106,841 research outputs found
The Power of Journaling: A Dynamic Tool for Evaluating Student Teacher Adjustment in Cross-Cultural Contexts
Journaling is an acceptable pedagogical and assessment tool used to help leverage a university student teacher’s emotional and spiritual growth in a 10 week cross-cultural student teaching experience. The process requires students to document their life and learning experiences.
Questions are designed for student response. Student teachers are encouraged to draw personal connections between their lives and new experiences. This article will show how journaling helped four student teachers process what Kelly and Meyers (1995) identify as the four components of cross-cultural adaptability: (1) emotional resilience, (2) flexibility/openness, (3) perceptual acuity and (4) personal autonomy. Excerpts from the personal journals of students are included for each of these four components. The journals are used to assess student preparation for cross-cultural living, weekly physical, emotional and spiritual health, the learning environment, and the learning process
Assignment sequencing in professional communication courses: the search for an innovative pedagogy
Kotler\u27s cry for practical dialogue, rather than an exchange of complicated theories, among business communication professors is a rare one. It is not that professors in the discipline don\u27t crave such a thing; rather their peer juries don\u27t believe it to be a respectable quest, one weighted with scholarly worth.· Seldom do articles offering such practical advice appear in prestigious academic journals. If pedagogical practicality is included in these journals, the brief blurb (usually one paragraph) is usually confined to the last paragraph of the article, offering little chance for explanation of how to implement the theory discussed in the bulk of the article. Journals which do include pedagogical articles often consider the information less valuable to scholars than true theoretical articles, demonstrated by restricting the pedagogical articles to columns such as The Scholar Who Helps Me Teach Better . or My Favorite Assignment (The Bulletin for the Association of Business Communication)
The Use of Journals in Legal Education: A Tool for Reflection
This Article demonstrates that the journal is a pedagogical tool worthy of more explicit attention by both clinical law teachers and non-clinical faculty alike. It introduces some of the literature on critical thinking and learning theory that supports the assignment of journals as an important tool in legal education; it provides a starting point for articulating pedagogical goals that can be met through journal assignments; and it alerts the first-time user to the challenges inherent in the use of journals in legal education
The Use of Journals in Legal Education: A Tool for Reflection
This Article demonstrates that the journal is a pedagogical tool worthy of more explicit attention by both clinical law teachers and non-clinical faculty alike. It introduces some of the literature on critical thinking and learning theory that supports the assignment of journals as an important tool in legal education; it provides a starting point for articulating pedagogical goals that can be met through journal assignments; and it alerts the first-time user to the challenges inherent in the use of journals in legal education
Italian academic pedagogical magazines in the history of education in the XX century
This paper aims to reconstruct the main strands of Italian educational thought using academic pedagogical magazines as a mirror for scientific and political developments through the years. I shall follow a chronological order, indicating the main changes which have occurred in Italy since its unification, concentrating on cultural turns and academic shifts. Pedagogical and school magazines have been the object of quite a number of extensive historical works, followed by other studies on school and educational publishing houses. Giorgio Chiosso has been the leading figure in this research for many years, having directed national projects in pedagogical journals and publishing houses, which have provided important historical tools, such as the catalogues of Italian school and educational magazines 1820-1945 (Chiosso, 1989, 1992, 1993, 1997) and the catalogues of Italian pedagogical publishing houses in the XIX and XX centuries (Chiosso, 2003a, 2008). Whilst the pedagogical magazines before and after unification have been carefully catalogued, the educational journals of Republican Italy have yet to be researched. An updated short biography and bibliography of the quoted educationalists can be found in the recent biographical dictionary directed by Chiosso and Sani (2013)
Re-Focusing - Building a Future for Entrepreneurial Education & Learning
The field of entrepreneurship has struggled with fundamental
questions concerning the subject’s nature and purpose. To whom and to
what means are educational and training agendas ultimately directed?
Such questions have become of central importance to policy makers,
practitioners and academics alike. There are suggestions that university
business schools should engage more critically with the lived experiences
of practising entrepreneurs through alternative pedagogical approaches
and methods, seeking to account for and highlighting the social, political
and moral aspects of entrepreneurial practice. In the UK, where funding in
higher education has become increasingly dependent on student fees,
there are renewed pressures to educate students for entrepreneurial
practice as opposed to educating them about the nature and effects of
entrepreneurship. Government and EU policies are calling on business
schools to develop and enhance entrepreneurial growth and skill sets, to
make their education and training programmes more proactive in
providing innovative educational practices which help and facilitate life
experiences and experiential learning. This paper makes the case for
critical frameworks to be applied so that complex social processes
become a source of learning for educators and entrepreneurs and so that
innovative pedagogical approaches can be developed in terms both of
context (curriculum design) and process (delivery methods)
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