Limitations of pedagogical interventions

2021 ◽  
pp. 81-90
Author(s):  
David Kergel ◽  
Michael Paulsen ◽  
Jesper Garsdal ◽  
Birte Heidkamp-Kergel ◽  
Michi S. Fujii ◽  
...  
Keyword(s):  
Pedagogical Interventions

scholarly journals Teachers as researchers? Assessing impact of pedagogical interventions on pupils’ attitudes

Human Affairs ◽  
2016 ◽  
Vol 26 (3) ◽  
Author(s):  
Peter Dráľ ◽  
Andrej Findor
Keyword(s):  
Intergroup Relations ◽  
Pedagogical Interventions ◽  
Practical Constraints

AbstractThe paper suggests that there is a gap between the research on prejudice in Slovak schools and the pedagogical interventions used to reduce them, particularly in relation to the Roma minority. It highlights the existing curricular requirements for dealing with intergroup relations, stereotypes and prejudice, contrasting them with the organizational, methodological and practical constraints teachers face when trying to meet them. Drawing from experience of piloting alternative tools for measuring attitudes, designing interventions and assessing impact, the article describes one possible way of bridging the gap.

Foundations of processing instruction

2015 ◽  
Vol 53 (2) ◽  
Author(s):  
Bill VanPatten
Keyword(s):  
Processing Instruction ◽  
Input Processing ◽  
Pedagogical Interventions ◽  
Text Enhancement

AbstractThis paper reviews six issues that are key to understanding processing instruction (PI): (1) the distinction between processing and noticing; (2) the nature of input processing; (3) the nature of language (i.e., what gets acquired); (4) the distinction between knowledge and skill; (5) the explicit/implicit “debate”; and (6) the distinction between method and intervention. The goal of the paper is to clarify misconceptions about the nature of PI and what it purports to effect, thus distinguishing it from other pedagogical interventions such as text enhancement, recasts, and dictoglosses. In so doing, the paper offers six summary statements that, together, form the foundations of PI.

scholarly journals Assessment of Memorandum Writing in a Quantitative Business Context

2018 ◽  
Vol 82 (1) ◽  
pp. 38-52
Author(s):  
Julie Ann Stuart Williams ◽  
Joshua Schutts ◽  
Kristine Gallamore ◽  
Nicholas Amaral
Keyword(s):  
Student Performance ◽  
Communication Skills ◽  
Operations Management ◽  
Written Communication ◽  
Assessment Data ◽  
Business Context ◽  
Pedagogical Interventions ◽  
Business Course ◽  
Over Time

This article examines a manageable approach that provides students with significant opportunities to write and improve their writing over time in an introductory quantitative business course. The study examines six elements of written communication skills, as evidenced by assessment data from memorandum assignments administered following pedagogical interventions throughout the semester in an operations management course. Results demonstrate that student performance of audience identification, action-oriented request, and punctuation improved. Interestingly, student performance of grammar slightly decreased. A follow-up analysis indicates that some writing mistakes were related to a lack of proofreading. This article also presents original memorandum assignments and suggestions for improvement.

scholarly journals Children’s rights, participatory research and the co-construction of national belonging

2018 ◽  
Vol 1 (1) ◽  
pp. 25-45 ◽  
Author(s):  
Marta Bivand Erdal ◽  
Mette Strømsø
Keyword(s):  
Focus Group Discussions ◽  
Group Discussions ◽  
National Belonging ◽  
Policy Documents ◽  
Diverse Classrooms ◽  
Upper Secondary ◽  
Pedagogical Interventions ◽  
The Relationship ◽  
Upper Secondary Schools

This article contributes to the debate on human rights education in diverse societies. It is concerned with the relationship between participation and the co-construction of national belonging. Our data consists of 289 pupil texts and 33 focus group discussions in 6 upper secondary schools in Norway. The role of the school in nation-building is well-known, often emphasizing policy documents or curricula. However, it is in the interaction between pupils and their teachers that the production and re-production of the nation occurs. Participatory exercises in our focus groups functioned as pedagogical interventions, helping pupils to reflect on how they understand, discuss and co-construct national belonging. We find that the potential for co-construction of national belonging, through pedagogical interventions, depends on who is acknowledged as a legitimate participant. Notwithstanding power hierarchies, it can be argued that group discussions are concrete ways to help young people in diverse classrooms co-construct national belonging.

scholarly journals An Assessment of Primary School Pupils' Needs with Regard to Planning the Social-pedagogic Interventions - Standardisation of the Measurement Instrument

2016 ◽  
Vol 24 (2) ◽  
pp. 93-114
Author(s):  
Dejana Bouillet
Keyword(s):  
Elementary Schools ◽  
Parental Support ◽  
Measurement Instrument ◽  
Behavioural Problems ◽  
Behavioral Difficulties ◽  
Behavioural Difficulties ◽  
Gender And Age ◽  
The Social ◽  
Pedagogical Interventions ◽  
Primary School Pupils

This paper presents the development process of the measuring instrument for timely identification of elementary school pupils’ behavioural problems, with the aim of proper implementation of appropriate socio-pedagogical interventions. The key matter discussed in the paper is the Questionnaire for assessment of interventional needs of pupils – version for pupils, which is being developed and evaluated with the aim of contributing to the standardisation and evaluation processes of the socio-pedagogical interventions in elementary schools. The research was conducted on a sample of 3301 pupils from the third, fifth, and seventh grades, from 43 elementary schools in 13 Croatian counties. The final version of the Questionnaire consists of 42 variables which measure relationships with peers, relationship towards education, relationship towards obligations, relationships with parents, the level of parental support, openness in communication and interests, relationships with teachers, self-satisfaction and permissiveness in upbringing. The reliability, validity and objectivity of the Questionnaire are satisfactory (Cronbach’s Alpha =.894). The pupils were clustered in three groups, based on the result on the Questionnaire: pupils with behavioural disorders, with behavioural difficulties and other pupils who do not display behavioral difficulties or disorders. It was found that, according to this criteria, there is an average of 12.88% pupils with behavioural problems in Croatian elementary schools. This paper suggests guidelines for grouping pupils into categories that depend on the gender and age of the pupils, but the precise norms concerning the criteria will be developed in the next stage of the project.

Personal features and self-assessment of stuttering adolescents as a factor of the success of their psychological – pedagogical support

2019 ◽  
Vol LXXX (5) ◽  
pp. 352-362
Author(s):  
Lyudmila A. Zaytseva ◽  
Lyudmila A. Sys
Keyword(s):  
Social Adaptation ◽  
Self Assessment ◽  
Psychological Traits ◽  
Pedagogical Interventions

The article presents the results of a study on individual psychological traits of the personality of stuttering adolescents in problematic speech situations, the participants' characteristics are given, and self-assessment of stutterers is considered as a factor contributing to the improvement of correctional and pedagogical interventions and successful social adaptation of adolescents.

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