Thematische Bibliographien / Teaching

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Teaching“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 19. Oktober 2024

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Zeitschriftenartikel zum Thema "Teaching"

1

Chatman, Carliss. „Teaching Slavery in Commercial Law“. Michigan Journal of Race & Law, Nr. 28.1 (2023): 1. http://dx.doi.org/10.36643/mjrl.28.1.teaching.

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Public status shapes private ordering. Personhood status, conferred or acknowledged by the state, determines whether one is a party to or the object of a contract. For much of our nation’s history, the law deemed all persons of African descent to have a limited status, if given personhood at all. The property and partial personhood status of African-Americans, combined with standards developed to facilitate the growth of the international commodities market for products including cotton, contributed to the current beliefs of business investors and even how communities of color are still governed and supported. The impact of that shift in status persists today. The commodities markets and the nations that rose and prospered would not be possible without the slave trade, and that trade would not be possible without the legal, business, and social norms in place to facilitate private ordering and growth while reinforcing the subjugation of African-Americans. Yet, many business and commercial law professors devote class time to teaching foundational and historical material, without any consideration of the impact of slavery. To avoid slavery in business and commercial law courses is to ignore an institution that plays a pivotal role in much of what we do today. Slavery is not a frolic, it is foundational. Many American universities played a role in the slave trade—either by receiving funds from the enterprise or receiving the enslaved as donations and using their labor or disposing of them for the financial advancement of the institution. In my Core Commercial Concepts course, a Uniform Commercial Code (UCC) survey class covering Articles 2, 3, 4, and 9, I devote time and space to discussions of race and the law by making the connection between the history of commercial concepts, slavery, and the role of the cotton industry in the shaping of international commercial law norms. In my simulation, described in this Essay, I teach the story of Washington and Lee University’s sale of individuals for the purpose of ensuring the institution’s financial survival, then extrapolate from the facts to review the high points of commercial law. I incorporate materials on the legacy of slavery at my own institution to provide students with a scenario based on the acquisition of real property and construction of buildings they engage with on campus. In this Essay I explain the methods I use to explore these concepts. Working in a framework that focuses on classification and status, my students consider issues of federalism and the impact of statutory definitions on private ordering, while discussing how these definitions shape the relationship of African-Americans to commerce.
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McKeachie, Wilbert J. „Teaching, Teaching Teaching, and Research on Teaching“. Teaching of Psychology 14, Nr. 3 (Oktober 1987): 135–39. http://dx.doi.org/10.1207/s15328023top1403_1.

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Teaching psychology, training graduate students in teaching, and doing research on teaching are interwoven in the author's career. This article reviews significant learning experiences in my career from 1946–1986. From my experience, I have learned the importance of support from peers for students, prospective teachers, and researchers. I have also learned the importance of thinking about the thoughts and motives of others in teaching, training teachers, and doing research.
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Ochsendorf, Falk, Thomas Kollewe und Roland Kaufmann. „Corona pandemic: Teachings for dermatological teaching“. JDDG: Journal der Deutschen Dermatologischen Gesellschaft 18, Nr. 10 (24.09.2020): 1178–80. http://dx.doi.org/10.1111/ddg.14282.

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Kim, Minji, Yeonsung Kim, Lei Qian und Jun S. Song. „TeachEnG: a Teaching Engine for Genomics“. Bioinformatics 33, Nr. 20 (11.07.2017): 3296–98. http://dx.doi.org/10.1093/bioinformatics/btx447.

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Johnston, Stuart. „Teaching Teaching“. Mentoring & Tutoring: Partnership in Learning 4, Nr. 2 (September 1996): 29–31. http://dx.doi.org/10.1080/0968465960040204.

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Rodriguez, Raul N. „Teaching Teaching to Teaching Assistants“. College Teaching 33, Nr. 4 (November 1985): 173–76. http://dx.doi.org/10.1080/87567555.1985.10532315.

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Wartenberg, Thomas E. „Teaching Philosophy by Teaching Philosophy Teaching“. Teaching Philosophy 26, Nr. 3 (2003): 283–97. http://dx.doi.org/10.5840/teachphil200326327.

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Howe, Ann C. „Teaching Science Teaching“. Teaching Education 1, Nr. 2 (Juni 1987): 49–52. http://dx.doi.org/10.1080/1047621870010213.

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Srinivasan, Rajashree. „Teaching about Teaching“. Higher Education for the Future 3, Nr. 2 (27.06.2016): 197–212. http://dx.doi.org/10.1177/2347631116650551.

