Relevant bibliographies by topics / Effective teaching practice

Academic literature on the topic 'Effective teaching practice'

Author: Grafiati
Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Effective teaching practice"

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Giacobbi, Peter. "Effective Teaching and Practice in Golf." Strategies 13, no. 4 (April 2000): 8–11. http://dx.doi.org/10.1080/08924562.2000.11000321.

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Sariti, David. "Teaching Effective & Creative Practice Habits." American String Teacher 54, no. 1 (February 2004): 98–103. http://dx.doi.org/10.1177/000313130405400112.

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Siegel, D. H. "Effective teaching of empirically based practice." Social Work Research and Abstracts 21, no. 1 (March 1, 1985): 40–48. http://dx.doi.org/10.1093/swra/21.1.40.

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Oberst, Bethany S., and James V. Hoffman. "Effective Teaching of Reading: Research and Practice." Modern Language Journal 71, no. 4 (1987): 433. http://dx.doi.org/10.2307/328476.

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Amundsen, Cheryl, Danielle Gryspeerdt, and Katherine Moxness. "Practice-Centred Inquiry: Developing More Effective Teaching." Review of Higher Education 16, no. 3 (1993): 329–53. http://dx.doi.org/10.1353/rhe.1993.0016.

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Rakes, Christopher R., Michele L. Stites, Robert N. Ronau, Sarah B. Bush, Molly H. Fisher, Farshid Safi, Siddhi Desai, et al. "Teaching Mathematics with Technology: TPACK and Effective Teaching Practices." Education Sciences 12, no. 2 (February 18, 2022): 133. http://dx.doi.org/10.3390/educsci12020133.

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This paper examines how 17 secondary mathematics teacher candidates (TCs) in four university teacher preparation programs implemented technology in their classrooms to teach for conceptual understanding in online, hybrid, and face to face classes during COVID-19. Using the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework, TCs, classroom mentor teachers, field experience supervisors, and university faculty formed a Networked Improvement Community (NIC) to discuss a commonly agreed upon problem of practice and a change idea to implement in the classroom. Through Plan-Do-Study-Act cycles, participants documented their improvement efforts and refinements to the change idea and then reported back to the NIC at the subsequent monthly meeting. The Technology Pedagogical Content Knowledge framework (TPACK) and the TPACK levels rubric were used to examine how teacher candidates implemented technology for Mathematics conceptual understanding. The Mathematics Classroom Observation Protocol for Practices (MCOP2) was used to further examine how effective mathematics teaching practices (e.g., student engagement) were implemented by TCs. MCOP2 results indicated that TCs increased their use of effective mathematics teaching practices. However, growth in TPACK was not significant. A relationship between TPACK and MCOP2 was not evident, indicating a potential need for explicit focus on using technology for mathematics conceptual understanding.
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Karemore, Tapasya, Mukta Motwani, Apeksha Dhole, and Anurag Choudhary. "Small Group teaching in clinics – An effective teaching practice for undergraduates." Journal of Education Technology in Health Sciences 5, no. 3 (November 15, 2018): 149–51. http://dx.doi.org/10.18231/2393-8005.2018.0030.

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Dirks, Joni L. "Effective Strategies for Teaching Teamwork." Critical Care Nurse 39, no. 4 (August 1, 2019): 40–47. http://dx.doi.org/10.4037/ccn2019704.

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Teamwork is essential for health care providers, who must work together to ensure safe and effective patient care. The ability to function effectively as a team is especially important in critical care, where ad hoc teams are brought together for short-term management of crisis situations. Teamwork training has been widely implemented, but ongoing education and practice are needed to maintain and improve competency. This article reviews some of the literature on team science and provides recommendations for enhancing training to promote development of a shared mental model. Strategies such as ensuring multidisciplinary participation, clarifying team resources and goals, and creating practice scenarios can increase the effectiveness of training for critical care teams. Evaluation can provide immediate feedback on learning outcomes and may facilitate subsequent transfer of learning to the clinical setting. Interventions that improve a team’s ability to work toward a common goal can improve outcomes for critically ill patients.
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Quan, Hongyan, and Chenhui Li. "An Effective Practice Method of Visual Case Teaching." Science Innovation 9, no. 2 (2021): 76. http://dx.doi.org/10.11648/j.si.20210902.17.

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Walshaw, Margaret. "Teacher knowledge as fundamental to effective teaching practice." Journal of Mathematics Teacher Education 15, no. 3 (May 6, 2012): 181–85. http://dx.doi.org/10.1007/s10857-012-9217-0.

