Relevant bibliographies by topics / Cabinetwork Study and teaching

Academic literature on the topic 'Cabinetwork Study and teaching'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Cabinetwork Study and teaching"

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Thomas, Kevin. "Teaching Study Skills." Education + Training 36, no. 1 (February 1994): 19–24. http://dx.doi.org/10.1108/00400919410052230.

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Herreid, Clyde Freeman. "Case study teaching." New Directions for Teaching and Learning 2011, no. 128 (December 2011): 31–40. http://dx.doi.org/10.1002/tl.466.

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Fisher, Douglas, and Nancy Frey. "Teaching Study Skills." Reading Teacher 71, no. 3 (October 30, 2017): 373–78. http://dx.doi.org/10.1002/trtr.1625.

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Eggens, Jack L. "TEACHING WITH STUDY GUIDES." Acta Horticulturae, no. 350 (November 1993): 317. http://dx.doi.org/10.17660/actahortic.1993.350.52.

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Grunewald, Robert N., and Bernard Chibnall. "Teaching for Effective Study." European Journal of Education 22, no. 3/4 (1987): 362. http://dx.doi.org/10.2307/1502910.

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Starr, Rose, and Martha Haffey. "Teaching Work-Study Students." Journal of Teaching in Social Work 1, no. 2 (October 13, 1987): 141–53. http://dx.doi.org/10.1300/j067v01n02_10.

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Flores, Graciela, and Luis Porta. "A rhizomatic teaching. An interpretative study on universty teaching." Educación, Lenguaje y Sociedad 15, no. 15 (June 1, 2018): 1–28. http://dx.doi.org/10.19137/els-2018-151505.

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Bamne, Shrikrishna, and 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, no. 12 (2016): 2585. http://dx.doi.org/10.5455/ijmsph.2016.01072016532.

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Young, Vanessa, Kim Burwell, and David Pickup. "Areas of Study and Teaching Strategies Instrumental Teaching: a case study research project." Music Education Research 5, no. 2 (July 2003): 139–55. http://dx.doi.org/10.1080/1461380032000085522.

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Nakayama, Mineharu, and Paul Abramson. "Japan Study and Teaching Guide." Modern Language Journal 78, no. 3 (1994): 402. http://dx.doi.org/10.2307/330139.

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Dissertations / Theses on the topic "Cabinetwork Study and teaching"

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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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Bristow, Stephen James. "A case study of reflective teaching." Thesis, University of Exeter, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276372.

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House, Nancy Ellen. "Teaching art history to adult students: A teaching model and pilot study /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487943341526939.

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Eriksson, Helena. "Teaching listening comprehension in upper secondary schools : An interview study about teaching strategies." Thesis, Högskolan Dalarna, Engelska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-36515.

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The aim of this thesis is to examine what strategies teachers use when they teach listeningcomprehension in order to develop student’s listening skills, and especially if and how they usescaffolding in their teaching. To examine this, seven upper secondary school teachers inSweden were interviewed about their listening comprehension teaching. The qualitative datawere analyzed using a cross case analysis with a combination of framework and IPA analysis.The data was labeled and divided into two themes: general strategies and scaffolding. In thethemes the data was further sorted and categorized into language immersion, raising selfconfidence,division into smaller groups, notetaking, pre-information and connection to theme,collaborative discourses, teacher peer and modeling and finally increasing level of difficulty.All seven teachers discussed several different strategies they use. They often combine strategiesto create the best learning environment for the students. Six out of these seven teachers gaveexamples of scaffolding strategies they use, such as modeling, working with themes and preinformationto support their students. However, as mentioned previously, they were oftencombined with other strategies such as collaborative discourse and smaller groups.
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au, jane syd@bigpond net, and Susan Jane Maw. "Teaching Hatha Yoga: An Auto-Ethnographic Study." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20081022.110605.

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This dissertation is grounded in my praxis as a Hatha yoga teacher in the community. I noticed that particular students were drawn to specific styles of Hatha yoga, whilst avoiding others. I took the styles of Hatha yoga into consideration, but further exploration also gave rise to whether methods of instruction were a fundamental component of the class demography. This in turn led to an examination of my own teaching pedagogy to explore how my philosophical approach to teaching, was in fact, carried over into to my praxis and if this was a factor in student retention in my classes. Studying my own pedagogy as a Hatha yoga teacher meant reviewing my philosophies, both from a theoretical perspective and later from a practical level, to see if my practice followed my philosophy. This could only be realised through a full investigation of my teaching methods, which was achieved by video taping one of my Hatha yoga classes. I believe that understanding originates from personal knowledge; therefore, the research must begin by examining my own pedagogy. In order to answer these questions I have investigated the historical foundations of yoga and the meaning of yoga in the modern Western world. During this process I became aware of the misrepresentations of Hatha yoga and the misconceptions that have derived from this. In order to answer my research question, whether my teaching pedagogy directly influenced the cohort of students who attended my yoga class, I have had to be cognisant of my own pedagogy. In order to achieve this I employed heuristic enquiry and more specifically the methods outline by Clark Moustakas (1990). Heuristic epistemology is achieved by creating phases in which the researcher uses her own experience to investigate and create meaning in which to discover a phenomenon. This method of enquiry offers the researcher non-linear steps with which to structure the process of a personal reflection. Explication of the pedagogy resulted from numerous viewings of the video recording. I reviewed my teaching methods to ascertain if what I said and thought I was doing was what I actually taught.
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Howard, Karen L. "The teaching vice-principal, a qualitative study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60229.pdf.

