关键词： MUSIC education   PIANO teachers   NONFICTION  

关键词： Pedagogy   counselor education   ways paradigm   guiding theory   development   counseling   creativity   creativity in counseling  

摘要： The relationship between theory and intervention in counseling is complex, raising an interesting dilemma in counselor education. How do counselors in training learn to be grounded in a theoretical framework while maintaining the necessary flexibility and resources to adapt interventions to client need? This article presents a creative pedagogical model which allows counselor educators to scaffold guiding theory development for CITs through use of the Ways Paradigm in the foundations of counseling course. The nuances of who we are as counselors, our primary guiding theory, and the need to be flexible in intervening are highlighted. Examples of the course schedule, assignments, and student feedback forms are included. Counselor education programs can easily implement the creative model presented utilizing the Ways Paradigm. Future directions regarding use with school counselors in training and supervision are also discussed.

关键词： Planning pedagogy   Inclusive planning   Relational approaches   Qualitative research methods   Diversity   'The Other'  

摘要： In light of the growing diversity in contemporary cities, planning literature calls for inclusive and participatory planning acts. Alas, little has changed in planning practice. This paper inquires into the pedagogical aspects of a case study of a qualitative research methods course aiming to prepare planners to plan with 'The Other'. Presenting five queries and the pedagogical inputs they have yielded, the conclusion suggests that inclusionary planning approaches should already be implemented in planning schools and that the relational approach and qualitative methods can provide adequate tools for widening planners' perception of 'The Other' and to integrating his/her standpoint in the planning process.

关键词： Climate change   Global warming   Pedagogy   State standards  

摘要： The public education system can play a pivotal role in creating an electorate that is well informed of the consensus around climate change and its anthropogenic causes. In particular, more states have education standards that specifically address climate change today than ever before. However, previous research raises concerns about the discretion teachers have in if and how particular types of content are presented. The effectiveness of new state standards and the extent to which such state-level standards are coopted by teacher discretion has received minimal attention. Therefore, using a nationally representative sample of 1500 middle school and high school science teachers, this research examines the effectiveness of such state-level standards and the extent to which teacher ideology and knowledge mediate the relationship between standards and actual use of a consensus-informed approach to teaching climate science. Results show that teachers in states with any type of standards around climate change spend significantly more time on the topic in the classroom. However, teachers in states that have standards that require teachers to present "both sides" of climate change are significantly less likely to use a consensus-informed approach. While teacher characteristics (knowledge and ideology) can weaken their effect, standards continue to be important predictors of the time spent on climate change in the classroom and how content is presented. The paper concludes with a discussion of the policy implications of climate science standards.

关键词： 教育学   心理学   发展与教育心理学  

ISBN: (纸本)9787900885067

摘要： 该手册针对老年人当下的心理需求，关注时下老年人在疫情防控期间出现的社会心理问题，简要介绍了疫情暴发时老年人常见的心理问题，分析了这些心理问题带来的负面影响，提供了调适心身的有效方法及获取专业心理帮助的渠道。本手册简明易懂，力求对疫情中老年人普遍存在的心理问题做出通俗易懂的讲解，为老年人用健康的心态面对疫情提供帮助。

关键词： art integration   technology-enhanced learning   digital storytelling   stop motion animation   twenty-first century learning   transformative pedagogy  

摘要： The emergence of new media provides new tools for promoting critical thinking and creativity in an environment that encourages collaboration, co-authoring and sharing ideas and artworks with audiences. Embedding new media in art lessons and integrating art with other disciplines not only promotes visual competence but also transversal competences necessary for the future lives of children. Despite the many benefits that this process entails, there is still no broad integration of new media in art lessons or art integration through technology in primary schools, as teachers are often oblivious of the new possibilities and means of engaging children. However, there is a need to embrace today's dominant culture of communication if we really want to prepare children for the future. This article is about art technology integration in the primary classroom. It discusses ways of studying important real-life issues with children and of bridging the gap between school life and daily life. It reports on two case studies with sixth grade classes (11-12 years old) that engaged in a stop motion animation project to communicate messages that were important to the children. Children shared powerful stories, anchored in real-life contexts and developed critical thinking, communication, collaboration and creativity skills. The findings contribute to the discussions about arts integration that are grounded in empirical qualitative data. The implications of the study move beyond the art subject itself and highlight how generalist teachers can embrace interdisciplinarity and art integration, and view art as transformative pedagogy in the curriculum.