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Maskit, Ditza. „Teaching’s Characteristics: Novices Talk about Teaching“. Creative Education 05, Nr. 14 (2014): 1305–13. http://dx.doi.org/10.4236/ce.2014.514149.

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Dissertationen zum Thema "Teaching"

1

Malatér, Luciani Salcedo de Oliveira. „What i am teaching, why i am teaching and also to whom i'm teaching“. Florianópolis, SC, 2005. http://repositorio.ufsc.br/handle/123456789/101908.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.
Made available in DSpace on 2013-07-15T23:30:56Z (GMT). No. of bitstreams: 0
Neste estudo, estabeleço uma interface entre educação reflexiva de professores (Almarza, 1996; Celani, 2001; Gimenez e Cristovão, 2004; Telles, 2004b), Análise Crítica do Discurso (ACD) (Fairclough, 1989, 1992a, 1992b, 1995a, 2003) e Lingüística Sistêmico Funcional (LSF) (Halliday, 1994, 2004). Com essa perspectiva multi-teórica investigo o uso que duas licenciandas do Curso de Letras Português/Inglês fazem da lexicogramática da Língua Inglesa para construir significado. Meu objetivo é interpretar a construção discursiva que as participantes desta pesquisa produzem sobre o Curso de Licenciatura relacionando-o à sua auto-representação enquanto professoras de língua estrangeira e à sua prática docente. Os significados produzidos por Bizuka e Rulitz - minhas participantes de pesquisa - são explorados através da análise de seus textos. Uma análise da estrutura experiencial de transitividade revelou que, com relação à sua auto-representação, Bizuka é uma professora que ama, preocupa-se com o quê, o porquê e para quem ensinar, e ainda interessa-se em interagir com seus alunos enquanto seres humanos. Já Rulitz é uma professora que odeia, pois relaciona sua prática docente apenas às suas necessidades de sobrevivência, além de demonstrar um descontentamento com o curso de graduação e com alguns de seus professores educadores. O que pude observar, no discurso produzido por Bizuka e Rulitz, é que ambas não consideram o Curso de Licenciatura no qual estudaram como sendo um fórum eficaz para a formação de professores de Língua Inglesa, principalmente pela falta de oportunidades docentes. Como a ACD e a LSF investigam a linguagem em relação ao contexto social e consideram a interconexão entre micro-eventos e estruturas macro-sociais (Halliday, 1978; Fairclough, 1995a), os resultados desta pesquisa qualitativa sugerem que mais práticas colaborativas/reflexivas de ensino deveriam ser oferecidas ao longo do Curso de Letras, e que o discurso de futuros professores pode fornecer rico insumo para o planejamento das práticas pedagógicas de professores educadores.
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Denysenko, V. „Teaching methods for teaching English for specific purposes“. Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18524.

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Макаренко, О. Є. „On Differences Between GE Teaching anf ESP Teaching“. Thesis, ПолтНТУ, 2015. http://essuir.sumdu.edu.ua/handle/123456789/60162.

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The objective of the paper is to give a brief comment on differences in GE teaching and ESP Teaching speaking about purposes of learning, syllabus design, role of a teacher and responsibilities of a learner.
Тези пропонують короткий огляд різноманітностей у викладанні англійської загального вжитку і англійської для спеціальних цілей стосовно цілей навчання, навчальної програми, ролі вчителя та обов'язків учня.
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Green, Elizabeth Anne. „Learning Before Teaching: Metacognitive Benefits of Teaching Expectancy“. Marietta College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1389362993.

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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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Macknight, Vicki Sandra. „Teaching imagination“. Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/7035.

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This thesis is about the teaching imagination. By this term I refer to three things. First, the teaching imagination is how teachers define and practice imagination in their classrooms. Second, it is the imagination that teachers themselves use as they teach. And thirdly, it is the imagination I am taught to identify and enact for doing social science research.
The thesis is based upon participant-observation research conducted in grade four (and some composite grade three/four) classrooms in primary schools in Melbourne, a city in the Australian state of Victoria. The research took me to five schools of different types: independent (or fee-paying); government (or state); Steiner (or Waldorf); special (for low IQ students); and Catholic. These five classrooms provide a range, not a sample: they suggest some ways of doing imagination. I do not claim a necessary link between school type and practices of imagination. In addition I conducted semi-structured interviews with each classroom’s teacher and asked that children do two tasks (to draw and to write about ‘a time you used your imagination’).
From this research I write a thesis in two sections. In the first I work to re-imagine certain concepts central to studies of education and imagination. These include curriculum, classrooms, and ways of theorizing and defining imagination. In this section I develop a key theoretical idea: that the most recent Victorian curriculum is, and social science should be, governed by what I call a logic of realization. Key to this idea is that knowers must always be understood as participants in, not only observers of, the world.
In the second section I write accounts of five case studies, each learning from a different classroom teacher about one way to understand and practice imagination. We meet imagination as creative transformation; imagination as thinking into other perspectives; imagination as representation; imagination as the ability to relate oneself to the people and materials one is surrounded by; and imagination as making connections and separations in thought. In each of these chapters I work to re-enact that imagination in my own writing. Using the concept of the ‘relational teacher’, one who flexibly responds to changing student needs and interests, I suggest that some of these imaginations are more suitable to a logic of realization than others.
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Merriman, Carolyn S. „Teaching Intensive“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8419.

