller - 2022 - Frontiers in Psychology 12.
    This study examines interactions in which students help each other with their learning during classroom instruction, forming groups in the process. From a conversation analytic perspective, helping is assumed to be a sequentially organized activity jointly accomplished by the participants. As an activity that proceeds alongside other ongoing classroom activities, helping can be conceived as part of a multiactivity that poses students with multi-faceted interactional and moral challenges. While previous research on helping in educational contexts has primarily focused (...)
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  22.  20
    Influence of Teachers’ Grouping Strategies on Children’s Peer Social Experiences in Early Elementary Classrooms.Saetbyul Kim, Tzu-Jung Lin, Jing Chen, Jessica Logan, Kelly M. Purtell & Laura M. Justice - 2020 - Frontiers in Psychology 11.
    Most children experience some form of grouping in the classroom every day. Understanding how teachers make grouping decisions and their impacts on children’s social development can shed light on effective teacher practices for promoting positive social dynamics in the classroom. This study examined the influence of teachers’ grouping strategies on changes in young children’s social experiences with peers across an academic year. A total of 1,463 children and 79 teachers from kindergarten to third-grade classrooms participated in this (...)
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  23.  17
    The Impact of an Intensive English Reading Course Based on the Production-Oriented Approach on the L2 Motivational Self System Among Chinese University English Majors From a Dynamic Systems Theory Perspective.Chili Li, Chujia Zhou & Wen Zhang - 2022 - Frontiers in Psychology 12.
    This article reports on a study that took a Dynamic Systems Theory perspective to second language motivational self system. More specifically, it investigated the influence of an Intensive English Reading course based on the Production-Oriented Approach upon the L2MSS of Chinese university English majorsfrom the DST perspective. To this end, two intact classes composed of 50 students were assigned into experimental group and control group, who responded to an L2MSS scale before and after the one-semester intervention. Eight and five students (...)
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  24.  59
    In Pursuit of Respectful Teaching and Intellectually-Dynamic Social Fields.Frank Margonis - 2011 - Studies in Philosophy and Education 30 (5):433-439.
    In contrast to educational policies in the U.S., which assume an individualistic path of success and promote the assimilation of students, this essay argues for pedagogies where teachers focus upon facilitating the development of strong relationships en route to creating exciting educational environments and fertile contexts for social justice movements. Powerful teachers model the process whereby a commitment to appreciating the perspectives of individual students is combined with the orchestration of a dynamic intersubjective context, because such contexts call out the (...)
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  25.  40
    (1 other version)Historical Foundations of Physics & Applied Technology as Dynamic Frameworks in Pre-Service STEM.Raffaele Pisano, Philippe Vincent, Kosta Dolenc & Mateja Ploj Virtič - 2020 - Foundations of Science 1 (1):1-30.
    In recent decades, the development of sciences and technologies had a significant impact in society. This impact has been object of analysis from several standpoints, i.e., scientific, communication, historical and anthropological. Consequently, serious changes were required by the society. One of these has been the emerging relationship science in society and its foundations of applied sciences. A related foundational challenging is the educational process, which was and still is an unlimited challenge for teachers and professors: i.e., levels of understanding, curricula, (...)
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  26.  47
    The experiences of one faculty member in a business ethics seminar: What can we take back to the classroom[REVIEW]Renate R. Mai-Dalton - 1987 - Journal of Business Ethics 6 (7):509 - 511.
    The author's experiences in an ethics seminar for business school faculty are described. Conclusions from the dynamics of the participants' interactions are drawn and recommendations are made for teaching business school students about ethics.
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  27.  63
    History of science-with labs.Douglas Allchin, Elizabeth Anthony, Jack Bristol, Alan Dean, David Hall & Carl Lieb - 1999 - Science & Education 8 (6):619-632.
    We describe here an interdisciplinary lab science course for non-majors using the history of science as a curricular guide. Our experience with diverse instructors underscores the importance of the teachers and classroom dynamics, beyond the curriculum. Moreover, the institutional political context is central: are courses for non-majors valued and is support given to instructors to innovate? Two sample projects are profiled.
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  28. Philosophy for Children in Developing Countries: The Philippine Experience.John J. Holder Jr - 1988 - Analytic Teaching and Philosophical Praxis 9 (2).
    In this paper I will explore three major issues that confront the implementation of Philosophy for Children in a developing country, using a recent project that I helped initiate in the Philippines as indicative of the importance of these issues. The three issues are: modification of the curriculum materials to meet cultural conditions ; differences in pedagogical methods, teacher expectations and classroom dynamics; and the affect of nationalism on attitudes towards educational curricula "imported" from the developed world. This (...)
