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Zeitschriftenartikel zum Thema "Study and teaching":
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S. Vasantha, S. Vasantha, und Dr D. Ushalaya Raj Dr. D.Ushalaya Raj. „A Study On Teaching Goals And Teaching Competency Of B.Ed., Teacher Trainees“. Indian Journal of Applied Research 4, Nr. 4 (01.10.2011): 145–46. http://dx.doi.org/10.15373/2249555x/apr2014/43.
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Kotha, Roopa, Ramkumar Venkateswaran und John George Karippacheril. „Study on Traditional Didactic Teaching versus VideolaryngoscopyAssisted Feedback for Teaching Endotracheal Intubation“. Indian Journal of Anaesthesia and Analgesia 4, Nr. 2 (Part-1) (2017): 324–32. http://dx.doi.org/10.21088/ijaa.2349.8471.4217.24.
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Herreid, Clyde Freeman. „Case study teaching“. New Directions for Teaching and Learning 2011, Nr. 128 (Dezember 2011): 31–40. http://dx.doi.org/10.1002/tl.466.
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Nugraha, Deden Novan Setiawan. „Teaching Techniques in Teaching English Language: A Study of SMAN 24 Bandung, West Java“. International Journal of Psychosocial Rehabilitation 24, Nr. 2 (13.02.2020): 2865–70. http://dx.doi.org/10.37200/ijpr/v24i2/pr200585.
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Farsi, M., und M. Munro. „A Comparative Study of Teaching the Islamic Prayer“. International Journal of Information and Education Technology 6, Nr. 5 (2016): 383–87. http://dx.doi.org/10.7763/ijiet.2016.v6.718.
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İpek, Hülya. „A Qualitative Study on Foreign Language Teaching Anxiety“. Journal of Qualitative Research in Education 4, Nr. 3 (02.12.2016): 1–22. http://dx.doi.org/10.14689/issn.2148-2624.1.4c3s15.
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İpek, Hülya. „A Qualitative Study on Foreign Language Teaching Anxiety“. Journal of Qualitative Research in Education 4, Nr. 3 (01.01.2016): 1–14. http://dx.doi.org/10.14689/issn.2148-2624.1.4c3s5m.
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Szczepaniak, Marta, Habibullah Pathan und Niaz Soomro. „A study of teaching listening to intermediate learners“. International Journal of Academic Research 5, Nr. 6 (10.12.2013): 207–12. http://dx.doi.org/10.7813/2075-4124.2013/5-6/b.33.
Allen-Masacek, Marjorie Kirsten. „Teaching ARTifacts: Teaching art with a cultural lens“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1925.
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This inquiry examines the relationship between studio drawing instruction and art theory, by reviewing practical and theoretical art books, questioning peers, and conducting a focus group encounter. The resulting data, interpreted in light of 25 years of teaching experience, suggests that the chronology of exercises in all the reviewed drawing texts encourages a widespread use of outlining at the expense of a concentration on rendering mass and volume. In response to changing demands on art teachers, the author proposes an outline for an updated studio drawing manual which synthesizes theory and practice by addressing compatible themes, and proposes a chronology of effective exercises which enhance student understanding and capacity to render volume and mass. The author concludes that the field of teaching drawing can be expanded to reflect visual, spiritual and ethical concerns, and that reestablishing the primacy of the visual to the teaching of the visual arts is best achieved in a hospitable setting where the standards and validity of the discipline can be established according to visual criteria, and not remote theory.
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Kaplan, Richard E. „Teaching adolescents about war“. CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/791.
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This study investigated whether East Asian learners of English (n=8) studying in the US acquired more accurate intonation patterns (compared to native-speaker norms) after receiving five weeks of tutoring focusing on four basic intonation patterns (definite statements, wh-questions, yes/no questions, and tag questions) and using oral reading as the primary practice technique. The study also assessed the students' affective reaction to the teaching method through interviews. The study found that the learners significantly improved their intonational accuracy (based on the judgments of three native speakers who listened to single-sentence recordings [n=868] from questionnaires, exit interviews, and pre- and post-tests) and that they were generally amenable to the teaching technique.
