Journal articles: '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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Véliz Salazar, Miriam Iliana, and Victoria Eugenia Gutiérrez Marfileño. "Teaching models on good teaching practices in virtual classrooms." Apertura 13, no. 1 (March 26, 2021): 150–65. http://dx.doi.org/10.32870/ap.v13n1.1987.

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The study of good educational practices in virtual classrooms is focused on knowing the characteristics of pedagogical experiences that have been successful for the achievement of learning. However, in the studies published to date, a coincident approach that integrates the characteristics that distinguish good practices and the traits that are relevant to assess pedagogical interventions in virtual classrooms is not identified. Faced with this situation, this paper presents a comparative analysis of teaching models on good educational practices in virtual education, to identify the characteristics of effective practice. A bibliographic review consisting of 11 proposals and 25 evaluation features is synthesized; in which it was found that continuous feedback, interactivity, knowing the student’s needs, multisensory teaching materials and promoting active learning are some of the most successful practices. Based on these results, it is concluded that the characterization of good educational practices in virtual classrooms is more focused on pedagogical strategies than on the technological supports of virtual education, therefore, the interest of teachers considered effective in their practice, is inclined towards their didactic and academic specialization.

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MELARA GUTIÉRREZ, Francisco José, and Ignacio GONZALEZ LÓPEZ. "Teacher Training for Effective Teaching." Education in the Knowledge Society (EKS) 22 (March 12, 2021): e25290. http://dx.doi.org/10.14201/eks.25290.

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This paper identifies the training needs of primary and secondary school teachers related to their daily work so that it may be understated as effective professional practice. To this end, a questionnaire has been compiled, completed by teachers from Spain, China, and South Korea, to determine the discrepancies between the aspirational ideal and the actual reality of classroom instruction, with a view to achieving quality teaching. The shared training requirements detected among the informants pertain to learning goals, the curriculum, expectations, autonomy, and formative and responsible evaluation.

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Casale, Carolyn, and Stephanie Thomas. "Interactive co-teaching strategies: developing effective partnerships." On the Horizon 26, no. 3 (September 10, 2018): 260–69. http://dx.doi.org/10.1108/oth-08-2017-0078.

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Purpose The purpose of this study is to understand how to develop closer partnership ties among university education faculty and local high school teachers. This study consisted of a university-based teacher education faculty and a high school social studies teacher co-teaching controversial topics using interactive student-centered approaches at a high school in the southeastern United States. Design/methodology/approach A qualitative design included data sources from lesson plans, student assignments and the co-teacher’s reflection process. The theoretical frame integrates reflective practice, culturally relevant teaching and Zeichner’s hybrid space. Findings The findings of this research identified best practices for an effective co-teaching partnership between university-based teacher education faculty and social studies high school teachers. Originality/value The significance and practical implications are to develop partnerships to promote effective teaching.

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Booth, Nichola, Mickey Keenan, and Karola Dillenburger. "Instruction and practice – Are these enough for effective teaching?" International Journal of Educational Research Open 2-2 (2021): 100045. http://dx.doi.org/10.1016/j.ijedro.2021.100045.

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Weber, Nadya. "Teaching the Global Dimension: Key Principles and Effective Practice." International Journal of Development Education and Global Learning 1, no. 3 (September 1, 2008): 63–64. http://dx.doi.org/10.18546/ijdegl.01.2.06.

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McGregor, Sue L. T. "Teaching the Global Dimension: Key Principles and Effective Practice." International Journal of Consumer Studies 32, no. 1 (January 8, 2008): 101–2. http://dx.doi.org/10.1111/j.1470-6431.2007.00654.x.

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McMahon, Tim. "Teaching for more effective learning: Seven maxims for practice." Radiography 12, no. 1 (February 2006): 34–44. http://dx.doi.org/10.1016/j.radi.2005.03.009.

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Robles, Jeannette Valencia. "Developing observation and reflective skills through teaching practice." International Journal of Learning and Teaching 10, no. 1 (January 31, 2018): 22. http://dx.doi.org/10.18844/ijlt.v10i1.3142.