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Maw, Susan Jane. "Teaching Hatha yoga: an auto-ethnographic study." Thesis, Maw, Susan Jane (2008) Teaching Hatha yoga: an auto-ethnographic study. Masters by Research thesis, Murdoch University, 2008. https://researchrepository.murdoch.edu.au/id/eprint/186/.

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This dissertation is grounded in my praxis as a Hatha yoga teacher in the community. I noticed that particular students were drawn to specific styles of Hatha yoga, whilst avoiding others. I took the styles of Hatha yoga into consideration, but further exploration also gave rise to whether methods of instruction were a fundamental component of the class demography. This in turn led to an examination of my own teaching pedagogy to explore how my philosophical approach to teaching, was in fact, carried over into to my praxis and if this was a factor in student retention in my classes. Studying my own pedagogy as a Hatha yoga teacher meant reviewing my philosophies, both from a theoretical perspective and later from a practical level, to see if my practice followed my philosophy. This could only be realised through a full investigation of my teaching methods, which was achieved by video taping one of my Hatha yoga classes. I believe that understanding originates from personal knowledge; therefore, the research must begin by examining my own pedagogy. In order to answer these questions I have investigated the historical foundations of yoga and the meaning of yoga in the modern Western world. During this process I became aware of the misrepresentations of Hatha yoga and the misconceptions that have derived from this. In order to answer my research question, whether my teaching pedagogy directly influenced the cohort of students who attended my yoga class, I have had to be cognisant of my own pedagogy. In order to achieve this I employed heuristic enquiry and more specifically the methods outline by Clark Moustakas (1990). Heuristic epistemology is achieved by creating phases in which the researcher uses her own experience to investigate and create meaning in which to discover a phenomenon. This method of enquiry offers the researcher non-linear steps with which to structure the process of a personal reflection. Explication of the pedagogy resulted from numerous viewings of the video recording. I reviewed my teaching methods to ascertain if what I said and thought I was doing was what I actually taught.
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Maw, Susan Jane. "Teaching Hatha yoga : an auto-ethnographic study /." Maw, Susan Jane (2008) Teaching Hatha yoga: an auto-ethnographic study. Masters by Research thesis, Murdoch University, 2008. http://researchrepository.murdoch.edu.au/186/.

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This dissertation is grounded in my praxis as a Hatha yoga teacher in the community. I noticed that particular students were drawn to specific styles of Hatha yoga, whilst avoiding others. I took the styles of Hatha yoga into consideration, but further exploration also gave rise to whether methods of instruction were a fundamental component of the class demography. This in turn led to an examination of my own teaching pedagogy to explore how my philosophical approach to teaching, was in fact, carried over into to my praxis and if this was a factor in student retention in my classes. Studying my own pedagogy as a Hatha yoga teacher meant reviewing my philosophies, both from a theoretical perspective and later from a practical level, to see if my practice followed my philosophy. This could only be realised through a full investigation of my teaching methods, which was achieved by video taping one of my Hatha yoga classes. I believe that understanding originates from personal knowledge; therefore, the research must begin by examining my own pedagogy. In order to answer these questions I have investigated the historical foundations of yoga and the meaning of yoga in the modern Western world. During this process I became aware of the misrepresentations of Hatha yoga and the misconceptions that have derived from this. In order to answer my research question, whether my teaching pedagogy directly influenced the cohort of students who attended my yoga class, I have had to be cognisant of my own pedagogy. In order to achieve this I employed heuristic enquiry and more specifically the methods outline by Clark Moustakas (1990). Heuristic epistemology is achieved by creating phases in which the researcher uses her own experience to investigate and create meaning in which to discover a phenomenon. This method of enquiry offers the researcher non-linear steps with which to structure the process of a personal reflection. Explication of the pedagogy resulted from numerous viewings of the video recording. I reviewed my teaching methods to ascertain if what I said and thought I was doing was what I actually taught.
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Lower, Michael Andrew. "A study of principals' and teachers' perceptions of and attitudes toward the evaluation of teachers." Connect to resource, 1987. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261061529.

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Robinson, Kirk S. "How Graduate Teaching Assistants Experience Teaching Preparation for Higher Education: A Symbolic Interactionist Study." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami15112773925517.

