THE „PYGMALION EFFECT“ IN THE CLASSROOM

2021 ◽  
Vol 12 (1) ◽  
pp. 26-32
Author(s):  
Mariya Dishkova ◽  
Keyword(s):  
Pedagogical Practice ◽  
Pygmalion Effect ◽  
The Individual ◽  
Academic Results

The article provides a brief literary review of some concepts, which are more characteristic for the psychological sciences, but have adequate application in pedagogical practice. This is the „Pygmalion effect“, which means that expectations of students are high, and this will lead to higher academic results on their part. This concept is related to the so-called „self-fulfilling prophecies“ – the individual develops to the extent that we expect from her/him. Of course, these phenomena are extremely important for the atmosphere in the classroom, because in a sense they determine the teacher’s attitude towards students. An attempt is made to define other terms: „Galatea effect“ and „Golem effect“ as well.

scholarly journals Efficiency of working memory: Theoretical concept and practical application

2008 ◽  
Vol 40 (1) ◽  
pp. 84-100
Author(s):  
Dejan Lalovic
Keyword(s):  
Working Memory ◽  
Teaching Practice ◽  
Short Term Memory ◽  
Theoretical Concept ◽  
Pedagogical Practice ◽  
Applied Psychology ◽  
Personality Variables ◽  
Psychological Phenomena ◽  
History Of ◽  
The Individual

Efficiency of working memory is the concept which connects psychology of memory with different fields of cognitive, differential and applied psychology. In this paper, the history of interest for the assessment of the capacity of short-term memory is presented in brief, as well as the different methods used nowadays to assess the individual differences in the efficiency of working memory. What follows is the consideration of studies that indicate the existence of significant links between the efficiency of working memory and general intelligence, the ability of reasoning, personality variables, as well as some socio-psychological phenomena. Special emphasis is placed on the links between the efficiency of working memory and certain aspects of pedagogical practice: acquiring the skill of reading, learning arithmetic and shedding light on the cause of general failure in learning at school. What is also provided are the suggestions that, in the light of knowledge about the development and limitations of working memory at school age, can be useful for teaching practice.

scholarly journals Analysis of the impact of plastic on the theme of Environmental Education for application in Brazilian public schools

2020 ◽  
Vol 8 (6) ◽  
pp. 78-89
Author(s):  
Diovana Napoleão ◽  
Letícia Alvarenga de Paula Eduardo ◽  
Roberta Veloso Garcia ◽  
Estaner Claro Romão
Keyword(s):  
Public Schools ◽  
Environmental Impact ◽  
Environmental Education ◽  
Waste Management ◽  
Social Values ◽  
Environmental Issues ◽  
Aquatic Environments ◽  
Pedagogical Practice ◽  
The Individual ◽  
The Impact

Environmental issues have been a prominent issue worldwide and the increase in plastic production and the lack of post-consumer waste management programs result in inadequate disposal and deposition in terrestrial and aquatic environments, causing environmental impacts. This paper was developed through the analysis of aspects of pedagogical practice in relation to environmental education with the plastic theme and its environmental impact on the environment. In this perspective, environmental education through the individual and the collectivity builds social values, knowledge, skills and competences aimed at the conservation of the environment. However, it was observed that addressing environmental issues should be considered a challenge for teachers, as it is a broad and diverse subject, as they are not prepared for the development of these activities and schools do not have the infrastructure to meet the needs of approaches to environmental issues.

