Not Just for Boys: Good Pedagogy is Good for All

This conceptual paper examines the education of boys through the filter of pedagogy and goodness. In this paper, I posit a distinction between instructional strategies (the toolkit of practical activities and strategies used to support children’s learning) and pedagogy (the relational and practical response to the needs of children in the lived moments of teaching). Through a discussion of the role model hypothesis, which posits that like-gender teachers are good for like-gender students, I argue that it is not only a teacher’s gender but also a teacher's non-gendered human qualities such as fairness and kindness that are most relevant to students’ learning. This paper concludes with discussion on strength and masculinity as being multi-dimensional constructs, and considers the notion of good pedagogy, which endeavours to place a multiplicity of all boys’ and all girls’ ways of being at the centre of practical and pedagogical thinking in order that they may flourish fully at school and in learning.Keywords: gender; education of boys; pedagogy; goodness; role model

Download Full-text

The Effects of Situational Teaching on Preschool Children’s Originality Development

RA Journal Of Applied Research ◽

10.47191/rajar/v8i1.03 ◽

2022 ◽

Vol 08 (01) ◽

Author(s):

Li-Yuan Cheng ◽

Keyword(s):

Physical Education ◽

Instructional Strategies ◽

Preschool Education ◽

Critical Stage ◽

Learning Abilities ◽

Children’S Learning ◽

Situational Learning ◽

Learning Development ◽

Children's Learning

Preschool education is a critical stage in a child's life. Several studies have confirmed that the pivotal moment for the development of creativity is between the ages of three and five. Through cultivation, training, and learning development ability, preschool children's creativity can be amplified through the presence of nature and the imagination of instructional strategies. The purpose of this research is to look into the effect of situational learning in physical education on preschool children's creativity. This study's methodology begins with a pre-test of the child's creativity performance, followed by a six-week program of situational physical learning lessons. The data is compared to show how children's learning abilities have changed and how effective situational learning training has been in increasing creativity.

Download Full-text

Perceptual burdens in learning mathematics

The Arithmetic Teacher ◽

10.5951/at.20.8.0626 ◽

1973 ◽

Vol 20 (8) ◽

pp. 626-629

Author(s):

Alan R. Osborne

Keyword(s):

Instructional Strategies ◽

Research Evidence ◽

Mathematical Ideas ◽

Children’S Learning ◽

Learning Mathematics ◽

Children's Learning

Teachers use a number of instructional strategies that depend upon physical and pictorial devices. The accumulated experiences of generations of teachers and research evidence concerning children's learning indicate the wisdom of using physical embodiments of mathematical ideas as a base for teaching.

Download Full-text

Instrumental teachers’ instructional strategies for facilitating children’s learning of expressive music performance: An exploratory study

International Journal of Music Education ◽

10.1177/0255761416643850 ◽

2016 ◽

Vol 35 (1) ◽

pp. 118-135 ◽

Cited By ~ 5

Author(s):

Henrique Meissner

Keyword(s):

Action Research ◽

Instructional Strategies ◽

Exploratory Study ◽

Music Performance ◽

Action Research Project ◽

Research Project ◽

Children’S Learning ◽

Expressive Performance ◽

Children's Learning ◽

Musical Character

This article presents findings from an action research project that investigated instrumental teachers’ strategies for facilitating children’s learning of expressive music performance. Nine teachers and 14 pupils (aged 9–15) participated in this project, which consisted of 10 weeks of teaching. At the beginning and end of this period pupils’ concerts were held and performances were audio-recorded. Participating teachers used various strategies for improving students’ expressive performance: teacher’s enquiry, discussion, explanation of expressive devices, gestures and movements, singing, imagery, modelling, “projected performance” and listening to own recordings. According to teachers these strategies had been useful in lessons. However, analysis of assessments of students’ performances did not show a significant improvement. Four out of five pupils who did improve their expressiveness were taught by teachers who used enquiry and discussion of musical character and instruction about modifying expressive devices. This project influenced the practice of participating tutors as they focused more on teaching expressive performance.

Download Full-text

GAMIFICATION CONCEPT WITHOUT DIGITAL PLATFORMS: A STRATEGY FOR PARENTS ON MOTIVATING CHILDREN STUDY AT HOME DURING COVID-19 PANDEMIC

PEDAGOGIK: Jurnal Pendidikan ◽

10.33650/pjp.v8i1.2174 ◽

2021 ◽

Vol 8 (1) ◽

pp. 156-193

Author(s):

Zamzami Zainuddin ◽

Cut Muftia Keumala

Keyword(s):

Grade Level ◽

Learning Activities ◽

High Tech ◽

Digital Platforms ◽

Children’S Learning ◽

Conceptual Paper ◽

Learning At Home ◽

Temporary Closure ◽

Children's Learning ◽

At Home

The temporary closure of schools around the world to limit the spread of the COVID-19 has induced a new challenge for parents. Particularly, for those working remotely, making sure the children follow the learning schedule given by the school and keeping them occupied at home until bedtime is no obvious duty to make efforts to boost their enthusiasm. Therefore, one strategy proposed to motivate children's learning at home is to gamify their learning activities. Numerous studies have been published on the use of various digital platforms in gamification research, however, gamified systems in a non-technology environment or non-digital platform have been inadequately discussed and investigated by scholars. Thus, in this study, we will present a concise discussion on how gamified activities can be utilized in a non-tech environment. This conceptual paper employing a systematic literature review in collecting and analyzing the data. Through a review of the current empirical and conceptual literature, this study presents a new conceptual framework of the gamification concept in a non-technology environment. The study recommends that applying game-based elements or mechanics to motivate and engage children's learning can be carried out anywhere and anytime for any grade level, without waiting for high-tech supports.

Download Full-text