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  29.  61
    Comic and Tragic Interlocutors and Socratic Method.Janet McCracken - 1999 - Teaching Philosophy 22 (4):361-375.
    Teaching is often framed in terms of performance: an orator stands before a crowd, attempting to capture attention and to deliver material prepared in advance. This analogy falls apart, however, when one considers the extent to which teaching is a dialogical endeavor. Looking to the Meno, the Symposium, and the Republic, this paper offers an interpretation of these texts which deepens our understanding of Plato’s theory of education. First, a Platonic view of education recommends a view of educators not as (...)
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  30.  12
    Ensuring All Children Learn: Lessons from the South on What Works in Equity and Inclusion.Ishmael I. Munene (ed.) - 2021 - Lexington Books.
    This volume provides a broad-based account of strategies used by southern nations to overcome the challenges of Education for All. Through local cases in context, the authors delve into the nitty-gritty of classroom dynamics including instructional strategies, teaching resources, age, gender, and the socio-economic context of going to school.
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  31.  11
    Philosophy begins in wonder.Stephen D. Schwarz - 2022 - St. Louis, Missouri: En Route Books and Media, LLC. Edited by Kiki Latimer.
    This book is the compilation of over fifty years of teaching Metaphysics, Philosophy of the Person, Epistemology, and Ethics, including Virtue Ethics, in the classroom setting. Philosophy Begins in Wonder offers the classroom dynamic on the written page. Here you will find philosophical questions raised, many possible answers provided, guidance in discerning how to evaluate the answers, and encouragement for even greater considerations beyond the scope of this book. Philosophy that begins in wonder is open to proceeding further (...)
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  32. The Socratic Method (or, Having a Right to Get Stoned).Peter Boghossian - 2002 - Teaching Philosophy 25 (4):345-359.
    This paper argues that without the appropriate educational and organizational context, Socratic pedagogy can undermine a teacher’s leadership and negatively impact classroom dynamics by exposing a teacher’s lack of knowledge. In arguing for this position, the paper articulates the nature of the Socratic method, clarifies the notion of “power” and “leadership,” and then discusses traditional power roles in the classroom. These traditional power roles are strongly contrasted against the notion of power in the Socratic method, where the (...)
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  33.  11
    Compassionate Critical Thinking: How Mindfulness, Creativity, Empathy, and Socratic Questioning Can Transform Teaching.Ira Rabois - 2016 - Rowman & Littlefield Publishers.
    Teachers can’t add more minutes to a school day, but with mindfulness they can add depth to the moments they do have with students in their classroom. Compassionate Critical Thinking demonstrates how to use mindfulness with instructional effectiveness to increase student participation and decrease classroom stress, and it turns the act of teaching into a transformational practice. Many books teach mindfulness, but few provide a model for teaching critical thinking and integrating it across the curriculum. The purpose of (...)
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  34. Kierkegaard, Despair and the Possibility of Education: Teaching Existentialism Existentially.Ada S. Jaarsma, Kyle Kinaschuk & Lin Xing - 2015 - Studies in Philosophy and Education 35 (5):445-461.
    Written collaboratively by two undergraduate students and one professor, this article explores what it would mean to teach existentialism “existentially.” We conducted a survey of how Existentialism is currently taught in universities across North America, concluding that, while existentialism courses tend to resemble other undergraduate philosophy courses, existentialist texts challenge us to rethink conventional teaching practices. Looking to thinkers like Kierkegaard, Beauvoir and Arendt for insights into the nature of pedagogy, as well as recent work by Gert Biesta, we lay (...)
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  35.  60
    A Spirituality of the Desert for Education: The Call of Justice Beyond the Individual or Community.Clarence W. Joldersma - 2009 - Studies in Philosophy and Education 28 (3):193-208.
    This paper argues for an alternative notion of spirituality for education, based on Theo de Boer’s idea of a spirituality of the desert. Rather than depicting an inner, additional region named the spiritual, spirituality here is thought of as a discourse that depicts the everyday world in a particular way. In dialogue with David Purpel’s analysis, the paper argues for a notion of spirituality that is located in an ongoing oscillation between ‘the individual’ and ‘the community.’ This oscillation turns out (...)
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  36.  3
    Exploring the Efficacy of Scaffolded Learning in English Language Learning at the Secondary School Level.Elnur Pashayev, Shabnam Surkhayzade, Azarin Abdullayeva & Khanim Aghayeva - 2024 - Metafizika 7 (4):34-48.