Changing the LAB Experience in Undergraduate Engineering

2020 ◽  
pp. 215-239
Author(s):  
Ali Mohamed Habibi ◽  
Ann Dashwood
Keyword(s):  
Formative Assessment ◽  
Remote Access ◽  
Individual Student ◽  
Pedagogical Practice ◽  
Undergraduate Engineering ◽  
Electronic Engineering ◽  
Use Of Technology ◽  
Voltage Division ◽  
Collaborative Learning Environment ◽  
The Individual

The use of technology to enhance formative assessment in higher education continues to be a challenge regardless of advances in digital capabilities; yet research has shown its potential regardless of discipline. In undergraduate electrical and electronic engineering, which is the discipline focus in this chapter, lab work is an area that can be enhanced in this way but with such an enhancement comes a change in pedagogy from the conventional approach of in-lab physical practical work conducted by the individual student alone or in a group with limited support to one of working collaboratively in remote access laboratories scattered far and wide through an online learning systems that provides access to laboratory infrastructure and learning environments through the internet. In a collaborative learning environment, students work together to solve problems and need to become involved in dialogue to achieve a common goal where they depend on and are accountable to each other. This chapter explores students' experience of a collaborative approach to lab work regarding mastery of the voltage division rule and its relevance to formative assessment using remote access laboratories that depend on technology and internet access. The implications for task design and formative assessment are discussed based on the results of interviews with participating students. The nature of change in pedagogical practice is highlighted as are the implications for the design of formative assessment and the need to work at the level of “feedback markers” that are able to feed forward to progress learning.

Heuristic Inquiry in Teacher Education

2019 ◽  
Author(s):  
Rochelle Fogelgarn
Keyword(s):  
Lived Experience ◽  
Sensory Input ◽  
Teacher Educators ◽  
Methodological Approach ◽  
Human Experience ◽  
Heuristic Inquiry ◽  
Pedagogical Practice ◽  
Children And Young Adults ◽  
The Individual ◽  
Study Participants

Teacher educators often encounter novice pre-service teachers who naively declare that their chief motivation for choosing a teacher training course is their passion for teaching children and young adults. Our challenge is to sustain that passion and transform it into effective pedagogical practice. As education is a profession with a crucially important affective dimension, preparing pre-service teachers for the rigors of daily teaching requires more than facilitating the acquisition of pedagogical technique and strategy. Heuristic inquiry is a methodological approach that affords teachers-as-researchers the means to portray the lived experience of teaching so that both pre- and in-service teachers can identify with, and learn about, the holistic experience of teaching. In contrast to other methodologies, the heuristic researcher’s own experience regarding the phenomenon informs, guides, and interacts with the lived experience of the study participants. The multidimensional, multiperspectival, and multifaceted “story” of the lived experience of teaching which emerges from a disciplined heuristic inquiry provides pre-service teachers with a window through which they can vicariously experience the joys, challenges, and risks inherent in the work of teaching. Being more deeply aware of what to expect may better prepare novice teachers to remain within the profession with their initial passion intact. As a methodological approach, heuristics involves self-inquiry and dialogue with others in order to discover the meaning, significance, and implications of pertinent human experience. Knowledge crystallizes within the researcher in consequence of sensory input, perception, transpersonal communication, belief, and judgment. The individual and composite portrayals and the creatively synthesized essence of the phenomenon that evolve from heuristic exploration coalesce to give a powerful picture of human experience. When heuristic inquiry depicts the dedicated efforts of dynamic teachers who have managed to make a real and enduring impact on their students’ learning and transformative growth, insight is likely to emerge regarding how to ensure the vibrant sustenance of inspired, effective teaching.

Socio-Spatial Analysis of Study Abroad Students’ Experiences in/of Place in Morocco

2017 ◽  
Vol 40 (3) ◽  
pp. 264-278 ◽  
Author(s):  
Jennifer M. Pipitone ◽  
Chitra Raghavan
Keyword(s):  
Spatial Analysis ◽  
Experiential Learning ◽  
Study Abroad ◽  
Participant Observation ◽  
Pedagogical Practice ◽  
Learning Spaces ◽  
Learning Space ◽  
Entry Points ◽  
The Individual ◽  
Study Abroad Program

