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Thematische Bibliographien / Study and teaching / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Study and teaching“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 31. Juli 2024

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1

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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2

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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3

Thomas, Kevin. „Teaching Study Skills“. Education + Training 36, Nr. 1 (Februar 1994): 19–24. http://dx.doi.org/10.1108/00400919410052230.

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4

Fisher, Douglas, und Nancy Frey. „Teaching Study Skills“. Reading Teacher 71, Nr. 3 (30.10.2017): 373–78. http://dx.doi.org/10.1002/trtr.1625.

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5

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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6

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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7

Yuan, Huanwei, und Aijun Li. „Study on intercultural teaching of English teaches in higher vocational colleges“. SHS Web of Conferences 159 (2023): 01009. http://dx.doi.org/10.1051/shsconf/202315901009.

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Intercultural education is one important aspect of foreign language teachings nowadays. The ultimate goal of learning a foreign language is to improve intercultural communication abilities and realize cultural communication with foreigners. English teaching in higher vocational college hasn’t payed enough attention on intercultural education. Teachers are lacking in cognition, knowledge and practice of intercultural teaching. Based on the current situation of intercultural English teaching in higher vocational education, the paper proposes that English teachers should strengthen the cognition of intercultural teaching, improve their cultural knowledge and practise more in intercultural teaching.

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8

Eggens, Jack L. „TEACHING WITH STUDY GUIDES“. Acta Horticulturae, Nr. 350 (November 1993): 317. http://dx.doi.org/10.17660/actahortic.1993.350.52.

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9

Grunewald, Robert N., und Bernard Chibnall. „Teaching for Effective Study“. European Journal of Education 22, Nr. 3/4 (1987): 362. http://dx.doi.org/10.2307/1502910.

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10

Starr, Rose, und Martha Haffey. „Teaching Work-Study Students“. Journal of Teaching in Social Work 1, Nr. 2 (13.10.1987): 141–53. http://dx.doi.org/10.1300/j067v01n02_10.

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11

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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12

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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13

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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14

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.

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15

Flores, Graciela, und Luis Porta. „A rhizomatic teaching. An interpretative study on universty teaching“. Educación, Lenguaje y Sociedad 15, Nr. 15 (01.06.2018): 1–28. http://dx.doi.org/10.19137/els-2018-151505.

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16

Bamne, Shrikrishna, und Avantika Bamne. „Comparative study of chalkboard teaching over PowerPoint teaching as a teaching tool in undergraduate medical teaching“. International Journal of Medical Science and Public Health 5, Nr. 12 (2016): 2585. http://dx.doi.org/10.5455/ijmsph.2016.01072016532.

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17

An, Dongyang, Hui Deng, Cheng Shen, Yiwen Xu, Lina Zhong und Yichuan Deng. „Evaluation of Virtual Reality Application in Construction Teaching: A Comparative Study of Undergraduates“. Applied Sciences 13, Nr. 10 (18.05.2023): 6170. http://dx.doi.org/10.3390/app13106170.

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Construction courses are characterized by a combination of theoretical and practical knowledge; however, the teaching of practical knowledge is often absent due to safety and cost considerations. VR can improve the teaching of practical knowledge by facilitating interactions between teachers and students through virtual means, regardless of location, which is a weakness of current lecture-based teaching, especially in the COVID-19 era. Therefore, this paper aims to evaluate the effect and discuss the prospect of VR in construction teaching, with a comparative study of 50 students who were evenly divided into two groups and taught using traditional teaching and VR teaching, respectively. This experiment shows that VR teaching improves the students’ learning enthusiasm and satisfaction, especially in terms of practical knowledge. Additionally, students believe the combination of traditional and VR teachings can be more helpful in construction teaching. The findings of this research strengthened the advantages of VR in delivering practical knowledge in construction teaching.