    The educational landscape is evolving, with a shift towards innovative pedagogical strategies to improve student learning outcomes. This article explores the effectiveness of scaffolded learning in secondary school English language education as a means to enhance student engagement and learning experiences. By comparing scaffolded learning with traditional teaching methods, the study aims to evaluate its impact on English language skills, student motivation, attitudes towards learning, and long-term retention and application of language skills. Challenges faced by educators in implementing scaffolded learning, (...)
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  37.  38
    “Not a Source but a Re-source”: The Ethics of Reading, Teaching, and Interpreting Beyond the Boundaries. [REVIEW]Cecilia Martell - 2006 - Journal of Academic Ethics 4 (1-4):101-122.
    Critical interest in Aboriginal and other non-mainstream works challenges established notions of literariness and canonicity, spilling over into the classroom and curriculum development, where instructors of various disciplines must make decisions about what they will teach, and how and why they will teach it. The ramifications of such decisions are multifaceted and often compounded by fear, raising concerns regarding the scope and the ways in which teachers or post-secondary instructors are accountable for the ethical treatment of texts by so-called (...)
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  38.  18
    La dynamique interactionnelle au service du codéveloppement professionnel d’enseignants associés réunis en communauté de pratique.Liliane Portelance, Colette Gervais, Geneviève Boisvert & Mylène Quessy - 2018 - Revue Phronesis 7 (4):65-79.
    Given his expertise in the classroom and in school, the cooperating teacher is essential to teacher training. Expectations towards him are coming from ministerial authorities (gouvernement du Québec, 2002, 2008), but also from student teachers (Caron, Portelance and Martineau, 2013). In order to meet these expectations, the cooperating teacher is strongly encouraged to enroll in a continuous training process leading to enhance his training practices. With the intention of supporting the development of the expected cooperating teacher’s competencies (Portelance, Gervais, (...)
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  39.  46
    “We didn't have to go through those barriers”: Culturally affirming learning in a high school affinity group.Ryan Oto & Anita Chikkatur - 2019 - Journal of Social Studies Research 43 (2):145-157.
    Using data from interviews, student work, and classroom observations in a “History of Race” course at a private predominantly White high school, this article examines the racialized tensions that led the teacher (first author) to create an unofficial affinity group for students of color that met outside of class. The authors argue that the teacher's attempt to implement a curriculum that was culturally affirming for students of color by de-centering Whiteness led to White students’ resistance that necessitated the creation (...)
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  40.  13
    The Predicative Power of Learner and Teacher Variables on Flow in a Chinese Blended English as a Foreign Language Learning Context.Xin Wang - 2022 - Frontiers in Psychology 13.
    The “dynamic turn” in the field of second language acquisition catalyzed scholarly devotion to the complex dynamic relationships between learner and teacher variables and various academic emotions. As such, the present study examined the varying effects of the aforementioned variables on the constructs of positive and negative flow, and determined their strongest predictors, respectively. This study used a mixed-method approach to collect data from 607 Chinese English-as-a-Foreign-Language learners. In stage one of the research, the researcher first assessed the participants’ levels (...)
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  41.  40
    Signs and the process of interpretation: sign as an object and as a process.Adalira Sáenz-Ludlow - 2007 - Studies in Philosophy and Education 26 (3):205-223.
    Historically the words representation and symbol have had overlapping meanings, meanings that usually disregard the role played by the interpreter. Peirce’s theory of signs accounts for these meanings and also for the role of the interpreter. His theory draws attention to the static and dynamic nature of signs. Sign interpretation can be viewed as a continuous dynamic and evolving process. The static and dynamic nature of signs helps us understand the teaching–learning activity as a process of interpretation on the part (...)
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  42.  44
    A Global Art System: An Exploration of Current Literature on Visual Culture, and a Glimpse at the Universal Promethean Principle--with Unintended Oedipal Consequences.Christopher Nokes - 2006 - Journal of Aesthetic Education 40 (3):92-114.
    In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 40.3 (2006) 92-114 [Access article in PDF] A Global Art System: An Exploration of Current Literature on Visual Culture, and a Glimpse at the Universal Promethean Principle—with Unintended Oedipal Consequences Art Education 11-18: Meaning, Purpose And Direction, edited by Richard Hickman; New York, Continuum; 2nd edition, 2004; 176 pp. Global Visual Culture within a Global Art System I have harbored misgivings about the term (...)
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  43.  60
    Unlearning Aristotelian Physics: A Study of Knowledge‐Based Learning.Andrea A. DiSessa - 1982 - Cognitive Science 6 (1):37-75.