This article builds upon existing place-based research through the application of a socio-spatial perspective to make sense of how students’ experiences in/of place shape, and are shaped by, the production of experiential learning space. Rather than focusing on the individual as the unit of analysis, this article is concerned with understanding how knowledge was produced during a 3-week study abroad program to Morocco. Data were collected with eight participants through participant-observation and narratives in the form of eight reflective journals. We conduct a socio-spatial analysis of this data guided by Lefebvre’s spatial theory and offer three spatial readings of our findings including a diverse country of paradox, encountered histories, and positioned bodies through narrative. Findings suggest the production of experiential learning space was mediated through social interactions, engagement with local rhythms and histories, and intentional narrative activities. Engaging students with place is fundamental to the production of experiential learning space. Lefebvre’s spatial triad is a useful tool for pedagogical practice; its relational structure affords educators an opportunity to consider how learning spaces are socially produced via engagement with surrounding environments, and provides multiple entry points to engage students meaningfully with place.

scholarly journals Multimedia technologies in the process of learning of the Ukrainian language as foreign

2018 ◽  
Vol 20 (86) ◽  
pp. 137-141
Author(s):  
N.A. Konoplenko ◽  
E.G. Kravchenko ◽  
O.S. Shutak
Keyword(s):  
Foreign Language ◽  
Young Person ◽  
Educational Process ◽  
Multimedia Presentation ◽  
Pedagogical Practice ◽  
Innovative Technologies ◽  
Advantages And Disadvantages ◽  
Multimedia Technologies ◽  
Power Point ◽  
The Individual

Modern life requires an active creative person whose formation is possible only if the pedagogical practice of modern methods of education and upbringing is introduced. Therefore, the focus of the present education is not the very educational subjects, but the ways of thinking and activities of the student.This orientation of the modern educational process determines the choice of innovative technologies by the teacher, which is based on preparing a young person for an active position in society, activating educational opportunities, etc. The article substantiates the necessity of using innovative technologies in the practice of teaching in higher education, in particular, the issue of introducing multimedia teaching methods in classes on the Ukrainian language as a foreign language is substantiated. The focus is on the specifics and effectiveness of using such forms of work. The advantages and disadvantages of applying a multimedia presentation during the acquisition of language material have been analyzed. The use of multimedia technologies in classes in the Ukrainian language as a foreign language is driven by the desire to make the level of use of visibility more qualitative, increase the productivity of classes, realize interdisciplinary connections, implement a two-way student-teacher relationship, etc. The multimedia presentation is effective when working with students in different groups and at all stages of teaching Ukrainian as a foreign language. It allows to model the conditions of communicative activity, master lexical and grammatical skills, individualize and differentiate learning, increase the amount of language training, increase motivation, promote the development of students' self-esteem, ensure the transfer of linguistic material to other types of speech activity. The article describes the possibilities of using the computer program Power Point in order to teach students the Ukrainian language as a foreign language. The program provides the teacher with unlimited opportunities for creativity in the use of information in any form of presentation, in the layout of the material in accordance with the purpose, objectives of the particular occupation and allows you to take into account the individual approach to students of different groups.

scholarly journals HISTORIOGRAPHY DIMENSION OF PROFESSIONAL SELF-DETERMINATION FROM THE PERSPECTIVE OF THE EUROPEAN AND AMERICAN PEDAGOGICAL APPROACHES

2018 ◽  
pp. 49-55
Author(s):  
Mykola Chymak
Keyword(s):  
High School ◽  
Self Determination ◽  
Pedagogical Practice ◽  
Research Attention ◽  
Close Relationship ◽  
Innovative Thinking ◽  
Professional Self ◽  
The Individual ◽  
Relationship Of ◽  
Pedagogical Approaches

The article analyzes the problem of professional self-determination through the historiography prism of existing pedagogical practice. The research attention is focused on the structuring of authors’ models of professional self-determination in modern high school. The close relationship of completed professional self-determination with the domination of the creative approach and innovative thinking of the individual, at the theoretical and practical levels, is conceptualized. Keywords: historiography, professional self-determination, personality, pedagogical practice.

