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Social and Behavioral Sciences Commons™
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Articles 1 - 3 of 3
Full-Text Articles in Social and Behavioral Sciences
Enabling Teaching, Enabling Learning: How Does Staff Development Fit The Educational Technology Landscape?, Geraldine E. Lefoe, I. Olney, A. Herrington
Enabling Teaching, Enabling Learning: How Does Staff Development Fit The Educational Technology Landscape?, Geraldine E. Lefoe, I. Olney, A. Herrington
Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers
The New Technologies: New Pedagogies Project is a nationally funded project to support the use of mobile learning in higher education to support student learning. We explore the staff development process of this larger project, where academics in a Faculty of Education investigate new pedagogies that are required to meet the needs of millennial learners. The staff development process addressed the need for staff to own and use mobile technology in their professional and personal contexts in order to think differently about engaging their students in pedagogically sound ways. We identified four key actions for participants which contributed significantly to …
F. Christie & J.R. Martin (Eds), Language, Knowledge And Pedagogy: Functional Linguistic And Sociological Perspectives, Pauline Jones
F. Christie & J.R. Martin (Eds), Language, Knowledge And Pedagogy: Functional Linguistic And Sociological Perspectives, Pauline Jones
Faculty of Social Sciences - Papers (Archive)
Arising from the productive dialogue between systemic functional linguistics and sociology begun earlier by Michael Halliday (1995), Basil Bernstein (1990) and Ruqaiya Hasan (1999), this edited volume is concerned with the nature of knowledge. Readers familiar with Bernstein's sociological theory will know the trajectory of his work from its early emphasis on code, through classification and framing of curriculum to his later interest in the structuring of knowledge. Throughout, his interest in the relationship between social relations and semiotic practice is evident as he attended firstly to the form taken by pedagogic discourse (the relay) and then later to the …
Understanding The Relationship Between Curriculum, Pedagogy And Progression In Learning In Early Childhood, Iram Siraj-Blatchford
Understanding The Relationship Between Curriculum, Pedagogy And Progression In Learning In Early Childhood, Iram Siraj-Blatchford
Faculty of Social Sciences - Papers (Archive)
This paper provides mutually reinforcing definitions for the terms 'Curriculum' and 'Pedagogy' are applied in an attempt to provide further clarification of the learning processes involved in 'Co-construction' and 'Sustained Shared Thinking'. The implications for pedagogic progression and for understanding early childhood practices are also identified. The theoretical model is then applied in support of the English Early Years Foundation Stage against charges of inappropriate 'schoolification '. The paper also provides in outline a new typology of early childhood educational practices.