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Thematische Bibliographien / Teaching for learning / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Teaching for learning“

Autor: Grafiati

Veröffentlicht am 15. März 2025

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1

Denemark, Robert A. „Teaching and Learning about Teaching and Learning“. International Studies Review 13, Nr. 3 (September 2011): 543–45. http://dx.doi.org/10.1111/j.1468-2486.2011.01061.x.

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2

Dombe, Dattatray Digambarrao, und T. Anitha. „INTRODUCTION OF PROBLEM BASED LEARNING AS A TEACHING–LEARNING TOOL IN ANATOMY TEACHING“. International Journal of Anatomy and Research 4, Nr. 4.2 (30.11.2016): 3148–52. http://dx.doi.org/10.16965/ijar.2016.424.

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3

Hayes, David. „Learning Language, Learning Teaching“. RELC Journal 40, Nr. 1 (April 2009): 83–101. http://dx.doi.org/10.1177/0033688208101446.

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4

Ernst, Ulrich R. „Teaching and learning learning“. Trends in Ecology & Evolution 29, Nr. 12 (Dezember 2014): 654. http://dx.doi.org/10.1016/j.tree.2014.10.003.

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5

Văn Cường, Nguyễn, und Nguyễn Cẩm Thanh. „Teaching and learning interaction - interactive teaching and learning“. Journal of Science, Educational Science 60, Nr. 2 (2015): 3–9. http://dx.doi.org/10.18173/2354-1075.2015-0023.

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6

Kishore, Dr Kaushal, und Dr Amni Sahni. „Teaching Children with Learning Disabilities through Cooperative Learning“. Indian Journal of Applied Research 1, Nr. 1 (01.10.2011): 41–42. http://dx.doi.org/10.15373/2249555x/oct2011/13.

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7

NAE, Florentina Laura. „TEACHING-INTERACTIVE METHOD USED IN THE TEACHING-LEARNING PROCESS“. Pro Edu. International Journal of Educational Sciences 1, Nr. 1 (21.06.2019): 27–33. http://dx.doi.org/10.26520/peijes.2019.1.1.27-33.

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8

Rossof, Rebecca. „Teaching is Teaching. And Teaching is Learning.“ Schools 3, Nr. 1 (Mai 2006): 45–53. http://dx.doi.org/10.1086/588860.

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9

Wang, Yipu, und Stuart Perrin. „Deep Chinese Teaching and Learning Model Based on Deep Learning“. International Journal of Languages, Literature and Linguistics 10, Nr. 1 (2024): 32–35. http://dx.doi.org/10.18178/ijlll.2024.10.1.479.

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Deep learning is a more situational and reflective way of learning that integrates complex knowledge and skills into intuitive thinking. As a language that closely combines sound, form and meaning, Chinese teaching and learning from the perspective of deep learning can help break through the limitations of the current teaching model that only focuses on certain language knowledge or cultural behaviors. This paper combines deep learning with international Chinese education, creates deep Chinese teaching and learning model including “four stages and ten steps”, and carries out practical application and teaching effect test. The results show that the deep Chinese teaching and learning model is conducive to improving students’ discourse presentation ability and comprehensive skills, cultivating the learners’ autonomous learning ability and intercultural communication competence, and strengthening the integration of language teaching and cultural teaching. At the same time, this model also has some limitations, need to be further adjusted and optimized.

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10

Taffe, Richard, und Jennifer Munday. „Learning about Learning through Teaching“. International Journal of Learning: Annual Review 12, Nr. 6 (2006): 333–40. http://dx.doi.org/10.18848/1447-9494/cgp/v12i06/47912.

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11

Kansanen, Pertti. „Teaching as Teaching-Studying-Learning Interaction“. Scandinavian Journal of Educational Research 43, Nr. 1 (März 1999): 81–89. http://dx.doi.org/10.1080/0031383990430105.

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12

Williams, W. C. „Effective Teaching: Gauging Learning While Teaching“. Journal of Higher Education 56, Nr. 3 (Mai 1985): 320. http://dx.doi.org/10.2307/1981737.

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13

Rose, Mike. „Standards, Teaching, Learning“. Journal of Basic Writing 28, Nr. 2 (2009): 93–102. http://dx.doi.org/10.37514/jbw-j.2009.28.2.06.

