Relevant bibliographies by topics / Penmanship Study and teaching

Academic literature on the topic 'Penmanship Study and teaching'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Penmanship Study and teaching"

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Schulten, Susan. "Map Drawing, Graphic Literacy, and Pedagogy in the Early Republic." History of Education Quarterly 57, no. 2 (April 28, 2017): 185–220. http://dx.doi.org/10.1017/heq.2017.2.

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Students in the early republic commonly stitched, drew, and painted maps of their states, nation, and world as part of their educations. Map drawing and geography were regarded as particularly appropriate subjects for girls, both as a pathway to literacy and as a means of demonstrating accomplishment. Many young girls exposed to map work in their own educations went on to become teachers themselves and carried these practices with them into an ever-growing national network of female academies and seminaries. These school maps and related penmanship journals also reveal a network and set of teaching practices around graphic literacy that has drawn little attention from historians. By drawing their country, students were making the nation manifest, inscribing its abstract boundaries and administrative units, and visualizing territory that most would never see firsthand. Map drawing was part of an intensely graphic education that significantly influenced reformers such as Emma Willard, though it also drew criticism from subsequent educators.
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Thomas, Kevin. "Teaching Study Skills." Education + Training 36, no. 1 (February 1994): 19–24. http://dx.doi.org/10.1108/00400919410052230.

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

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

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

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

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

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

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Bamne, Shrikrishna, and Avantika Bamne. "Comparative study of chalkboard teaching over PowerPoint teaching as a teaching tool in undergraduate medical teaching." International Journal of Medical Science and Public Health 5, no. 12 (2016): 2585. http://dx.doi.org/10.5455/ijmsph.2016.01072016532.

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

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

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Ferri-Milligan, Paula. "Inferential reasoning and the needs of basic writers." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/823.

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Kruizenga-Muro, Denise. "Teaching collaborative writing to meet the needs of the job market: A model." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1527.

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Turpin, Hester Thompson. "Inservice videos in guided reading, writers' workshop and working with words." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1407.

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This project was developed to meet the needs of teachers who have been trained in the components of balanced literacy: reading aloud, shared reading, guided writing, writers' workshop and working with words.
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Sullivan, John Michael. "Assessment and collaborative writing: Conflict to complement." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1320.

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One of the fundamental problems facing writing instructors who use collaboration is that traditional assessment measures, such as in-class essay exams, undermine rather than support such writing activities that are rooted in social construction theory. While the use of collaboration in writing classrooms continues to grow, the field of assessment remains virtually silent about the compatibility of traditional assessment methods with collaborative writing tasks such as group work and peer review. This thesis discusses social construction and assessment theories, their relation to collaboration, and the current role of both in writing classrooms.
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Mendoza, Cabral Raquel. "A comprehensive curriculum on how to teach the alphabet to bilingual kindergarteners." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2687.

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There are numerous methods teachers use to teach the alphabet to children. This thesis is a curriculum on how to teach the alphabet to English learners and English speakers. The author teaches kindergarten to students who are English speakers and to students who are Spanish speakers learning English as a second language. The school's instructional Reading Based Program (the Houghton Mifflin Lectura of California) offers many ideas and strategies but is missing some components necessary to meet distinct standards for kindergarten. The author developed this curriculum to meet the standards of teaching English speakers and English learners the alphabet to meet district standards.
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Lenz, Gabriele. "Spelling instruction for beginning writers in whole language classrooms." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/990.

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Teachers of beginning writers, who believe in a whole language philosophy for teaching language arts, are faced with the challenge of integrating spelling instruction into their writing programs. Traditional approaches that involve word lists and weekly spelling tests are not in accordance with whole language beliefs.
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Mann, Anne-Marie. "Child-centred technologies as learning tools within the primary classroom : exploring the role of tablets and the potential of digital pens in schools." Thesis, University of St Andrews, 2017. http://hdl.handle.net/10023/11012.

