Pedagogy | I

Iakimanskaia, I. S. (1995).  Developing a Technology of Personality-Oriented Instruction.  Russian Education and Society, 37, 12. 

Presents an interesting example of Russian pedagogical thought. Personality-oriented instruction generally refers to cognitive style. Attempts a broad classification of objectives and procedures for this type of instruction. Includes many references and terminology from Russian pedagogy (for example, psychodidactics, social-pedagogical model, subjecthood).

Iakimanskaia, I. S. (1996).  Problems of Instruction and Development in the Works of N. A. Menchinskaia.  Russian Education and Society, 38, 3. 

Reviews the career and contributions of N. A. Menchinskaia, from her tutelage under Vygotsky in the 1930s, to her emergence as one of the Soviet Union's preeminent educational psychologists. For over 50 years, Menchinskaia researched knowledge acquisition and cognitive development. Discusses her major theories and places them in the overall context of Soviet pedagogy.

Imel, Susan (1996).  Distance Education. Trends and Issues Alerts. 

The rapid development and decreasing costs of communications technologies, including microcomputers, the Internet, and the World Wide Web, are affecting the delivery of distance education (DE) and expanding its potential audience. The DE literature reflects the increasing interest in the potential of current technologies to alter traditional teacher-student relationships. Four possible scenarios of distance educators' response to the opportunities afforded by new communications technologies have been offered: the minimal change model (educators use technology as an instructional aid without making any fundamental changes in the delivery of DE); the marginal change model (the pedagogy and organization of education remain unchanged and students are added on to conventionally taught classes); the systemic change model (DE instruction is reorganized into a technology-driven system); and the virtual system (the formal organization of universities/schools either becomes minimal or disappears). Two issues associated with the recent changes in DE as a result of new technologies are the need to ensure learner access to the information highway and the need for more staff development to train teachers to adapt to DE's new emphasis on learner centeredness and interaction between/among learners. (Concluding this document is an annotated bibliography of 17 print and 4 organizational resources.) | [FULL TEXT]

Imel, Susan (1999).  How Emancipatory Is Adult Learning? Myths and Realities No. 6. 

The goal of emancipatory learning is to free learners from the forces that limit their options and control their lives and to move them to act for social and political change. Although emancipatory learning is commonly associated with adulthood, not all adult education fosters it, and not all adult educators align themselves with perspectives that lead to emancipatory learning. Fostering emancipatory learning may bring adult educators in conflict with some prevailing beliefs about adult education, including the educational philosophy of andragogy. Among the theories from which adult educators draw to develop pedagogical practices that foster emancipatory learning are critical theory, feminist pedagogy, and poststructuralist theories. Critical examinations of practices underlying emancipatory learning have revealed that they do not always have the desired effect and that relationships between and among adult educators and students are not straightforward. The term "empowerment" is another issue related to emancipatory learning. Although empowerment can occur as part of emancipatory learning, it does so within the context of social and political transformation. Because of emancipatory learning's emphasis on social change, some have proposed that it is a collective activity. However, evidence exists that individuals can and do engage in emancipatory learning. | [FULL TEXT]

Imel, Susan; Kerka, Sandra (1996).  Women and Literacy: Guide to the Literature and Issues for Woman-Positive Programs. Information Series No. 367. 

This publication is intended to support the effort to focus literacy programs on women. It serves as a guide to the information and resources related to women and literacy and to assist the development of woman-positive programs. The first part of the guide describes the literature base, depicting the subject areas from which the resources are drawn and providing an organizing framework that classifies the materials by type. An explanation of how to find this information in the ERIC database is given. An annotated bibliography of 150 resources is organized according to the framework. The second part of the guide is an analysis of this information. The issues and trends emerging from this growing literature base are reviewed. The next chapter explores the topic of women as learners in more depth, including such questions as What is literacy? Why should women acquire literacy skills? and How should they acquire them? This section describes elements of an inclusive, learner-centered, woman-positive learning environment in which women can develop their skills. Specific practices for that environment are presented in the next section. The guide concludes with an annotated list of organizations that provide information and materials on women and literacy. Contains 140 references. | [FULL TEXT]

Imwinkelried, Edward J. (1991).  Evidence Pedagogy in the Age of Statutes.  Journal of Legal Education, 41, 2. 