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Books on the topic "Cabinetwork Study and teaching"

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Cabinetmaker program. Edmonton, AB: Apprenticeship and Industry Training, 2003.

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Alberta. Alberta Learning. Apprenticeship and Industry Training. Cabinetmaker program. Edmonton, AB: Apprenticeship and Industry Training, 2004.

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Cabinetmaker: Apprenticeship course outline. Edmonton, AB: Alberta Advanced Education and Technology, 2010.

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Teaching for effective study. London: Croom Helm, 1987.

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Wilhoit, Jim. Effective Bible teaching. Grand Rapids, Mich: Baker Book House, 1988.

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Burton, Graeme. Teaching communication. London: Routledge, 1990.

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Andrea, Kenkmann, ed. Teaching philosophy. London: Continuum, 2009.

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Teaching physics. Dordrecht: Kluwer Academic Publishers, 2003.

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1953-, Banks Frank, and Open University, eds. Teaching technology. London: Routledge in association with the Open University, 1994.

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Tonjes, Marian J. Teaching reading thinking study skills. [S.l.]: William C Brown, 1992.

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Book chapters on the topic "Cabinetwork Study and teaching"

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Ikpeze, Chinwe H. "Self-Study." In Teaching across Cultures, 13–28. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-983-8_2.

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Leland, Christine H., Mitzi Lewison, and Jerome C. Harste. "Language Study." In Teaching Children's Literature, 99–120. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003246947-5.

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Leland, Christine H., Mitzi Lewison, and 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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Block, Alan A. "Study and Benevolence." In Ethics and Teaching, 135–56. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230619777_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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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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Wood, Keith, and Saratha Sithamparam. "Learning study." In Changing Teaching, Changing Teachers, 28–41. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780367855109-3.

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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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Allan, David. "Case study." In Developing Resilience in FE Teaching, 103–8. London: Routledge, 2022. http://dx.doi.org/10.4324/9780367824211-13.

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Allan, David. "Case study." In Developing Resilience in FE Teaching, 116–23. London: Routledge, 2022. http://dx.doi.org/10.4324/9780367824211-15.

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Conference papers on the topic "Cabinetwork Study and teaching"

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Rustum, Rabee. "Teaching hydrology: A case study of teaching and learning." In 2018 Advances in Science and Engineering Technology International Conferences (ASET). IEEE, 2018. http://dx.doi.org/10.1109/icaset.2018.8376913.

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Park, Eunil, Ki Joon Kim, and Angel P. del Pobil. "Is Teaching-Robot Possible?: Practical Study for Teaching-Robot." In Robotics and Applications. Calgary,AB,Canada: ACTAPRESS, 2011. http://dx.doi.org/10.2316/p.2011.747-029.

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Giudici, M., and thestudents of the Laboratory of Earth Physics. "Teaching geophysics: A "case study." In 3rd EEGS Meeting. European Association of Geoscientists & Engineers, 1997. http://dx.doi.org/10.3997/2214-4609.201407380.

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Fan Zhang, Chen Yang, and Yuan Zhu. "A study of CAID teaching." In Conceptual Design (CAID/CD). IEEE, 2008. http://dx.doi.org/10.1109/caidcd.2008.4730708.

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Lu, Sun. "Study on Business English Teaching." In 2017 7th International Conference on Education, Management, Computer and Society (EMCS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emcs-17.2017.188.

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Fan, Yiting. "Study on Penetration Aesthetic Teaching Method of College PE Teaching." In 2016 4th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ieesasm-16.2016.220.

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Tian, PinJing. "Study of intelligent voice teaching aid system in English Teaching." In 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iemss-17.2017.30.

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Fan, Yuting, and Yang Luo. "Empirical Study of English Teaching Model Based on Flipped Teaching." In 2016 International Conference on Education, Management and Computer Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemc-16.2016.199.

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Liu, Kai, Zhen Xu, and Jun Zhang. "Study on Teaching Reform of Professional Core Curriculums in Teaching Elements." In 2009 First International Workshop on Education Technology and Computer Science. IEEE, 2009. http://dx.doi.org/10.1109/etcs.2009.658.

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Baoqin, Li. "Study on Middle Vocational Chinese Teaching and Professional Course Teaching Practice." In 2014 Conference on Informatisation in Education, Management and Business (IEMB-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/iemb-14.2014.76.

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Reports on the topic "Cabinetwork Study and teaching"

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Clayton, Jessica Ridgway, Leslie Davis Burns, Lorynn Divita, and Sheng Lu. Case Study Teaching Method: Bringing Concepts to Life. Ames (Iowa): Iowa State University. Library, January 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, July 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, December 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, February 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, and 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, January 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, March 2004. http://dx.doi.org/10.53593/n157a.

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Stannard, Casey Rhea, and Andrea Eastin. Teaching personalized fit to home sewers using a hybrid workshop format: A case study. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1751.

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Lu, Lina. A Qualitative Case Study of Chinese Teaching Assistants' Communication in the U.S. University Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6263.

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