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Dissertations / Theses on the topic "Effective teaching practice"

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Paulmann, Greg. "Master teachers' critical practice and student learning strategies a case study in an urban school district /." [Yellow Springs, Ohio] : Antioch University, 2009. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1263657018.

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Thesis (Ph.D.)--Antioch University, 2009.
Title from PDF t.p. (viewed March 25, 2010). Advisor: Elizabeth Holloway, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2009."--from the title page. Includes bibliographical references (p. 171-175).
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Flores, Muxí Maria del Carmen. "Identifying Effective CLIL Teaching Practice in Higher Education: A Case Study of Integrated Practices in Pre-Service Teacher Education." Doctoral thesis, Universitat Ramon Llull, 2018. http://hdl.handle.net/10803/650899.

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Aquesta tesi estudia els processos d'ensenyament i aprenentatge que tenen lloc en dues assignatures CLIL impartides a la Facultat de Psicologia, Ciències de l'Educació i de l'Esport Blanquerna, Universitat Ramon Llull. L'estudi té com a objectiu identificar la Pràctica docent AICLE / CLIL efectiva (ECTP) en la formació inicial dels futurs mestres i avaluar com l'ensenyament a través de l'AICLE / CLIL pot afectar l'adquisició de contingut, del llenguatge específic de l'assignatura i del coneixement ECTP. Seguint un enfocament integrador, s'ha cercat evidència utilitzant mètodes quantitatius i qualitatius, amb dades recopilades sobre producte (rendiment), procés (pràctica docent) i participants (estudiants i docents). Mitjançant la revisió i anàlisi de la literatura, s'ha especificat el concepte de ECTP i s'ha dissenyat i utilitzat una eina d'observació per explorar ECTP. Les percepcions dels estudiants i els professors han revelat estratègies i pràctiques d'ensenyament que s'han identificat en aquesta tesi com ECTP. Les dades podrien confirmar que l'ensenyament AICLE / CLIL afecta positivament l'adquisició dels continguts i del llenguatge específic de l'assignatura. No obstant això, les dades també han descobert alguns resultats contradictoris.
Esta tesis estudia los procesos de enseñanza y aprendizaje que tienen lugar en dos asignaturas CLIL impartidas en la Facultad de Psicología, Ciencias de la Educación y del Deporte Blanquerna, Universidad Ramon Llull. El estudio tiene como objetivo identificar la Práctica docente AICLE/CLIL efectiva (ECTP) en la formación inicial de los futuros maestros y evaluar cómo la enseñanza a través del AICLE/CLIL puede afectar la adquisición de contenido, del lenguaje específico de la asignatura y del conocimiento ECTP. Siguiendo un enfoque integrador, se ha buscado evidencia utilizando métodos cuantitativos y cualitativos, con datos recopilados sobre producto (rendimiento), proceso (práctica docente) y participantes (estudiantes y docentes). Mediante la revisión y análisis de la literatura, se ha especificado el concepto de ECTP y se ha diseñado y utilizado una herramienta de observación para explorar ECTP. Las percepciones de los estudiantes y los profesores han revelado estrategias y prácticas de enseñanza que se han identificado en esta tesis como ECTP. Los datos pueden llevar a confirmar que la enseñanza AICLE/CLIL afecta positivamente la adquisición de los contenidos y del lenguaje específico de la asignatura. Sin embargo, los datos también han descubierto algunos resultados contradictorios.
This thesis studies the teaching and learning processes taking place in two CLIL subjects taught at the Faculty of Psychology, Education and Sports Sciences Blanquerna, University Ramon Llull. Content and language integrated learning focuses on both language and non language content aims. The study aims to identify Effective CLIL Teaching Practice (ECTP) in pre-service Teacher Education and to assess how teaching through CLIL may affect the acquisition of content knowledge, of subject-specific language and of ECTP knowledge Following an integrative approach, evidence has been sought using quantitative and qualitative methods, with data gathered on product (performance), process (teaching practice) and participants (students and teachers). Through literature revision and analysis, the concept of ECTP has been specified and a tool for observation has been designed and used to explore ECTP. Perceptions from the students and the teachers have revealed strategies and teaching practices that have been identified in this thesis as ECTP. Data may lead to confirm that CLIL teaching positively affects the acquisition subject contents and of subject-specific language. However data have also uncovered some contradictory results.
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Padden, Dawn H. "Effective school -wide discipline through Positive Behavior Supports: An analysis of current practice." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1539618530.

