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Journal

Pedagogy

2012

Articles 1 - 8 of 8

Full-Text Articles in Education

How Do Early Childhood Students Conceptualize Play-Based Curriculum?, Avis Ridgway, Gloria Quinones Dec 2012

How Do Early Childhood Students Conceptualize Play-Based Curriculum?, Avis Ridgway, Gloria Quinones

Australian Journal of Teacher Education

The study’s purpose was to discover student understanding of play-based curriculum. Traditionally, play has been misunderstood in pedagogical terms, and was widely interpreted in our study. The Early Years Learning Framework suggests educator guidance in sustaining play is essential for learning and development. As teacher educators, we wanted to reflect on Play and Pedagogy (A new fourth year unit) that expected students to create a conceptual play model for use in practice. Twenty-six students volunteered de-identified assignments. From these, common conceptual elements were identified. We selected quotes from student’s work to support identified concepts and entered a methodology of dialogue …

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Small School District Consolidation In Texas: An Analysis Of Its Impact On Costs And Student Achievement, Dwight Cooley, Koy M. Floyd Oct 2012

Small School District Consolidation In Texas: An Analysis Of Its Impact On Costs And Student Achievement, Dwight Cooley, Koy M. Floyd

Administrative Issues Journal

No abstract provided.

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Number Sense: The Underpinning Understanding For Early Quantitative Literacy, Effie Maclellan Jul 2012

Number Sense: The Underpinning Understanding For Early Quantitative Literacy, Effie Maclellan

Numeracy

The fundamental meaning of Quantitative Literacy (QL) as the application of quantitative knowledge or reasoning in new/unfamiliar contexts is problematic because how we acquire knowledge, and transfer it to new situations, is not straightforward. This article argues that in the early development of QL, there is a specific corpus of numerical knowledge which learners need to integrate into their thinking, and to which teachers should attend. The paper is a rebuttal to historically prevalent (and simplistic) views that the terrain of early numerical understanding is little more than simple counting devoid of cognitive complexity. Rather, the knowledge upon which early …

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Pedagogy Of Promise: The Eschatological Task Of Christian Education, Jason Lief Jun 2012

Pedagogy Of Promise: The Eschatological Task Of Christian Education, Jason Lief

Pro Rege

No abstract provided.

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Parts Of The Whole: Learn More, Learn Better, Dorothy Wallace Jan 2012

Parts Of The Whole: Learn More, Learn Better, Dorothy Wallace

Numeracy

Building on previous columns in Numeracy, this column analyzes various teaching techniques in terms of their ability to build cognitive schema, extend existing schema, reinforce learning, move mean understanding of a group of students, and reduce variance in understanding of a group. We offer a pedagogical cycle as an example of how to address multiple learning goals using common teaching methods.

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(De)Fending Art Education Through The Pedagogical Turn, Nadine M. Kalin Jan 2012

(De)Fending Art Education Through The Pedagogical Turn, Nadine M. Kalin

Journal of Social Theory in Art Education

This article reviews the current state of higher education in light of the pedagogical turn in contemporary art. It starts with an overview of higher education and its current struggles, followed by an outline of some of the features of the pedagogical turn in art, which is both critical of institutionalism and symptomatic of the current state of higher education. These ideas are discussed within the context of an art education graduate seminar. Finally, the argument is made for possible critical practices that take place inside the institution and that are inspired by priorities inherent in education as art projects …

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“Silencing” The Powerful And “Giving” Voice To The Disempowered: Ethical Considerations Of A Dialogic Pedagogy, Adetty Pérez Miles Jan 2012

“Silencing” The Powerful And “Giving” Voice To The Disempowered: Ethical Considerations Of A Dialogic Pedagogy, Adetty Pérez Miles

Journal of Social Theory in Art Education

As an educator who is committed to social justice, I bring certain values and political commitments to the classroom. The counter-hegemonic voices that I bring into the classroom in the form of constructs, readings, assignments, discussions, and visual culture challenge more often than confirm students’ world-views and assumptions. The question that arises for me is whether I am silencing students’ voices through my teaching practices. Does my support of dialogic articulations and interests constitute privileging one “truth” or discourse over another? If so, am I using dialogue as a rhetorical device to persuade or to indoctrinate my students according to …

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Hyphenated Artists: A Body Of Potential, Laura Reeder Jan 2012

Hyphenated Artists: A Body Of Potential, Laura Reeder

Journal of Social Theory in Art Education

The author of this article, an art teacher, arts education advocate, teaching artist, pre-service art teacher supervisor and instructor confronts “either/or” professional identities in arts education. Multi-faceted artist/scholar/educator/ learner/advocate/personas are “unfenced” in order to navigate spaces of artistic, educational, and cultural production without having to pause for identification at borders. In this form, pedagogies for inventive social change emerge. Dialogue among fields of artists and educators links either/or, artist/teacher qualities in holistic and interdisciplinary descriptions such as artist-teacher, teaching-artist, etc. The hyphenated association has become postmodern shorthand for inclusive “both/and” professional identities that in the 21st century may be limiting …

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