183 research outputs found
Conceptions of knowledge and curriculum on W. Kilpatrick and implications of the project method
No full textEsta dissertação de mestrado, circunscrita à área de Didática, teorias de ensino e práticas escolares tem, como objeto de estudo, a produção pedagógica do professor William Heard Kilpatrick (18711965), tema pouco explorado no campo das pesquisas em educação. Herdeiro de John Dewey, mas com uma reflexão singular, o autor tem uma contribuição relevante no que se refere ao reconhecimento da necessidade de raciocínio filosófico e da reflexão para sublinhar os efeitos e possibilidades políticas da educação. A análise das concepções de Kilpatrick e da sua atuação no movimento de educação progressista do início do século XX demonstrou que suas ideias também continuam a ser pertinentes e relevantes para as discussões que têm ocorrido nos últimos anos, nas quais é observado um esforço para compreender as mudanças sociais, os propósitos democráticos da escolaridade, bem como a necessidade de vincular esses fins com ações pedagógicas concretas. Assim, a opção de analisar a obra desse autor justifica-se por sua relevância histórica, pela lacuna de pesquisas que se dediquem ao tema e, à medida do que é possível, encontrar na vanguarda da pedagogia atual referências a muitas de suas ideias, além de importantes releituras e aplicações do método de projetos.O estudo visa contribuir para a contextualização da obra pedagógica de Kilpatrick à luz de suas concepções mais amplas, enfocando as ideias de currículo e aprendizagem e descrevendo o método de projetos por ele proposto; também busca investigar as aproximações e distâncias entre o método de projetos apresentado por Kilpatrick e a apropriação feita por Fernando Hernández, presente em seu método de projetos de trabalho, dentro de uma perspectiva de busca de sentido da abordagem contemporânea do método de projetos. Configurou-se como método pertinente a esta pesquisa a leitura analítica da bibliografia selecionada: obras específicas de Kilpatrick, que abarcam suas concepções educacionais, parte do referencial acadêmico acerca da obra do autor e de suas matrizes teóricas e obras sobre o método de projetos que compõem o objeto de análise. Os resultados da pesquisa apontam que, compreender o uso dos projetos na escola contemporânea requer um diálogo com a perspectiva de Kilpatrick proposta em acordo com a ideia da construção e consolidação da sociedade democrática e que sua obra é material relevante para pesquisas educacionais.This dissertation, confined to the area of Didactics, theories of teaching and school practices has, as its object of study, the pedagogical production of Professor William Heard Kilpatrick (1871-1965), a subject little explored in the field of research in education. Disciple of John Dewey, but with its own singular reflection, the author has an important contribution regarding to the recognition of the need for philosophical reasoning and reflection to emphasize the effects and political possibilities of education. The analysis of the conceptions of Kilpatrick and his performance in the progressive education movement of the early twentieth century also showed that his ideas remain pertinent and relevant to the discussions that have occurred in recent years, which is observed in an effort to understand the social changes, the democratic purposes of schooling, as well as the need to link these purposes with concrete pedagogical actions. Thus, the option to review the work of this author is justified by its historical relevance, the lack of research devoted to the topic and, to the extent that is possible, to find at the forefront of current teaching references to many of his ideas, as well of important readings and applications of the project method. The study aims to contextualize the pedagogical work of Kilpatrick in light of his broader conceptions, focusing on the ideas of curriculum and learning and describing the project method proposed by him; also investigates the approximations and the distances between the project method of Kilpatrick and the appropriation made by Fernando Hernández, present in his method of work projects, within a perspective of seeking contemporary approach towards the project method. It was configured as a relevant method to this research, the analytical readings of selected bibliography: Kilpatricks specific works, which covers his educational concepts, part of the academic references about the author\'s work and his theoretical frameworks and works on the project method that composes the object of analysis. The results of the research indicates that, understanding the use of projects in the contemporary school, requires a dialogue with the prospect of Kilpatricks proposal in accordance with the idea of building and consolidating the democratic society and that his work is a relevant material for educational research
Post-typhoon prevalence of post-traumatic stress disorder, major depressive disorder, panic disorder, and generalized anxiety disorder in a Vietnamese sample
No full textIn 2006, typhoon Xangsane disrupted a multiagency health needs study of 4,982 individuals in Vietnam. Following this disaster, 798 of the original participants were reinterviewed to determine prevalence and risk factors associated with posttraumatic stress disorder (PTSD), major depressive disorder (MDD), panic disorder (PD), and generalized anxiety disorder (GAD). Posttyphoon prevalences were PTSD 2.6%, MDD 5.9%, PD 9.3%, and GAD 2.2%. Of those meeting criteria for a disorder, 70% reported only one disorder, 15% had two, 14% had three, and 1% met criteria for all four disorders. Risk factors for posttyphoon psychopathology differed among disorders, but generally were related to high typhoon exposure, prior trauma exposure, and in contrast to Western populations, higher age, but not gender