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This case study explores the effects of addressing observations and reflective skills of 12-student teachers during their teaching practices for infant education in Guadalajara, Spain. The participants had been studying the basics of CLIL methodology and reflexive-teaching during a four-month learning period. Then, they participated in a six-hour workshop in which they were required to observe, participate in, and reflect on the teacher and each other’s on a four-minute teaching practice to assess their presentations following the given guidelines. The results show that students could demonstrate they are on the path of making effective observations and reflections on an observed practice. Keywords: Reflective skills, Spain, effective observations, practice, workshop.

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Gunawardena, Maya. "The Implications of Literacy Teaching Models." International Journal of Education and Literacy Studies 5, no. 1 (January 31, 2017): 94. http://dx.doi.org/10.7575/aiac.ijels.v.5n.1p.94.

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First year students often experience a culture shock as certain literacy practices at the university level are different from their experiences in high schools. Some major challenges that students encounter include students’ ability to maintain academic integrity practices in their studies, to comprehend complex academic texts to outline key ideas, and to communicate confidently and effectively in diverse academic genres. As these challenges are common, often universities offer activities to assist students’ with their academic enculturation process. The three popular literacy teaching models currently in practice are the generic, embedded and literacies models. All the three models offer challenges in their effective practice. By evaluating the ethnographic data from the models used at UNSW Canberra Academic Language Learning Unit (ALL), this paper argues that in line with Lea and Street’s (2006) discussion, literacies is the most effective approach for developing students’ lifelong skills for effective communication, reading and critical thinking. Literary teaching should involve an advanced inquiry into writing practices in diverse disciplines helping students’ identifying and practicing using language devices and rhetorical structures in academic genres.

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Carr, Amanda Nichole (Mandi), Roy Neville Kirkwood, and Kiro Risto Petrovski. "Effective Veterinary Clinical Teaching in a Variety of Teaching Settings." Veterinary Sciences 9, no. 1 (January 5, 2022): 17. http://dx.doi.org/10.3390/vetsci9010017.

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This review explores different modalities for clinical teaching of veterinary learners globally. Effective clinical teaching aims to prepare graduates for a successful career in clinical practice. Unfortunately, there is scant literature concerning clinical teaching in veterinary medicine. Our intent for this review is to stimulate and/or facilitate discussion and/or research in this important area. We discuss the different forms that veterinary clinical teaching can take, depending on their setting, which can be university-based clinical activities, work-based in commercial clinical practices, or in a traditional academic setting with little to no real-time exposure to clients and patients. We suggest that each of these modalities has a place in clinical teaching of veterinary learners at any point in the curriculum but that a mix of these approaches will likely provide an improved experience for the learner. Further, we discuss strategies to improve clinical teaching in these different settings. Potential strategies related to the teaching skills of clinical instructors could include training in delivery of clinical teaching in a variety of learning settings, and instructors’ official recognition, including opportunities for career progression. Potential strategies to improve clinical teaching in different teaching settings would vary with the learning settings. For example, in traditional academic settings, case-based learning with incorporation of simulation models is one proposed strategy. The involvement of learners in ‘teach-others’ is a strategy for both traditional academic and clinical settings. Finally, clearly addressing Day One competencies is required in any clinical teaching setting.

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Gul, Ejaz. "Effectiveness of Modern Teaching Methods; Evidence from Digital Learning Model of Modern Teaching Methods." Journal of Education and Vocational Research 7, no. 3 (October 9, 2016): 30–37. http://dx.doi.org/10.22610/jevr.v7i3.1413.

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This paper elucidates the efficacy of three selected modern and innovative methods of learning by taking a group of 80 students of economics class at university level. Their opinion regarding three selected modern teaching methods was obtained through a questionnaire and statistical analysis of their opinion was carried out which indicated strong tendency towards mutual practice method as 40 out of 80 students (50%) declared it as very effective method of learning in the practice stage. On the other hand, 30 students (37.5%) opined that controlled practice method is moderately effective and 28 (35%) students opined that team practice method is slightly effective. After this analysis, students were put to practically learn use of econometric software â€˜E Viewsâ€™ through the same three selected methods. The digital model for their learning process was created using Computer Assisted Qualitative Data Assisted Software (CAQDAS). The statistical analysis of studentsâ€™ opinion and digital analysis of practical learning process indicated that mutual practice is the most effective method of practice. It is because students learn better and fast when they are allowed to use their initiative and judgment. At the end, guidelines for effective teaching have been suggested.