Hidden Discrimination and Individual Approach in Pedagogical Practice

2019 ◽  
Vol 7 (4) ◽  
pp. 3-11
Author(s):  
Doncho Donev ◽  
Milena Ilieva ◽  
Vera Todorova ◽  
Veneta Uzunova
Keyword(s):  
Methodological Aspect ◽  
Pedagogical Practice ◽  
Practical Application ◽  
Individual Approach ◽  
The Individual ◽  
Diverse Perspective

The individual approach as a standard way of working with students is one of the most widely used methods of work in Bulgarian schools. The approach is presented through diverse perspective in the scientific-methodological aspect. However, beyond the level of practical application, quite often the individual approach may be a cover for practices of hidden discrimination on the behalf of teachers toward their students. The article presents the results of a study on hidden discrimination when applying individual approach in Bulgarian schools and kindergarten.

scholarly journals A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research

2018 ◽  
Vol 18 (1) ◽  
pp. 84-97 ◽  
Author(s):  
Sally B. Seraphin ◽  
J. Alex Grizzell ◽  
Anastasia Kerr-German ◽  
Marjorie A. Perkins ◽  
Patrick R. Grzanka ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Current Model ◽  
Research Strategy ◽  
Learning Activity ◽  
Open Education ◽  
Pedagogical Practice ◽  
Traditional Student ◽  
Time Space ◽  
Key Dimensions ◽  
The Individual

The concept of “non-disposable assignments” (NDAs), including those referred to as “renewable assignments,” has grown in popularity in recent years in select education circles, particularly alongside an enthusiastic push toward open pedagogy. Unfortunately, little organized literature exists to effectively define, implement, and empirically evaluate what is ultimately an age-old though infrequently applied practice of assigning students a learning activity that provides impact or value outside the traditional student–teacher dyad. In contrast to the often-detested “disposable assignment,” NDAs can be defined by their openness and, accordingly, their ability to reach others, even beyond classroom boundaries. It is this very characteristic that likely underlies anecdotal reports of NDAs’ success at promoting student excitement, engagement, productivity, and achievement. In this report, we briefly review supporting rationale and guides for the implementation and innovative applications of these utilities of open pedagogical practice. Further, we provide a framework for conceptualizing NDAs wherein the openness of assignments can be viewed to influence others across three key dimensions: time, space, and impact/value, or “gravity.” This model is further exemplified through a succinct review of representative NDAs applied at our own institution. Based on this framework, we endeavor to promote a launching ground for empirical research focused on effective practices and learning outcomes for NDAs and, accordingly, support for open pedagogy. Together, the current model and research strategy presents a path for future integration of NDAs in the individual instructor’s open-education toolkit to benefit innovation in the classroom for students and humankind.

scholarly journals Creating Interactive Learning Environments through the Use of Information and Communication Technologies Applied to Learning of Social Values: An Approach from Neuro-Education

2020 ◽  
Vol 9 (5) ◽  
pp. 72
Author(s):  
Luis Espino-Díaz ◽  
Jose-Luis Alvarez-Castillo ◽  
Hugo Gonzalez-Gonzalez ◽  
Carmen-Maria Hernandez-Lloret ◽  
Gemma Fernandez-Caminero
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Interactive Learning Environments ◽  
Pedagogical Practice ◽  
New Science ◽  
The Social ◽  
Information And Communication ◽  
The Individual ◽  
The Brain ◽  
Educational Field

In order to link learning and the brain, it is necessary to carry out a restructuring of pedagogical practice so that it can be linked to the contributions of Neurosciences. In this sense, Neuro-education is emerging as a new science that has as its main objective the synergy of Pedagogy, Cognitive Psychology and Neuroscience, and with this, being able to bring the different educational agents the necessary resources in terms of the brain and learning binomial This article focuses on the importance of education in values, and the acquisition of prosocial behavior and how this educational field can be developed from the use of information and communication technologies (ICT). The challenge before us is to build the map of values, which make the individual a fulfilled being and, in turn, a collaborator of the social environment. On the other hand, ICTs offer enormous potential in terms of their application in the field of education. In this article we will show the role that this type of tools can play in the learning and assimilation of values, bearing in mind the contributions of neuro-education.

Sign in / Sign up

Export Citation Format

Share Document