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This thesis provides insights into how technology can be and is used as child-centric learning tools within primary school classrooms. The conducted studies look closely at how tablet technology is integrated into the modern classroom, and considers how existing digital writing technologies could support handwriting-based learning exercises in future. This is achieved by conducting three in-the-wild studies, using different approaches, with a total of seventy-four children in school classrooms. In the first study, focus is placed on how tablets integrate into and with existing classroom practices, documenting when and how children use tablets in class. Relevant and complementary to this, the use of traditional writing tools is questioned and two further studies explore the potential and suitability of digital pens to support children's handwriting-based learning. One looks in detail at how children's handwriting is effected by different existing digital pen technologies. The other study, conducted through a creative, participatory design session, asks children to provide their opinions regarding desirable features for digital writing technology. The findings from this research classify and exemplify the role of tablets in the classroom, and explore potential design directions of digital writing tools which could be used by children in the future. This work may be useful and of interest to others who conduct research with children within the fields of Human Computer Interaction, Child Computer Interaction or education.
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Nadal, Escolà Esther. "La síntesi escrita com a eina per a l’aprenentatge: Una proposta d’intervenció." Doctoral thesis, Universitat de Barcelona, 2021. http://hdl.handle.net/10803/673775.

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L’objectiu principal de l’estudi que es presenta va ser dissenyar, desenvolupar i avaluar l’eficàcia d’un programa d’intervenció dirigit a millorar la qualitat de les síntesis a partir de múltiples fonts amb informació complementària en estudiants d’educació secundària. Amb aquest propòsit, la intervenció, que es desenvolupà amb un grup d’estudiants de segon curs d’ESO, se centrà en l’ensenyament d’estratègies vinculades als processos de representació dels objectius de la tasca de síntesi, i a la selecció, comparació i organització de la informació procedent de diverses fonts, prèviament a l’escriptura del propi text de síntesi. Per una banda, es va avaluar la qualitat dels textos produïts pels estudiants que participaren a la intervenció en tres moments (abans de la intervenció, en finalitzar-la i passats dos mesos de la seva finalització), i es va comparar amb la qualitat dels productes textuals elaborats per un grup d’estudiants que no participà a la intervenció. Per una altra banda, s’avaluà la qualitat de les síntesis escrites pels estudiants que participaren a la intervenció, així com l’ús que van fer d’alguns dels instruments emprats durant la intervenció, en funció del nivell general de comprensió lectora que presentaven (alt, mitjà o baix), abans de la intervenció, en finalitzar-la i dos mesos després de la seva finalització. Addicionalment, es van analitzar les entrevistes realitzades en finalitzar la intervenció amb la finalitat de conèixer com els estudiants que hi participaren i els que no ho van fer es representaven i valoraven l’experiència viscuda. Els resultats més rellevants de l’estudi posen de manifest l’eficàcia del programa d’intervenció desenvolupat. En general, els estudiants que participaren a la intervenció van millorar els seus textos quant a la majoria de dimensions en finalitzar-la respecte als estudiants que no hi participaren. Aquestes millores només es van mantenir en el cas de la selecció de la informació. D’altra banda, els estudiants que van participar a la intervenció i que presentaven un nivell de comprensió lectora més alt milloraren els seus textos en major mesura que els seus companys amb un nivell de comprensió lectora més baix. En aquest sentit, després de la intervenció, els estudiants amb un nivell de comprensió lectora alt van millorar els seus textos quant a la majoria de dimensions i aquestes millores es van mantenir dos mesos després. En canvi, els estudiants amb un nivell de comprensió lectora baix van millorar només en aspectes vinculats a la selecció de la informació i aquestes millores no es van mantenir dos mesos més tard. Els resultats assenyalen la necessitat de treballar de manera progressiva, oferint temps, pràctica i ajudes específiques i suficients, per a cadascuna de les estratègies vinculades als complexos processos de lectura i escriptura que requereix la producció d’una síntesi escrita.
The principal aim of the current study was to design, develop and evaluate the efficacy of an intervention program addressed to improve the quality of the syntheses from multiple sources with complementary information in secondary education students. With this purpose, the intervention, developed with a group of second-year students of secondary education, focuses on teaching strategies related to the processes of representation of the objectives of the synthesis task, and the selection, comparison and organisation of the information from various sources, prior to the writing of the synthesis text itself. On the one hand, the quality of the texts produced by the students that took part at the intervention was assessed in three moments (before the intervention, at the end of it and two months after its ending) and compared with the quality of the textual products written by students who did not participate in the intervention. On the other hand, the quality of the syntheses written by the students that took part at the intervention was assessed, as well as the use they made of some of the instruments employed during the intervention, depending on their general level of reading comprehension (high, medium or low), before the intervention, at the end of it and two months after its ending. In addition, the interviews conducted at the end of the intervention were analysed with the purpose to know how the students that participated in the intervention and those who did not represented and valued the experience lived. The most relevant results of the study reveal the efficacy of the intervention program developed. In general, the students that took part in the intervention improved their texts regarding most of the dimensions at the end of it compared to the students that did not participate. These improvements were only maintained in the case of information selection. Moreover, the students who took part at the intervention and who presented a higher level of reading comprehension improved their texts more than their peers with a lower level of reading comprehension. In this regard, after the intervention, proficient readers improved their texts in most dimensions and these improvements were maintained two months later. In contrast, basic readers improved only on aspects related to information selection and these improvements were not maintained two months later. The results point to the need to work progressively, offering time, practice and specific and sufficient aids, for each of the strategies linked to the complex reading and writing processes required to produce written synthesis.
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Akif, Zohra. "Analyse des performances en langue écrite d'élèves issus de l'immigration en Région de Bruxelles Capitale: études longitudinales." Doctoral thesis, Universite Libre de Bruxelles, 2007. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210635.