Although statutes, not common law, have become the dominant source of law in the United States, the time and intellectual energy most law schools devote to legislation and interpretation is inadequate. Teachers of evidence courses are uniquely positioned to change this through creative instructional use of the Federal Rules of Evidence.

Ingesman, Lars (1993).  Training Distance Teachers.  Educational Media International, 30, 2. 

Outlines a course designed to enable distance teachers to develop and teach courses using computer-mediated communication and emphasizing basic pedagogy. The teaching strategies and learning points of each module, as well as the organizational and technical set-up, are described.

Ingle, Yolanda R., Comp.; And Others (1992).  The Education of Teachers. A Bibliography. 

Little has been studied or written about promising practices and programs that seek to train, recruit, and retain Latino and other minority teachers. This bibliography aids that research by providing educational scholars and practitioners with references to articles and books that have been written in the areas of assessment; certification; methodology, pedagogy, and curriculum; recruitment, retention, supply, and demand; and teacher preparation and staff development. The bibliography contains more than 400 sources published between 1983 and 1990. The materials include fugitive documents (unpublished conference papers, keynote addresses, program descriptions, and other materials as well as works identified through three major bibliographic databases: Educational Resources Information Center (ERIC), The Education Library, and U.S. Government Publications. Tables are included which provide statistical information on the number of citations on topics covered in the bibliography that were found in searches of the three databases and among fugitive documents. Also given are statistics on the number of documents with Latino content.

_____. (1992).  Instructional Developments. A Journal of the School of Education at Syracuse University, 1990-1992. 

This document consists of all five issues of the journal "Instructional Developments" published during the period 1990-1992. This journal is intended for the communication of opinions, ideas, findings, and achievements in the improvement of instruction. The five issues presented in this packet contain the following articles: "Viewpoints on Instruction" (four brief papers by Tom Green, Saviour Chircop, Alex Romiszowski, Phil Doughty); "Is There a Scientific Basis for Effective Teaching" (John Centra); "The Diffusion and Implementation of Educational Technology in Developing Nations" (Don Ely); "Programmatic Research and Development at Syracuse University" (Charles Dills); "Computer Mediated Communication--An Overview" (five papers by Karen Jost, Tom Green, Barbara Florini, Barbara Grabowski, Alex Romiszowski); "Some Thoughts on Improving Instruction" (Rob Branch); "Course-Level Academic Processes as Indicators of the Quality of Undergraduate College Education" (John Braxton); "Structural Communication" (Wende Pusch, Elisa Slee); "Interpersonal Skills: Critical Attributes for Instructional Developers" (Ruth Curtis, Darlene Nestor); "Planning for Success: College Distance Education Programs" (Lynda Hanrahan); "Moving from Pedagogy to Andragogy" (Roger Hiemstra); "The Case-Study Methodology and Instructional Development" (Alex Romiszowski, Martin Mulder, Jules Pieters); "Background and Experiences of New Faculty" (Mardy Eimers); "Computer-Based Interactive Video: The Potential for Effective Instructional Environments" (Karen Jost); "Establishing an Instructional and Faculty Development Effort at SUNY-ESF" (Charles Spuches); "The Syracuse University Focus on Teaching Project" (Robert Diamond, Peter Gray, Alton Roberts); "What Is the Role of Educational Technology in Generating Change in Public School Education?" (Richard Kenny); "Establishing a Self-Instructional Development Facility at NAARM" (Aradhyula Gopalam, K. V. Raman); "Formative and Summative Evaluation Procedures for Interactive Video in the Nuclear Industry" (Barbara Grabowski, Elisa Slee); "Automated Job Aides for Instructional Design and Development" (Michael Olson); "Research as a Chain of Reasoning" (David R. Krathwohl); "Affective Objectives: A Discussion of Some Controversies" (Cheryl Ackerson); "The Writings of David Krathwohl" (Charles Dills); "Methods of Social Science and Educational Research" (Charles Dills, Vincent Tinto); "Review of David R. Krathwohl, 'How To Prepare a Research Proposal: Guidelines for Funding and Dissertations in the Social and Behavioral Sciences,' Third Edition" (Deborah Fournier, Nick Smith); "Research in Hypertext" (Lydia Doty). A section entitled "Job Aids," by Alex Romiszowski, which deals with problems, concepts, and issues raised in earlier articles, appears in each issue of the journal. | [FULL TEXT]

