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Journal articles on the topic 'Penmanship Study and teaching'

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Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Rosenblum, Sara, Sonya Meyer, Ariella Richardson, and Sharon Hassin-Baer. "Patients’ Self-Report and Handwriting Performance Features as Indicators for Suspected Mild Cognitive Impairment in Parkinson’s Disease." Sensors 22, no. 2 (January 12, 2022): 569. http://dx.doi.org/10.3390/s22020569.

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Early identification of mild cognitive impairment (MCI) in Parkinson’s disease (PD) patients can lessen emotional and physical complications. In this study, a cognitive functional (CF) feature using cognitive and daily living items of the Unified Parkinson’s Disease Rating Scale served to define PD patients as suspected or not for MCI. The study aimed to compare objective handwriting performance measures with the perceived general functional abilities (PGF) of both groups, analyze correlations between handwriting performance measures and PGF for each group, and find out whether participants’ general functional abilities, depression levels, and digitized handwriting measures predicted this CF feature. Seventy-eight participants diagnosed with PD by a neurologist (25 suspected for MCI based on the CF feature) completed the PGF as part of the Daily Living Questionnaire and wrote on a digitizer-affixed paper in the Computerized Penmanship Handwriting Evaluation Test. Results indicated significant group differences in PGF scores and handwriting stroke width, and significant medium correlations between PGF score, pen-stroke width, and the CF feature. Regression analyses indicated that PGF scores and mean stroke width accounted for 28% of the CF feature variance above age. Nuances of perceived daily functional abilities validated by objective measures may contribute to the early identification of suspected PD-MCI.

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12

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

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13

Zhang, Jing, Bao Gui Tang, Yun Rong Yan, and Wen He Chen. "Teaching Reform Study on “Biostatistics”." Advanced Materials Research 271-273 (July 2011): 1661–63. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1661.

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According to the teaching situation analysis of the "Biostatistics” in fishery college of Guangdong ocean university, countermeasures of curriculum reform is put forward from three aspects of the course offered, teaching contents and teaching methods.

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14

Elden, Roxanna. "A Teaching Style Study Guide." Educational Horizons 89, no. 4 (April 2011): 29. http://dx.doi.org/10.1177/0013175x1108900410.

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15

Jordan, Sue. "Teaching pharmacology by case study." Nurse Education Today 17, no. 5 (October 1997): 386–93. http://dx.doi.org/10.1016/s0260-6917(97)80100-1.

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16

Noel-Tod, J. "'Further Study': Teaching Unfamiliar Texts." Cambridge Quarterly 34, no. 3 (January 1, 2005): 281–83. http://dx.doi.org/10.1093/camqtly/bfi031.

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17

TARASENKO, ALEXEY A., YURIY D. OVCHINNIKOV, and VLADISLAV M. NESTEROV. "TEACHING BIOMECHANICS: A CASE-STUDY." INTERNATIONAL SCIENTIFIC JOURNAL 3 (2019): 129–35. http://dx.doi.org/10.34286/1995-4638-2019-66-3-129-135.

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18

Mishra, Santwana G. "Teaching Aptitude, Teaching Attitude and Anxiety – A Gender-wise Study." Quest-The Journal of UGC-HRDC Nainital 8, no. 3 (2014): 258. http://dx.doi.org/10.5958/2249-0035.2014.01092.4.

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19

林, 艳超. "Preliminary Study on Online Teaching Management of Clinical Teaching Hospital." Advances in Education 12, no. 08 (2022): 2988–92. http://dx.doi.org/10.12677/ae.2022.128455.

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20

Loughran, John. "Researching Teaching about Teaching: Self-Study of Teacher Education Practices." Studying Teacher Education 1, no. 1 (May 2005): 5–16. http://dx.doi.org/10.1080/17425960500039777.

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21

Park, Heungsoo, and Zhen Wu. "A Study of Teaching Quasi-affix “熱” in Chinese Teaching." Chinese Language Education and Research 29 (June 30, 2019): 1–15. http://dx.doi.org/10.24285/cler.2019.6.29.1.

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22

Ricord, Ottolene. "A Developmental Study of the Teaching Self in Student Teaching." Journal of Education for Teaching 12, no. 1 (January 1986): 65–76. http://dx.doi.org/10.1080/0260747860120107.

