Relevant bibliographies by topics / Embroidery Study and teaching

Academic literature on the topic 'Embroidery Study and teaching'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Embroidery Study and teaching"

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Syafrina, Ira, and Weni Nelmira. "PENGEMBANGAN BAHAN AJAR PEMBUATAN SULAMAN TIMBUL PADA MATA KULIAH SULAMAN UNIVERSITAS NEGERI PADANG." Gorga : Jurnal Seni Rupa 8, no. 1 (July 2, 2019): 105. http://dx.doi.org/10.24114/gr.v8i1.12850.

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AbstrakPenelitian ini dilatar belakangi untuk mengatasi permasalahan mahasiswa dalam perkuliahan Sulaman pada materi membuat sulaman timbul, dimana masih terbatasnya referensi mengenai materi Membuat Sulaman Timbul. Tujuan dari penelitian ini untuk menghasilkan media pembelajaran berupa bahan ajar yang valid dan praktis. Penelitian ini merupakan penelitian Research and Development (R&D). Prosedur penelitian menggunakan model 4-D yang terdiri dari tahap pendefenisian (Define), tahap perancangan (Design), tahap pengembangan (Develop) dan tahap (Disseminate). Namun dalam penelitian ini desseminate tidak digunakan karena mengingat keterbatasan peneliti. Data diperoleh dari uji validitas, uji praktikalitas dosen pembina mata kuliah, uji praktikalitas kelompok kecil dan uji praktikalitas kelompok besar. Validator terdiri atas validasi media dan validasi materi yang berjumlah 4 orang. Berdasarkan hasil uji validitas bahan ajar Sulaman diperoleh skor rata-rata 4,35 dengan kategori sangat valid. Selanjutnya dari hasil uji praktikalitas diperoleh skor 85% dengan kategori sangat praktis. Maka dapat disimpulkan bahwa bahan ajar ini layak digunakan sebagai media pembelajaran sulaman timbul. Kata Kunci: bahan, ajar, sulaman, timbul.AbstractThis research aims to solve the problems of students lectures of embroidery on embroidered embroidery material. There are still limited references to the material of Making Embossed Embroideries. The purpose of this study is to produce learning media that contain valid and practical teaching materials. This research is a Research and Development (R & D) research. The research procedure uses a 4-D model consisting of defining (definition), per-design, development design, and development (dissemination). But in this study, it was not used as a consideration for research. Data were obtained from validity tests, practicality tests of lecturer advisors, small group practicality tests and large group practicality tests. The validator consists of media validation and material validation collected by 4 people. Based on the results of the validity test of Sulaman teaching materials obtained an average score of 4.35 with a very valid category. Furthermore, from the practicality test results obtained a score of 85% with a very practical category. It can be concluded that teaching materials are suitable to be used as embroidery learning media arise.Keywords: teaching, materials, embossed, embroideries.
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Brown, Christa P., Kalila R. Cook, Paul A. Beales, and Lorna Dougan. "SAWstitch: exploring self-avoiding walks through hand embroidery." Physics Education 57, no. 4 (May 12, 2022): 045029. http://dx.doi.org/10.1088/1361-6552/ac6929.

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Abstract A self-avoiding walk (SAW) is a sequence of moves on a grid that does not visit the same point more than once. SAWs are used to study how networks form, including social networks, biological networks and computer networks, and have provided inspiration to scientists, artists and designers. Here we describe a collaborative project which aims to deliver public engagement activities that embrace creative thinking to explore SAWs through the medium of hand embroidery. We introduce the physics of SAWs and then present an activity which uses materials from hand embroidery to explore these concepts. Specifically, the activity makes use of a Maker Kit which contains all the materials needed to create SAWs on an embroidery hoop. We evaluate the impact of the Maker Kits and reflect on the opportunities provided by a creativity-led engagement activity for physics teaching and research.
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Varyvonchyk, Anastasia. "Inheritance of traditions in the training of artistic embroidery." Almanac "Culture and Contemporaneity", no. 1 (August 31, 2021): 145–51. http://dx.doi.org/10.32461/2226-0285.1.2021.238610.