_____. (1992).  International Technological Literacy Symposium. Proceedings (Anchorage, Alaska, June 25-26, 1992). 

The following papers are included: "Technological Literacy: Pedagogy for a New World Order" (Peter McGregor); "Career and Technology Studies, A Curriculum Model" (Clarence Preitz); "Vocational and Technical Education at Secondary Schools in Taiwan, Republic of China" (James Yu); "Blueprint for Literacy in Technology" (Jerry Balistreri, Douglas Hammer); "Critical Technologies for Economic Growth" (Harry Armen); "Applied Industrial Technology--A Junior High Technology Program" (Jim Fellenberg); "The Blueprint for Literacy in Technology" (Don Bernard); "Technology Education: A Review of the Anchorage Project" (Kendall Starkweather); "Tools for Overcoming Thought Barriers--The Missing Element for Developing Technology Education" (Dietrich Blandow); "Technology Education in Japan" (Shoji Murata, Sam Stern); "Interdisciplinary Technology Programs in the Republic of Peru" (James Yu); and "Business Education Partnerships--A Role in Enhancing Technological Literacy" (Brian Swanson). | [FULL TEXT]

Irving, Marilyn M.; Dickson, Leon A., Jr.; Keyser, Janice (1999).  Retraining Public Secondary Science Teachers by Upgrading Their Content Knowledge and Pedagogical Skills.  Journal of Negro Education, 68, 3. 

Surveyed public secondary science teachers before and after participating in professional development courses taught by university faculty and designed to integrate science content with pedagogy and collected data from participants' journals and electronic portfolios. Results confirmed that the courses not only augmented teachers' content knowledge but also provided teachers with pedagogical skills to transfer that knowledge into the classroom.

Irwin, Rita L. (1999).  Listening to the Shapes of Collaborative Artmaking.  Art Education, 52, 2. 

Discusses a collaboratively designed project where a group of artist-teachers created an installation quilt for a group exhibition that spurred their reflection on aesthetic issues and feminist pedagogy. Explains that these ideas are connected and may offer teachers interested in gender issues a view toward a listener-centered pedagogy and artmaking.

Isaacs, Emily (1995).  Learning To Value Our Different Teaching Styles. 

The experience and identity of the writing teacher clearly impacts that teacher's pedagogy. Pedagogies are a result of many influences and forces, including conferences, training, articles and books read, but they are also formed from experiences as students, learners, and teachers. To acknowledge the experiential and personal influences on personal teaching styles might lead to understanding and valuing individual teaching styles. Before a pedagogy can be critiqued or revised, it needs to be understood. There is value in teachers exploring their own educational experiences as well as imagining ways in which their pedagogies can be an extension of their personalities and beliefs, rather than a contradiction to them. | [FULL TEXT]

Isaacs, Emily J. (1998).  Turning the Researcher Gaze Inward: Where Does My Pedagogy Come from? 

A college English professor explores her pedagogical development as she recognizes her process-oriented teacher-centered pedagogy and considers a new philosophy incorporating a more student-centered teaching style introduced to her during graduate studies. Using teaching experience to reflect on the construction of teaching practice, she studies how basic writing teachers construct their pedagogy. Graduate research led her to believe that in order for teachers to be successful they need to figure out ways to adapt intellectually appealing writing theories and practices to their own deeply felt beliefs about teaching, learning, and writing. Focusing on the role she plays in the classroom, she set up a process of investigation. Her entertaining style of teaching, she began to realize, would prevent students from learning on their own. Finding the tools to change is easier than changing her teaching style. By accepting her own personality qualities, she was able to adapt the lessons learned from experience to the theories and ideas she learned from training and scholarship. Reflecting on her activity-obsessed personality, she realized that not everyone needs what she needs to be happy and feel successful; this might actually inhibit students' growth process and development. | [FULL TEXT]