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D’Souza, Melba Sheila, Bala Raju Nikku, and Cael Field. "Interdisciplinary teaching practices: Reflections from a teaching triangle." Journal of Nursing Education and Practice 11, no. 5 (January 11, 2021): 10. http://dx.doi.org/10.5430/jnep.v11n5p10.

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Background and aim: There is an increased understanding of and appreciation for teachers' work from other disciplines, primarily for formulating individual plans and enhancing one's teaching based on observations and shared reflections. This article reviews how reflective practice, which is self-initiated and focused, informs the understanding and improvement of teaching practices, demonstrates interaction with students, and guides teaching experiences. This article aims to explore reflective practices that were meaningful for engaging in in-class instructional teaching practices.Methods: A self-study methodology was used to examine the complicated relationship between teaching and learning and knowledge in action of teacher education pedagogy.Results and discussion: As teacher, we understand the importance of problem-solving, establishing connections between relationships, and motivating students to think about missing connections or reconsidering them. Implications: The benefit of the Teaching Triangle was enhancing interdisciplinary relationships, understanding professional teaching relationships, and learning from each other without boundaries.Conclusions: Three aspects of the interdisciplinary reflective practice that emerged were adopting philosophy and purpose-driven goals; facilitating teaching pedagogy and technology; and creating culturally safe and effective student learning environments.

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D’Souza, Melba Sheila, Bala Raju Nikku, and Cael Field. "Interdisciplinary teaching practices: Reflections from a teaching triangle." Journal of Nursing Education and Practice 11, no. 5 (January 11, 2021): 10. http://dx.doi.org/10.5430/jnep.v11n5p10.

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Background and aim: There is an increased understanding of and appreciation for teachers' work from other disciplines, primarily for formulating individual plans and enhancing one's teaching based on observations and shared reflections. This article reviews how reflective practice, which is self-initiated and focused, informs the understanding and improvement of teaching practices, demonstrates interaction with students, and guides teaching experiences. This article aims to explore reflective practices that were meaningful for engaging in in-class instructional teaching practices.Methods: A self-study methodology was used to examine the complicated relationship between teaching and learning and knowledge in action of teacher education pedagogy.Results and discussion: As teacher, we understand the importance of problem-solving, establishing connections between relationships, and motivating students to think about missing connections or reconsidering them. Implications: The benefit of the Teaching Triangle was enhancing interdisciplinary relationships, understanding professional teaching relationships, and learning from each other without boundaries.Conclusions: Three aspects of the interdisciplinary reflective practice that emerged were adopting philosophy and purpose-driven goals; facilitating teaching pedagogy and technology; and creating culturally safe and effective student learning environments.

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Thomas, Toney K. "Issues in Effective Teaching Learning in Tourism Education." Atna - Journal of Tourism Studies 2, no. 1 (July 1, 2007): 101–5. http://dx.doi.org/10.12727/ajts.2.9.

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Three percentage of th total research in tourism is taking place in education (David Airey, 2006) . Quality education in tourism is a platform for sustainable industry development. The study reviews and evaluates the effectiveness of teaching and learning in tourism and its effectivenss in putting prctice thse skill in the industry and to propose an alternative strategy to reduce the gap in tourism eduication and the end users . Discussion of this paper has been focussed on the practices in tourism education institutions and critical and analytical thinking ability which links candidate to the institutte and to the field of operation in order to increase the capacity in tourism education. In other way taking the erning outcomes in the form of knowledge and skill to put practice effectively in the field of tourism indsutry. For a successful pratice it needs a practical focus from the education institutions.