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The purpose of this study was to determine the implementation status of School-wide Positive Behavior Supports (SWPBS) in selected elementary and middle schools (N = 123) situated within three regions of Virginia. Additionally this study sought to identify and determine the relative impact of specific facilitators and barriers to successful implementation. Finally, this study identified the types of professional development opportunities related to SWPBS available to school personnel. In order to answer each overarching research question, participants were asked to complete the School-wide Positive Behavior Support Systems Implementation Survey, a validated instrument, adapted from the Delaware PBS Implementation Self Assessment. Findings indicate above average levels of implementation on 35 of 36 specific features of SWPBS. Additional findings reveal significant levels of impact related to specific facilitators and barriers on identified critical feature categories of SWPBS. Finally, with regard to professional development, results indicate that a majority of schools offer more than one type of professional development opportunity to school personnel and that most schools use new teacher orientation programs to provide in-service for SWPBS.
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Kyriakides, Elena. "Effective teaching of literacy in Cyprus : an investigation of the practice of Grade 1 teachers." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10018408/.

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A key finding from the research into school effectiveness is that children's educational progress is highly dependent on effective teachers (Darling-­‐Hammond, 2000; DEST, 2005; NCQT, 2011). But, the literature into teacher effectiveness offers less literacy-­‐specific evidence. Nonetheless, successful literacy learning in Grade 1 is crucial as it has long lasting consequences on children's literacy development (Riley, 1996, 2007; Tymms et al., 2009), thus making the effective teaching of literacy an important focus of investigation. Researchers have also raised the issue of the inter-­‐relationship of effective teaching and the context within which it takes place (Hopkins and Reynolds, 2001; Campbell et al, 2003). Within the specific context of Cyprus there is a paucity of evidence into teachers' literacy practices in correlation with the insights from the effectiveness research. Therefore, the aim of this study is to investigate this particular context and use the insights offered in order to illuminate thinking about effective literacy teaching practice. In order to do so, it draws upon relevant bodies of literature, to identify the features of effective literacy teaching in Grade 1 classrooms. By using these teachers as a lens into teaching practices, the study explores what these teachers do and also how the omissions in their practice compare with the literature in the field, as well as what they do differently and which has not, as yet, been widely recognised. In addition, the study examines what teachers report they rely on and how they claim to have learned their practice. The study is located within a qualitative -­‐ interpretive paradigm, using thematic coding to deductively and inductively analyse classroom observations and interview data from fifteen teachers who were deemed to be effective. The findings offer an agenda to re-­‐consider both the content and pedagogy of effective literacy teaching in Grade 1. Also, the implications that arise for programmes of Initial Teacher Education and Continuing Professional Development are addressed.
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Huang, Jo-Ying Angela. "Effective harp pedagogy - A Study of Techniques, Physical and Mental." Thesis, University of Canterbury. Centre for Fine Arts, Music and Theatre, 2011. http://hdl.handle.net/10092/6256.

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This study examines the techniques required to effectively play the modern concert harp. Following a study of the main harp performing methods and an examination of the most popular instructional books published in recent times, this study explores and analyses the practice techniques of harp playing. It investigates and identifies general current practice techniques in music, and sees ways in which these may be incorporated into the learning of the harp. A number of musical excerpts are selected as the bases of specific practice plans which are designed to demonstrate how physical and mental techniques may be combined to support accurate and musical harp playing. The practice techniques and plans are assessed and supported by referring them to teachers and senior students. These research participants provided useful information regarding their own learning experiences and observations on the place that technical studies played in the growth of their own performance skills.
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Liese, Anne Brackney. "Special Educators' Perceptions on Effective Preparation and Practice for Student Success." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4528.

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Alternative school settings are success prospects for students at risk of school failure. However, research on the daily experiences of the special educators in alternate school settings tasked with educating the at-risk population, is limited. The purpose of this phenomenological study was (a) to recognize the perceptions of special educators concerning their preparation to advance the success of SEN students who are at risk of school failure; (b) to determine how to improve special educator preparation programs in alternative school settings. Deci and Ryan's self-determination theory, focused on student success provided the study's framework. Twelve semistructured interviews were conducted to examine special educators' perceptions on preparation and practice for student success. Data were analyzed through block coding, code comparison and thematic searches. The study's results included accounts of special educators' perceptions and challenges related to preparation and practice for student success in alternate school settings. Emergent themes included applying classroom structure and technology, as well as individualized student instruction. Participants cited a need for rich teacher/student relationships to advance student success. Included are inferences regarding the development of teacher/student relationships. Also included are suggestions for educational leaders to consider while preparing preparatory methods for special educators who teach within the alternative school setting such as administrator knowledge of what special educators require to teach in the alternate classroom. This study may lead to social change by providing information on special educator preparation coursework meant to develop student success for the alternative school student population.
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Wickham, Barbara Martin. "Designing Effective Professional Development for Teaching Students in Poverty: Impact on Teacher Beliefs and Classroom Practice." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97519.