_____. (1993).  Issues and Developments in English and Applied Linguistics (IDEAL). 1989-1993. 

The journal IDEAL is intended as a forum for research into the acquisiton and teaching of English as a Second Language. Volume 4 contains the following articles: "Pragmatics and Reading in a Second Language" (Patricia L. Carrell); "English Across Cultures: Native English Speaker in the Third World" (P.B. Nayar); "Pragmatic Analysis in the Second Language Classroom" (Jeff Connor-Linton); "An Analysis of the Rhetorical Structures of English and Japanese Editorials" (Thomas Ricento); "A Comparison of Narrative Structures of English-Speaking and Spanish Speaking Students" (Delma McLeod Porter); "Identifying Referents in Narrative Discourse: A Comparison of the Acquisition of Pronominal and Zero Anaphora by Native and Non-Native Speakers of English" (Erica McClure); "A Discourse Analysis of Relative Clauses in Chinese and English: An Error in 'An Error in Error Analysis'" (Lawrence F. Bouton); "Yes/No Questions in ESL Textbooks and Classrooms" (Jessica Williams); and "Oh Darn! I'd Love to Come, but I Already Have Plans: Television Invitations as Conversation Models" (Ann Salzmann). Volume 5 contains the following articles: "Video-Based Materials for Communicative ITA (International Teaching Assistant) Training" (Elizabeth Axelson and Carolyn Madden); "The Aural Perception of Fast-Speech Phenomena" (Inn-Chull Choi); "Learning Styles of Mainland Chinese Students of English" (Carolyn Dirksen); "English : Cracking a Symbol-Sound Code" (Wayne B. Dickerson); "Theoretical Linguistics and Applied Linguistics Research: Perspectives on Their Relationship to Language Pedagogy" (Molly Mack); and "A Multimodal Paradigm for TESL: Implications for the Classroom and Beyond" (Frances K. Vavrus). Volume 6 contains the following articles: "Request-Compliance/Non-Compliance in English and Italian Public Service Encounters" (Anna Ciliberti); "A Sensitive Period for Second Language Acquisition: A Reaction-Time Grammaticality Judgement Task with Korean-English Bilinguals" (Ryonhee Kim); "Multilingualism and Social Identity: The Case of Singapore" (Knonko M. Kamwangamalu); "Sensitive Periods for Second Language Acquisition: A Reaction-Time Study of Korean-English Bilinguals" (Rosa Jinyong Shim); "An Analysis of Televised Telephone Conversations" (Nina Skokut); and "The Pragmatics of 'No!': Some Strategies in English and Arabic" (Paul B. Stevens). | [FULL TEXT]

Izquierdo, Elena; Ligons, Claudette; Erwin, Barbara (1998).  Preparing Teachers for a Culturally Pluralistic Society. Restructuring Texas Teacher Education Series 6. 

This report examines the effectiveness of Texas' Centers for Professional Development of Teachers (CPDTs) in addressing diversity as part of educational excellence. The state board of education's five proficiencies for teachers provide the framework within which the report describes program characteristics. For each proficiency, the report examines progress by the CPDTs in addressing diversity, offering case examples. Proficiency 1, learner-centered knowledge, involves developing culturally responsive content, understanding culturally responsive pedagogy, and developing culturally responsive skills in technology. Proficiency 2, learner-centered instruction, involves planning and implementing culturally responsive instruction and assessing learning in culturally responsive classrooms. Proficiency 3, equity in excellence for all learners, requires the teacher to respond appropriately to diverse groups of learners. Proficiency 4, learner-centered communication, has teachers serve as advocates for all learners and demonstrate ethical and professional communication skills. Proficiency 5, learner-centered professional development, involves teachers demonstrating a commitment to learn, to improve the profession, and to maintain professional ethics and personal integrity. The five proficiencies for learner-centered schools promote the concept of learning as a lifelong process for teachers and students. | [FULL TEXT]