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14

Knippa, Sara, Kelly Thompson-Brazill und Serena P. Kelly. „Teaching Versus Learning“. Critical Care Nurse 40, Nr. 2 (01.04.2020): 64–69. http://dx.doi.org/10.4037/ccn2020351.

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15

Scholes, Robert. „Learning and Teaching“. Profession 2004, Nr. 1 (Dezember 2004): 118–27. http://dx.doi.org/10.1632/074069504x26449.

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16

HASEGAWA, Mariko. „Learning and Teaching“. TRENDS IN THE SCIENCES 26, Nr. 5 (01.05.2021): 5_9–5_10. http://dx.doi.org/10.5363/tits.26.5_9.

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17

Nomura, Yuichi. „Teaching is Learning“. Pediatric Cardiology and Cardiac Surgery 32, Nr. 3 (2016): 187–88. http://dx.doi.org/10.9794/jspccs.32.187.

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18

Goldberg, Merryl R. „Teaching and Learning“. Music Educators Journal 76, Nr. 5 (Januar 1990): 38–41. http://dx.doi.org/10.2307/3400991.

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19

Patterson, John A. „Teaching versus learning“. Biochemical Society Transactions 21, Nr. 2 (01.05.1993): 383–87. http://dx.doi.org/10.1042/bst0210383.

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20

Fitzgerald, John B. „Teaching or Learning?“ Southern Medical Journal 81, Nr. 1 (Januar 1988): 101. http://dx.doi.org/10.1097/00007611-198801000-00026.

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21

Lord, Richard. „Teaching & Learning“. American Biology Teacher 79, Nr. 8 (01.10.2017): 680–81. http://dx.doi.org/10.1525/abt.2017.79.8.680.

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22

Samkin, Grant, und Lesley Stainbank. „Teaching and learning“. Meditari Accountancy Research 24, Nr. 3 (08.08.2016): 294–317. http://dx.doi.org/10.1108/medar-05-2016-0062.

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Purpose Positioned within a framework of challenges facing universities, this paper aims to focus on challenges faced by teachers of accounting as a business discipline to ensure it remains relevant in a fast-moving and changing environment. Design/methodology/approach Drawing on a variety of sources, this paper explores a number of issues surrounding teaching and learning in the current university environment. The seven papers that make up the special issue are located within a framework which is used to illustrate how each one contributes to the field. This paper is primarily discursive in nature. Findings The theoretical, methodological and empirical approaches used in the papers that make up this special issue are described. In addition, the paper suggests that to remain relevant, teaching and learning will remain an important area for future research. Practical implications This paper on teaching and learning is of interest to accounting teachers and researchers, university managers and members of the accounting profession. Originality/value This special issue provides a range of examples of research relevant to teaching and learning and sets an agenda for future research.

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23

Lockey, A. S. „Teaching and learning“. Emergency Medicine Journal 18, Nr. 6 (01.11.2001): 451–52. http://dx.doi.org/10.1136/emj.18.6.451.

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24

McLaughlin, R. „Teaching and learning“. Emergency Medicine Journal 19, Nr. 4 (01.07.2002): 375—b—376. http://dx.doi.org/10.1136/emj.19.4.375-b.

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25

Bunkers, Sandra Schmidt, und Mary J. Isaacson. „Teaching-Learning Processes“. Nursing Science Quarterly 14, Nr. 2 (April 2001): 115–19. http://dx.doi.org/10.1177/08943180122108292.

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26

Bunkers, Sandra Schmidt, und Margot L. Nelson. „Teaching-Learning Processes“. Nursing Science Quarterly 14, Nr. 3 (Juli 2001): 199–204. http://dx.doi.org/10.1177/08943180122108436.

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27

First, Lewis R., Rosemary Lauerman, Terry Fenton, Lynn Herzog und John D. Snyder. „Learning by Teaching“. Clinical Pediatrics 31, Nr. 10 (Oktober 1992): 602–7. http://dx.doi.org/10.1177/000992289203101005.

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28

Clouder, Christopher. „Teaching is learning“. Education 3-13 26, Nr. 1 (März 1998): 31–35. http://dx.doi.org/10.1080/03004279885200071.

