Importance Of Education Research Articles

Age of Creative Insecurity: Student-Centered Learning

Education, like fresh rolls, goes stale. And in today's Knowledge Society, the problem is not getting new in. formation: it is developing new ways to learn, and to apply new knowledge. 1EDUCATION is an integral part of the American social process and tends to reflect society's basic characteristics. The success ethic is one of the most important of these characteristics. Very early in a student's life, the teacher is established as an authority figure.2 The teacher's power to influence the direction and possible outcome of a student's future has an impact at once reassuring and forbidding. Constant reinforcement of the teacher's importance leads, more often than not, to an unquestioning attitude on the part of the student. Students quickly realize that by pleasing the teacher, i.e., by doing the assigned work, they will receive good grades-a token of the teacher's pleasure and a welcome relief to their parents. Predictability in academic performance is rewarded.What then do we have? A social institution which has substituted means for ends. Grades are paramount, and education is only secondary. In this climate success becomes equated with conformity. Creative energies are stifled and our educational system becomes an agency for social control. Success based on the banal practicalities of yesterday deadens the spirit. To gain the independence, freedom and security required for creativity, the normal individual has to reject this concept of success. 3Our graduate students are caught in an out-of-synch phase. Bits and pieces of the old system of education have been replaced by innovative and often far-reaching programs, but the old philosophy remains. No new guiding spirit of sufficient strength to supplant the old ethic has yet been invoked. In 1967, Marshall McLuhan predicted that .. the very first casualty of the present-day school system may very well be the business of teacher-led instruction as we now know it. . . . Education will be more concerned with training the senses and perception than with stuffing brains. 4 Nevertheless, grades, the teacher as authority figure, and the success ethic remain as constant reminders of a system more concerned with the source of a statement than with its content.Doubts concerning the efficacy of traditional teaching methods have led to experimentation with other techniques. Frequently, emphasis is placed on student-centered teaching rather than instructor-centered methods. The assumption is that university learning based on the lecture method with questions and discussion is (1) insufficiently experimental, (2) too authoritarian, (3) too passive in the role in which it places students, (4) too detached from students' on-going lives, their hopes and involvements, the points where their psychic energy is most involved, and .( S) too impersonal. II In Participative Management in the College Classroom R. H. Killmann cites several studies which support the hypothesis that student-centered teaching is more effective in stimulating critical thinking among students.8Student-centered teaching results when students are allowed (1) to set classroom objectives, (2) to establish means of arriving at .these objectives, and (3) to evaluate progress toward attainment of these objectives. Before students can assume this novel role it is usually necessary to unfreeze traditional forms of response. Reducing the formal classroom structure, or unstructuring, is part of the change process. Methods to reduce the structure of the classroom environment have been developed in order to facilitate the generation of student involvement or participation in the education process. Within this pattern the instructor assists student activity but does not direct it. Participation will, in theory, increase student motivation and classroom performance will improve.This article is a study of participation in the classroom. It focuses on a course in library management and the effect the process of unstructuring has on efforts to encourage student-centered learning. …

Asian Professional Discourse Communities: Pedagogical Focus on Speech Forms for Oral Performance

The aim of this paper is to introduce four areas of pedagogical importance for English for Specific Purposes (ESP), particularly in terms of training for oral performances. These are: 1) transitional phrases 2) opening / closing gambits 3) strategic competence in dynamic speech events and 4) academic and formulaic lexical phrases. These four areas were selected after comparing discrete features of both effective and less effective English performances by non-native Englishspeaking medical professionals observed at international medical conferences held in Asia. The results of this field study suggest that specialist terminology is not an area that demands explicit pedagogical addressing and that absolute formal accuracy in English speech is not a decisive factor in performance efficacy for professionals within the Asian region. The resulting suggestions should help ESP teachers prioritize lesson contents to enable learners to deliver more effective oral performances within their respective professional and academic discourse communities.