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Merriman, Carolyn S. „Teaching Intensive“. Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8431.

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Курочкіна, Вікторія Семенівна, Виктория Семеновна Курочкина, Viktoriia Semenivna Kurochkina, Оксана Робертівна Гладченко, Оксана Робертовна Гладченко und Oksana Robertivna Hladchenko. „Team teaching“. Thesis, Sumy State University, 2019. https://essuir.sumdu.edu.ua/handle/123456789/77015.

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Nowadays, when students have access to any information via the Internet, ‘live’ communication in the classroom, the opportunity to observe the other people’s behavior and emotions, to perform in public are those invaluable resources that attract students with their content and emotional coloring. We have decided to highlight the issue of team teaching as we have our own teaching experience together with the Peace Corps volunteer who came to Sumy State University to work on the project “Teaching English as a Foreign Language”. The experiment lasted for two years. In the course of our collaboration we were able to observe the progress in students’ knowledge, increase in their linguistic competence, motivation and interest. Many students started attending weekly meetings of the English Club in order to improve their spoken English, broaden their worldview through intercultural communication and enrich vocabulary. Now, when after a two-year stay at Foreign Languages Department our volunteer has gone home, we want not to forget the acquired experience, to save and share the achievements obtained over that period of time.
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Marks, Lori J., und D. Montgomery. „C0-Teaching“. Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/3723.

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Bücher zum Thema "Teaching"

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Seven Dimensions Films of Australia, Hrsg. Teaching & learning: Teaching numeracy. [South Melbourne, Australia]: Seven Dimensions, 2009.

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1962-, Liddicoat Anthony, Crozet Chantal, Applied Linguistics Association of Australia. und Language Australia, National Languages and Literacy Institute of Australia., Hrsg. Teaching languages, teaching cultures. Melbourne [Australia]: Applied Linguistics Association of Australia, 2000.

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Klaus, Stierstorfer, und Volkmann Laurenz, Hrsg. Teaching postmodernism, postmodern teaching. Tübingen: Stauffenburg, 2004.

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Bartels, Kirsten Allen, und Kelly A. Parker. Teaching Sustainability / Teaching Sustainably. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447429.

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Seven Dimensions Films of Australia. Teaching & learning: Teaching literacy. [South Melbourne, Australia]: Seven Dimensions, 2009.

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Kato, Sharleen L. Teaching. Tinley Park, Ill: Goodheart-Willcox Company, 2010.

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Kato, Sharleen L. Teaching. Tinley Park, Ill: Goodheart-Willcox Company, 2010.

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Margaret, Gisler, Hrsg. Teaching. Lincolnwood, Ill: VGM Career Horizons, 1995.

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Gregerson, Mary Banks, James C. Kaufman und Heather T. Snyder, Hrsg. Teaching Creatively and Teaching Creativity. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-5185-3.

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Berry, Amanda. Tensions In Teaching About Teaching. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/1-4020-5993-0.

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Buchteile zum Thema "Teaching"

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Tuomainen, Satu. „Teaching Quality, Good Teaching and Excellent Teaching“. In Springer Texts in Education, 29–43. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-39844-5_3.

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Hurtig, Janise. „Teaching History, Teaching Crisis“. In Coming of Age in Times of Crisis, 115–31. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230617247_5.

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Miller, Paul Allen. „Teaching Literature, Teaching Commitment“. In The New Public Intellectual, 45–59. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1007/978-1-137-58162-4_3.

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Minton, David. „Teaching Methods — Teaching Skills“. In Teaching Skills in Further & Adult Education, 112–35. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-12278-3_17.

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Loughran, John, Amanda Berry und Pamela Mulhall. „Teaching“. In Understanding and Developing Science Teachers’ Pedagogical Content Knowledge, 1–6. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-821-6_1.