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Burak, Durmuş, and Ahmet Simsar. "THE PREFERRED MENTORING ATTRIBUTES AND PRACTICES FOR EFFECTIVE SCIENCE TEACHING." Journal of Baltic Science Education 21, no. 1 (February 25, 2022): 7–25. http://dx.doi.org/10.33225/jbse/22.21.07.

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Pre-service teachers encounter many different mentor teachers during the teaching practicum process. While some teachers give sufficient coverage to early childhood science education, some do not. This research aimed to explain effective mentoring attributes and practices of the mentors which preferred by pre-service pre-school teachers during science teaching activities throughout the teaching practice lessons. The study was designed in line with the Q-methodology. The participants of the study were 39 pre-service teachers. Quantitative data were collected with the Q measurement tool developed by the researchers to describe the mentoring attributes and practices in science teaching. In addition, qualitative data were collected and analyzed through an open-ended questionnaire. The results obtained in the study revealed that pre-service pre-school teachers preferred the mentoring attributes and practices, in which they could get support at the point of personal development in science teaching. In addition, it was found that the same pre-service teachers were less likely to prefer the mentor who gave feedback and tried to be a role model while science teaching. Keywords: effective mentoring, mentor teachers, pre-school education, science teaching

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Kızılcık, Hale Hatice, and Aylin Selin Dewan Türüdü. "Humanising online teaching through care-centred pedagogies." Australasian Journal of Educational Technology 38, no. 4 (November 4, 2022): 143–59. http://dx.doi.org/10.14742/ajet.7872.

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One of the main challenges regarding online teaching involves creating spaces in which learners establish and maintain connections with the teacher, other learners and the content. By exploring the concept of care in online learning, we aim to address this challenge. Framed by Noddings' (2013) ethics of care, this qualitative case study explored effective course design elements and instructional behaviours in an online course to identify practices that suggest the presence of care. Data collected through student feedback and peer observations provide insights into effective pedagogical practices, and our analysis reveals that these practices overlap with some of the four components of Noddings’ care-centred model of education: modelling, dialogue, practice, and confirmation. Our study suggests that what makes an online course effective might be the invisible care elements underlying its design and implementation. Implications for practice and policy: Online education experience can be enhanced by applying care-centred pedagogies into online settings to guide course design and instruction. Educators can incorporate care principles into courses without putting excessive emphasis on emotions, which may be more preferable at higher education levels.

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Coulter, Rebecca Priegert. "Review of Effective Teaching in Higher Education: Research and Practice." Canadian Journal of Higher Education 29, no. 3 (May 12, 2017): 209–11. http://dx.doi.org/10.47678/cjhe.v29i3.183340.

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Bartholomew, Hannah, Jonathan Osborne, and Mary Ratcliffe. "Teaching students ?ideas-about-science?: Five dimensions of effective practice." Science Education 88, no. 5 (2004): 655–82. http://dx.doi.org/10.1002/sce.10136.

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Akpe, C. S., and G. O. Igwe. "Towards an effective and reliable evaluation of college teaching practice." Studies in Educational Evaluation 18, no. 2 (January 1992): 221–26. http://dx.doi.org/10.1016/0191-491x(92)90020-e.

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Wang, Yifan. "Teaching Journal: An Effective Tool for Reflective Practice in Teaching among English Language Teachers." Journal of Contemporary Educational Research 5, no. 8 (August 30, 2021): 73–79. http://dx.doi.org/10.26689/jcer.v5i8.2436.

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Through teaching journals, teachers can actively conduct true and continuous record, description, reflection, and summary of experiences and teaching behaviors with reflection and research value in their own teaching activities in order to make progress in regard to their teaching skills and classroom presentations. This is an effective way and tool to improve English teachers’ reflective practice in teaching along with their own professional development as well as to promote the role transformation as reflective teachers. Given the widespread concern of the reflective practice in teaching along with the fact that teaching journals are effective in reflective teaching, this paper explores this topic and suggests several implications for teaching via documentation and a case analysis of three samples obtained from an actual teacher’s teaching journal.