Learning to Write for an International Audience through Cross-cultural Collaboration and Text-negotiation

The international project described in this paper has been inspired by the Trans-Atlantic and Pacific Projects (TAPP). By 2013, the TAPP network had connected classes in writing, usability testing and/or translation at three universities in the US and several partner universities in Europe, Africa and China. The pedagogical import of these forms of collaboration has been emphasised in studies that analysed the dynamics of cross-cultural virtual teams. The goal of our study was to have first-year undergraduate students in the US learn what is at stake when they write a text for an ‘alien’ audience. At the Italian end, we wanted students to enhance English as a lingua franca (ELF) reading and writing skills as well as to raise their cross-cultural language awareness. Another goal for both groups of students was to communicate via email, Facebook and other online environments using ELF.

Embodied Composition in Real Virtualities: Adolescents’ Literacy Practices and Felt Experiences Moving with Digital, Mobile Devices in School

English educators are contending with the proliferation of mobile devices in students’ lives, and with the imminent integration of mobile devices into classrooms. Concurrently, literacy researchers using social semiotic theories of multimodality to investigate adolescents’ digital composing have focused on screens, paying scant attention to the bodies moving with them. Responding to recent critiques of multimodality that have centered on a lack of attention to embodiment and affect, this article leverages the concept of real virtualities to avoid artificially bifurcating screen and body, and to contribute a beginning theorization of the embodied experience of composing with mobile devices, which includes feeling-histories, affective atmospheres, and the felt experience of time. The data analyzed in this article come from a 12-week enrichment course in which five adolescents composed digital narratives with iPods. The overarching analysis describes all literacy practices with mobile devices in the course, and the microanalysis, using multimodal interaction analysis, compares two students with contrasting histories of mobile device use. Findings show these students’ literacies as more body-centered than techno-centered, and evince tensions between institutionalized learning environments and adolescents’ affective, cultural histories of being mobile while engaged in literacy. Further, findings describe how the feeling of tools and semiotic material influenced the trajectories of students’ bodies and narratives. Theories of digital composition should continue expanding to account for connections between mobility and affect, and the pedagogical importance of motility. The changing nature of literacy in the milieu of mobile computing compels researchers to consider the role of the moving, feeling body in literacy with more scrutiny.

Using Blogs in the Marketing and Advertising Classroom: Exploratory Insights and Recommendations for Future Use

The use of blogs in business and higher education is increasing, yet little is written about using blogs in marketing or advertising education. The authors review the literature about using blogs in higher education and explain their benefits and pedagogical importance for marketing, advertising, business and journalism/mass communications classes. An author's pedagogical experiences with using blogs in an e-Marketing course and with a study abroad program are described and the qualitative feedback from the student participants is reviewed. In general, students enjoyed their blogging experience, felt that they had improved their skills and recommended the tool's continued use. The authors' recommendations for using blogs in the marketing, advertising, business or journalism/ mass communications classroom and suggestions for further research are also presented.

A Metamodel for Designing an Intelligent Tutoring Systems Authoring Tool

Previous intelligent tutoring systems (ITS) and ITS authoring studies predominantly simulated and evaluated artificial intelligence (AI) techniques and cognitive architectures/notions in educational domains. Current research focuses on software design that is priori driven by educational theories; it concerns the conception of Augmented Conversation and Cognitive Apprenticeship Metamodel (ACCAM). The pedagogy driven metamodel?ACCAM?forms the basis for a formal (theory based) approach to designing ITS authoring tools for numerical aspect of numerical disciplines. This research, therefore, showcases the convergence of two theoretical perspectives—the Conversation Theory (CT) and Cognitive Apprenticeship (CA)—which were never considered together before now. The novel conceptual platform?the ACCAM—flows and benefited from the synergistic effect of the stated theories through the introduction of the concept of ‘augmented conversation’ within the resulting integrated framework. Thus, current work draws on the pedagogical import of the mentioned educational theories, elicits new meanings, and lays the foundation as well as opens future evaluation of a pedagogical engineering methodology that flows therefrom.