Exertional Responses to Sprint Interval Training: A Comparison of 30-sec. and 60-sec. Conditions
No full textA comparative study of the relationship between student participation in certain extracurricular activities and attendance in two Fulton County schools, 1976
No full textPurpose of the Project The primary goal of this research is to look specifically at groups of students of two selected schools in the school system of Fulton County to determine if the attendance of students who participated in certain extracurricular activities was significantly better than those students who did not participate. Method of Research From each grade level, eighth through the twelfth, twenty students were randomly selected from the groups of students who participated in certain extracurricular activities and twenty students were selected from the group of students who did not participate. nThe method of research was to compare the mean difference between the number of days absent for the participating group and the number of days absent for the non-participating group. An analysis of variance was used to test the significance of these differences. Findings Some basic findings coming out of this study are as follows: For each grade level, the percentage of days absent for the non-participating group is higher than for the participating group. The largest difference between the percentage of days absent for the two groups is found to be on the eighth and ninth grade levels. There is a significant difference between the mean number of days absent for the participating group and the mean number of days absent for the non-participating group. There is no significant difference between the mean days absent when the grades are compared with each other, nor is there a significant difference between the mean days absent in the interaction between grade and participation. Good school attendance on the part of the participating students in this study is a requirement common to the three activities used. Implications of the ProjectStudents who participate in certain extracurricular activities generally attend school better than those who do not participate. All students should be encouraged to participate in extracurricular activities which are similar to, or the same as, the ones included in this study. Efforts should be made to increase student participation in extracurricular activities on all grade levels. Special efforts should be made to include the eighth and ninth grade students. A students interest in participating in extracurricular activities can be utilized in helping to increase his interest in the total schools program, including an increased interest in attending school. The effectiveness of an extracurricular activities program depends to a great extent on the leadership of those persons responsible for and in charge of the program. Certain characteristics of an effective athletics program and band program prove helpful in contributing to good attendance on the part of the participating students. A schools athletics program should be designed so as to offer the opportunities for as many students as possible to participate. An effective student activities program should be made an important active part of the total program of the school. It should be broad enough to include, as near as possible, all students. The nature of some activities frequently excludes the participation of many students. For example, the number of participants on a schools basketball team is usually limited to a relatively small number of students. Only those students who, in the judgment of the coach, have the necessary skills can make the team. The majority of the students are forced to accept the role of spectator
The Use of W. H. Kilpatrick’s Pedagogical Ideas in Teaching Foreign Languages at the Medical University
No full textУ статті зосереджено увагу на трьох фундаментальних працях В. Г. Кілпат-рика ‒ «Метод проектів. Використання цілеспрямованої дії в навчально-виховному процесі» (1918), «Основи методу» (1925) та «Виховання в умовах цивілізаційних змін» (1926). Під час аналізу педагогічних ідей виокремлено такі ключові постулати, які рекомендовано враховувати та використовувати на заняттях з іноземних мов для медичних та фармацевтичних спеціальностей: філософія освіти; специфіка методу навчання; формула «Стимул – Реакція» та її зв’язок із навчанням; цілеспрямована дія та інтерес; класифікація навчання; компоненти навчання; види начальних цілей; метод проектів; класифікація методу проектів; переваги та недоліки методу проектів.Today the key task is to educate and form an independent creative character ‒ a new generation person who is able to link theory with practice in a proper way and to achieve different goals with the help of acquired knowledge. Thus, W. H. Kilpatrick’s pedagogical ideas are these that will help a teacher to encourage a student to follow his/her subject. Besides, it should be noted that the American educator’s pedagogical heritage has a great value for medical education ‒ in teaching both professional and non-professional disciplines. It is of particular importance for foreign languages at the medical university.
