scholarly journals Conceptual Dimensions of Pedagogical Differentiation in School Education

2022 ◽  
Vol 9 (1) ◽  
pp. p79
Author(s):  
Eurydice-Maria Kanellopoulou ◽  
Maria DARRA
Keyword(s):  
Secondary Education ◽  
Procedural Knowledge ◽  
School Education ◽  
Frequency Of Occurrence ◽  
Journal Articles ◽  
Continuous Assessment ◽  
Learning Context ◽  
Conceptual Content ◽  
Scientific Texts ◽  
Primary And Secondary Education

The purpose of this paper is to analyze the conceptual content of pedagogical differentiation in school education, as it emerges from the descriptions and discussion of authors, researchers and experts through content analysis of 22 publications in the Greek and international literature in various scientific texts, books, journal articles and conferences. From the analysis that was performed, twelve dimensions or otherwise characteristics of pedagogical differentiation emerged that presented the highest frequency of occurrence and were included in four broad categories that are: a. “processes”, b. “context”, c. “the learning outcomes” and d. “assessment”. The results of the research show that in secondary education the dimension with the highest frequency is the modification of the supportive learning context, followed by meeting the needs of the students and the continuous improvement of the learning for all students. From the publications studied on pedagogical differentiation, which referred to primary and secondary education together, it appears that the most frequent dimensions are the modification of the supportive learning context and meeting the needs of the students. Dimensions with the lowest frequency of occurrence in secondary education include the possibility of learning option / multiple options, the development of procedural knowledge skills and continuous assessment, while in the publications for primary and secondary education together, the dimensions of development of life skills and continuous assessment were not identified.

scholarly journals Defining Pedagogical Differentiation in Higher Education

2021 ◽  
Vol 13 (4) ◽  
pp. 139
Author(s):  
Eurydice-Maria Kanellopoulou ◽  
Maria Darra
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Procedural Knowledge ◽  
General Category ◽  
Frequency Of Occurrence ◽  
Continuous Assessment ◽  
Learning Context ◽  
Flexible Grouping ◽  
Scientific Texts ◽  
Student Centered

The purpose of this paper is, through content analysis of 19 publications in the Greek and international literature in scientific texts, books, journal articles, and conferences, to investigate the conceptual content of pedagogical differentiation in higher education, as it emerges from the descriptions and discussion of authors, researchers, and experts. From the analysis, twelve dimensions or characteristics of pedagogical differentiation emerged that presented the highest frequency of occurrence in four broad categories. These are a. modification of the supportive learning context, meeting the needs of learners, and continuous improvement of the learning for all the learners who joined the category entitled "processes", b. student-centered teaching and learning, flexible learning context / flexible grouping and the possibility of learning option / multiple options as dimensions of a more general category called "context", c. the success and active participation of the learner in his learning, the development of life skills as well as the development of procedural knowledge skills that were included in the category called "learning outcomes" and d. the modification of "learning" products, the alternative / modern forms of assessment and the continuous assessment that were dimensions of the category "assessment". The results of the research show that the dimension with the highest frequency is a modification of the supportive learning context and follows in order of frequency of occurrence, the modification of learning "products" and meeting the needs of learners. Finally, the dimensions with the lowest frequency of occurrence include the continuous assessment and the development of procedural knowledge skills.

A Survey of Recent Approaches Integrating Blogs in School Education

2021 ◽  
pp. 229-245
Author(s):  
Stavros Tsetsos ◽  
Jim Prentzas
Keyword(s):  
Secondary Education ◽  
Web 2.0 ◽  
Research Work ◽  
School Education ◽  
Future Research ◽  
Research Directions ◽  
Web 2.0 Tools ◽  
Primary And Secondary Education ◽  
Future Research Directions ◽  
Enhanced Learning

Web 2.0 tools are frequently integrated in education. The main goal of this integration is to provide enhanced learning experiences to students. Among other Web 2.0 tools, blogs are often used. Many approaches have been presented that successfully exploited blogs in all levels of education. An aspect of interest is to outline main directions of the corresponding research work that will provide insight to researchers, teachers, students, developers, and policymakers. This chapter provides a brief survey of approaches integrating blogs in primary and secondary education. Initially, main concepts regarding blogs as Web 2.0 tools and educational blogs are briefly discussed. Then, 16 approaches concerning the use of blogs in primary and secondary education are surveyed. The results derived from these approaches are analyzed. The analysis shows that the results are positive, and blogs turn out to be useful tools for school education. It is likely that more such approaches will be presented in the future. The chapter also outlines future research directions.

El acceso a la función pública docente en Educación Infantil, Primaria y Secundaria

2020 ◽  
pp. 138-159
Author(s):  
Goiatz Aramendi Lekuona ◽  
Pello Aramendi Jauregi
Keyword(s):  
Secondary Education ◽  
Teaching Strategies ◽  
Civil Service ◽  
Self Regulation ◽  
Learning To Learn ◽  
Primary And Secondary Education ◽  
Theoretical Part ◽  
Close Relationship ◽  
Attention To Diversity ◽  
Diversity Evaluation

The research presented below aims to describe and analyse the teaching strategies and supports obtained by teachers in the province of Gipuzkoa who sit competitive examinations to access the teaching civil service in Infant, Primary and Secondary Education. This study opted for a sequential explanatory design with 469 candidates. Teachers who have passed the official examinations placed special emphasis on the first test (theoretical part and practical exercise), took into account the criteria of evaluation of the examinations and prioritised issues such as attention to diversity, evaluation, the competence of learning to learn, self-regulation of learning and the design of teaching units. In addition, they received valuable help from relatives, people linked to teaching with whom they have a close relationship, and work colleagues.

scholarly journals Systematic Review on Which Analytics and Learning Methodologies Are Applied in Primary and Secondary Education in the Learning of Robotics Sensors

Sensors ◽  
2020 ◽  
Vol 21 (1) ◽  
pp. 153
Author(s):  
Daniel Amo ◽  
Paul Fox ◽  
David Fonseca ◽  
César Poyatos
Keyword(s):  
Systematic Review ◽  
Secondary Education ◽  
Secondary School ◽  
Learning Analytics ◽  
Secondary School Students ◽  
Project Based Learning ◽  
Educational Robotics ◽  
School Students ◽  
Primary And Secondary Education ◽  
Primary And Secondary School

Robotics technology has become increasingly common both for businesses and for private citizens. Primary and secondary schools, as a mirror of societal evolution, have increasingly integrated science, technology, engineering and math concepts into their curricula. Our research questions are: “In teaching robotics to primary and secondary school students, which pedagogical-methodological interventions result in better understanding and knowledge in the use of sensors in educational robotics?”, and “In teaching robotics to primary and secondary school students, which analytical methods related to Learning Analytics processes are proposed to analyze and reflect on students’ behavior in their learning of concepts and skills of sensors in educational robotics?”. To answer these questions, we have carried out a systematic review of the literature in the Web of Science and Scopus databases regarding robotics sensors in primary and secondary education, and Learning Analytics processes. We applied PRISMA methodology and reviewed a total of 24 articles. The results show a consensus about the use of the Learning by Doing and Project-Based Learning methodologies, including their different variations, as the most common methodology for achieving optimal engagement, motivation and performance in students’ learning. Finally, future lines of research are identified from this study.

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