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Jabulani, Sibanda, Marongwe Newlin, Mushoriwa Taruvinga D, and Begede Martin P. "Teaching Practice Assessment Indicators: An Index to What is Privileged as Defining Effective Teaching." International Journal of Educational Sciences 15, no. 3 (October 2016): 485–95. http://dx.doi.org/10.1080/09751122.2016.11890558.

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Hyland, Theresa. "Reflections on Teaching Referencing: What Four Case Studies Can Tell us About Developing Effective Teaching Strategies." TESL Canada Journal 27, no. 2 (May 19, 2010): 51. http://dx.doi.org/10.18806/tesl.v27i2.1055.

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Two contradictions are inherent in our research into referencing practices and the subsequent development of teaching strategies to remedy inappropriate practices. First, aggregate studies and teaching strategies that tend toward a one size fits all formula for researching and teaching referencing do not consider individual differences in students’ development of the complex set of skills that we know are involved in referencing practice. Further, although we say that we want students to be creative in their reading and writing practices, our teaching encourages them to look for correct answers in their reading of sources and to imitate set formulae for writing essays. This article examines four case studies taken from a larger aggregate study of EL1 and EL2 students. In their interviews and essay scripts, these students show varying levels of awareness of appropriate referencing practices. After examining these differences, I adapted Ada’s (Cummins, 1996) framework for comprehensible input and critical literacy, as well as work by Hinkel (2002), Keck (2006), and Kintsch (1998), to develop some strategies for teaching referencing that address individual differences.

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Khudriyah. "Teaching Strategy and Learning Model Using Practice Method." Jurnal Pendidikan Islam 4, no. 1 (September 24, 2019): 2–12. http://dx.doi.org/10.37286/ojs.v4i1.28.

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bstract : This research is done because of the phenomenon in some teaching and learning process happened at STIT al Urwatul Wutsqo. The researcher found that most of students could not practice of teaching using some methods, strategy or models. They practiced the teaching using lecturing method, mean while they are prepared to be professional teacher. The lecturing method is not bad, but it has many disadvantages, one of them is boring method, especially when the teacher cannot organize it well, the students will be bored easily. This research is aimed to know how practice method is effective to prepare the students to be professional teacher. The design of the research is qualitative descriptive, observation, questionnaire interview and documentation, were as instruments. The result is the practice method is very effective, such as; most of students were actively involved in the teaching and learning process. Most of students chose positive answer which supported the implementation of practice method, the students were able to gain good and high score, and they showed their positive responses to the teaching using practice method.

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Briseño-Garzón, Adriana, Andrea Han, Gülnur Birol, Simon Bates, and Lorne Whitehead. "Faculty Perceptions of Challenges and Enablers of Effective Teaching in a Large Research-Intensive University: Preliminary Findings." Collected Essays on Learning and Teaching 9 (June 20, 2016): 133. http://dx.doi.org/10.22329/celt.v9i0.4433.

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In October 2014, the University of British Columbia Vancouver campus (UBCV) ran a campus-wide survey to establish baseline information on teaching practices and attitudes among faculty, to measure the impact of existing teaching and learning initiatives and to identify the conditions leading to change in practices and attitudes around teaching. Over 1000 participants with teaching responsibilities across 11 Faculties responded to the survey. This paper explores the main challenges and enablers of effective teaching practice at this large research-intensive institution, and presents preliminary findings centered on emergent themes of class size, workload, balancing activities and content, perceptions of the institutional value of teaching, and the current support for teaching available at UBCV.

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Almusharraf, Norah, and Asma Almusharraf. "Postsecondary Instructors’ Reflective Teaching Practices Pertaining to Gender Differences and Teaching Experience." Journal of Ethnic and Cultural Studies 8, no. 3 (May 27, 2021): 1. http://dx.doi.org/10.29333/ejecs/788.