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Poverty has a consequential impact on student achievement. The No Child Left Behind Act and more recently the Every Student Succeeds Act put pressure on educators to close the achievement gap that exists for economically disadvantaged students. While this gap remains, high-poverty, high-achieving schools do exist. The purpose of this study was to discern the impact of practitioner-designed professional development (PD) on teacher beliefs about students from poverty. This study focused on the creation and implementation of PD designed to help teachers explore their beliefs, and investigated whether these beliefs changed after teachers received PD addressing teaching students from poverty. This PD was based on research from multiple studies on educators' perspectives and effective teaching strategies for poor students. The study was conducted using action research, with a mixed-methods approach, incorporating the quantitative analysis of surveys and the qualitative analysis of professional learning experiences and interviews. Findings from the study indicate that practitioner-designed PD can impact teachers' beliefs and lead to changes in their instructional practices. This research could provide guidance for school administrators and higher education leaders who seek to develop and implement PD that addresses teaching students in poverty.
Doctor of Education
Poverty has a consequential impact on student achievement. The No Child Left Behind Act and more recently the Every Student Succeeds Act required educators to close the achievement gap that exists for students from poverty. While this gap remains, high-poverty, high-achieving schools do exist. The purpose of this study was to discern the impact of practitioner-designed professional development (PD) on teacher beliefs about students from poverty. The study focused on the creation and implementation of PD designed to help teachers explore their beliefs, and investigated whether these beliefs changed after teachers received PD addressing teaching students from poverty. Findings from the study indicate that practitioner-designed PD can impact teachers' beliefs and lead to changes in their instructional practices. This research could provide guidance for school administrators and higher education leaders who seek to develop and implement PD that addresses teaching students in poverty.
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Bossaer, John. "Four Strategies for Becoming a More Effective Educator – Part 3: Teaching Students to Think Critically." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7794.

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Abrahams, Byron. "Teachers’ experiences in implementing habits of mind which promote mathematics learners’ relational understanding, while operating within a community of practice." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2498.

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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.
Current insights into the South African education crisis suggest that emphasis needs to be placed on developing teachers’ mathematical knowledge for teaching (MKfT) through ongoing professional development. Aiming to provide insight into teacher professional development, this research describes an initiative undertaken by a group of Mathematics teachers who formed a Community of Practice at their school. Through the implementation of Habits of Mind that promotes Relational Understanding, these teachers attempt to improve the teaching and learning of Mathematics at their school, and further their professional development. A qualitative phenomenological design of inquiry was conducted to describe the teachers’ experiences when implementing Habits of Mind in their teaching. Group interviews, individual interviews and documentary sources were used to gain a rich description of the lived experiences of these teachers during the research period. To analyse the data a combination of Giorgi’s phenomenological model and the interconnected model of professional growth was used. Results indicate three insights into teacher professional development: (1) Communities of Practice promote the sharing and development of MKfT though the mechanism of collaboration; (2) Teachers are challenged when implementing intervention strategies as firstly their learners are challenged in their literacy ability which limits their articulation in Mathematics lessons, and secondly they are faced with time constraints imposed by workload demands; (3) The attempt to implement intervention strategies within a Community of Practice, despite being challenging, encourages reflective practice which informs individuals’ professional practice and supports ongoing professional development.
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Verst, Amy L. "Outstanding Teachers and Learner-Centered Teaching Practices at a Private Liberal Arts Institution." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195054.