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The purpose of the study light the problem related to the tracking of the historical evolution of embroidery, creative activity of the people's masters (on the example of the popular master P. Vlasenko), and determine the development of educational and teaching activities in the direction of embroidery art. The problem of restoring real events of the historical and pedagogical process occurring in schools-workshops on Ukrainian lands is updated. The leading task arose the question of drawing attention to the names of the patients of the late XIX century of the twentieth century, which contributed to the development of professional pedagogy, but whose activities through prohibitions and persecution did not receive appropriate lighting and was comprehensively studied. To develop an urgent problem of historical Ukrainian self-identification, it is important to establish deliberately forgotten figures, restoring the stupid pages of history Methodology is based on the principles of historical and art historical analysis, methods of systematization of factual material, and typological analysis. To identify the personal contribution of masters in the development of art embroidery, a biographical method of historical, psychological, historical, and pedagogical knowledge was used. Scientific novelty. It is the disclosure of new facts and a solid analysis of the pictorial activities of patients, which were engaged in the development of decorative and applied arts. For the first time, a biographical study of the vital activity of the Master of People's Art of the Ukrainian SSR P. Vlasenko, clarified its contribution to the Ukrainian culture. Reflecting a picture of a person's life as a whole, the relationship between individual histories with the history of society is covered. Conclusions. Based on the results of the study and art historical generalization, we can draw conclusions that traditions and modernity are closely intertwined. Paying attention to the treasures of folk art, telling about the unique experience of the masters of the past, the ways of development of educational and teaching activities in the direction of embroidery art are determined. The transfer of art historical experience when teaching students the basics of composite constructions, recognizing the technological and technical execution of traditional ornamental embroidery, makes it possible to apply the surveyed skills in the future. By offering the current generation to receive knowledge in educational institutions and, accordingly, motivating them, pedagogical groups provide the opportunity to self-consciously revive and distribute the traditions of past generations, promoting Ukrainian art.
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Pikalova, Valentyna. "IMPLEMENTATION OF STEAM CONCEPT IN PREPARATION OF PRE-SERVICE MATHEMATICS TEACHERS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 9 (2020): 95–103. http://dx.doi.org/10.28925/2414-0325.2020.9.8.

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The article considers the current problem of improving the education system, namely the application of the concept of STEAM as an innovative approach, which is today the subject of mass interest of both researchers and teachers-practitioners. Thanks to STEAM-education, teachers have the opportunity to develop students in several subject areas - computer science, physics, technology, engineering, art and mathematics. The necessity of introducing the concept of STEAM-education into the system of training pre-service teachers, which continues the implementation of STEM ideas, caused by the transition of society to the digital age, is substantiated. STEAM approaches in the educational process are considered. The experience of such developed countries as the USA, Finland, Australia, Great Britain, Israel, Korea, Singapore was analyzed and it was found out that they implement state programs in the field of STEAM education. In Finland, a LUMA center has been opened, in Spain teachers use STEAM-Makerspace to improve the knowledge of high school students in the field of geometry, in Australia the program STEAM Professionals in Schools has been implemented that brings together teachers with STEAM professionals to improve STEAM teaching practice and provide STEAM training at Australian schools. Possibilities of realization of three main ways of introduction of STEAM-education into the learning process, such as STEAM-project, STEAM-lesson, Maker-space are covered which can be effectively introduced into the educational process of higher education institutions. The implementation of the STEAM approach using the example of training pre-service mathematics teachers is considered. The author notes the important role of teachers who are ready to implement the ideas of STEAM-education in this process. The results of experimental work on the implementation of the concept of STEAM-education within the project activities of students using the example of the project "Ukrainian embroidery" are presented. The purpose and activity of students are revealed, the research tasks which they carried out are described. The result of the study was the development of a program that "embroiders", simulates the process of embroidery in different techniques, implementing different approaches to bypass the embroidery scheme. In addition, a set of tools was created in the GeoGebra package for research and design of various ornaments based on traditional elements of Ukrainian embroidery.
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Elfa, Egrina, and Irmawita Irmawita. "The Relationship Between Instructors' Teaching Skills and The Learning Outcomes of The Learning Community at PKBM Surya Padang." SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) 8, no. 4 (December 30, 2020): 483. http://dx.doi.org/10.24036/spektrumpls.v8i4.110102.