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Eisenberg, Mark J. „Teaching“. In The Physician Scientist's Career Guide, 69–76. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-1-60327-908-6_6.

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La Monica, Elaine Lynne. „Teaching“. In Management in Health Care, 206–17. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-23156-0_12.

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Mosteller, Frederick. „Teaching“. In The Pleasures of Statistics, 243–69. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-0-387-77956-0_17.

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Baker, Jill. „Teaching“. In What Next?, 79–88. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-09728-9_9.

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Chen, Amy Hildreth. „Teaching“. In Springer Texts in Education, 107–23. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06497-5_9.

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Konferenzberichte zum Thema "Teaching"

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Youqing Ding und Ning Xian. „Teaching team and teaching quality“. In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543672.

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Ding, Youqing, und Ning Xian. „Teaching Team And Teaching Quality“. In 2013 Conference on Education Technology and Management Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetms.2013.198.

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Salim, Soran Karim. „Teaching Language and Teaching Culture“. In 8TH INTERNATIONAL VISIBLE CONFERENCE ON EDUCATIONAL SCIENCE AND APPLIED LINGUISTICS. Ishik University, 2017. http://dx.doi.org/10.23918/vesal2017.a34.

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Alse, Kavya. „Teaching“. In ICER '16: International Computing Education Research Conference. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2960310.2960348.

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Ge, Shuna, und Yunrong Zhang. „PBL Teaching Method in Biochemistry Teaching“. In CIPAE 2021: 2021 2nd International Conference on Computers, Information Processing and Advanced Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3456887.3456928.

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Friend, Michelle, Anne Leftwich, J. Ben Schafer, Beth Simon und Briana B. Morrison. „Teaching the Methods of Teaching CS“. In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3432573.

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Mateik, Deborah. „From "teaching technologies" to "teaching innovation"“. In the 38th annual fall conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1878335.1878345.

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Monger, Alastair, Ralph Lano und Kenton Wheeler. „Teaching Databases Internationally, Teaching International Databases“. In 24th British National Conference on Databases (BNCOD'07). IEEE, 2007. http://dx.doi.org/10.1109/bncod.2007.21.

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Ruutmann, Tiia, und Merike Saar. „Scholarly teaching and scholarship of teaching and learning in teaching engineering“. In 2017 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2017. http://dx.doi.org/10.1109/educon.2017.7942850.

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Yan, Song. „Research on Online Teaching by Using Public Physical Teaching Network Teaching System“. In 2021 International Symposium on Advances in Informatics, Electronics and Education (ISAIEE). IEEE, 2021. http://dx.doi.org/10.1109/isaiee55071.2021.00048.

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Berichte der Organisationen zum Thema "Teaching"

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Birdi, Alvin. Teaching with Webinars. Bristol, UK: The Economics Network, Februar 2019. http://dx.doi.org/10.53593/n3150a.

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Beedle, Christopher. Teaching Techniques Overview. Office of Scientific and Technical Information (OSTI), April 2022. http://dx.doi.org/10.2172/1866926.

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Kruse, Amy, Michael Becker und Kristy Tipton. Alternate Reality Teaching: OurSpace. Fort Belvoir, VA: Defense Technical Information Center, Mai 2014. http://dx.doi.org/10.21236/ada605455.

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Kruse, Amy, Michael Becker und Michael Richard. Alternate Reality Teaching: OurSpace. Fort Belvoir, VA: Defense Technical Information Center, Juni 2012. http://dx.doi.org/10.21236/ada562629.

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Mearman, Andrew. Teaching Heterodox Economic Concepts. The Economics Network, Juni 2007. http://dx.doi.org/10.53593/n229a.

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Sedgwick, John. Research and Classroom Teaching. Bristol, UK: The Economics Network, Februar 2007. http://dx.doi.org/10.53593/n629a.

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Geerling, Wayne. Teaching Economics through Multimedia. Bristol, UK: The Economics Network, Juni 2011. http://dx.doi.org/10.53593/n1298a.

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Mearman, Andrew. Integrating teaching and research. Bristol, UK: The Economics Network, Dezember 2006. http://dx.doi.org/10.53593/n630a.

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Kaplan, Todd R. Combining Research and Teaching. Bristol, UK: The Economics Network, Januar 2007. http://dx.doi.org/10.53593/n628a.

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Mash, Richard. Tutorial Teaching in Economics. Bristol, UK: The Economics Network, Juni 2005. http://dx.doi.org/10.53593/n570a.

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