    A study of a group of elementary school students learning to control a computer‐implemented Newtonian object reveals a surprisingly uniform and detailed collection of strategies, at the core of which is a robust “Aristotelian” expectation that things should move in the direction they are last pushed. A protocol of an undergraduate dealing with the same situation shows a large overlap with the set of strategies used by the elementary school children and thus a marked lack of influence of classroom (...)
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  44.  25
    The lessons of theory.Jay Parini - 1997 - Philosophy and Literature 21 (1):91-101.
    In lieu of an abstract, here is a brief excerpt of the content:The Lessons of TheoryJay PariniOne does not have to look far these days to find someone bashing literary theory, and in some respects it deserves it. Joseph Epstein, for one, has almost never tired of picking away at the motives of those who engage in literary theory: “The major impulse of theory was suspicion,” he has said. “In this regard theory gave that portion of the professoriat who came (...)
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  45.  20
    Towards a pragmatic analysis of metadiscourse in academic lectures: From relevance to adaptation.Jiemin Bu - 2014 - Discourse Studies 16 (4):449-472.
    This study pragmatically makes a descriptive analysis of metadiscourse in academic lectures from the perspective of the relevance-adaptation theory. Based on the relevance theory and the adaptation theory, the relevance-adaptation model is constructed to explore the occurrence, the pragmatic description and the role of metadiscourse in academic lectures. The data is collected from George Lakoff’s 10 academic lectures on cognitive linguistics at Beijing University of Aeronautics and Astronautics in 2004 and some academic lectures audio-taped in classrooms. The results of the (...)
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  46.  15
    Interpersonal Neural Synchronization Predicting Learning Outcomes From Teaching-Learning Interaction: A Meta-Analysis.Liaoyuan Zhang, Xiaoxiong Xu, Zhongshan Li, Luyao Chen & Liping Feng - 2022 - Frontiers in Psychology 13.
    In school education, teaching-learning interaction is deemed as a core process in the classroom. The fundamental neural basis underlying teaching-learning interaction is proposed to be essential for tuning learning outcomes. However, the neural basis of this process as well as the relationship between the neural dynamics and the learning outcomes are largely unclear. With non-invasive technologies such as fNIRS, hyperscanning techniques have been developed since the last decade and been applied to the field of educational neuroscience for simultaneous (...)
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  47.  24
    Academic Integrity as an Institutional Issue.Bernard E. Whitley - 2001 - Ethics and Behavior 11 (3):325-342.
    Academic dishonesty among students is not confined to the dynamics of the classrooms in which it occurs. The institution has a major role in fostering academic integrity. Ways that institutions can have a significant impact on attitudes toward and knowledge about academic integrity as well as reducing the incidence of academic dishonesty are described. These include the content of an effective academic honesty policy, campus-wide programs designed to foster integrity, and the development of a campus-wide ethos that encourages integrity.
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  48.  30
    Mimetic Violence and Nella Larsen's Passing : Toward a Critical Consciousness of Racism.Martha Reineke - 1998 - Contagion: Journal of Violence, Mimesis, and Culture 5 (1):74-97.
    In lieu of an abstract, here is a brief excerpt of the content:MIMETIC VIOLENCE AND NELLA LARSEN'S PASSING: TOWARD A CRITICAL CONSCIOUSNESS OF RACISM Martha Reineke University ofNorthern Iowa In her recent essay, "Working through Racism: Confronting the Strangely Familiar," Patricia Elliot proposes that members of dominant groups who want to contest racism1 not only challenge economic, political, and social processes within society that produce racism, but also address personal claims they make on institutional structures which help to maintain it (...)
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    The interdependence of teaching and learning.Bryant Griffith & Douglas J. Loveless (eds.) - 2013 - Charlotte, NC: Information Age.
    The varied chapters of this book seek to capture the complexities of teaching and learning in today's schools, and they share an interest in exploring the influences of knowledge construction in the moment and over time. Teaching and learning are human processes, interrelated and dynamic. We assembled this collection to unpack what it means to teach and to learn, teasing out some of the implications and challenges of such complicated educational processes that are often misconstrued as causal or linear. As (...)
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  50.  28
    The changing cityscape of Delhi: A study of the protest art and the site at Jamia Millia Islamia and Shaheen Bagh.Meghal Karki - 2023 - Educational Philosophy and Theory 55 (6):731-742.
    The spatial turn in humanities and social sciences has contributed towards a significant discourse on the city and urban spaces, and street art is widely accepted to be one of the ways in which one can analyse and unravel the cityscape. The utilization of the public domain of the city, its entanglements with urban authorities and its diverse potential has sparked several debates, and I seek to engage in the same, and interrogate the role of street art in modifying the (...)
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