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Reflection and reflective practices are integral to teacher education; therefore, this study contributes to the growing literature on reflective practice by uncovering gender differences. The study explored the influence of gender differences and teaching experience on postsecondary instructors' conscious reflective teaching practice, using a survey of 226 male and 207 female EFL instructors working in the Kingdom of Saudi Arabia (KSA). The results indicated that females scored higher than males on the total English Language Teaching Reflection Inventory (ELTRI) scores, except on the critical factor of the ELTRI, where males outperformed. The results also revealed that experienced instructor participants had a significantly higher score on the total ELTRI than novice instructor participants. The study proposes a tangible, flexible resource for reflective practices of applied, cognitive, affective, metacognitive, and critical reflection, and offers assistance to counter gender differences. The study recommends designing guides with effective and valid instruments for fostering reflective teaching practices. Policymakers in higher institutions should prepare systematic programs and provide remedial resources and events for instructors to target the most challenging areas for both genders. Future research should also consider other factors, such as the academic degree, cultural background, and linguistic differences that might affect the instructors' knowledge and reflective practice.

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Xiao, Fan, Wei Peng, Jian Hua Yao, and Hao Ni. "Bilingual Teaching Design and Teaching Case of “Advanced Manufacturing Technology”." Applied Mechanics and Materials 121-126 (October 2011): 1470–72. http://dx.doi.org/10.4028/www.scientific.net/amm.121-126.1470.

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This article discusses the influence factors of bilingual teaching effect by bilingual teaching practice of the Advanced Manufacturing Technology, and proposes solutions. Practice shows that the reform of teaching idea is the prerequisite for the effective bilingual teaching, and PBL teaching model is the effect ways to improve the effects of bilingual teaching.

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Nurani, Yuliani, Sofia Hartati, Ade Dwi Utami, Hapidin Hapidin, and Niken Pratiwi. "Effective Communication-Based Teaching Skill for Early Childhood Education Students." International Journal of Higher Education 9, no. 1 (December 23, 2019): 153. http://dx.doi.org/10.5430/ijhe.v9n1p153.

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The research aims to develop a series of effective communication-based teaching skills for early childhood education teachers that develop in accordance with the Indonesian National Curriculum framework used recently in Department of Early Childhood Education, Faculty of Education, State University Jakarta. Research will be conducted in two years using research and development methods. The literature review has been conducted on effective communication and teaching skills for the first year and a series of teaching skill indicators. Data gathered from early childhood education teachers in Jakarta are related to the theory and practice of teaching skills with observation, interviews and performance tests. The results of the study are indicators for Early Childhood Education (PAUD) teacher teaching skills. On the other hand, drafts of effective communication practices are conducted to be applied in teacher teaching skills. These two concepts will be used to develop a model of effective communication based teaching skills for teachers of early childhood. The result can be consideration of educational institutions educators, researchers and governments in developing training models to improve teacher teaching skills.

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Battista, Michael T. "Research Into Practice: Constructivist Learning and Teaching." Arithmetic Teacher 38, no. 1 (September 1990): 34–35. http://dx.doi.org/10.5951/at.38.1.0034.

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In reality, no one can teach mathematics. Effective teachers are those who can stimulate students to learn mathematics. Educational research offers compelling evidence that students learn mathematics well only when they construct their own mathematical understanding (MSEB and National Research Council 1989, 58).

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Liu, Yu. "The Practice of Formative Assessment in College English Teaching." Pacific International Journal 5, no. 4 (December 31, 2022): 143–46. http://dx.doi.org/10.55014/pij.v5i4.269.

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With the increasing demand for a higher level of college English teaching, a proper way of evaluation, which is a vital part for the whole process of teaching, is in great need. As an effective method of teaching evaluation, formative assessment has attract great concern among professors and scholars and is now extensively being applied to college English teaching, contributing to the effective implementation of college English teaching evaluation. Based on the present situation of college English teaching, this paper analyzes the challenges and problems that college English teaching is facing and tries to put forward some practical paths to integrate formative assessment into present college English teaching.

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Gao, Xiaoping. "Teachers’ perceptions of effective strategies for developing intercultural competence." Global Chinese 6, no. 2 (September 1, 2020): 333–58. http://dx.doi.org/10.1515/glochi-2020-0017.

