Sentence examples for pedagogical influence from inspiring English sources

"Their big pedagogical influence was that they introduced me and others to the history of photography and to its great figures.

CHAMBER MUSIC SOCIETY OF LINCOLN CENTER In "The Pressler Connection," the society celebrates the enduring artistry and pedagogical influence of the beloved pianist Menaham Pressler in a program of works by Mozart, Dvorák, and Schubert (the "Trout" Quintet) in which he will be joined by a company of younger musicians that includes the cellist Gary Hoffman and the violist Beth Guterman.

The levels of this model include: Expected Curriculum, Imaginal Curriculum, Concealed curriculum, Interactive curriculum (Pedagogical Action, in loco Parentis, Covered Curriculum) Pedagogical Influence and Self- Reflective.

Joseph was awarded the Sue Lehman Award for Teaching excellence by Teach for America and was featured in the recently released book Teaching as Leadership: The Highly Effective Teacher's Guide in Closing the Achievement Gap, a book that has been hailed for both its policy and pedagogical influence.

The video clip selected for our case example (and used in reflective interviews), gave only a tiny window into how the social and physical environment provided pedagogical influences that helped infants make meaning and choices for themselves.

To this end, we will conduct classroom studies with N = 150 high-school geometry students across two sites to investigate how directed action and pedagogical language influence insight and proof validity.

The Carnegie Foundation for the Advancement of Teaching's studies on Preparation for the Professions, has highlighted the importance of examining how faculty's pedagogical practices influence the formation of those entering the field.

To better illustrate students' reasoning in the context of mathematical proof and directed action, we show two transcripts of how directed actions with pedagogical language influenced participants' reasoning.

Pedagogical skills also influence the way in which experienced workers are able to share their knowledge and to provide opportunities for apprentices to participate in productive tasks at work (Filliettaz 2011).

The ownership aspect does not necessarily lead to the communication and feedback dialogue aspect even when an ICT infrastructure that leverages the dimensions in the ownership aspect is available, as found in study 2. It is the pedagogical practices that influence communication and dialogue, facilitated by an appropriate ICT infrastructure.

Psychological targets for game content were identified through Intervention Mapping (IM) and the game design process was based on the Four-Dimensional Framework of Learning (4DF) emphasizing the context of deployment, learner profiling and the pedagogical perspective that influence the mode of representation of the learning content.