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29

Mantas, Kathy, und Carole Roy. „Learning and Teaching“. Canadian Journal for the Study of Adult Education 32, Nr. 2 (14.10.2020): i—v. http://dx.doi.org/10.56105/cjsae.v32i2.5596.

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Learning and Teaching: Artful Narratives of Transformation, a special issue of the Canadian Journal for the Study of Adult Education, features ten articles, field notes, a book review, and a virtual art exhibition–a first for this journal–meant to complement and extend discussions on the theme of learning, teaching and transformation. More specifically, this issue brings together creative essays from diverse perspectives and disciplines, using multiple artful forms, to illustrate transformation in both formal and informal learning and teaching contexts. This collection contributes to the ongoing discussions on alternative and emergent approaches to transformative learning–a theoretical framework that continues to be crucial in adult education. As well, it invites us to consider the power of reflective, narrative, creative, and artful processes to give form to, communicate, and transform our complex, multi-layered, and colourful professional and personal (as well as collective) experiences of teaching and learning.

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30

Tkaczuk, Karolina. „Learning from teaching“. Nature 438, Nr. 7066 (November 2005): 392. http://dx.doi.org/10.1038/nj7066-392c.

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31

Whitsed, Nicky. „Learning and teaching“. Health Information & Libraries Journal 20, Nr. 3 (15.08.2003): 189–91. http://dx.doi.org/10.1046/j.1365-2532.2003.00454.x.

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32

SPARKES, JOHN J. „Learning-centred Teaching“. European Journal of Engineering Education 24, Nr. 2 (Juni 1999): 183–88. http://dx.doi.org/10.1080/03043799908923553.

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33

Solomon, Joan. „Learning and Teaching“. Oxford Review of Education 19, Nr. 1 (Januar 1993): 117–21. http://dx.doi.org/10.1080/0305498930190109.

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34

McKeachie, Wilbert J., Paul R. Pintrich und Yi-Guang Lin. „Teaching Learning Strategies“. Educational Psychologist 20, Nr. 3 (Juni 1985): 153–60. http://dx.doi.org/10.1207/s15326985ep2003_5.

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35

Pinto, Jacyguara Costa, Helton Barbosa Rodrigues und Vanessa de Souza da Silva. „Evaluation of teaching and learning“. Revista Científica Multidisciplinar Núcleo do Conhecimento, 01.12.2019, 81–90. http://dx.doi.org/10.32749/nucleodoconhecimento.com.br/education/teaching-evaluation.

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The article presents studies on the new challenges posed to education, and it is essential to think about the evaluation model used by teachers today. Therefore, we sought to analyze the evaluation planning processes carried out in the initial grades of elementary school. The results were obtained through the use of the bibliographic research method of descriptive nature and qualitative approach, performing the analysis of contents of books and scientific articles that allowed connecting the studies and empirical perspectives of the researcher, guiding the construction of the results in three sections, which were described from this point on. In the development of the article, the evaluation of teaching and learning was analyzed, and the importance of self-assessment for the impartial educator was described; and, it was possible to understand, briefly, the adoption of participatory evaluation by objectives in the educational reality of elementary school. It was concluded that the problem of the article was answered, the general objective was reached and it was confirmed the hypothesis that any instrument used by teachers and the school to perform the evaluation, configures a way to establish levels of learning, recognize the best and the worst, and especially, adapt the teaching to the standards of excellence installed by the school. Standardized measures have diverted the democratic, critical, constructive and creative sense of evaluation, preventing the path of effective learning.

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36

Lima, Leandro Jose Barbosa, Miroslava Hamzagic und Maria Aparecida Campos Diniz. „The use of digital information and communication technologies as a teaching and learning strategy“. Revista Científica Multidisciplinar Núcleo do Conhecimento, 21.07.2022, 77–88. http://dx.doi.org/10.32749/nucleodoconhecimento.com.br/education/teaching-and-learning-strategy.