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Using a combined quantitative, qualitative approach, this study explores the teaching practices of outstanding faculty at a private, liberal arts institutions by posing questions that revolve around learner-centered teaching practices, characteristics of outstanding teachers, effective teaching, and pressures on the professoriate related to the phenomena of academic capitalism. Outstanding professors from the College of Arts and Sciences, and Schools of Business, Education, and Nursing were invited to participate in this research. Weimer's (2002) five learner-centered changes to teaching practice framed this investigative study. This conceptual framework consists of altering the role of the teacher, balancing power in the classroom between teacher and students, changing the function of course content, instilling student responsibilities for learning, and using different processes and purposes for evaluation that serve to guide teacher and students interactions throughout the course.The findings of the study suggest that faculty from the School of Education agree with and implement all five of Weimer's (2002) learner-centered changes to teaching practice. However, there is incongruence between the learner-centered teaching beliefs and learner-centered teaching practices of outstanding teachers from the College of Arts and Sciences and the Schools of Business and Nursing. This study seems to indicate that several pressures on the professoriate including the phenomena associated with academic capitalism affect teaching practices in the classroom. Existing learner-centered practice models can be informed by the salient findings of this study.
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Books on the topic "Effective teaching practice"

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1949-, Reynolds David, ed. Effective teaching: Evidence and practice. 3rd ed. Thousand Oaks, CA: SAGE Publications, 2010.

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Lory, Quaranta, ed. Effective teaching: Principles and practice. Glenview, Ill: Scott, Foresman, 1987.

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1949-, Reynolds David, ed. Effective teaching: Evidence and practice. London: Paul Chapman, 2001.

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Effective teaching and learning in practice. London: Continuum International Pub. Group, 2010.

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Skinner, Don. Effective teaching and learning in practice. New York, NY: Continuum International Pub. Group, 2010.

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Borich, Gary D. Effective teaching methods: Research-based practice. 7th ed. Boston: Pearson/Allyn and Bacon, 2011.

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Kyriacou, Chris. Effective teaching in schools: Theory and practice. 3rd ed. Cheltenham: Nelson Thornes, 2009.

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Effective teaching in schools: Theory and practice. 3rd ed. Cheltenham: Nelson Thornes, 2009.

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Kyriacou, Chris. Effective teaching in schools: Theory and practice. 3rd ed. Cheltenham: Nelson Thornes, 2009.

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Dalton, Stephanie Stoll. Pedagogy matters: Standards for effective teaching practice. Santa Cruz, Calif: Center for Research on Education, Diversity & Excellence, 1998.

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Book chapters on the topic "Effective teaching practice"

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Delf, Wendy. "Effective Teaching." In NQT: The Beginning Teacher's Guide to Outstanding Practice, 54–65. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2017. http://dx.doi.org/10.4135/9781529714661.n5.

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Howard, Dave, and Ashlee Perry. "Effective Inclusive Practice in Primary Science." In Primary Science: A Guide to Teaching Practice, 256–79. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications, Inc., 2015. http://dx.doi.org/10.4135/9781473910850.n14.

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Coulter, Bob. "Moving Out of Flatland: Toward Effective Practice in Geospatial Inquiry." In Teaching Science and Investigating Environmental Issues with Geospatial Technology, 287–302. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-90-481-3931-6_17.

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Freshwater, Dawn, Elizabeth Walsh, and Philip Esterhuizen. "Models of Effective and Reflective Teaching and Learning for Best Practice in Clinical Supervision." In Clinical Supervision in Practice, 76–107. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-0-230-20817-9_4.

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White, Mathew A. "Positive Professional Practice: A Strength-Based Reflective Practice Teaching Model." In The Palgrave Handbook of Positive Education, 165–204. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_7.

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AbstractWhile positive education research has grown over the past decade, making strides in measurement, interventions, and applications, it has also been criticised for lacking consistent guiding theoretical frameworks, heavily emphasising psychology over education, and being driven by unacknowledged pedagogical assumptions. This chapter argues that a particular stumbling block has been ignoring the professional practice of positive education; that is, what positive education teachers do and how they know they are having an impact. To addresses this gap, this chapter introduces a strength-based reflective practice model for teachers that integrates the Values in Action classification of character strengths with Brookfield’s four lenses for reflective practice, which consists of: (1) the students’ eyes, (2) colleagues’ perceptions, (3) personal experience, and (4) theory. The model aims to provide a method for critical self-reflection, thereby helping to enable effective professional practice. Through this model, perhaps positive education can become a pedagogy that has found its practice.
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Li, Jilin. "Contextualized Teaching: An Effective Way to Encourage Active Learning of Chinese." In The Theory and Practice for Children’s Contextualized Learning of Their First Language, 155–63. Berlin, Heidelberg: Springer Berlin Heidelberg, 2017. http://dx.doi.org/10.1007/978-3-662-55604-7_8.

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Daniel, Marguerite, and Helga Bjørnøy Urke. "Extending Student-Active Learning into Effective Practice in Global Development-Related Health Promotion." In International Handbook of Teaching and Learning in Health Promotion, 151–66. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96005-6_11.

