Pedagogy | Z

Zajonc, Arthur G. (1984).  Computer Pedagogy? Questions concerning the New Educational Technology.  Teachers College Record, 85, 4. 

Three aspects of Piagetian theory are explored in this article and are then related to the use of computers in the education of young children. The computer tends to disrupt the development process by ignoring action and assimilation processes necessary for child development.

Zamel, Vivian (1987).  Recent Research on Writing Pedagogy.  TESOL Quarterly, 21, 4. 

A review of recent classroom research regarding writing processes reveals ways in which contextual factors affect student learning. Teachers should investigate the relationship between teaching and writing development in their own classrooms.

Zamel, Vivian (1989).  The Teaching of Writing: Toward a Pedagogy of Questions. 

Two case studies of student writers of English as a Second Language (ESL), interviewed and observed over a period of two semesters focused on the ways that the students' different experiences affected their reflections about and attitudes toward writing. Teachers and tutors were also interviewed. The three students began the study enrolled in the same college pre-composition course. The students experienced success and frustration according to their skills and classroom environments. It is observed that the initial classroom experience with writing in the pre-composition course followed a model of instruction that discouraged both skilled and unskilled students to think critically, write to explore, generate hypotheses, inquire, and create meaning. The teacher of the second course acknowledged, validated and extended student's contributions. A review of related literature supports the validity of the "pedagogy of questions," of posing a few answerless riddles, which appears to empower both students and teachers in the process of discovery.

Zaporozhets, A. V.; Markova, T. A. (1983).  Principles of Preschool Pedagogy: Part I.  Soviet Education, 25, 8. 

The Russian preschool educational system is described and general problems of preschool pedagogy are examined. Early childhood development and the psychological foundations of communist preschool education are discussed.

Zaporozhets, A.V.; Markova, T.A., Eds. (1983).  Principles of Preschool Pedagogy. Part II.  Soviet Education, 25, 9. 

Discussed are early childhood development and education, and the health, physical education, and moral education of preschoolers in Russia.

Zebrowski, Ernest, Jr. (1984).  Printing Technology and the Emergence of College Physics Textbooks.  Science Education, 68, 1. 

Traces the effects the relationship between printing technology, and publishing have had on the historical emergence of college physics textbooks. Printing technology before 1880, growth of the book publishing industry, emergence of college physics textbooks, linotype machines, printing technology, and textbook pedagogy are among the areas addressed.

Zeichner, Kenneth M. (1982).  Activating Teacher Energy Through "Inquiry-Oriented" Teacher Education. 

In an inquiry-oriented teacher education program, prospective teachers are encouraged to examine the origins and consequences of their actions and settings in which they work. Many of the characteristics of the elementary student teaching program at the University of Wisconsin at Madison are similar to this approach. During the students' 15-week field experience program, taken concurrently with a weekly half-day seminar, students conduct field-based inquiries under the direction of supervisors who are graduate students. The primary purpose of the seminar is to broaden students' perspectives and have them engage in reflective analyses of everyday occurrences. Students are encouraged to adopt a critical posture toward both the university and the school components of the field experience and to examine and debate issues and problems from diverse and multiple perspectives. Once in a work setting, the inquiry-oriented approach can help alleviate teacher stress caused by a sense of loss of control over professional responsibilities. This "deskilling" process can be halted by empowering teachers with the ability to reflect upon, confront, and change job-embedded and structural sources of discomfort. At the University of Wisconsin, the inquiry-oriented approach has required that pedagogy and classroom practices exemplify the quality of inquiry that is sought. Consequently, student teachers, cooperating teachers, supervising graduate students, and faculty are playing an increasingly greater role in determining the direction of their program. | [FULL TEXT]

Zepazauer, Frank (1983).  Pound the Student: A Great Leap Forward in Pedagogy. 

A teacher describes his unexpected success with a technique designed to help special needs ninth graders acquire writing and spelling skills. Assisted by his teaching aide, he used a dictation exercise coupled with immediate feedback and touch. He found that dictating sentences helped students make transitions betweens talking and writing. The approach expanded into grammar, punctuation, and capitalization. The grammar is used only as a way to solve usage problems. The paper concludes by noting possible problems in using the approach (chiefly, too many students and no aide).

Zhuk, I. G. (1981).  The October Revolution and Pedagogical Science.  Soviet Education, 24, 1. 

Discusses the 60-year history of Soviet pedagogical science which was born of the 1917 October revolution. Strong aspects have been the relevance of education and the improvement of labor and polytechnical training. Soviet pedagogy has been subdivided into various fields and its research sphere has been expanded.