The paper aims to reveal W. H. Kilpatrick’s pedagogical ideas and their use during foreign languages lessons at the medical university. In this research, the author deals with the system-structural analysis and synthesis of W. H. Kilpatrick’s pedagogical ideas ‒ to form a holistic view of their content and functional relationships, and observation method ‒ to present the approbation data of W. H. Kilpatrick’s views during foreign languages classes at the medical university. The article focuses on three W. H. Kilpatrick’s fundamental works ‒ “The Project Method. The Use of the Purposeful Act in the Educative Process” (1918), “Foundations of Method. Informal Talks on Teaching” (1925) and “Education for a Changing Civilization” (1926). Having analyzed American scholar’s pedagogical works, the author outlines the following important postulates that recommends taking into account and using: education philosophy; teaching method, its peculiarities; formula “Stimulus – Reaction” and its connection with training; purposeful act and interest; сlassification of learning; learning components; types of initial goals; the project method; classification of the project method; advantages and disadvantages of the project method. Moreover, the article provides information about approbation of the above-noted pedagogical ideas in teaching foreign languages at the medical university. As for the future research, it will be the study of the practical use of W. H. Kilpatrick’s pedagogical ideas in the system of higher medical education – in the process of students’ professional training.
All in all, W. H. Kilpatrick was a talented educator who made a significant contribution to world pedagogy, and the project method became one of the main means in education at different levels
Alice Miel and Democratic Schooling: An Early Curriculum Leader\u27s Ideas on Social Learning and Social Studies
No full textAlice Miel, a nationally prominent curriculum development scholar-practitioner at Teachers College of Columbia University for some three decades (1942-1971), frequently has been overlooked in research on the nature and evolution of the curriculum field and the progressive education movement. Furthermore, her contributions have been overlooked even as attention to women in the curriculum field and in educational history has risen. This study addresses this oversight.
Miel became a leading figure in the curriculum field largely on the basis of her progressive-era advocacy and practice of democratic social learning as a primary goal of schooling in the United States. This study explores major influences on her ideas, her understandings of democratic concepts and principles, and her application of these concepts and principles both in her own college classroom and in her research on childhood education. It also explores Miel\u27s notions of the elementary school social studies :urriculum and situates those notions within the context of the conventional wisdom of her day regarding a discipline-centered curriculum.
In a broader context, this study contributes to the body of curriculum history scholarship. According to Kliebard (1992), for example, curriculum history often deals with the relationship between social change and changing ideas and contains significant social and cultural artifacts of knowledge that have become embodied in the curriculum of schools. Davis (1976, 1977) characterizes curriculum history as a reflective enterprise for curriculum workers that contributes to their understanding of present courses of study and of the professional field by lending a framework for thoughtful deliberation of what the schools should teach. With these observations in mind, Miel\u27s work may be understood as both artifact of curriculum history and as mindful reflection, situated within a particular social and historical context, on democratic meanings and processes. Biographies of Caswell, Taba, Tyler, Schwab, Kilpatrick, Rugg, Bobbitt, Zirbes, Stratemeyer, and others have yielded significant insights. In addition, Seguel\u27s study of early curriculum leaders (1966) constitutes an important theoretical contribution to the field. The study of Miel\u27s life and work adds to this body of knowledge
A comparison of the impacts of continuous and interval cycle exercise on perceived exertion
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