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Hill, LeRoy. "Translating Distance Education Theory into Practice: Developing an Emergency Teaching Framework for a Caribbean University." In Global Perspectives on Educational Innovations for Emergency Situations, 139–47. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99634-5_14.

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AbstractThe COVID-19 pandemic compelled universities worldwide to address the issue of continuity of teaching and learning. The request for teaching and learning continuity took many by surprise and as such, many universities were unprepared for the rapid shift. The transition from face to face to remote teaching therefore required a quick, but careful consideration to the planning, design, implementation and evaluation of remote teaching and learning. Notwithstanding this challenge, it becomes necessary to ground decisions within theoretical contexts that support and advance effective remote teaching and learning practice. Theory is well established as a tool to shape the effective teaching and learning within the higher-education setting and while there are frameworks that support traditional teaching and learning, not much attention is given to distance education frameworks. This chapter therefore intimates reflection on the utility of distance education theoretical frameworks to advance and sustain remote teaching practice at a Caribbean university.
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"Effective Teaching." In Mathematics Teaching Practice, vii. Elsevier, 2002. http://dx.doi.org/10.1016/b978-1-898563-79-2.50006-5.

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Gray, Abigail, and Melanie Wright. "The importance of shared practice." In The Effective Teaching Assistant, 149–53. Routledge, 2020. http://dx.doi.org/10.4324/9781003043140-9.

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Conference papers on the topic "Effective teaching practice"

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Boukhatem, Nadera, and Kebiri Fatiha. "Linking Effective Learning with Effective Teaching Practice." In 2nd International Conference on Advanced Research in Social Sciences. Acavent, 2019. http://dx.doi.org/10.33422/2nd.icarss.2019.11.734.

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Srinivasan, Dipti. "Retrieval Practice for Effective Teaching of an Engineering Course." In 2021 IEEE International Conference on Engineering, Technology & Education (TALE). IEEE, 2021. http://dx.doi.org/10.1109/tale52509.2021.9678897.

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Olga Bombardelli. "Effective Teaching Practice: Peer Tutoring in Education for Active Citizenship." In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.36.

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Akbayeva, Gulden, and Saida Саиможа. "EFFECTIVE FOREIGN AND DOMESTIC STANDARD PROGRAMS USED IN TEACHING ENGLISH." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(1).

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In the modern world, the study of foreign languages is very relevant. Because thanks to this, a person acquires many opportunities and a chance to succeed. This is especially true for English language skills. Which is not only one of the necessities for a modern, successful person, but also one of the factors of competitiveness and the quality of education of the whole country. Therefore, at the present stage, special attention is paid to teaching English. And as practice shows, one of the most effective ways to learn a foreign language is the use of various standard programs in teaching English which were analyzed. At the same time the results of experimental and practical work were presented
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Pearsall III, Albert A., and Laurence Covington. "Transformative Reshaping: A Teaching and Learning Practice." In 2nd Annual Faculty Senate Research Conference: Higher Education During Pandemics. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.135.11.

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Transformative Reshaping is a novel, research-based strategic approach to teaching and learning that aims to promote academic and professional success and enhance retention among students. This practice encourages providing students with opportunities to learn how to learn (metacognition), develop technical skills, and acquire essential non-technical abilities or soft skills. The cultivation of competent academicians, professionals, and life-long learners is the ultimate goal. Transformative Reshaping is a SoTL practice that was developed by Albert A. Pearsall III, Assistant Professor of Business at the University of the District of Columbia Community College (UDCCC), and Laurence Covington, Instructor of English, UDCCC from discussions with several college professors, reviews of literature, and classroom trial and error. It is based on the ACUE framework for college-level instruction (ACUE’s effective practice framework).
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Akili, Waddah. "Teaching Geotechnical Engineering through Case Histories: Effective Learning and Linking Theory to Practice." In Geo-Denver 2007. Reston, VA: American Society of Civil Engineers, 2007. http://dx.doi.org/10.1061/40910(229)2.

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Fan, Ming, and Yuwei Yun. "Exploration and practice of effective implementation of online teaching during the epidemic period." In WSSE 2021: 2021 The 3rd World Symposium on Software Engineering. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3488838.3488840.

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Weerakoon, Sunil. "Pedagogical Innovations for Teaching Practicum." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7212.