关键词： Physical education   flipped classroom   teachers   teaching   technology-enhanced learning   ICT  

摘要： Flipped learning (FL) is a pedagogical approach that has scarcely been examined in physical education (PE). As a result, we have little information regarding what PE teachers think of the approach, how they apply it, or what perceived value it has for their teaching. This research explores the reasons which two UK-based PE teachers gave for why and how they used FL to complement their use of digital technology (DigiTech). Their experiences and views are explored through a case study/appreciative inquiry approach. Data were generated from: (a) interviews with the teachers;(b) lesson observations and field notes and (c) document analysis, all of which were analysed using grounded theory. The findings showed that each teacher used FL and DigiTech in nuanced ways to support their teaching. Despite personal differences, FL was established by both teachers as a consistent routine of practice to support the use of DigiTech. The teachers' rationales for using FL hinged on their belief that: (a) it optimised the lesson time in which students could be physically active and (b) it supported their examination PE students. Overall, the results indicated that, when used in conjunction with DigiTech, FL has the potential to pedagogically support teachers' teaching of PE. This is particularly pertinent given the limited time allocated in the curriculum to PE (some of which is inevitably lost in the changing rooms) and the perceived need for students to be physically active in lessons.

摘要： 当前,国际竞争的实质是以经济和科技实力为基础的综合国力的较量,各国的经济和科技实力以人才为依托.高等教育是我国进行人才培养、科学研究、文化传播的重要阵地,其为我国的发展提供源源不断的高素质人才.

关键词： Higher education   Innovation pedagogy   Sustainable future   Education development  

摘要： Purpose The purpose of this paper is to discuss the concept of a pedagogical strategy called innovation pedagogy and examine how it has been and will be developed. The paper is an overview of the latest development of the innovation pedagogy approach. It provides a discussion of the changes in innovation pedagogy and, more generally, in higher education, including the changes in educational aims and involving a sustainable future as the priority in all education. Design/methodology/approach The research methodology is based on action research, participatory observation and on the experiences of the authors of the development process, which has taken place in one Finnish university of applied sciences during the past decade. Findings The implementation of innovation pedagogy requires time, participation of the whole educational community and management commitment. The study describes the results of the development work and states that the educational goals require consideration of values, processes and structures. Originality/value Focusing on the development of the concept of innovation pedagogy helps to understand how education development takes place gradually and how it can simultaneously aim to respond to the demands of a sustainable future. This study extends approaches on research in education and innovation pedagogy.

关键词： Jean Francois Lyotard   affect   pedagogy   non-representational theories   ineffability  

摘要： This article explores how Jean Francois Lyotard reflects on affect as unrepresentable in relation to contemporary affect theory and specifically post-Deleuzian perspectives and non-representational theories suggesting that we need to invent new theoretical ways of addressing our more-than-textual, multisensual worlds. The essay leans on this conversation to make a political and pedagogical intervention into the terrain of addressing affect in the classroom. It is discussed how Lyotard adds his own contribution to the work of other affect theorists, who are not saying that if we find the right vehicle-literature, art, etc.-we can translate or represent affect, but rather that pedagogy is itself always already an affective event that exceeds representation. Pedagogies of ineffability, as it argued, are those pedagogical practices that do not fall pray into the rhetorics of standardization and homogenization in the name of 'emotional intelligence' or 'effectiveness', but rather invent affective spaces of learning in which educators and students are opened precariously to the unknown.