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L’objectif de la présente étude est de cerner les difficultés rencontrées en lecture et en orthographe par les enfants issus de l’immigration de 2ème et 3ème génération qui on été comparés à leurs pairs autochtones inscrits dans les même classes. L’échantillon comprend 357 élèves scolarisés dans des écoles communales en discrimination positive de la région de Bruxelles Capitale. Un suivi longitudinal de la 3ème à la 5ème année primaire a également été mené. Les résultats nous ont permis d’évaluer les performances en langue orale et en langue écrite de ces élèves, et de mettre en évidence d’une part les mécanismes de lecture et d’écriture et d’autre part les facteurs susceptibles d’expliquer les retards sur le plan psycholinguistique. Deux programmes d’entraînements, au niveau phonologique et syntaxique ont été élaborés en vue de mesurer leur effet sur les différences de compétences. / The objective of this study is to determine the difficulties encountered in reading and spelling by children from emigrant families (2nd and 3rd generation) compared with their pars autochthons registered in the same classes. The sample includes 357 pupils in positive discrimination elementary schools from the area of Brussels City. A longitudinal follow-up from 3rd to 5th primary grade was also carried out. The results enabled us to evaluate the performances in spoken and written language of these pupils and to highlight the mechanisms of reading and writing and the factors which explain psycholinguistics delays. Two training programs, one phonologic, the other syntactic were elaborate in order to measure their effect on the differential of skills.
Doctorat en Sciences Psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
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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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Books on the topic "Penmanship Study and teaching"

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Rand, Phyllis. Penmanship mastery II. 3rd ed. Pensacola, Fla: A Beka Book, 1999.

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Alston, Jean. Teaching handwriting: A guide for teachers and parents. Lichfield: QEd, 2000.

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Ketchum, Peter J. Developing handwriting skills: Meaningful practice for better penmanship. Pittsburgh, PA: Hayes School Publishing Co., 1998.

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Holdgate, Brenda. Fingers, thumbs and handwriting: The secrets of 'what to do' to guide your child in the early years before school. Bishop's Stortford: BMH, 1989.

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Jeffs, Alvin. Children and parents and handwriting. Sheffield: (Home and School Council), 1987.

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Johnson, Kathelen R. Let's see your John Hancock!: Teaching cursive handwriting. Stockton, CA: Successful Schools, 2002.

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Johnson, Kathelen R. Let's see your John Hancock!: Teaching cursive handwriting. Stockton, CA: Successful Schools, 2002.

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Johnson, Kathelen R. Let's see your John Hancock!: Teaching cursive handwriting. Stockton, CA: Successful Schools, 2002.

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author, Leopold Karen K., ed. Learning cursive: Handwriting instruction for the right-handed elementary student. United States]: W.V.C.ED, 2014.

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Scripting as art 1: How to teach problem-free cursive writing. Hagensborg, B.C: GED Consulting, 2005.

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Book chapters on the topic "Penmanship Study and teaching"

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

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

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

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

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

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

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

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

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

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

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Conference papers on the topic "Penmanship Study and teaching"

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

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

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

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

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

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

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

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

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

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

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Reports on the topic "Penmanship 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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