关键词： design critique   design education   ethics   philosophy of design   reasoning  

摘要： In this paper we inquire into the moral goods that are significant for design studio instructors, by examining how they talk about the way critiques fit into the studio as a social practice. We studied this issue using in-depth interviews with six studio instructors. Through these interviews, we found that critiques are how they structure the studio so they can pursue three types of moral goods: a) for student development;b) for their own self-cultivation;and c) for other stakeholders. Along with presenting these goods, we discuss what instructors say about multiple goods exerting influence on them at the same time. Finally, we discuss implications these findings have for understanding the studio environment, and why critiques matter within this environment. (C) 2019 Elsevier Ltd. All rights reserved.

关键词： Play   Pedagogy   Math   Kindergarten  

摘要： There is rising concern in research and practice to improve early years mathematics education as initial mathematical mastery sets the foundation for future academic success. In response to these concerns, this study used observational data from 20 kindergarten classrooms to understand current pedagogies teachers use for mathematics. In particular, our study is situated in kindergarten classrooms that promote play as a dominant pedagogical approach as research and policies endorse play as an effective teaching strategy for early learners. However, research also suggests that teachers express challenges implementing novel pedagogies, such as play, and use various forms of instruction when teaching math. Results showed teachers used four mathematics pedagogies (free play, guided play, teacher-directed play, and direct instruction). The enactment of these pedagogies gave rise to three classroom pedagogical orientations: child-controlled, shared-control, or teacher-controlled math contexts, indicating that combinations of play and direct instruction pedagogies are used to teach math in kindergarten.

关键词： education   technology   instruction   charity   poverty   Saudi Arabia   adult learning   adult education   lifelong learning  

摘要： Poverty is discussed here from pedagogical and therefore instructional perspectives. It is analyzed in novel ways, seeing charities as environments wherein adult learning occurs. Charities are shown as overlooked "adult learning institutions" that "instruct" the poor by conveying to them (indirectly through the type of aid offered and the conditions for obtaining aid) by using three ideologies of poverty: ontological, epistemological, and axiological. Ideology 1 presents poverty as an ontological (tangible) matter of limited (real or digital) resources-some of the tangibly poor have access to the Internet (to unlimited digital resources), being digitally nonpoor but tangibly poor. Ideology 2 portrays poverty as an epistemological (cognitive) issue of limited abilities-some poor people (with access to the Internet and therefore to unlimited, free-of-charge learning opportunities) have exploited these opportunities to gain skills. Ideology 3 paints poverty as an axiological (value-based) lack of valuing poverty-although some poor people have positive attitudes towards poverty, their access to the Internet (to the lifestyle of the wealthy) has made them reconsider their attitudes. Being influenced by these ideologies, the poor perceive poverty (a) as limited resources and therefore as external to them, thereby feeling disempowered;(b) as limited skills and thus as internal to them, therefore feeling empowered;or (c) as a positive value and accordingly take no action. Previous works discuss the potential of adult learning to break the cycle of poverty, whereas this article demonstrates that adult learning can encourage individuals to remain poor and value their status of being poor.

关键词： ethics   transformative learning   narrative   Trump  

摘要： This article seeks to begin a conversation about pedagogical responses to the current moment. Specifically, I argue that two of adult learning's most venerated practices-transformative learning and the use of personal narrative-are insufficiently nuanced to respond effectively to the political divisions and the epistemological chaos represented by the election of Donald Trump. I ask the adult learning community, first, to revisit the role of culture in our systems for making meaning and deepen our understanding of the relationship between personal identity, community membership, and attitudinal change. I then suggest that our focus on attitudinal change encourages us overlook aspects of our students' lives out of which a more bracing pedagogy might emerge. I make a case for distinguishing between the hermeneutic self-awareness cultivated in transformative learning and attention to epistemological ethics as a response to "fake news" and "truthiness." I argue for a move from Mezirow's notion of critical self-reflection to Dewey's positing of reflection as the active and careful consideration of truth claims, a form of reflection that Dewey himself saw as foundational to epistemological integrity.

