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Pedagogical Implications (pedagogical + implication)

Distribution by Scientific Domains

Humanities and Social Sciences	66%
Education	22%

Selected Abstracts

On the framing of one kind of indefinite referring expression: learning challenges and pedagogical implications

INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 2 2002
Asha Tickoo
The paper shows that two key principles of communication (the Shared Knowledge Principle and the Economy Principle), which monitor the framing of all well-formed referring expressions, are manifest in a specialized mode in the framing of focal specific indefinite referring expressions. It is suggested that the special features associated with this type of reference pose a challenge for a group of advanced learners whose L1 is Cantonese. The strategies that these learners adopt in framing this category of indefinite referring expressions are examined and compared to those customarily used by educated native speakers. Pedagogical implications are explored. [source]

Linearity in rhetorical organisation: a comparative cross-cultural analysis of newstext from the People's Republic of China and Australia

INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 2 2000
Guy RamsayArticle first published online: 3 APR 200
Second or foreign language teachers would be familiar with student comments such as, "I can't follow what they're saying!", "What are they getting at?", or "What's their point?", particularly when reading L2 texts of considerable length. This paper seeks to address the issues premised by such comments made by L2 learners of Modern Standard Chinese, within the rubric of contrastive rhetoric studies. Such studies to date have produced equivocal evidence of variation in rhetorical organisation across culturo-linguistic groups. In order to contribute to this continuing debate, this study employs the Rhetorical Structure Theory analytic framework to produce pictorial representations of lengthy Chinese and Australian news journal text. Results obtained clearly demonstrate the feasibility of using the RST framework in this kind of analysis. While the small size of the newstext corpus severely limits the generality of other findings, they give tentative support to the contrastive rhetoric hypothesis. Pedagogical implications include the benefits of promoting awareness of such cross-cultural variation within the L2 classroom. [source]

Relatives' information needs and the characteristics of their search for information , in the words of relatives of stroke survivors

JOURNAL OF CLINICAL NURSING, Issue 19-20 2010
Catarina Wallengren
Aim and objectives., To explore relatives' information needs and the characteristics of their information-seeking process shortly after the stroke event and six months later. Background., Providing relatives of stroke survivors with information is important, as lack of information increases their uncertainty and risk becoming the ,second patient in the family' and early death. Therefore, it is essential to be aware of relatives' information needs and information-seeking process the first six months after stroke. Design., This qualitative study has a descriptive design. Method., Open-ended interviews were conducted with sixteen relatives after stroke survivor's admission to stroke unit and six months later with nine of these relatives. Data were analysed by means of content analysis. Results., The identified information needs covered the spectrum from stroke survivor's medical condition because nurses' actions to relatives' changed health and life situation. Furthermore, relatives' information-seeking process was found to be related to their level of personal involvement, situational circumstances, different forms of knowledge and sources of information. Conclusions., Relatives' search for information emerges when health and lifestyle changes occur in survivors or themselves. It is important that this information affect them personally. Also, they need to develop different forms of knowledge when they cannot trust their own competences. As a result, instead of following established curricula based on their beliefs of relatives' information needs, nurses need to practice on identifying relatives' information needs. Relevance to practice., Different information needs and characteristics described in the study can serve as guidance in the development and implementation of pedagogical interventions to support relatives of stroke survivors. One pedagogical implication is to explore what a specific relative wants to know by how he/she talks or thinks about it. Thus, it must be taken into consideration that level of personal involvement, situational circumstances, sources of information and factual knowledge, understanding and skills are intertwined. [source]

Newcomers and Old-Timers: Educational Philosophies-in-Action of Parent Volunteers in a Community of Learners School

ANTHROPOLOGY & EDUCATION QUARTERLY, Issue 4 2002
Assistant Professor Eugene Matusov
Contrasting educational philosophies-in-action were used by 45 parent volunteers working with children in a school organized as a community of learners. Newcomers were more likely to employ a one-sided philosophy-in-action (with either adult-directed or child-directed organization), whereas parents with several years of experience were more likely to use a collaborative philosophy-in-action, consistent with the philosophy of a community of learners. A pedagogical implication is that adults need opportunities to learn new educational philosophies as they work with children. [source]

EXPANDING RATIONALITY: THE RELATION BETWEEN EPISTEMIC VIRTUE AND CRITICAL THINKING

EDUCATIONAL THEORY, Issue 2 2009
Ryan Bevan
According to Bevan, the critical thinking strategies characteristic of instrumentalism generally work to further the vocationalization of educational discourse as well as the cultivation of unreflective moral agents. He contends that critical thinking should be expanded beyond its rationalist criteria to focus on the process of inquiry. Such a virtue epistemology approach, according to Bevan, has the potential to uncover and change fundamental misconceptions that pervade current theoretical assumptions by encouraging learners to engage in a more inclusive inquiry that draws out alternative perspectives. Bevan concludes that citizenship education in particular can benefit greatly from this more expansive theory with concrete pedagogical implications. [source]

Foreign Language Teaching Style and Personality

FOREIGN LANGUAGE ANNALS, Issue 4 2001
Thomas C. Cooper
The principal findings of the study were: (1)the type distribution among pre-service foreign language students in the sample confirmed the pattern found by other studies of foreign language teachers, a group of individuals with a high proportion of feeling types; (2) the TAP Questionnaire distinguished the personality types from one another; and (3)the TAP Questionnaire indicated that preferred teaching activities usually matched the personality dimensions of the participant. Some of the pedagogical implications for foreign language teachers are discussed. [source]

On the framing of one kind of indefinite referring expression: learning challenges and pedagogical implications

Advancing reflective judgment through Socioscientific Issues

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 1 2009
Dana L. Zeidler
Abstract The purpose of this investigation was to explore possible relationships between Socioscientific Issues instruction and students' development of reflective judgment. The usefulness of the Reflective Judgment Model as a tool for assessing the value of SSI is established in the parallels that can be drawn between them. Both involve ill-structured problems requiring evidence-based reasoning subject to differing interpretations by students, and both require examination, analysis and the blending of scientific and normative evidence, as students use that evidence to support a reasoned position. Results demonstrated both qualitative evidence revealing more sophisticated and nuanced epistemological stances toward higher stages of reflective judgment, as well as statistically significant gains within treatment groups with a moderately large effect size. Theoretical implications for advancing students' epistemological beliefs about evidence-based argumentation and pedagogical implications for rethinking how to connect science with topics that are fundamentally meaningful to students are discussed. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 46: 74,101, 2009 [source]

A Study into the Feasibility and Effects of Reading Extended Authentic Discourse in the Beginning German Language Classroom

MODERN LANGUAGE JOURNAL, Issue 1 2002
Hiram Maxim
Despite efforts to integrate all levels of foreign language instruction, reading remains on the periphery of beginning language study. Reading extended texts is outcast to an even greater degree. This article addresses this issue by presenting the design, results, and implications from a study involving beginning college-level language students who read a 142-page romance novel in their first semester of German. During the semester, the treatment group (N= 27) followed the same standard first-semester syllabus as the comparison group (N= 32), but replaced all standard reading assignments in the textbook with daily in-class readings of the romance novel. The effects of the treatment were assessed on the basis of the two groups' results on (a) three departmental exams and (b) a pretest and posttest consisting of written recall protocols of 4 texts and vocabulary-related questions. A statistical analysis of these two measures yielded 2 central findings. First, students were able to read a full-length authentic text in the first semester. Second, the treatment group performed as well as the comparison group on the three department tests and the posttest, which runs counter to arguments that time spent reading in class adversely affects beginning language learners' second language development. Curricular and pedagogical implications of these findings are discussed. [source]