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Abstract How to effectively integrate culture into second language teaching has long been of concern in foreign language education. Despite advances in theory and practice for intercultural language teaching, there has been little research to investigate factors influencing teachers’ pedagogical beliefs and perceptions. This study addresses this gap by examining teachers’ perceptions of effective strategies that foster students’ intercultural competence in the teaching of Chinese as a foreign language and factors influencing their beliefs. Twenty-nine school and university teachers in Australia completed a survey and a focus group interview. Quantitative analyses revealed that teachers’ perceptions of the effectiveness of the strategies varied despite an overall positive attitude towards the teaching of culture. Their beliefs were significantly influenced by their years of teaching experience, educational setting, and native language, but not by gender, age group and educational backgrounds. Qualitative analyses attribute the inconsistency in teacher perceptions to teachers’ disparate conceptualisations of culture, teaching experiences, and educational contexts associated with different curricular and pedagogical requirements and learner characteristics. The findings reinforce the necessity for providing teachers with professional training, along with pedagogical guidance and resources in order to facilitate their intercultural language teaching practices.

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Chew, Stephen L., Jane S. Halonen, Maureen A. McCarthy, Regan A. R. Gurung, Melissa J. Beers, Robert McEntarffer, and R. Eric Landrum. "Practice What We Teach." Teaching of Psychology 45, no. 3 (June 3, 2018): 239–45. http://dx.doi.org/10.1177/0098628318779264.

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In traditional research areas within psychology, effective researchers stay up-to-date with the latest advances and new methodologies within a specialty area. Failure to do so limits one’s effectiveness and potential impact on advancing that field of study. In our view, teachers of psychology possess the same responsibilities to stay current and incur the same risks if they fail to do so. Psychology educators should not only employ scientifically validated principles of learning and evidence-based pedagogies but should use the methods of psychological science to test the effectiveness of their teaching practices empirically. We articulate and document these complex issues in this manifesto and urge more psychology educators to become leaders in innovative and effective teaching by leveraging our disciplinary understanding of the fundamentals of teaching and learning. We provide pragmatic steps and resources to aid more faculty, especially early career instructors, in becoming scientist-educators.

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Farrell, Thomas S. C. "Reflective Practice in Action: A Case Study of a Writing Teacher’s Reflections on Practice." TESL Canada Journal 23, no. 2 (June 1, 2006): 77. http://dx.doi.org/10.18806/tesl.v23i2.56.

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Reflective practice, a popular item in current second-language teacher education and development programs, can help bridge the gap between a teacher’s beliefs and classroom practices. This article outlines a case study, highlighting how one teacher of academic writing initiated the exploration of her teaching and how she used classroom observations and oral recall to help her reflect on her practice. Specifically, the exploration sought to outline the teacher’s beliefs about, and classroom practices in, teaching academic writing. It is suggested that oral recall and classroom observations may be effective methods for helping language teachers discover the relationship between their beliefs and classroom practices.

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Abdullah, Razali, Rika Ariska, Lia Rezita, Siti Nurhaliza, and Hidayat Hidayat. "A Classroom Listening Teaching Practice." English LAnguage Study and TEaching 1, no. 1 (December 29, 2020): 33–40. http://dx.doi.org/10.32672/elaste.v1i1.2555.

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The aims of this study were (1) to find out how the teachers of SMP Negeri 5 Banda Aceh prepare teaching and learning process on listening instruction. (2) to find out how the teachers of SMP Negeri 5 Banda Aceh conduct teaching and learning process of listening instruction. And (3) to find out how the teachers of SMP Negeri 5 Banda Aceh evaluate the result on teaching and learning process of listening instruction. The subject of this study was the teachers of SMP Negeri 5 Banda Aceh who teach English. The number subjects are two teachers. The method used was descriptive analysis. Required data were collected through observation and interview. The data were analyzed by narration procedure and discussing. The result shows that before teaching and learning process was conducted, the teachers prepared teaching administrative requirement such as lesson plan based on the syllabus. The schedule and time allocation were suited with annual program, terms, and duration of effective week. During the teaching process, the teachers used four techniques of teaching listening skills namely: listening to dialogue, listening to a song, listening to the story that the teacher read and discussed. In teaching and listening process of listening instruction, the teacher applied Learner-Centered Approach. Next, the teachers evaluated students in two kinds of tests namely ongoing process test and final test.