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The new scenarios imposed by globalization, added to the inclusion and universalization of education, in parallel with the new needs of Industry 4.0 and the evolution of society, have boosted the use of Digital Information and Communication Technologies (TDICs) in the educational environment. Therefore, this article sought to investigate: which Digital Information and Communication Technologies (TDICs) can contribute to the teaching and learning process? Thus, the objective was to present the TDIC of virtual and augmented reality, in addition to other TDICs that can contribute to this process. Therefore, a bibliographic research was carried out. As a result, the following technologies were pointed out: virtual reality; 3D prints; in addition to information platforms, as means that can contribute to the teaching and learning process. With this, it is concluded that these technologies are able to assist in the teaching and learning process, promoting greater interaction and engagement of students, in addition to learning.

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37

Dakpa, Sonam. „Improvisation of Teaching Learning Materials (TLM) and its Contribution in Teaching and Learning of Primary Science“. International Journal of Social Science and Human Research 7, Nr. 07 (08.07.2024). http://dx.doi.org/10.47191/ijsshr/v7-i07-34.

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The study was basically carried to find out about the contributions of improvisation on learning science education. The mixed mode of data collection method was used for the purpose whereby data were collected through semi structured interview questions and survey questionnaire. Analysis and interpretation of quantitative data was carried using Statistical Package for Social Sciences (SPSS) whereas analysis of qualitative data involved looking for similarities and dissimilarities and generating themes. Finally the collected data and information from both qualitative and quantitative method will be compared and analyzed. It was inferred that TLM hold significant importance in providing valuable support and enhancing the learning experience for both educators and students. However, it was found that most schools lack the required TLM and teachers improvise the required TLM with locally available materials. However, improvisation of TLM requires lots of resources and support from many relevant stakeholders. Moreover, it was also found that improvisation is very time consuming and comes with the challenges of precision and accuracy. The study also founded that with the advancement of technology, digital tools like YouTube videos and simulations were used when readymade TLM are not available in the schools. However, this research study was carried during short period of time with minimum participants and findings from the study cannot be generalized for all the schools across the country. Furthermore, further research can be carried to find out about different module offered in two colleges of Education which teaches about preparation and improvisation of TLM.

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38

„Learning and Teaching“. Higher Education Abstracts 56, Nr. 1 (Januar 2021): 39–45. http://dx.doi.org/10.1111/hea.31_12162.

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39

Scholes, Robert. „Learning and Teaching“. ADE Bulletin, 2003, 11–16. http://dx.doi.org/10.1632/ade.134.11.

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40

„Learning and Teaching“. Higher Education Abstracts 56, Nr. 2 (April 2021): 149–56. http://dx.doi.org/10.1111/hea.33_12166.

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41

„Learning and Teaching“. Higher Education Abstracts 56, Nr. 3 (Juli 2021): 251–57. http://dx.doi.org/10.1111/hea.28_12174.

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42

„Learning and Teaching“. Higher Education Abstracts 56, Nr. 4 (Oktober 2021): 355–59. http://dx.doi.org/10.1111/hea.32_12178.

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43

„Teaching and Learning“. Anthropology News 57, Nr. 9 (September 2016): e1-e40. http://dx.doi.org/10.1111/an.302.

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44

Shapiro, Stanley J. „Teaching and learning“. Journal of Historical Research in Marketing 3, Nr. 4 (08.11.2011). http://dx.doi.org/10.1108/jhrm.2011.41203daa.001.

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45

Shapiro, Stanley J. „Teaching and learning“. Journal of Historical Research in Marketing 4, Nr. 2 (27.04.2012). http://dx.doi.org/10.1108/jhrm.2012.41204baa.002.

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46

„LEARNING AND TEACHING“. History Workshop Journal 20, Nr. 1 (1985): 206–7. http://dx.doi.org/10.1093/hwj/20.1.206.

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47

„LEARNING AND TEACHING“. History Workshop Journal 27, Nr. 1 (1989): 234–36. http://dx.doi.org/10.1093/hwj/27.1.234.

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48

„LEARNING AND TEACHING“. History Workshop Journal 28, Nr. 1 (1989): 222–25. http://dx.doi.org/10.1093/hwj/28.1.222.

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49

„LEARNING AND TEACHING“. History Workshop Journal 31, Nr. 1 (1991): 264–65. http://dx.doi.org/10.1093/hwj/31.1.264.

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50

„LEARNING AND TEACHING“. History Workshop Journal 37, Nr. 1 (1994): 277–78. http://dx.doi.org/10.1093/hwj/37.1.277.

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