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The Relationship Between Instructors' Teaching Skills and the Learning Outcomes of the Learning Community at PKBM Surya, Padang City. Thesis. Faculty of Science Education. Padang State University. This research is motivated by the low learning outcomes of citizens learning to attend sewing training at PKBM Surya, Padang city. This is presumably because it has something to do with the teaching skills of PKBM instructor Surya, Padang city. This study aims to describe the teaching skills of instructors, learning outcomes of learning citizens in the learning environment, and the relationship between instructor teaching skills and sewing learning outcomes of learning residents at PKBM Surya Kota Padang.This type of research is quantitative research that is descriptive correlational. The population of the study were all 20 learning citizens who attended sewing training at PKBM Sury Padang city and respondents, namely all residents learning embroidery training, with the sampling technique used was a quota sampling. The data collection technique is in the form of a questionnaire with the data collection tool in the form of a questionnaire. The data analysis technique in this study used the percentage formula and Spearman rho correlation.The results of this study show that the teaching skills of the instructor are not good, the learning outcomes of learning citizens to sew are low, and there is a significant relationship between the teaching skills of the instructors and the learning outcomes of learning citizens in PKBM Surya Padang city, this is evidenced by the results of the calculation of the correlation using the Spearman rho formula. which is indicates that rcount (0.619) is greater than rtable at both the 5% confidence level (0.450) and the 1% confidence level (0.591). It is suggested that the PKBM Surya institution provide a conducive learning environment so that participants are motivated to attend embroidery training.Keywords: instructor teaching skills, citizen learning outcomes
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Suzuki, Jeff. "Sound Off!:Teaching for the Twenty-Second Century: Whither (or Wither) Mathematics?" Mathematics Teacher 95, no. 4 (April 2002): 244–45. http://dx.doi.org/10.5951/mt.95.4.0244.

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If we do not begin teaching mathematics, then in a very few years, mathematics will cease to exist as an academic subject. Whether the mathematics is “reform” or “traditional,” whether it uses the latest technology or none at all, calculus and algebra will join embroidery and woodworking as pursuits of hobbyists, as topics not fit for serious study, and certainly as subjects unworthy of a place in the halls of education. The rest of the existing mathematics curriculum will soon follow.
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Merta sari, Ni komang lina, Ni Ketut Widiratini, and Made Diah Anggendari. "Pengembangan Bahan Ajar Embroidery Berbasis Merdeka Belajar Kampus Merdeka." Jurnal BOSAPARIS: Pendidikan Kesejahteraan Keluarga 13, no. 1 (March 30, 2022): 28–36. http://dx.doi.org/10.23887/jppkk.v13i1.43939.