고등학교 수학 교과서에서의 반례에 대한 학습가능성 탐색

In recent years, there has been increasing interest in the pedagogical importance of counter-examples that contradict statements about mathematics education research and the curriculum revision process for high school mathematics courses. Using a literature research method, this study analyzed views about counter-examples according to a method of approach to statements and the classification of counter-examples and their criteria. The study also described the learnability of the content of counter-examples presented in Korean secondary school mathematics textbooks. The results showed that generating many counter-examples enables learners to understand mathematical concepts exactly, construct links between mathematical contents, and have flexible thoughts about mathematical objects. Considering the learnability of counter-examples, the contents of counter-examples in school mathematics textbooks are needed for mathematics teachers and students to generate numerous counter-examples and verify the justification of generating counter-examples in various manners.

Coins and Care-Cloths: The Mystagogical Value of Traditional Wedding Customs

Antiphon 18.2 (2014) 115–143 Coins and Care-Cloths: The Mystagogical Value of Traditional Wedding Customs Michael P. Foley May her bridegroom bring her to a house Where all’s accustomed, ceremonious; For arrogance and hatred are the wares Peddled in the thoroughfares. How but in custom and in ceremony Are innocence and beauty born? Ceremony’s a name for the rich horn, And custom for the spreading laurel tree. W.B. Yeats, “A Prayer For My Daughter” Yeats’ prayer for his two-day-old daughter Anne contrasts the arrogance and hatred of public life that foment war and anarchy with the custom and ceremony of the home that give rise to innocence and beauty. The great Irish poet was not Catholic, and though we might quibble with his understanding of innocence and beauty, his assertions about the power of custom and ceremony in fashioning a happy marital life are a starting point as good as any for reflecting on why the Church adorns her rites of matrimony with traditions that are not, strictly speaking, essential for confecting a sacrament. A wedding where “all’s accustomed , ceremonious” has several advantages. Longstanding nuptial traditions connect the new couple to all who live in Love’s eternal memory, situating their love for each other in a broader and greater narrative of grace, self-sacrifice, and redemption. One wonders if the phenomenon of “bridezillas” is not unrelated to a decline in traditional religious weddings. A monstrously selfish bride operates under the delusion that she is at the center of things rather than the most recent link in a chain of lovers who, following the footsteps of Christ the Bridegroom, take on awesome, humbling, and self-denying responsibilities. At the very 116 Michael P. Foley least, a bride’s egocentrism—or the groom’s, for that matter—is not helped when she is encouraged or allowed to be the creator of her own vows and rituals.1 Moreover, traditional wedding customs are as much a faithful guide to the present as they are a bridge to the past. As we will see in this essay, liturgical nuptial traditions have a pedagogical import, teaching both couple and congregation something about married life. Such teachings are particularly beneficial given the multi-faceted nature of marriage, an institution that combines often-thorny issues such as sexuality, parenthood, extended family , ethnic heritage, and civic responsibility. Even when elevated to the dignity of a canonical channel of grace, marriage does not lose its unique combination of high and low, for it continues to involve (and in a most intimate way) the body personal and the body politic even as it participates in the Body Mystical of Jesus Christ. Marriage is the only sacrament dissolvable upon exit from this life because it is the only sacrament with a peculiar purchase on the goods of this life. It is, to quote another poet, the one sacrament where candidates approach the altar with “carnal and devout intent alike.”2 As such, it is appropriate to have lessons on matrimony’s heavenly and worldly complexity taught through the effective medium of ritual participation and representation.3 1 Conversely, one wonders if older couples from earlier generations did not experience the same need to renew their vows in a separate ceremony because every wedding they attended felt like a de facto renewal , especially when the wedding so closely resembled their own. 2 Alexander Pope, “January and May, or, the Merchant’s Tale,” l. 310. 3 What Pope Pius XI wrote when he instituted the Feast of Christ the King can be applied mutatis mutandis to the power of ritual as well: “People are instructed in the truths of faith and brought to appreciate the inner joys of religion far more effectually by the annual celebration of our sacred mysteries than by any official pronouncement of the teaching of the Church. Such pronouncements usually reach only a few and the more learned among the faithful; feasts reach them all. The former speak but once, the latter speak every year—in fact, forever.” Pius XI, Encyclical on the Feast of Christ the King Quas primas (11 December 1925) 21. See also Second Vatican Council, Constitution...