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18

Young, Vanessa, Kim Burwell und David Pickup. „Areas of Study and Teaching Strategies Instrumental Teaching: a case study research project“. Music Education Research 5, Nr. 2 (Juli 2003): 139–55. http://dx.doi.org/10.1080/1461380032000085522.

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19

Lin, Chang-Fu, Tsai-Ku Liao, Chin-Wen Liao und Chia-Ling Shih. „Study on Teaching Efficiency and Teaching Faith of Career Development Education for Junior High School Teachers“. International Journal of Information and Education Technology 6, Nr. 10 (2016): 782–86. http://dx.doi.org/10.7763/ijiet.2016.v6.792.

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Bhat, Dr Shilpa S., und Dr Anand P. Kulkarni. „Study of Obstetric Referrals to Teaching Institute: Original Article“. Indian Journal of Applied Research 3, Nr. 7 (01.10.2011): 469–71. http://dx.doi.org/10.15373/2249555x/july2013/143.

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21

R, Srividya, und H. Siddesh Kumar. „A STUDY OF CORNEAL INJURIES IN RIMS TEACHING HOSPITAL“. International Journal of Integrative Medical Sciences 6, Nr. 4 (20.07.2019): 826–29. http://dx.doi.org/10.16965/ijims.2019.115.

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22

A. SWAMINATHAN, A. SWAMINATHAN, Dr P. SEKAR Dr. P. SEKAR und Dr K. V. S. N. MURTY Dr. K. V. S. N. MURTY. „Teaching Abilities of Primary School Teachers : An Empirical Study“. Global Journal For Research Analysis 3, Nr. 7 (15.06.2012): 92–95. http://dx.doi.org/10.15373/22778160/july2014/110.

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23

Mishra, Santwana G. „Teaching Aptitude, Teaching Attitude and Anxiety – A Gender-wise Study“. Quest-The Journal of UGC-HRDC Nainital 8, Nr. 3 (2014): 258. http://dx.doi.org/10.5958/2249-0035.2014.01092.4.

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24

林, 艳超. „Preliminary Study on Online Teaching Management of Clinical Teaching Hospital“. Advances in Education 12, Nr. 08 (2022): 2988–92. http://dx.doi.org/10.12677/ae.2022.128455.

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25

Loughran, John. „Researching Teaching about Teaching: Self-Study of Teacher Education Practices“. Studying Teacher Education 1, Nr. 1 (Mai 2005): 5–16. http://dx.doi.org/10.1080/17425960500039777.

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26

Park, Heungsoo, und Zhen Wu. „A Study of Teaching Quasi-affix “熱” in Chinese Teaching“. Chinese Language Education and Research 29 (30.06.2019): 1–15. http://dx.doi.org/10.24285/cler.2019.6.29.1.

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27

Ricord, Ottolene. „A Developmental Study of the Teaching Self in Student Teaching“. Journal of Education for Teaching 12, Nr. 1 (Januar 1986): 65–76. http://dx.doi.org/10.1080/0260747860120107.

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28

Martono, Haryanto Hadi, Dwi Tiyanto und Chatarina Heni Dwi Surwati. „Teaching journalism ethics: An evaluative study on teaching model effectiveness“. Cogent Arts & Humanities 5, Nr. 1 (01.01.2018): 1498163. http://dx.doi.org/10.1080/23311983.2018.1498163.

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29

Nakayama, Mineharu, und Paul Abramson. „Japan Study and Teaching Guide“. Modern Language Journal 78, Nr. 3 (1994): 402. http://dx.doi.org/10.2307/330139.

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30

Zhang, Jing, Bao Gui Tang, Yun Rong Yan und Wen He Chen. „Teaching Reform Study on “Biostatistics”“. Advanced Materials Research 271-273 (Juli 2011): 1661–63. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1661.

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According to the teaching situation analysis of the "Biostatistics” in fishery college of Guangdong ocean university, countermeasures of curriculum reform is put forward from three aspects of the course offered, teaching contents and teaching methods.

