Pub Date : 2019-01-01DOI: 10.18848/2327-7963/cgp/v26i02/19-34
Micheal M. van Wyk
{"title":"Teachers’ Voices Matter: Is Cooperative Learning an Appropriate Pedagogy for Multigrade Classes?","authors":"Micheal M. van Wyk","doi":"10.18848/2327-7963/cgp/v26i02/19-34","DOIUrl":"https://doi.org/10.18848/2327-7963/cgp/v26i02/19-34","url":null,"abstract":"","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67608190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.18848/2327-7963/cgp/v26i01/17-26
Ximena D. Burgin, Mayra C. Daniel
{"title":"An Exploratory Study: Transformative Possibilities for Using Action Research in Ecuador’s English Language Classrooms","authors":"Ximena D. Burgin, Mayra C. Daniel","doi":"10.18848/2327-7963/cgp/v26i01/17-26","DOIUrl":"https://doi.org/10.18848/2327-7963/cgp/v26i01/17-26","url":null,"abstract":"","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67608564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.18848/2327-7963/cgp/v26i02/45-57
Bassam N. al-Radaideh
{"title":"Teaching Peace through Art Education Curriculum: A Proposed One-Unit Plan for Fifth-Grade Students in Middle Eastern Schools","authors":"Bassam N. al-Radaideh","doi":"10.18848/2327-7963/cgp/v26i02/45-57","DOIUrl":"https://doi.org/10.18848/2327-7963/cgp/v26i02/45-57","url":null,"abstract":"","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67608817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.18848/2327-7963/CGP/V26I02/1-18
Yen-ju Hou
{"title":"Employing Questioning to Cultivate Critical Thinking Dispositions and Attitudes toward Questioning: A Case Study with Taiwanese EFL Students","authors":"Yen-ju Hou","doi":"10.18848/2327-7963/CGP/V26I02/1-18","DOIUrl":"https://doi.org/10.18848/2327-7963/CGP/V26I02/1-18","url":null,"abstract":"","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67608484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.18848/2327-7963/cgp/v24i04/9-25
A. Kazemi, A. Moradi
{"title":"The Influence of Concept Mapping on Speaking Fluency of Iranian Intermediate Learners","authors":"A. Kazemi, A. Moradi","doi":"10.18848/2327-7963/cgp/v24i04/9-25","DOIUrl":"https://doi.org/10.18848/2327-7963/cgp/v24i04/9-25","url":null,"abstract":"","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"13 1","pages":"9-25"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67607486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.18848/2327-7963/cgp/v25i02/19-29
K. Zimányi
{"title":"Teacher Self-interpreting in the EFL Classroom in Central Mexico","authors":"K. Zimányi","doi":"10.18848/2327-7963/cgp/v25i02/19-29","DOIUrl":"https://doi.org/10.18848/2327-7963/cgp/v25i02/19-29","url":null,"abstract":"","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"25 1","pages":"19-29"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67607663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.18848/2327-7963/cgp/v25i02/31-43
S. C. Robles, Gracia González Gijón
{"title":"Effect of CLIL and Non-CLIL Approaches on the Written Competence of Upper-Secondary Students","authors":"S. C. Robles, Gracia González Gijón","doi":"10.18848/2327-7963/cgp/v25i02/31-43","DOIUrl":"https://doi.org/10.18848/2327-7963/cgp/v25i02/31-43","url":null,"abstract":"","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"25 1","pages":"31-43"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67607721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.18848/2327-7963/cgp/v25i04/17-31
Belén Massó Guijarro
{"title":"Drama as a Social and Educational Tool in a Challenging Context: Analysis of an Experience","authors":"Belén Massó Guijarro","doi":"10.18848/2327-7963/cgp/v25i04/17-31","DOIUrl":"https://doi.org/10.18848/2327-7963/cgp/v25i04/17-31","url":null,"abstract":"","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"25 1","pages":"17-31"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67607988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.18848/2327-7963/cgp/v25i01/37-48
Sarwat Ali
{"title":"Integration of Culture Education in School Curriculum: A Critique","authors":"Sarwat Ali","doi":"10.18848/2327-7963/cgp/v25i01/37-48","DOIUrl":"https://doi.org/10.18848/2327-7963/cgp/v25i01/37-48","url":null,"abstract":"","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"25 1","pages":"37-48"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67608013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.18848/2327-7963/CGP/V25I04/1-15
Ute Haring, R. Sorin, N. Caltabiano
Natural disasters can occur unexpectedly with devastating effects as attested by recorded history documents. They have caused immense suffering and destruction. In recent years, natural disasters have increased due to climate change. Further, the need for public awareness of catastrophic events has also increased, along with the media push to prepare for these events. Disaster preparedness has reduced loss of life and property, and children have demonstrated that they have the capacity to be actively involved in disseminating important and useful disaster information and the ability to assist with disaster preparedness in their families. Therefore, disaster preparedness is now an established part of the school curricula. However, while the topic of natural disasters is increasingly being included in school curricula, teachers may still feel uneasy introducing students to this topic. If they have not experienced a natural disaster and are not aware of the severity of disasters, teachers may lack the necessary information to best educate and support children. Further, teachers may need to tread a fine line between transmitting facts and shocking students with the emotive results of disasters. This is further exacerbated by media reporting. Arising from a document study of children's drawings from the 2006 Cyclone Larry natural disaster in tropical north Queensland, Australia, and research into cyclones, this paper presents strategies, including a poem, for teachers to introduce natural disasters to students in the upper primary school years. It may help to facilitate understanding about natural disasters and preparedness for these occurrences.
{"title":"Circling the cyclone: children's understanding of natural disasters through the arts","authors":"Ute Haring, R. Sorin, N. Caltabiano","doi":"10.18848/2327-7963/CGP/V25I04/1-15","DOIUrl":"https://doi.org/10.18848/2327-7963/CGP/V25I04/1-15","url":null,"abstract":"Natural disasters can occur unexpectedly with devastating effects as attested by recorded history documents. They have caused immense suffering and destruction. In recent years, natural disasters have increased due to climate change. Further, the need for public awareness of catastrophic events has also increased, along with the media push to prepare for these events. Disaster preparedness has reduced loss of life and property, and children have demonstrated that they have the capacity to be actively involved in disseminating important and useful disaster information and the ability to assist with disaster preparedness in their families. Therefore, disaster preparedness is now an established part of the school curricula. However, while the topic of natural disasters is increasingly being included in school curricula, teachers may still feel uneasy introducing students to this topic. If they have not experienced a natural disaster and are not aware of the severity of disasters, teachers may lack the necessary information to best educate and support children. Further, teachers may need to tread a fine line between transmitting facts and shocking students with the emotive results of disasters. This is further exacerbated by media reporting. Arising from a document study of children's drawings from the 2006 Cyclone Larry natural disaster in tropical north Queensland, Australia, and research into cyclones, this paper presents strategies, including a poem, for teachers to introduce natural disasters to students in the upper primary school years. It may help to facilitate understanding about natural disasters and preparedness for these occurrences.","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"25 1","pages":"1-15"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67607830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：