Procedural Due Process: The Missing Casebook Chapter

This is a selection of lightly edited cases and brief notes intended to serve as the equivalent of a casebook chapter on procedural due process in a constitutional law or related course. Most of the best constitutional law casebooks pay very little attention to procedural due process. Ordinarily, the topic is consigned to a very short section tacked onto the end of a much more substantial discussion of substantive due process, Lochner, etc. This neglect misses the practical, theoretical, doctrinal, and pedagogical importance of procedural due process. In an attempt to remedy this situation, I am making this supplementary material free of charge to all comers, not only for my own students, but for other faculty as well. For the latter, I encourage you to make use of it in your own courses, or even modify or distribute it, if you would like, in other materials. I only ask that you provide appropriate attribution and drop me an e-mail to let me know how it’s been useful to you. I would also greatly appreciate any feedback. This is an experimental document. It is meant to be suitable for use in any course covering procedural due process, regardless of the casebook or official title of the course (e.g., constitutional law, public benefits law, constitutional criminal procedure, civil procedure). Because I intend the supplement to be useful in a wide variety of courses and with numerous casebooks, I have erred on the side of length; this supplement is not intended to be assigned in its entirety. Current version: 1.1, updated December 1, 2013, with addition of Caperton v. A.T. Massey Coal Co.

Inequality and Emancipation : An Educational Approach

Emancipation has lost its charisma. In the 1960s, the term had been one of the saviour-concepts in the educational debate on social inequality and the political function of pedagogy in Western countries. Nowadays, as the discussion is still ongoing, the word is rarely in use. Overloaded with political enmeshments and a plurality of meanings, emancipation seems to be nothing more than a nearly forgotten relict of an ancient time. How could this rise and fall happen? The present essay is tracing the colourful history of emancipation in various contexts, recapitulating its pedagogical importance in the 1960s and discovering how the pillars have kept their primary function, although the word is not in use any longer. DOI: http://dx.doi.org/10.3126/jer.v2i0.7617 Journal of Education and Research Vol. 2, 2010 p.9-16

Dear Dean Rider and Department Heads McCallum and Bell

I write this letter not just as the only philosopher of education left on the University of Tennessee's (UT) Knoxville campus, the research one level university for the state of Tennessee; I am now the only tenure track faculty member in any of the social foundations of education left on our campus. As you go through the difficult decisions of what lines to support for faculty searches and which ones to redirect, I hope you will appreciate the need for me to try to make a case in support of educational foundations (history, sociology, anthropology, and philosophy of education). I cannot make a case in terms of productivity or demand that cannot be out-matched by other fields of study in our college or across our campus, but I can make a case on moral and political grounds. A nation that does not have citizens who are knowledgeable about their past, understand their cultural roots, are able to analyze their social institutions, and able to make an argument for what should be on the grounds of justice, care, beauty, truth, and goodness is a nation that cannot hope to be a democracy someday. My work includes making the case that democracy is an ideal we are striving toward, it is not something we have achieved; it is something we must continually struggle for, someday. (1) Our k-12 teachers teach the next generation of America's society, the future citizens of our country. Their job includes passing on to our next generation the cultural wealth of the current and past generations. When schoolteachers lack the knowledge and wisdom they might gain from courses in educational foundations, how can we expect them to be able to withstand the daily pressures they experience as teachers and help their students become the needed future citizens in our democracy-someday? Social foundations courses give teachers the base of knowledge needed to have a larger perspective of how the present compares to the past and how things continue to change. These courses help teachers know how to work well with diverse students from multiple cultural backgrounds. How can we expect education faculty who teach in teacher education programs and research educational problems and issues to succeed in deepening their/our understanding of the context within which our schools are embedded without having a knowledge base necessary for them to begin to understand? There is no significant educational research that does not require a theoretical base of understanding of one's self and the methodology that justifies the methods one proposes to use (what's my epistemology and ontology?) to help one understand an educational problem (what do we already know?), as well as the tools needed to analyze the data collected (whether it be survey data, interviews and field notes, archival data, or the ideals explored and debated in an argument where the data are ideas), critique the study/argument, and develop the implications for future research. I am worried for UT's Graduate School of Education, for the future teachers we are certifying and the future faculty in higher education we are awarding degrees. I am also worried about the students of our future k-12 teachers, the children who are our hope as future citizens to continue the process of the U.S. becoming a democracy someday. I believe the strongest argument in support of social foundations of education's importance for our college is the liberal arts argument that can be traced back to Aristotle and is more recently offered by Martha Nussbaum with a cosmopolitan focus, similar to the multicultural argument that Dan Butin recently discusses. (2) Butin also suggests that social foundations courses help to lower attrition rates for employed teachers, which is my experience as well, but I will not dwell on this point since UT's social foundations courses are no longer a required part of our teacher education programs. (3) I begin with a description of the current situation to illustrate that I do understand the pressures you are up against. …