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31

Elden, Roxanna. „A Teaching Style Study Guide“. Educational Horizons 89, Nr. 4 (April 2011): 29. http://dx.doi.org/10.1177/0013175x1108900410.

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32

Jordan, Sue. „Teaching pharmacology by case study“. Nurse Education Today 17, Nr. 5 (Oktober 1997): 386–93. http://dx.doi.org/10.1016/s0260-6917(97)80100-1.

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33

Noel-Tod, J. „'Further Study': Teaching Unfamiliar Texts“. Cambridge Quarterly 34, Nr. 3 (01.01.2005): 281–83. http://dx.doi.org/10.1093/camqtly/bfi031.

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34

TARASENKO, ALEXEY A., YURIY D. OVCHINNIKOV und VLADISLAV M. NESTEROV. „TEACHING BIOMECHANICS: A CASE-STUDY“. INTERNATIONAL SCIENTIFIC JOURNAL 3 (2019): 129–35. http://dx.doi.org/10.34286/1995-4638-2019-66-3-129-135.

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35

YOUNG, VANESSA, KIM BURWELL und DAVID PICKUP. „Areas of Study and Teaching Strategies in Instrumental Teaching: a case study research project“. Music Education Research 5, Nr. 2 (Juli 2003): 139–55. http://dx.doi.org/10.1080/14613800307110.

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36

Ahmed, Sheikh Salahuddin, und Sagili Chandrasekhara Reddy. „Clinical Medical Students’ Preferred Teaching Methods: A Study at the National Defense University of Malaysia“. European Journal of Medical and Health Sciences 3, Nr. 2 (30.03.2021): 74–78. http://dx.doi.org/10.24018/ejmed.2021.3.2.762.

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Background: Providing appropriate teachings in the curriculum have a great impact on learning by the students. Objectives: The aim of this study was to determine the clinical undergraduate medical students’ preferred teaching methods provided by the medical educators. Material and Methods: This study was conducted on 89 medical students in the 4th and 5th year of the Faculty of Medicine and Defense Health, National Defense University of Malaysia, from 1st November 2019 to 31st July 2020. Each of the students was approached with a structured questionnaire for their responses to determine their preferred teaching methods. Results: Out of 89 students, 46 were male (51.7%); the mean age of the study students was 23.5 years. Among the various teaching methods, bedside teaching was the most preferred (76.4%) one followed by lectures (14.6%), tutorials (7.9%) and seminars (1.1%). 66.3% of students would use e-learnings’ uploaded teaching materials, whereas the remainder would not. Bedside demonstrations of clinical skills by the tutors were preferred by 77.5% of students. Practicing clinical skills by the students on a real patient rather than on a mannequin or a simulated patient was preferred by 94.4% of students. Regarding case discussions, problem-based learnings (PBL) were preferred by 80% of students. Conclusions: Bedside teachings, demonstrations of clinical skill by a teacher, practicing skills by the students on a real patient rather than on a simulated patient or a mannequin, and PBLs are highly preferred by the students. Adequate teaching materials uploaded in the e-learning management system provide a good source for the teachings and learnings.

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37

PETRE, Gianina. „TRAINING HIGHER EDUCATION STUDENTS FOR TEACHING IN VIRTUAL CLASSES. A CASE STUDY IN AN ASIAN CONTEXT“. JOURNAL PLUS EDUCATION 31, Nr. 2/2022 (01.11.2022): 238–50. http://dx.doi.org/10.24250/jpe/2/2022/gp.