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PeneIitian ini bertujuan untuk (1) mengetahui Iangkah–Iangkah pengembangan moduI Embroidery, (2) mengetahui keIayakan pengembangan moduI mata kuIiah Embroidery berbasis merdeka beIajar kampus merdeka diIihat dari keIayakan ahIi media dan ahIi materi. ModeI pengembangan yang akan digunakan daIam peneIitian ini yaitu modeI ADDIE. Subyek daIam peneIitian ini untuk uji coba terbatas adaIah mahasiswa Universitas Pendidikan Ganesha Konsentrasi Tata Busana yang sudah pernah mengambiI mata kuIiah Embroidery. Metode yang digunakan daIam peneIitian ini adaIah metode observasi, wawancara, dan angket. Instrumen yang digunakan daIam peneIitian ini adaIah Iembar evaIuasi berupa angket atau kuesioner. Angket ini akan diberikan kepada ahIi materi, ahIi media dan juga dosen pengampu mata kuIiah Embroidery. Teknik yang dipakai untuk peneIitian ini adaIah teknik anaIisis deskriptif dan kuantitatif. HasiI uji vaIidasi ahIi media mendapat prentase rerata 91% kemudian hasiI uji vaIidasi ahIi materi mendapat presentase rerata 96,9% sehingga moduI dikatakan Iayak dan tidak perIu direvisi. HasiI presentase rerata tanggapan subyek sasaran yaitu 88,45% sehingga moduI dikatakan sangat baik tanpa revisi. Kata kunci: bahan ajar, embroidery, merdeka beIajar kampus merdeka, modeI ADDIE.This study aims to develop teaching materials based on Independent Embroidery Learning Merdeka Campus. The development model that will be used in this research is the ADDIE model. The subjects in this study for a limited trial were students of the Ganesha University of Education, Concentration of Clothing, who had already taken Embroidery courses. The method used in this research is the method of observation, interviews, and questionnaires. The instrument used in this study was an evaluation sheet in the form of a questionnaire or questionnaire. This questionnaire will be given to material experts, media experts and also lecturers in charge of the Embroidery course. The technique used for this research is descriptive and quantitative analysis techniques. The results of the media expert validation test got an average percentage of 91% then the material expert validation test results got an average percentage of 96.9% so that the module was said to be feasible and did not need to be revised. The result of the average percentage response of the target subject is 88.455% so that the module is said to be very good without revision. Keywords: embroidery, teaching materials, independent learning independent campus, ADDIE model. DAFTAR PUSTAKAArsyad, Azhar. 2014. Media Pembelajaran. Jakarta: CV RajawaliAstuti, S. T. 2019. Pengembangan Modul Bordir Menggunakan Model Dick And Carey Untuk Peserta Didik Kelas Xi Tata Busana Smk Al Mujtama Pamekasan. http://journal.ipts.ac.id/index.php/ED/article/view/1033. Diakses Pada Tanggal (22/10/2021) Dewi, N. N. D. T. 2017. Pengembangan Kebaya Longtorso Dengan Teknik Bordir. https://scholar.google.co.id/scholar?start=10&q=jurnal+bosaparis+&hl=id&as_sdt=0,5. Diakses Pada Tanggal ( 03/10/2021)Fathan, Robby. 2020. Hardiknas 2020 Merdeka Belajar Di Tengah Covid-19. Http://Jurnalposmedia.Com/Hardiknas-2020-Merdeka-Belajar-Ditengah-Covid-19.Diakses Pada Tanggal(16/07/2021Fokusindo, Mandiri. 201). Undang- undang SISDIKNAS (Sistem Pendidikan Nasional) Edisi Terbaru 2012. BandungPrabowo. 2016. Pengembangan Modul Pembelajaran Inkuiri Berbasis Laboraturium Virtual. http:/jurnal.um.ac.id/index. Php /jptpp/articel/view/6422. Diakses Pada Tanggal (22/10/2021)Prastowo, A. 2014. Panduan Kreatif Membuat Bahan Ajar Inovatif. Diva Press.Pratiwi, M. E. D. 2018. Pengembangan Modul Sulam Pita Dan Variasinya Pada Mata Pelajaran Menghias Busana.Terdapat Pada Laman tps://scholar.google.co.id/scholar?hl=id&as_sdt=0%2C5&q=jurnal+pengembangan+modul+Embroidery&btnG=. Diakses Pada Tanggal (04/10/2021)Purwanto. 2007. Pengembangan Modul. Pendidikan PUSTEKKOM Depdiknas.Sudirtha, I. G., Widiartini, N. K., & Anggendari, M. D. 2021. Development of 21stcentury skill learning designs through the application of the concept of independent learning in the vocational field. Journal of Physics: Conference Series, 1810(1). https://doi.org/10.1088/1742-6596/1810/1/012062Sugiyono. 2014. Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif, dan R&D) Cetakan Ke-6. Alfabeta.Sukmadinata, N. S. 2013. Metode Penelitian Pendidikan. PT Remaja Rosdakarya.Syafrina, I. 2019. Pengembangan Bahan Ajar Pembuatan Sulaman Timbul Pada Mata Kuliah Sulaman Universitas Negeri Padang. Gorga Jurnal Seni Rupa. https://jurnal.unimed.ac.id/2012/index.php/gorga/article/viewFile/12850/10967Syukir, Bayumie AP., SE., M. S. 2020. Menakar Konsep Merdeka Belajar. Https://Intens.News/Menakar-Konsep-Merdeka-Belajar. Diakses Pada Tanggal (16/07/2021Warsita, Bambang. 2011. Pendidikan Jarak Jauh. PT Remaja Rosda karya.
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Wijayati, Erny, Rufi’i Rufi’i, and Djoko Adi Waluyo. "Development of Teaching Materials Making Arts Decoration Changes in Batik Brake using Burci Embroidery Techniques Class XII Vocational School." Jurnal Inspirasi Pendidikan 10, no. 2 (November 23, 2020): 153–61. http://dx.doi.org/10.21067/jip.v10i2.4646.