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Wan Mohd Apandi, Wan Nurhasyimah, and Mohd Daud Abdul Rahim. "Collaborative Teaching." Idealogy Journal 5, no. 2 (September 28, 2020): 167–70. http://dx.doi.org/10.24191/idealogy.v5i2.238.

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Collaborative teaching methods is related with Pedagogy theory in academician achievement as team members (Armstrong (1977); cited in David Nunan (1992)). The definition of collaborative teaching approach is known as team teaching in classrooms practices, with a group of creative thinkers to brainstorm about ideas or other creative problems. This practice should be done continuously to be effective. However, there are some challenges that educator will face when practicing collaborative teaching in classroom. The challenges include clash of teaching hours, misconducting time management for students, percentage of rubric assessment, and confusion in terms of differing opinion from educators. Collaborative teaching also known as team teaching is an approach to educate students with two or more teachers in the classroom for a same subject (Robinson et al., 1995).

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Sherman, Lisa. "Angle detectives." Teaching Children Mathematics 24, no. 3 (November 2017): 154–57. http://dx.doi.org/10.5951/teacchilmath.24.3.0154.

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NCTM's Principles to Actions: Ensuring Mathematical Success for All outlines eight mathematics teaching practices for effective teaching and learning of mathematics (NCTM 2014, p. 10). The second practice, Implement tasks that promote reasoning and problem solving, involves effective teaching of mathematics that engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies.

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Lehn, Alexander, Dharsha Navaratnam, Megan Broughton, Vince Cheah, Alison Fenton, Karl Harm, Diana Owen, and Paul Pun. "Functional neurological disorders: effective teaching for health professionals." BMJ Neurology Open 2, no. 1 (June 2020): e000065. http://dx.doi.org/10.1136/bmjno-2020-000065.

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ObjectivesTo provide an outline for the delivery of an educational course or lecture about functional neurological disorders (FND) that is directed towards health professionals with varying clinical knowledge and to highlight the educational efficacy that can be derived from a well-designed educational platform.MethodThrough multidisciplinary collaboration, a course designed to develop the skills for diagnosis and management of FND was created. Elements essential to the delivery of education are: (A) knowledge creation; (B) facilitating multidisciplinary cross-pollination; (C) listening to patients’ experiences; (D) communication skills practice; (E) case studies; (F) discipline specific mentoring; (G) establishing and addressing participant learning goals and (H) developing collegial and referral networks. Changes in participants’ knowledge and clinical practice were assessed via anonymous questionnaires before and after the course.ResultsDramatically improved knowledge and confidence in assessment and management of people with FND has been found both immediately following the course as well as on 6-month follow-up.ConclusionIt is possible to make real change in the understanding and management of medical and allied health clinicians working with people with FND with a low-cost intervention. Also, the development of educational networks and multidisciplinary collaboration can lead to the creation of therapeutic platforms for the diagnosis, management and advocacy of this patient group.

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Brinko, Kathleen T. "The Practice of Giving Feedback to Improve Teaching: What Is Effective?" Journal of Higher Education 64, no. 5 (September 1993): 574. http://dx.doi.org/10.2307/2959994.

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QIU, Xiaohang. "Research and Practice of Effective Teaching Method for General Chemistry Course." University Chemistry 34, no. 10 (2019): 129–31. http://dx.doi.org/10.3866/pku.dxhx201904005.

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Sawyer, Jason M., and Shane R. Brady. "Beyond Cultural Competence: A Methodology for Teaching Effective Practice across Difference." Journal of Teaching in Social Work 41, no. 4 (August 8, 2021): 342–59. http://dx.doi.org/10.1080/08841233.2021.1959491.

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Desai, Nikita. "An effective pedagogical practice for teaching and assessing in engineering studies." International Journal of Innovation in Education 1, no. 3 (2011): 246. http://dx.doi.org/10.1504/ijiie.2011.045086.

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Journal articles on the topic 'Effective teaching practice'

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