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Teaching practicum plays a significant role in teacher education programs and helps to upgrade teachers’ professional competencies. The teaching practicum component employed by the Faculty of Education, The Open University of Sri Lanka (OUSL), and the Faculty of Education, University of Colombo provides a systematic mechanism for fostering the professional development of teachers through their Postgraduate Diploma in Education (PGDE) programmes. This comparative study was done to identify strategies and innovative methods that need to be adopted by the two universities to increase the effectiveness of teaching practicum. The participant of this study were 117 student teachers, 30 school mentors, 57 master teachers, and 5 university academics representing two universities. The data collected using questionnaires, interviews, and teaching practice records were analyzed both qualitatively and quantitatively. Findings revealed that the pedagogical knowledge and guidance provided by the universities, the collaborative atmosphere of the schools, the effective role of school mentors and master teachers, and the motivation and commitment of student teachers strongly affect the effectiveness of the teaching practice component. The establishment of a strong collaborative school-university partnership, creating a professional body of school mentors and master teachers with continuous training provisions, and improving the commitment to educational research on teaching practicum were identified as the most effective and enacting changes that need to be adopted by the two universities to cater the professional development of teachers. Overall, a new framework was developed with an innovative avenue to increase the effectiveness of teaching practicum.
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KULYEVA, A. A. "CLIL AS AN EFFECTIVE METHOD IN TEACHING FOREIGN LANGUAGES." In The main issues of linguistics, lingvodidactics and intercultural communications. Astrakhan State University, 2020. http://dx.doi.org/10.21672/978-5-9926-1237-0-085-089.

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The article considers the topic of Content-Language Integrated Learning on the level of higher education and further integration of this approach into the practice of Russian higher education. CLIL approach and possibilities of integration into the educational process of modern higher school with the aim to improve language training of professionals are described. Different factors allowing to include the elements of CLIL approach into the process of learning are considered.
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Connor, Andrew Mile, Jim Buchan, and Krassie Petrova. "Bridging the Research-Practice Gap in Requirements Engineering through Effective Teaching and Peer Learning." In 2009 Sixth International Conference on Information Technology: New Generations. IEEE, 2009. http://dx.doi.org/10.1109/itng.2009.134.

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Reports on the topic "Effective teaching practice"

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Haines, Karen. Contextualising the learning affordances of technology: An in-depth look at the developing practice of two modern language teachers. Unitec ePress, September 2017. http://dx.doi.org/10.34074/ocds.62017.

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Affordance is an integral part of the practical knowledge teachers acquires while using new technologies in their teaching. This article describes the situated learning of two experienced modern language teachers using new technologies as they learned to perceive and implement learning affordances of several new tools in their individual classroom contexts, including Second Life and Wimba. The teachers identified and actualised learning affordances that allowed them to support students’ learning according to their respective beliefs about teaching and learning. The implications for computer-assisted language learning (CALL) teacher development are discussed in relation to professional learning and to the enriching of effective teaching practice.
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Hwa, Yue-Yi, and Lant Pritchett. Teacher Careers in Education Systems That Are Coherent for Learning: Choose and Curate Toward Commitment to Capable and Committed Teachers (5Cs). Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/02.

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How can education authorities and organisations develop empowered, highly respected, strongly performance-normed, contextually embedded teaching professionals who cultivate student learning? This challenge is particularly acute in many low- and middle-income education systems that have successfully expanded school enrolment but struggle to help children master even the basics of reading, writing, and arithmetic. In this primer, we synthesise research from a wide range of academic disciplines and country contexts, and we propose a set of principles for guiding the journey toward an empowered, effective teaching profession. We call these principles the 5Cs: choose and curate toward commitment to capable and committed teachers. These principles are rooted in the fact that teachers and their career structures are embedded in multi-level, multi-component systems that interact in complex ways. We also outline five premises for practice, each highlighting an area in which education authorities and organisations can change the typical status quo approach in order to apply the 5Cs and realise the vision of empowered teaching profession.
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Lemos, Renata, Karthik Muralidharan, and Daniela Scur. Personnel Management and School Productivity: Evidence from India. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/063.

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This paper uses new data to study school management and productivity in India. We report four main results. First, management quality in public schools is low, and ~2σ below high-income countries with comparable data. Second, private schools have higher management quality, driven by much stronger people management. Third, people management quality is correlated with both independent measures of teaching practice, as well as school productivity measured by student value added. Fourth, private school teacher pay is positively correlated with teacher effectiveness, and better managed private schools are more likely to retain more effective teachers. Neither pattern is seen in public schools.
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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, February 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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Barjum, Daniel. PDIA for Systems Change: Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.