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Penelitian ini bertujuan untuk mengembangkan modul pembuatan hiasan seni merubah corak batik dengan teknik sulaman burci pada SMK kelas XII Tata Busana. Metode pengembangannya menggunakan model Dick and Carey. Jenis penelitian ini adalah research and development.data berasal dari hasil 3 validator yaitu ahli desain, validasi ahli isi/ materi dan validasi teman sejawat/ guru bidang studi serta hasil uji coba kelompok besar sebanyak 26 siswa. Teknik pengumpulan data berupa angket. Teknik sampling menggunakan teknik sampling purposive. Teknik analisis yang digunakan untuk mengolah data yang diperoleh melalui lembar evaluasi dalam bentuk deskriptif dan mengukur kevalidan menggunakan rumus yang telah ditentukan. Hasil validasi ahli isi sebesar 85%, ahli desain sebesar 88%, teman sejawat atau bidang studi sebesar 89,4% dan hasil uji coba pada siswa kelompok besar kevalidannya sebesar 96,6%. Dari data dan analisis yang dilakukan dapat disimpulkan bahwa modul pembuatan hiasan sulaman burci pada batik dapat dijadikan sebagai bahan ajar SMK Kelas XII Tata Busana, dengan pencapaian kategori sangat valid dan layak digunakan dalam pembelajaran.
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Kvellestad, Randi Veiteberg, and Gunhild Vatn. "The three-headed lecturer." Techne serien - Forskning i slöjdpedagogik och slöjdvetenskap 29, no. 2 (September 7, 2022): 58–74. http://dx.doi.org/10.7577/technea.4378.

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This article discusses education in clay and embroidery and reflects on exercises used for these activities in the Teacher Training Programme in Design, Art, and Crafts at Oslo Metropolitan University, Norway. In the study, the students participated in a practice-based qualitative research project, during which they collaborated in material-based activities. Collaboration and productivity were important for the students’ learning outcomes. They worked with personal and unique artistic expressions. By using co-activity methods, their learning outcomes became enriched. This article includes the students’ reflections on the education and their experiences with co-activity in the practical work. In general, personal qualities, such as participant patience, manual skills, creativity, and artistic abilities, were stimulated through practical teaching and guidance. Furthermore, the discussion between the students, and with the lecturer, became significant for the results of the assignment. Adapting practical teaching is a challenge in academia. Limited time for training and large student groups influence and limit the academic level of learning attained. As lecturers, we experience these challenges. To uncover the lecturers’ distinct roles in progression and interaction in an education context, we use the a/r/tography methodology; artist, researcher, teacher, not only to reflect on and examine the three separate roles but also to understand the connection between these roles and the benefits of combining them.
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Shcherban, A. L. "DIGTYARI WEAVING PROFESSIONAL SCHOOL IN 1926-1929." Sums'ka Starovyna (Ancient Sumy Land), no. 56 (2020): 5–20. http://dx.doi.org/10.21272/starovyna.2020.56.1.

