Weapons of Mass Instruction

This chapter reviews the literature on using movies/films for teaching public administration. Such a review is necessary due to the changing demographics of both the student body and the instructors, which necessitates the use of new pedagogical methods and the ubiquitous accessibility of the teaching materials via mobile computers on the internet. To this end, the chapter first reviews the literature then provides a few detailed specific examples of using movies/movie clips for instructional purposes in teaching public administration. Then, a general list of movies that can be used in public administration teaching is provided with a reference to the concepts that can be showcased by these films. Third, limitations of the existing literature on teaching public administration with movies are presented. And finally, areas for further research are discussed.

axiological approach to the training of students of pedagogical universities

The axiological approach to the education impacts future professional musician’s values and ability to solve professional problems and challenges. This research is aimed at studying the principles of the axiological approach and its possible application in the pedagogical process. Theoretical and practical research on the use of axiological approach in the theory and practice of music pedagogical education was conducted. Pedagogical methods such as questionnaire, observation, testing, group and individual interviews were used. The definition of the axiological approach was given. Effective means of its developing were presented. It was found that integration of axiological, systemic, culturological approaches allows to deepen and diversify the structural and semantic characteristics of the axiology sphere of higher institutions of music and music-pedagogical education. The prospects for further research were found including the necessity to identify the specifics of the development of axiological competence in students of higher art educational institutions.

Active learning in emergency remote introductory linguistics: Successes and challenge

This paper describes a set of flipped learning materials that I created for emergency remote teaching of introductory linguistics. My goals were to create a set of asynchronous materials that would scaffold student progress through a syntax unit, require active engagement in the material, and enable students to receive incremental formative feedback. Assessment of formative and summative student progress in the unit demonstrates that these materials were as effective at supporting student learning as face-to-face pedagogical methods. The discussion touches on additional issues related to pedagogy of care that were overlooked.

ON THE INTRODUCTION OF E-LEARNING PORTFOLIO IN THE EDUCATIONAL PROCESS

This article discusses the essence and content, structural components, advantages of the electronic learning portfolio, which are considered effective pedagogical methods in modern education. The article also shows the results of the introduction of electronic portfolio in the educational process.

Petrarch and the Significance of Dialogue

The collective mind often attributes the image of a modern Latin classroom to a teacher writing on a chalkboard in front of students eagerly memorising the declensions in silence. However, as part of their search for innovative and effective practices, Latin instructors have consistently expanded their gaze beyond the traditional parameters of rote memorisation for at least since the pioneering efforts of W.H.D. Rouse, looking to more innovative models presented by novel methods for inspiration and to the halls of predecessors in hopes of fostering a more engaging learning environment. Upon close comparative study between the modern pedagogical methods in Latin classrooms and the perspective of Renaissance scholar Petrarch, this study identified a commonality between the two: emphasis on dialogue between different members of the classroom and personal interpretations of preceding authors’ works for a better opportunity of comprehending the content. Grounded in the philosophies of the Socratic method, Petrarch claimed that an important element of the tradition of pedagogy finds expression in dialogues, imitation, and the significance of fully comprehending the topic in pursuit of wisdom. Likewise, many institutions of the U.K. and the United States, strengthened by the emergence of dialectic assessment applications during the Covid-19 Pandemic, are working towards a new norm in place. After conducting an in-depth interpretation of primary and secondary sources regarding Petrarch's pedagogy, as well as research of its modern developments and the applications, the comparison suggests a new direction for the Classics community to consider going forward.

Teaching Workplace Genre Ecologies and Pedagogical Goals Through Résumés and Cover Letters

This study examines how and why 20 instructors (17 tenure-line and 3 nontenure-line) in introductory service courses enact their pedagogical values and address current concerns (e.g., personal branding, LinkedIn, and applicant tracking systems) when teaching résumés and cover letters. Research methods included a demographics survey, qualitative interviews, and critical discourse analysis of assignment sheets and deidentified student examples. Results provide an opportunity to renegotiate gaps between Business and Professional Communication’s research and pedagogical methods, shifting from overemphasizing formatting and checklists and toward understanding job applications as workplace genre ecologies to encourage deeper learning.

A Balanced Strategy for Entrepreneurship Education: Engaging Students by Using Multiple Course Modes in a Business Curriculum

Entrepreneurship education has become a regular part of the higher education curriculum worldwide. However, the distinct impacts of different pedagogical methods remain unclear. I develop six hypotheses and test them on a sample of participants in a business plan course and a lean startup camp. While any entrepreneurship course participation contributes to the students’ entrepreneurial intentions, students gain very different learning outcomes depending on the courses’ types. The impact of the business plan course (a hybrid supply–demand model course) lies mainly in its ability to increase the interest in general entrepreneurial activity of students with initially low entrepreneurial intention. The lean startup camp (a competence model course) attracts participants who are already highly motivated and is effective in fostering the initiation of startup projects. As parts of a balanced strategy within an entrepreneurial university, both pedagogical methods can contribute substantially to different objectives of entrepreneurship education.

PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR AN EXCEPTIONAL CHILD IN AN INCLUSIVE CLASS: COMPARISON OF WESTERN AND RUSSIAN REFLECTION

A comparative analysis of theoretical and conceptual ideas in the organization and further implementation of psychological and pedagogical support for an exceptional student in an inclusive educational process is carried out. Psychological and pedagogical methods for emphatic comfort initiation for each child in an inclusive educational environment are highlighted. Practical examples of such techniques are creating social success situations for an exceptional person in an inclusive group, introducing elements of creativity to solve possible issues. The principles of psychological and pedagogical support that contribute to the success of an exceptional child in an inclusive class are the following: resistance, cooperation between all participants, reliance on the potential of the student’s personality, and others. Pedagogical modifications that optimize the process of inclusive learning are the following: change of motives for inclusive education, consolidation of positive behavioral forms of communication in an inclusive group, and other modifications. The types of adaptability formed due to effective psychological and pedagogical support of an exceptional child in an inclusive environment are considered: epistemological, perceptual, sociocommunicative, and semiotic adaptation.