关键词： Technology integration   Service learning pedagogy   Experiential learning theory   ICT application   Service learning framework  

摘要： Service learning is an experiential learning approach, which intentionally integrates community service with classroom learning, as it provides real-world learning experience for students to gain practical knowledge from hands-on field experience. In order to enhance students' better understanding of course contents and theoretical knowledge, increasing number of academicians are incorporating service learning in their curriculum. However, less attention has been given to the effective integration of technology in this pedagogy. To address this issue, this study imparts a significant contribution in the overall body of knowledge by developing a technology integration framework for service learning programs. Our proposed framework comprises of three main components, i.e. (1) identification of common phases for service learning implementation, which are drawn on Kolb's (1984) experiential learning theory;(2) technology support layer and;(3) stakeholders' involvement patterns in service learning. Design science research methodology was employed for developing our proposed Technology Integration Framework for Service Learning (TIFSL) in this study. Moreover, in order to evaluate our proposed framework, a case study was also conducted, where data was collected through semi-structured interviews and survey based questionnaires. Findings of this study demonstrate that three main components of our proposed framework determine the effective technology integration in service learning. Respondents from case study reflected on their own service learning implementation process and technology utilization throughout their service learning projects, which highlights constrains from current technologies for effective integration in service learning pedagogy.

关键词： design thinking   abductive reasoning   design pedagogy   pragmatism  

摘要： The aim of this article is to provide a theoretical framework to strengthen design thinking and practice in the context of teaching through productive processes and using it to generate knowledge. The article explores three modes of inquiry inspired by Dewey and based on Schon, Barab & Squire and DiSalvo to investigate academic inquiry in design pedagogy and design thinking. These three modes are aimed at generating knowledge in three different areas: the design practice (in order to be a good designer and create good designs), a given research area, and societal issues. Based on empirical study from a design course at Aalborg University, Copenhagen, where these three modes were taught, we show the potential in using design processes as modes of academic inquiry directed toward different subjects. By teaching the implication of these modes of inquiry, students are provided with more opportunities for action as design approaches include exploring the subject through visualisation and materialisation, and the methods for knowledge production are expanded.

关键词： Adolescent   young adult literature   Struggling learners   Teacher education   professional development   Theoretical perspectives   Critical pedagogy < Theoretical perspectives   Critical theory < Theoretical perspectives   Transformative < Theoretical perspectives   Teacher education   professional development   Instructional strategies   methods and materials   Gender   race   class   sexual orientation   4-Adolescence  

摘要： This forum reviews a mix of resources to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school.

关键词： Gender   race   class   sexual orientation   Writing   Struggling learners   Identity   Multicultural literature   Action research   teacher research < Research methodology   Qualitative < Research methodology   Instructional strategies   teaching strategies < Strategies methods and materials   Writing strategies < Strategies methods and materials   Instructional intervention < Struggling learners   Self-perception   self-concept < Struggling learners   Critical pedagogy < Theoretical perspectives   Feminist < Theoretical perspectives   Sociocultural < Theoretical perspectives   Purpose < Writing   Writing process < Writing   3-Early adolescence   4-Adolescence  

摘要： Much of the special education research on writing has focused on skill acquisition and remediation. However, a significant problem with this approach is that it does not account for the sociocultural nature of writing or the importance of culturally sustaining pedagogies in writing instruction. In this article, the author uses practitioner research to examine the ways that Raquel (pseudonym), a seventh-grade black girl identified as having a learning disability, enacted her identity as a writer when components of the Black Girls' Literacies framework were integrated into her writing instruction and how this agentive identity offered a counternarrative to the institutional identity ascribed to her as a student with a learning disability. Findings suggest that by integrating the Black Girls' Literacies framework into language arts instruction, students such as Raquel might be empowered to identify as writers and use writing to critique society and envision a more just and equitable world.