Zita, Jacquelyn (1988).  From Orthodoxy to Pluralism: A Postsecondary Curricular Reform.  Journal of Education, 170, 2. 

Liberal Arts undergraduates at the University of Minnesota must complete at least two courses which focus primarily on Blacks, American Indians, Asian Americans, and/or Chicanos. The consideration that went into shaping and adopting this controversial requirement are recounted and analyzed.

Zola, John; Zola, Jaye (1985).  Peace and Nuclear War. ERIC Digest No. 21. 

This ERIC Digest examines the nature of peace and nuclear war education, rationales for its inclusion in public school programs, and ways to deal with the controversial nature of the topics. A distinction between peace education and nuclear war education is followed by a description of four basic themes offered as a rationale for peace and nuclear war education: peace and nuclear war education are appropriate content for developing capable, thinking, competent young adults; peace and nuclear war-related content are highly relevant in today's world; openly addressing and confronting psychological concerns of young people regarding nuclear war with information and appropriate pedagogy can help young people cope with these concerns; and by addressing peace and nuclear issues, teachers can prepare young adults for participation in the nation's democratic institutions by helping them make decisions regarding leaders and policy. Challenges for dealing with the controversial nature of peace and nuclear war education include (1) those teaching peace and nuclear war education must familiarize themselves with both the content and processes necessary for credibly teaching this information and must take great care in selecting only age-appropriate lessons; (2) the controversial nature of peace and nuclear war education must be recognized, confronted, and honestly addressed; and (3) advocates of peace and nuclear war education need to work diligently, patiently, and cooperatively in bringing about the changes they seek. A list of 15 related resources concludes the digest. | [FULL TEXT]

Zurmuehlen, Marilyn, Ed. (1983).  Working Papers in Art Education, 1983. 

Papers by graduate students, and occasionally papers from their mentors which establish a context for the student papers, are organized by sponsoring University. Student papers presented are: (1) "An Overview of the Development Stages in Children's Drawings" (Jeralyn Hufford); (2) "Theories and Activities of Conceptual Artists: An Aesthetic Inquiry" (Luise Morton); (3) "Works of Art, Duration and the Beholder" (Andrea Fairchild); (4) "Arthur Lismer: A Critical Analysis of His Pedagogy in Relation to His Use of the Project Method in Child-Centered Education" (Angela Grigor); (5) "The Distribution of Talent" (James Stewart); (6) "Comparative Case Studies of Two Visually Impaired Students and Their Art Experiences in the Public School" (Carol Becci); (7) "The University Art Style: A Phenomenological Examination of Dominant Painting Styles and the Effect of Ideology on M.F.A. Candidates in Selected Departments of Art" (Laurence Montalto); (8) "Art Education as Apprenticeship: The Art of Making a Chair" (Cynthia Schwarz); (9) "Anxiety and Art Learning" (Amy Phillips); (10) "Printing Poetry in Blissymbols: An Arts-of-the-Book Apprenticeship for Four So-called Moderately Mentally Retarded Persons" (Douglas Blandy); (11) "A Formal Approach to Curriculum Theory Analysis" (Graeme Sullivan); (12) "Heideggerian Ontology: A Philosophic Base for Arts and Humanities Education" (Dian Fetter); (13) "How Young Children Construct Meaning in Everyday Situations" (Priscilla Fenton); (14) "Authenticity and Everydayness" (Christine Thompson); (15) "Case Study: Aesthetic Attitudes and Values of Selected Urban Appalachian Youths" (Bonnie Southwind); (16) "Adolescents' Metaphoric Interpretations of Paintings: The Effects of the Clustering Strategy and the Assessment of Referential Adequacy" (Lois Stockslager); (17) "Educational Implications of Tactility of Art" (Marilyn Wolf); (18) "Relationship, Insights, and Visions: Toward an Understanding of Aesthetic Response of Children"; (19) "Cybernetics and Thematic Actualization in the Visual Arts" (Eric Purvis); (20) "Information Theory Applied to Perceptual Research Involving Art Stimuli" (Kerry Freedman); (21) "The Visual Arts and Ethnic Transmission" (Arlene Renken). | [FULL TEXT]

Zvetina, Marina (1987).  From Research to Pedagogy: What Do L2 Reading Studies Suggest?  Foreign Language Annals, 20, 3. 

Briefly summarizes popular perspectives on the native-language reading process; presents pertinent studies of second-language reading; and analyzes these studies for pedagogical implications in three categories: organization of prior knowledge during the pre-reading phase; development of metacognitive skills during the reading act; and careful selection of texts to be read by second-language students.