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For the first time, the activity of the weaving vocational school in the village Digtyari (modern Chernihiv region) is analyzed. It was the leading educational institution of the middle level of vocational education of the Ukrainian SSR in the second half of the 1920s, in which the creators of traditional textiles studied. The students learned the skills of making carpets, embroidered shirts, and kerchiefs. On the basis of archival sources, the histories, educational process, composition of the teaching and student groups of the school during 1926-1929 are covered. Established in the fall of 1926, the institution was to train qualified master practitioners for the factory and handicraft arts industry, who had formed an artistic taste. The teaching staff initially consisted of local general education teachers and visiting instructors and teachers of special subjects (O. Reisfeld and M. Dyachenko). The institution was headed by uneducated communists Yu. Kozelev and S. Lutayenko. The students of the first set were mostly non-locals, orphans. But the second set already consisted mostly of children of local peasants and artisans. The school had a significant material base, which remained from the textile educational institutions that operated in Digtyary during the first quarter of the twentieth century. The main rooms were located on the right-wing of the main building of the palace complex of the Galagan estate. As a result of the study of the materials of the minutes of the meetings of the school council, the conflict situations that constantly arose between the managers and their supporters and visiting specialists and led to the departure of the latter from Digtyary were analyzed. The initial stage of the existence of the Digtyari weaving professional school, problems in relations between staff, and the originality of the contingent of the first set of students influenced the quality of their training. As it is clear from the available sources, during the first and the beginning of the second school year students worked both theoretically and practically, but due to lack of raw materials they could not produce a significant amount of full-fledged products. The school’s workshop worked on “factory” and, in part, “peasant” raw materials. At the end of the second year of study, students were already making work suitable for sale. The school operated in two directions. The visiting instructor, an experienced artist M. Dyachenko brought a new vision of teaching graphic literacy into the educational process. Weaving and embroidery instructors who either graduated from the textile schools previously existing in Digtyary (A. Reisfeld, V. Nikolskaya) or worked there for a long time (G. Tsybuleva) broadcast local traditions. During the years under study, about 100 students studying at the institution, and one graduation took place. Troubles in the personal relationship between teachers and school management and insufficient funding have affected the quality of education. But even in such conditions, students not only mastered special and general education subjects but also participated in exhibitions, made marketable products, engaged in research work. Curricula developed by M. Dyachenko and O. Reisfeld became a model for other craft educational institutions. And the textbook was written by O. Reisfeld - the first Ukrainian-language textbook on the technology of folk weaving. Keywords: Digtyari weaving professional school, Mykhaylo Dyachenko, Pryluky region.
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Dissertations / Theses on the topic "Embroidery Study and teaching"

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Allen-Masacek, Marjorie Kirsten. "Teaching ARTifacts: Teaching art with a cultural lens." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1925.

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

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

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

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The aim of this thesis is to examine what strategies teachers use when they teach listeningcomprehension in order to develop student’s listening skills, and especially if and how they usescaffolding in their teaching. To examine this, seven upper secondary school teachers inSweden were interviewed about their listening comprehension teaching. The qualitative datawere analyzed using a cross case analysis with a combination of framework and IPA analysis.The data was labeled and divided into two themes: general strategies and scaffolding. In thethemes the data was further sorted and categorized into language immersion, raising selfconfidence,division into smaller groups, notetaking, pre-information and connection to theme,collaborative discourses, teacher peer and modeling and finally increasing level of difficulty.All seven teachers discussed several different strategies they use. They often combine strategiesto create the best learning environment for the students. Six out of these seven teachers gaveexamples of scaffolding strategies they use, such as modeling, working with themes and preinformationto support their students. However, as mentioned previously, they were oftencombined with other strategies such as collaborative discourse and smaller groups.
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White, Taylor Lauren. "A Study of Non-Profit, Ethical Fashion and the Employment of Artisans." Kent State University Honors College / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1620334912734504.