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Іванова, Тетяна Володимирівна, Татьяна Владимировна Иванова, Tetiana Volodymyrivna Ivanova und J. Nwosu. „Method of teaching in nigerian universities“. Thesis, Sumy State University, 2013. http://essuir.sumdu.edu.ua/handle/123456789/30811.
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Contemporary society requires learners to develop abilities and skills besides having a basic knowledge of a discipline. This is because knowledge and technology becomes outdated rapidly and is updated constantly; much of what students will need to know in their future career after graduation has not yet been generated! This knowledge explosion cannot be solved by adding more courses. Therefore, the responsibility of teachers in university or college is not only to teach the students with the particular or professional knowledge of their discipline but also to help them develop successful lifelong learning skills. This has remained the philosophy and guiding principles of teaching in Nigerian Universities. Thus, different teaching methods are employed by university teachers in Nigeria depending on the course content. However, there are generally approved and outstanding modern methods of teaching prevalent in Nigerian universities. It is the aim of this paper to discuss some of these methods.
When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/30811
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Waddell, Elizabeth Lynn. „Teaching and learning in the school garden“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2085.
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This project was created to encourage educators to establish school site gardens. Gardens provide the opportunity to introduce environmental topics, and can become hands-on learning centers for subjects across the course of study.
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Cobb, Shelly Kay. „Teaching adolescents about pregnancy, parenting, adoption and abortion“. CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/871.
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The purpose of this project is to help promote elementary English-as-a-foreign-language (EFL) students' reading comprehension. The project investigates the co-teaching model and its implementation in the Taiwanese English class. Curriculum and lesson plans are included.
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Lacey, Jacqueline Marie. „Teaching social skills through environmental education“. CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1765.
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This project was designed to address the need for a curriculum that links environmental education and social skills. All of the social skills units were created to improve the students' understanding of social skills and important environmental concepts.
Lee, Amy, Robert Poch, Mary Katherine O'Brien und Catherine Solheim. „Case Study“. In Teaching Interculturally, 77–98. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447399-7.
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Semenza, Gregory M. Colón. „Teaching“. In Graduate Study for the Twenty-First Century, 102–34. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979346_7.
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Semenza, Gregory M. Colón. „Teaching“. In Graduate Study for the Twenty-First Century, 116–48. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230105805_7.
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Lee, Amy, Robert Poch, Mary Katherine O'Brien und Catherine Solheim. „Case Study: Bob“. In Teaching Interculturally, 49–76. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447399-6.
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Leland, Christine H., Mitzi Lewison und Jerome C. Harste. „Language Study“. In Teaching Children's Literature, 97–116. Second Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315269627-5.
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Davis, Philip J., Reuben Hersh und Elena Anne Marchisotto. „Teaching and Learning“. In The Mathematical Experience, Study Edition, 303–53. Boston: Birkhäuser Boston, 2011. http://dx.doi.org/10.1007/978-0-8176-8295-8_6.
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Muchnik, Malka, Marina Niznik, Anbessa Teferra und Tania Gluzman. „Teaching Materials“. In Elective Language Study and Policy in Israel, 131–64. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-34036-4_6.
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Berry, Amanda. „Self Study in Teaching About Teaching“. In International Handbook of Self-Study of Teaching and Teacher Education Practices, 1295–332. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-6545-3_34.
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Konferenzberichte zum Thema "Study and teaching":
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Watson, Jane, Rosemary Callingham und Julie Donne. „Establishing PCK for teaching statistics“. In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08306.
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This report considers the pedagogical content knowledge (PCK) of 42 teachers selected to be part of a professional learning program in statistics. As part of a profile measuring many aspects of teacher confidence, beliefs, teaching practice, assessment practice, and background, PCK is addressed through responses to student survey items and how the items could be used in the classroom. Rasch analysis is used to obtain a measure of teacher ability in relation to PCK. Based on measured ability, three hierarchical clusters of teacher ability are identified, and the characteristics of each described in terms of the items likely to be achieved. These are exemplified with kidmaps of individual teachers’ performances from each of the three clusters.
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Burgess, Tim. „Teacher knowledge for teaching statistics through investigations“. In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08307.