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Indonesia is facing a learning crisis. While schooling has increased dramatically in the last 30 years, the quality of education has remained mediocre (Rosser et al., 2022). Teacher capability is an often cited weakness of the system, along with policies and system governance. Approaches focused primarily on adding resources to education have not yielded expected outcomes of increased quality. “It is a tragedy that in the second decade of the twenty-first century, some children in Indonesia are not completing primary school and are turned out into the workforce as functional illiterates.” (Suryadarma and Jones, 2013; Nihayah et al., 2020). In the early 2000s, Indonesia began a process of decentralising service delivery, including education, to the district level. Many responsibilities were transferred from the central government to districts, but some key authorities, such as hiring of civil service teachers, remained with the central government. The Indonesian system is complex and challenging to manage, with more than 300 ethnic groups and networks of authority spread over more than 500 administrative districts (Suryadarma and Jones, 2013). Niken Rarasati and Daniel Suryadarma researchers at SMERU, an Indonesian think tank and NGO, understood this context well. Their prior experience working in the education sector had shown them that improving the quality of education within the classroom required addressing issues at the systems level (Kleden, 2020). Rarasati noted the difference in knowledge between in-classroom teaching and the systems of education: “There are known-technologies, pedagogical theories, practices, etc. for teaching in the classroom. The context [for systems of education] is different for teacher development, recruitment, and student enrollment. Here, there is less known in the public and education sector.” Looking for ways to bring changes to policy implementation and develop capabilities at the district level, SMERU researchers began to apply a new approach they had learned in a free online course offered by the Building State Capability programme at the Center for International Development at Harvard University titled, “The Practice of PDIA: Building Capability by Delivering Results”. The course offered insights on how to implement public policy in complex settings, focused on using Problem Driven Iterative Adaptation (PDIA). The researchers were interested in putting PDIA into practice and seeing if it could be an effective approach for their colleagues in government. This case study reviews Rarasati and Suryadarma’s journey and showcases how they used PDIA to foster relationships between local government and stakeholders, and bring positive changes to the education sector.
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Filmer, Deon, Ezequiel Molina, and Waly Wane. Identifying Effective Teachers: Highlights from Four Classroom Observation Tools. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/038.

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Teachers explain a significant share of variation across students’ achievement (Araujo et al., 2016; Bold et al., 2019; Dobbie and Fryer, 2013). But these achievements are poorly correlated with teachers’ observable characteristics including age, gender, education, experience, and hours in the school (Aaronson et al., 2007; Kane and Staiger, 2008; Rockoff et al., 2008). This suggests there could be other factors such as teachers’ content knowledge, pedagogical knowledge, classroom behaviour, and other practices that are potentially important determinants of students’ academic performance. There is growing interest in understanding these factors and exploring how they impact student learning. This has led to an increase in the development and use of structured classroom observation tools to observe, analyse, and measure teaching and learning practices within classrooms. These tools have provided information on current teaching practices and improvements over time.
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Kharchenko, Yuliya V., Olena M. Babenko, and Arnold E. Kiv. Using Blippar to create augmented reality in chemistry education. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4630.

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This paper presents an analysis of the possibilities and advantages of augmented reality technologies and their implementation in training of future Chemistry and Biology teachers. The study revealed that the use of augmented reality technologies in education creates a number of advantages, such as: visualization of educational material; interesting and attractive learning process; increasing student motivation to study and others. Several augmented reality applications were analyzed. The Blippar app has been determined to have great benefits: it’s free; the interface is simple and user-friendly; the possibility of using different file types; the possibility of combining a large amount of information and logically structuring it; loading different types of information: video, images, 3D models, links to sites, etc. Thus, convenient interactive projects were developed using the Blippar application, which were called study guide with AR elements, and implemented in teaching chemical disciplines such as Laboratory Chemical Practice and Organic Chemistry. Using such study guide with AR elements during classes in a real chemical laboratory is safe and does not require expensive glassware. The student interviews revealed that the use of the Blippar application facilitated new material understanding, saved time needed to learn material, and was an effective addition to real-life learning.
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Jukes, Matthew C. H., Yasmin Sitabkhan, and Jovina J. Tibenda. Adapting Pedagogy to Cultural Context. RTI Press, September 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0070.2109.

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This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to togetherness, fairness, and cooperation; avoidance of embarrassment; and age-graded authority. We propose ways teaching activities can be adapted to take these behaviors into account while still adhering to fundamental principles of effective learning, including student participation in their own learning, teaching at the right level, and monitoring students as a basis for adjusting instruction. Such adaptations may be made most effective by engaging teachers in co-creation of teaching activities.
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