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au, jane syd@bigpond net, and Susan Jane Maw. "Teaching Hatha Yoga: An Auto-Ethnographic Study." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20081022.110605.

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

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

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

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

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Books on the topic "Embroidery Study and teaching"

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Susak, K. R. Ukraïnsʹke narodne vyshyvanni︠a︡: Tekhniky, metodolohii︠a︡, metodyka ; [navchalʹnyĭ posibnyk]. Kyïv: vyd-vo Naukovyĭ svit, 2006.

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Rodgers, Sandy. The art of teaching embroidery. Medina, Ohio: Yarn Cellar Pub. Co., 1992.

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Gardner, Pamela H. From molehill to mountain: A study in stitch variation. Southlake, TX: P.H. Gardner, 2003.

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Strite-Kurz, Ann. Diaper patterns: A study of diaper patterns and related composite patterns used in canvas and counted thread embroidery. Midland, MI: Ann Strite-Kurz, 2007.

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The heart of blackwork: A study of unconventional blackwork patterns for contemporary use. Midland, Mich: A. Strite-Kurz, 1992.

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John, J. Study of child labour in the Zardosi and Hathari units of Varanasi. Noida: V.V. Giri National Labour Institute, 2003.

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Desai, Rohit D. The household sector: A study of jari industry in Surat. New Delhi: Har-Anand Publications, 1995.

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

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

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

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Book chapters on the topic "Embroidery Study and teaching"

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Fernandes, Ana, and Isabele Lavado. "Case Study - Clothing Design with Castelo Branco Embroidery Focusing on the Symbology of Embroidery." In Springer Series in Design and Innovation, 355–71. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55700-3_25.

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

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

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Leland, Christine H., Mitzi Lewison, and Jerome C. Harste. "Language Study." In Teaching Children's Literature, 97–116. Second Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315269627-5.

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Block, Alan A. "Study and Benevolence." In Ethics and Teaching, 135–56. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230619777_7.

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Semenza, Gregory M. Colón. "Teaching." In Graduate Study for the Twenty-First Century, 116–48. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230105805_7.

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Semenza, Gregory M. Colón. "Teaching." In Graduate Study for the Twenty-First Century, 102–34. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979346_7.

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Wood, Keith, and Saratha Sithamparam. "Learning study." In Changing Teaching, Changing Teachers, 28–41. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780367855109-3.

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Berry, Amanda. "Self Study in Teaching About Teaching." In International Handbook of Self-Study of Teaching and Teacher Education Practices, 1295–332. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-6545-3_34.

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

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Conference papers on the topic "Embroidery Study and teaching"

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Chen, Shengli, and Hanjun Zhang. "Study on Han Embroidery Pattern of the Intangible Cultural Heritage." In 2018 2nd International Conference on Education Science and Economic Management (ICESEM 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icesem-18.2018.23.

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He, Ning, Jiaying Li, Li Guo, and Yi Zhou. "Study on the Digital Protection Method of Jingchu Folk Embroidery." In 2022 International Conference on Culture-Oriented Science and Technology (CoST). IEEE, 2022. http://dx.doi.org/10.1109/cost57098.2022.00074.

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Ren, Shan. "Study on Aesthetic Characteristics of Tin Embroidery Costume in Qiandongnan Prefecture." In 2018 2nd International Conference on Education Science and Economic Management (ICESEM 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icesem-18.2018.270.

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Zhang, Yuanmei. "Study on Design Method of Chinese Han Embroidery in Silk Modern Women Clothing." In 3rd International Conference on Arts, Design and Contemporary Education (ICADCE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icadce-17.2017.124.

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Zhou, Ying, and Kuo-Kuang Fan. "A Preliminary Study on the Competitive Advantage of Traditional Culture Industry — A Case Study of Suzhou Embroidery." In 3rd Eurasian Conference on Educational Innovation 2020 (ECEI 2020). WORLD SCIENTIFIC, 2020. http://dx.doi.org/10.1142/9789811228001_0008.