Methodology to Select the Best Business Game in Higher Education

Business simulators are frequently used in higher education for its pedagogical importance. The purpose of this survey is to know the opinion of the faculty staff regarding certain aspects of the game they use in their teaching, using the Macbeth (Measuring Attractiveness by a Category Based Evaluation Technique) approach. This research is supported in the multi-criteria analysis to obtain a classification of several simulation games in the role of its educational features. The methodology establishes a hierarchical order that will allow determining the optimum simulator valuing its pedagogical efficiency.

Rethinking democracy and education with Stanley Cavell

Stanley Cavell is a Harvard philosopher who, in writings spanning half a century has consistently returned to themes of education. Yet his writings are never programmatic, and he has never presumed to give advice to policy-makers or practitioners. He is interested in education as a critical dimension of human life. He shows how the autonomy of the individual is not to be separated from her role as a citizen. Understanding this requires attention to the criteria that sustain human practices and the development of judgement in relation to them. In philosophy and in ordinary life, this raises the question of scepticism, and Cavell’s distinctive response to this, which links its manifestation in philosophy with literature and tragedy, and with aspects of ordinary human existence, is especially original. Cavell never writes in a technical way or in jargon, but his language makes significant demands on the reader, encouraging them to read with a new attentiveness: this itself is of pedagogical importance. The present discussion takes up these themes and relates them to crucial questions regarding the education of teachers. Received: 02/09/2013 / Accepted: 04/10/2013 How to reference this article Standish, P. (2013). Rethinking democracy and education with Stanley Cavell. Foro de Educación , 11(15), pp. 49-64. doi: http://dx.doi.org/10.14516/fde.2013.011.015.002

Empresa Júnior e a reprodução da ideologia da Administração

O objetivo deste artigo é analisar o papel das empresas juniores na formação dos administradores. Tal tipo de organização geralmente é associado a uma leitura exclusivamente positiva, não contraditória, e a isso se relaciona ao senso comum a respeito da importância pedagógica das empresas juniores para a formação acadêmica e profissional. O referencial teórico versa sobre como, sob os auspícios do mundo administrado, as violências são apreendidas como naturais e essenciais para a formação dos sujeitos, em consonância com o status quo, e como reflexo natural e necessário das relações do capitalismo de mercado. Este estudo é uma pesquisa qualitativa, baseada em um estudo de caso desenvolvido a partir da história de vida e utilizou a metodologia hermenêutico-dialética para a análise dos dados. Em seguida, são discutidas as violências vivenciadas no ambiente acadêmico-profissional das empresas juniores; a naturalização dessas violências; o real propósito dessas organizações, isto é, é a encucação da ideologia da administração nos discentes; e o papel da Universidade - destinada à formação crítica dos sujeitos ou à sua formatação em consonância com o contexto socioeconômico. Por fim, são traçadas sucintas considerações adicionais.

Developing a framework for the effective use of blogs in formative assessment

The development of educational technologies has resulted in a fundamental shift in the educational paradigm with learning no longer equating to the assimilation of knowledge transmitted by textbooks and instructors but by personally building and communicating knowledge. The aim of this paper is to analyse and discuss the importance of infusing blogs as a formative assessment tool in university education. After describing the theoretical aims, design, implementation and evaluation of blogging as a formative assessment tool; the paper supports the argument for the educational use and pedagogical importance of blogging. The paper also highlights potential problems and limitations of the blogging as an assessment tool and provides a conceptual framework for the effective implementation of blogs for enhancing student learning outcomes.