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During the COVID-19 pandemic, teachers from higher education faced challenges on how to adequately adjust their teaching from a face-to-face to an online format to train future teachers properly. The study aimed to illustrate participants' experiences regarding their training during virtual courses in an international Asian HE institution. The applied methodology was qualitative, with a case study as a research design, intending to understand participants' experiences and adjust the training model for virtual classes in a particular Asian context. The participants were MA and Ph.D. in education students enrolled in the Instructional Models class, delivered online. Data collection consisted of (a) a focus-group discussion (with five participants) lasting for one hour and a half; (b) document analysis (15 students' journals); (c) video records for five micro-teaching; (d) one study group that lasted for 60 minutes organized to reflect on the 14 micro-teaching lessons. After thematic coding of data, the results revealed participants' empowering experiences during training, with challenges and success in conducting micro-teachings for virtual classes. The participants recommended including more micro-teaching sessions to master the teaching strategies demonstrated and introducing basic training in using technology for those who did not have technological skills. With empowering but still challenging teaching experiences, for further studies, the recommendation is to apply the training model in an online context, for both pre-service and in-service teachers, from different levels of education.

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Thị Linh, Nguyễn. „TỰ HỌC VÀ KỸ NĂNG TỰ HỌC CỦA SINH VIÊN ĐẠI HỌC HIỆN NAY“. Tạp chí Quản lý giáo dục 13, Nr. 7 (Juli 2021): 13–17. http://dx.doi.org/10.53750/1859-2910.2021.13.7-13.

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In order to improve the quality of teaching, it is necessary to ensure three unifying stages: curriculum contents, teaching methods of teachers and self-study of students. In order to select effective teaching methods in practice, it is impossible to ignore the self-study problem of students. The successful teaching process of teachers has a dialectical relationship with the self-study process of students. Therefore, the effective measure of the teaching method is the result of self-study. In the content of this article, the author wishes to present the most fundamentalfundamental knowledge about self-study and self-study skills of students.

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Madjdi, Achmad Hilal, und Atik Rokhayani. „BIG OBSTACLES IN IMPLEMENTING LESSON STUDY“. UAD TEFL International Conference 1 (20.11.2017): 1. http://dx.doi.org/10.12928/utic.v1.142.2017.

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High spirit in enhancing teaching learning process in the framework of Lesson Study does not always show high performance in the overall management of the learning community. Big- unpredictable obstacles appeared in each stages and need certain reflection and specific treatment to cope with. In other words, it is really interesting to implement Lesson Study but, on the other hands, several phenomena appeared beyond the theory of Lesson Study it self. This paper tries to uncover the obstacles of the practice of implementing Lesson Study to improve teaching learning process of TEAL (Teaching English as an Additional Language) class in the English Department of University of Muria Kudus. Stages of teaching learning process was done in the concept of Lesson Study: Planning, Doing, and Reflecting. These stages were implemented with the main purpose to switch what the so called teacher centered learning to students centered learning. There are many obstacles appeared during teaching learning activity of “Lesson Study” of TEAL. Most of them dealed with how the colleques of the teacher take the role as members of learning community who hopefully played important role in developing the concept of teachng learning and material development. The second obstacles had something to do with the learning habit of the students which has been established in mood of being good listener in the classroom. The third obstacles worked in the session of reflection where it seemed difficult for some of the involved person to portrait the real problem in lesson study class.

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Shih, Chia-Ling, Chin-Wen Liao, Chang-Fu Lin und Tsai-Ku Liao. „A Study on Hospitality and Tourism Teachers' Teaching Competence to Use Inquiry-Based Teaching into “Project Study” Curriculum of Senior High and Vocational Schools“. International Journal of Information and Education Technology 6, Nr. 11 (2016): 904–8. http://dx.doi.org/10.7763/ijiet.2016.v6.814.

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Shapiro, Elayne J., und Carol J. Dempsey. „Conflict Resolution in Team Teaching: A Case Study in Interdisciplinary Teaching“. College Teaching 56, Nr. 3 (Juli 2008): 157–62. http://dx.doi.org/10.3200/ctch.56.3.157-162.

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42

Jiang, Shenying, und Danli Li. „An Empirical Study of Blended Teaching Model in University English Teaching“. Creative Education 03, Nr. 04 (2012): 503–6. http://dx.doi.org/10.4236/ce.2012.34076.