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Jamilah, Joharotul. "The Survival of Embroidery Economics Industry in Tasikmalaya: Moral Ethics Study of Islamic and Sundanese Economics." In Third International Conference on Social and Political Sciences (ICSPS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsps-17.2018.31.

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Musikapan, Ravitep, Patararin Pongprasit, and Natcha Sirikhvunchai. "Development of Mot-Mom Fabric Patterns Using Born-out Printing and Embroidery Technologies into Fashion Accessories of Kwanyo Brand." In SPACE International Conferences April 2021. SPACE Studies Publications, 2022. http://dx.doi.org/10.51596/cbp2021.wvyy7826.

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Abstract The objectives of this study were to develop Mor-Hom fabric patterns using burn-out printing technology in a variety of contemporary shades and contemporary embroidery patternsfrom machine embroidery and hand embroidery techniques to develop into international fashionaccessories Kwanyo brand. In addition, this study also aimed at using the fabric burn-out printingtechnique to create beautiful patterns instead of the stamping method. The machine embroideryand hand embroidery techniques were also used to increase the product value to enhance self-suffi ciency and generate income for local communities.According to the results, in developing Mor-Hom fabric patterns using burn-out printing andembroidery technologies into fashion accessories of the Kwanyo brand, 100% natural dyes were usedin dyeing hand-woven cotton. A creamy mixture of potassium permanganate mixed with Konjac wasused for burn-out printing instead of screen-printing dyes. The burn-out printing was performed bywashing fabric in sulfur water or lye water to create patterns with gradient shades depending onthe dye ratio and washing method. The dyed fabric was further developed into fashion accessoriesunder the concept of local fabric products with unique patterns inspired by the surroundings. Inthis study, a collection of men’s bags was developed with suitable designs using Mor-Hom fabricpatterns inspired by Himmapan forest and natural dyed leather. Keywords: Mor-Hom fabric, burn-out printing, fashion accessories
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Rustum, Rabee. "Teaching hydrology: A case study of teaching and learning." In 2018 Advances in Science and Engineering Technology International Conferences (ASET). IEEE, 2018. http://dx.doi.org/10.1109/icaset.2018.8376913.

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

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

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Reports on the topic "Embroidery Study and teaching"

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Clayton, Jessica Ridgway, Leslie Davis Burns, Lorynn Divita, and Sheng Lu. Case Study Teaching Method: Bringing Concepts to Life. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8294.

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Cannon, Edmund. Producing teaching material in PowerPoint (Video case study). Bristol, UK: The Economics Network, July 2020. http://dx.doi.org/10.53593/n3314a.

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Ray, Suparna. Case study from a Graduate Teaching Assistant workshop. Bristol, UK: The Economics Network, December 2012. http://dx.doi.org/10.53593/n2275a.

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Gehri, Suzanne B. Study War Once More: Teaching Vietnam at Air University. Fort Belvoir, VA: Defense Technical Information Center, November 1985. http://dx.doi.org/10.21236/ada164827.

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Girardi, Gherardo. Extended Case Study: Teaching and learning economics through cinema. Bristol, UK: The Economics Network, February 2008. http://dx.doi.org/10.53593/n178a.

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Bell, Chelsea, Li-Fen Anny Chang, Marian O'Rourke-Kaplan, Janie Stidham, Charles Edward Freeman, Lisa McRoberts, Melanie Carrico, and Linda Ohrn-McDaniel. Teaching design research through practice: a pilot study for collaborative exploration. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-877.

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Klampe, Charlotte. The work values of secondary teachers : a comparative study by teaching assignment. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3261.

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Brouwer, Frank. Extended Case Study: Teaching of Economics to European Studies & Language Students. Bristol, UK: The Economics Network, March 2004. http://dx.doi.org/10.53593/n157a.

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

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

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