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This report compares the teacher knowledge of two early career primary school teachers (drawn from a study of four teachers) as it was needed in the classroom during the teaching of statistics through investigations. The study involved video recording a sequence of four or five lessons and audio recoding post-lesson stimulated recall interviews with the teachers. These interviews were based on the teacher viewing selected episodes from the lesson videos. The results showed marked differences in the teacher knowledge of the two teachers, as analysed against a framework developed from the mathematics teacher knowledge domain and the statistical thinking domain. The conclusions and implications drawn from the results are discussed in relation to both initial (or preservice) teacher education and professional development for teachers.
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Eichler, Andreas. „Statistics teaching in German secondary high schools“. In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08208.
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This report focuses on a research project that combines two aspects of a statistics curriculum related to teachers’ classroom practice and their students’ statistical knowledge. Data were collected with questionnaires. The development of the questionnaires derived from results of a qualitative research project will be sketched. Afterwards, some results will be discussed.
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Carranza, Pablo, und Alain Kuzniak. „Duality of probability and statistics teaching in French education“. In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08206.
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In epistemological studies, two main interpretations of probabilities are the frequentist and the Bayesian. In this paper we first show that both interpretations are present in French Secondary schools, albeit the official curriculum only supports the frequentist approach. We then suggest a possible teaching situation to introduce teachers and students to the subjective-objective duality with some statistics training situations via the use of problem solving. We also give some characteristics and conditions useful to build situations fitted to this goal.
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Opolot-Okurut, Charles, Patrick Opyene-Eluk und Margaret Mwanamoiza. „The current teaching of statistics in schools in Uganda“. In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08603.
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This paper describes the current state of teaching statistics in Ugandan schools at different levels. Different emphasis is placed on teaching statistics at primary, secondary and tertiary levels. Official documents on curricula and examination make explicit statements on what statistical ideas and techniques are to be taught in schools and suggest useful skills and capabilities that school graduates should acquire, but little of the qualities are visible on the ground. There is little emphasis on the application of these techniques in the context of real life problems. Various challenges on the teaching of mathematics and statistics in schools and the school-university transition are identified, which include the curricula, the teaching force, and the nature of the students and the shortage of teaching resources. These challenges maybe addressed through synchronising students with varied mathematics school backgrounds in their study of statistics, policy adjustments and continuous professional development.
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Fields, Paul. „A case study in collaboration preparing secondary education teachers“. In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08703.
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Although the mission of mathematics education departments or programs is to prepare the next generation of secondary education mathematics teachers, the question still remains, “Who should provide the training in statistics education for these future teachers?” We propose that statistics education should be provided by statisticians in collaboration with mathematics educators. We describe a model that has been designed recognizing how statistical reasoning differs from mathematical reasoning and implemented incorporating how classroom pedagogy is consequently affected.
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Groth, Randall. „Navigating layers of uncertainty in teaching statistics through case discussion“. In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08509.
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The dynamics of an online case discussion among a group of fifteen prospective secondary mathematics teachers are described. During the discussion, participants offered and debated conjectures about general pedagogy, statistical content, and content-specific pedagogy. Their collective discourse showed that cases can help catalyze online conversations in which prospective teachers challenge one another’s claims and interpretations. It also suggested that discussion moderators may need to help participants consider factors in addition to teacher explanations when analyzing the path of students’ statistical learning. The paper closes by suggesting that a carefully-sequenced case-based curriculum may have the potential to build prospective teachers’ statistical knowledge and challenge persistent misconceptions.
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de Oliveira, Anderson, Patrícia Paranaíba, Verônica Kataoka, Ademária de Souza, Fabrícia de Oliveira Fernandes und Marcelo Silva de Oliveira. „Statistics teaching for prospective teachers of mathematics: reflections and perspectives“. In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08404.
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Basic knowledge of statistics has become necessary so that people do not become hostages of data interpretation. Since 1998, in Brazil, the National Curricula Parameters suggest the incorporation of statistics content into mathematics, although a main concern is the academic background of elementary school teachers. The aim of this work is to evaluate the basic statistical background of students in the first semester of mathematics at the Federal University of Lavras, by means of interviews and workshops. Results suggest that it is possible and necessary to plan, in the short and medium term, pedagogical workshops of statistics teaching for prospective teachers of mathematics in order to motivate and qualify them.