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43

Zhao, Ye. „Study on the Guqin Teaching Method: “Inner Understanding through Oral Teaching”“. Open Journal of Social Sciences 07, Nr. 02 (2019): 138–46. http://dx.doi.org/10.4236/jss.2019.72011.

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44

ASSIS, Amanda Fagundes de Souza, Maria Dulcimar de Brito SILVA und Nathaliany do Socorro Silva RIBEIRO. „CHEMISTRY TEACHING WITH TEACHING RESOURCES IN MIDDLE SCHOOL - A CASE STUDY“. Periódico Tchê Química 14, Nr. 27 (20.01.2017): 162–69. http://dx.doi.org/10.52571/ptq.v14.n27.2017.161_periodico27_pgs_162_170.pdf.

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Teaching and learning science are major challenges that require media as facilitators for their understanding and view of the world, within this framework, it is the chemistry. The present study aimed to verify as the use of didactic resources for the performance in science teaching using a dynamic relationship of content. The methodology consisted of a field research, the qualitative divided into four stages, being employed lectures to explore the theme linking the practice and theory, using educational tools (experimentation, electronic game alternate) as sources for data analysis. Before the application, it was observed that after the trial the majority of students felt difficulty in combining theory with practice, on the basis of this difficulty it was noted that 50% consider experimenting a way supportive for the understanding of the subject, as well as provide discussions and dialogs (25%), and demonstrate chemical reactions (25%). The application of the game alternative teaching allowed students with a sense of knowledge in chemical life by promoting the development of a critical vision of the world. It was concluded that, for a student-teacher relationship-discipline is necessary to perform various steps, since the prior knowledge, the arguments, the inquiries, analysis of responses, to then carry out the explanation of the subject together with the use of didactic resources.

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김병수, 신지혜 und NASOO KIM. „A Study on the Teaching Evalution Standards:Focus on the Teaching Contest“. EDUCATIONAL RESEARCH 52, Nr. ll (Dezember 2011): 185–223. http://dx.doi.org/10.17253/swueri.2011.52..007.

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46

Fletcher, Tim, und Shawn M. Bullock. „Reframing pedagogy while teaching about teaching online: a collaborative self-study“. Professional Development in Education 41, Nr. 4 (19.08.2014): 690–706. http://dx.doi.org/10.1080/19415257.2014.938357.

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47

Abbas, Syed Ali. „Teaching and Learning - A Complementary Study on Effective Teaching and Learning“. Asian Education Studies 1, Nr. 2 (17.05.2016): 87. http://dx.doi.org/10.20849/aes.v1i2.73.

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This study aims to recon the importance of effective teaching and the means to bring about the best out of teaching in contrast to learning and its outcome. The literature reviewed in the study has been arranged and segmented to identify the characteristics of effective learning and factors that may affect quality teaching. The newness in the study is the suggestions and conclusive part which is being derived from the prior studies. The study has some potential areas to explore which open new horizons for improving class room teaching which can also be taken as lead to future research. The thoughts and views of the author add a lot to originality of the study as they mandate a foundation that effective teaching and quality learning work in connection with each other, however student's effort is another must to be considered which encompass student's responsibility.

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48

Helms, Marilyn M., John M. Alvis und Marilyn Willis. „Planning and Implementing Shared Teaching: An MBA Team-Teaching Case Study“. Journal of Education for Business 81, Nr. 1 (September 2005): 29–34. http://dx.doi.org/10.3200/joeb.81.1.29-34.

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49

Arshavskaya, Ekaterina. „Mentoring International Teaching Assistants: A Case Study of Improving Teaching Practices“. InSight: A Journal of Scholarly Teaching 13 (01.08.2018): 101–17. http://dx.doi.org/10.46504/14201806ar.

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Wei, Rong. „Study on the Application of Experiential Teaching in Visual Communication Teaching“. Journal of International Education and Development 6, Nr. 9 (2022): 122–25. http://dx.doi.org/10.47297/wspiedwsp2516-250023.20220609.

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