History and Epistemology: Just Don't Order the Pickles

I argue that David Ruccio and Jack Amariglio's Postmodern Moments in Modern Economics has a particular pedagogical importance for those of us who teach in the humanities, for three different reasons. Ruccio and Amariglio understand our disciplines a lot better than most of us understand the discipline of economics, and can act as very effective translators. Second, their emphasis on everyday economic discourse intersects very usefully with cultural studies work on the everyday. Finally, and most important, they offer a crucial lesson in the contribution of Marxist analysis. In contrast to the tendency in the humanities to consider the recognition of historically specific and socially constructed discourse as a point of arrival in critical discussion, they find it a point of departure. This is where you begin the work of analysis, not where you end.

Preface to a Special Issue on Service Learning

From time to time, the Journal of Teaching in Social Work will publish a special issue centered on a contemporary issue of pedagogical importance. This special issue focuses on service learning and...

The 'Reason-Giving' Lawyer

Whether as a matter of duty or utility, lawyers give reasons for their actions all the time. In the various venues in which legal skills must be employed, reason-giving is required in some, expected in others, desired in many, and useful in most. This Essay underscores the pervasiveness of reason-giving in the practice of law and the consequent necessity of lawyers developing a skill at giving reasons. This Essay examines reason-giving as an innate human characteristic related directly to our need for answers and our constant yearning to understand the answer to the question “why.” It briefly surveys the scholarship on reason-giving, including an analysis of its presence in law and legal institutions. Understanding then that reason-giving is a skill required for effective lawyering, the Essay proceeds to emphasize the pedagogical importance of (a) teaching an understanding of reason-giving’s prevalence in law; and, (b) nurturing the discrete habit and skill of reason-giving in legal education as a foundational trait of good lawyering. The Essay concludes with a case study equating the law school exam taking process with administrative law decisionmaking and law school grading with the process of judicial review of agency action. Agency is to student as judge is to law professor. Greater recognition of the role of the reason-giving lawyer – along with recognition and strengthening of the parts of legal education that help inculcate the reason-giving skill – should improve our understanding of when, how, and under what conditions reason-giving must occur for the effective functioning of the legal system and for effective lawyering.

Co-teaching Through Modeling Processes: Professional Development of Students and Instructors in a Teacher Training Program

In this article, a unique model of instruction based on co-teaching carried out in the framework of the practice teaching program intended for third year college students is presented. The program incorporated principles of modeling based on processes of mentoring, instruction, and discussion, showing the students the pedagogical importance of teaching and involving them critically in ways to improve. The qualitative research reported in this article showed that the students, with the help of the instructors’ modeling of teamwork, succeeded in overcoming many of the conflicts revealed and the difficulties experienced during the shared work training and co-teaching processes. Throughout the program, the students observed the modeling of co-teaching of the instructors from two different areas of expertise, special education and general education, and they and the instructors thus could address many issues evolving from the process.

QUANTIFYING THE RELATIVE DIFFICULTY OF DESIGN ENGINEERING TERM PROJECTS

Are we aware of how challenging the design engineering projects are that we assign to engineering students? This paper emphasizes the pedagogical importance of evaluating the dynamics of the iterative tasks pertaining to assigned design engineering term projects in academia for reasons of quantifying, balancing and adjusting their relative level of difficulty. Methodologies exist in industry for large projects, such as for example the design of the various systems of automobiles or aircraft, to assist engineers and project managers with the efficient planning of such tasks, possibly eliminating some of the iterations altogether, as well as ordering tasks (where eliminating iteration is impossible) to minimize duration of coupled tasks. The Design Structure Matrix (DSM), which along with its extension – the Work Transformation Matrix (WTM), have proven to be useful methodologies for predicting convergence of iteration, as well as in figuring out which coupled tasks will require several iterations to reach a technical solution. In this context, a DSM/WTM-based method is proposed that educators within an engineering curriculum could apply to pre-determine the difficulty of the design projects they assign and could adjust them, if necessary, so to be commensurate to the current academic level of the respective learners.