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de Queiroz, Cileda, und Silva Coutinho. „Teaching statistics in elementary and high school and teacher training“. In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08407.
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The focus of the reflections presented here is the teacher’s point of view on the teaching and learning of statistical concepts. This paper reports the research efforts carried out recently by our group with converging results. We identified that teachers have difficulty in teaching topics related to statistics, particularly when some analysis of the data is required. Teacher discourse shows they favor the philosophy of Exploratory Data Analysis (EDA), but in practice, they restrict their work, according to the results of our study, to a more technical approach that emphasizes the use of algorithms. This research suggests the need for initial and continued training in statistics for mathematics teachers.
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Azcárate, Pilar, Ana Serradó, Jose Cardeñoso und Maria Meletiou-Mavroteris. „An on-line professional environment to improve the teaching of statistics“. In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08705.
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We present the foundations of a professional development program supported by the European Union (COMENIUS Project 226573-CP-1-2005, developed from December 2005 to December 2008), whose objective is to propose professional development strategies that foster the integration of the teaching and learning of statistical reasoning in European schools. The intention of the program is to promote professional development through cross-cultural collaboration between teachers of different European countries. To this end, an on-line professional learning environment has been designed. We present the referents that allow us to interpret the teachers’ reasoning and to understand how their intervention in the teaching and learning processes evolves.
Berichte der Organisationen zum Thema "Study and teaching":
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Clayton, Jessica Ridgway, Leslie Davis Burns, Lorynn Divita und Sheng Lu. Case Study Teaching Method: Bringing Concepts to Life. Ames (Iowa): Iowa State University. Library, Januar 2019. http://dx.doi.org/10.31274/itaa.8294.
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Cannon, Edmund. Producing teaching material in PowerPoint (Video case study). Bristol, UK: The Economics Network, Juli 2020. http://dx.doi.org/10.53593/n3314a.
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Ray, Suparna. Case study from a Graduate Teaching Assistant workshop. Bristol, UK: The Economics Network, Dezember 2012. http://dx.doi.org/10.53593/n2275a.
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Gehri, Suzanne B. Study War Once More: Teaching Vietnam at Air University. Fort Belvoir, VA: Defense Technical Information Center, November 1985. http://dx.doi.org/10.21236/ada164827.
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Girardi, Gherardo. Extended Case Study: Teaching and learning economics through cinema. Bristol, UK: The Economics Network, Februar 2008. http://dx.doi.org/10.53593/n178a.
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Bell, Chelsea, Li-Fen Anny Chang, Marian O'Rourke-Kaplan, Janie Stidham, Charles Edward Freeman, Lisa McRoberts, Melanie Carrico und Linda Ohrn-McDaniel. Teaching design research through practice: a pilot study for collaborative exploration. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-877.
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Klampe, Charlotte. The work values of secondary teachers : a comparative study by teaching assignment. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.3261.
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Brouwer, Frank. Extended Case Study: Teaching of Economics to European Studies & Language Students. Bristol, UK: The Economics Network, März 2004. http://dx.doi.org/10.53593/n157a.
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Pylypenko, Olha S., Tetiana H. Kramarenko und Ivan O. Muzyka. Application of GeoGebra in Stereometry teaching. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3898.
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The purpose of the paper is to improve methodology of teaching Mathematics via the use of cloud technology. The task of the paper is to identify the issues that require a theoretical and experimental solution. The objective of the paper is the educational process in the higher education institution, the subject of the paper is modern ICT. The result of the study is the learning tools of pedagogically considered and adequate bending of conventional and modern learning environment implemented into the educational process. The possibilities of using cloud technologies and Dynamic Mathematics system GeoGebra in the educational process through Stereometry specialized training have been revealed. The use of GeoGebra Dynamic Mathematics in Stereometry teaching will favourably influence the formation of students’ STEM competencies. In order to encourage Mathematics and Computer Science teachers to implement effectively the elements of STEM education, it is suggested that cloud-based learning tools such as GeoGebra be used in the teaching process.