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23

Martono, Haryanto Hadi, Dwi Tiyanto, and Chatarina Heni Dwi Surwati. "Teaching journalism ethics: An evaluative study on teaching model effectiveness." Cogent Arts & Humanities 5, no. 1 (January 1, 2018): 1498163. http://dx.doi.org/10.1080/23311983.2018.1498163.

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24

YOUNG, VANESSA, KIM BURWELL, and DAVID PICKUP. "Areas of Study and Teaching Strategies in Instrumental Teaching: a case study research project." Music Education Research 5, no. 2 (July 2003): 139–55. http://dx.doi.org/10.1080/14613800307110.

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25

Hen-Herbst, Liat, and Sara Rosenblum. "Handwriting and Motor-Related Daily Performance among Adolescents with Dysgraphia and Their Impact on Physical Health-Related Quality of Life." Children 9, no. 10 (September 21, 2022): 1437. http://dx.doi.org/10.3390/children9101437.

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Knowledge is limited about dysgraphia in adolescence and its association with daily motor-related daily performance and health-related quality of life (HRQOL). This study aimed to (1) compare and (2) examine correlations between handwriting measures, motor-related daily performance, and HRQOL of adolescents with and without dysgraphia and (3) examine the contribution of motor-related daily performance and handwriting measures to predict their physical HRQOL. There were eighty adolescents (13–18 yr): half with dysgraphia and half matched controls without dysgraphia per the Handwriting Proficiency Screening Questionnaire and Handwriting Legibility Scale participated. They copied a paragraph script onto a paper attached to the Computerized Penmanship Evaluation Tool digitizer and completed the World Health Organization Quality of Life Questionnaire-brief version and the Adult Developmental Coordination Disorder Checklist (ADC). We found significant between-group differences in motor-related daily performance, handwriting measures, and HRQOL and significant correlations between HRQOL and handwriting process measures and motor-coordination ability. Handwriting measures predicted 25%, and the ADC A and C subscales 45.6%, of the research group’s physical QOL domain score variability. Notably, the control group’s current perceptions of their motor-coordination performance (ADC-C) predicted 36.5% of the variance in physical QOL. Dysgraphia’s negative effects during childhood and adolescence may reduce adolescents’ HRQOL now and into adulthood.

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26

Engel-Yeger, Batya, Sari Hus, and Sara Rosenblum. "Age effects on sensory-processing abilities and their impact on handwriting." Canadian Journal of Occupational Therapy 79, no. 5 (December 2012): 264–74. http://dx.doi.org/10.2182/cjot.2012.79.5.2.

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Background. Sensory-processing abilities are known to deteriorate in the elderly. As a result, daily activities such as handwriting may be impaired. Yet, knowledge about sensory-processing involvement in handwriting characteristics among older persons is limited. Purpose To examine how age influences sensory-processing abilities and the impact on handwriting as a daily performance. Method. The study participants were 118 healthy, independently functioning adults divided into four age groups: 31–45, 46–60, 61–75 and 76+ years. All participants completed the Adolescent/Adult Sensory Profile (AASP). Handwriting process was documented using the Computerized Handwriting Penmanship Evaluation Tool (ComPET). Findings. Age significantly affects sensory processing and handwriting pressure as well as temporal and spatial measures. Both handwriting time and spatial organization of the written product were predicted by sensory seeking. When examining age contribution to the prediction of handwriting by sensory processing, sensory seeking showed a tendency for predicting handwriting pressure (p = .06), while sensory sensitivity significantly predicted handwriting velocity. Implications. Age appears to influence sensory-processing abilities and affect daily performance tasks, such as handwriting, for which sensitivity and seeking for sensations are essential. Awareness of clinicians to sensory-processing deficits among older adults and examining their impact on broader daily activities are essential to improve daily performance and quality of life.

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27

Shapiro, Elayne J., and Carol J. Dempsey. "Conflict Resolution in Team Teaching: A Case Study in Interdisciplinary Teaching." College Teaching 56, no. 3 (July 2008): 157–62. http://dx.doi.org/10.3200/ctch.56.3.157-162.

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28

Jiang, Shenying, and Danli Li. "An Empirical Study of Blended Teaching Model in University English Teaching." Creative Education 03, no. 04 (2012): 503–6. http://dx.doi.org/10.4236/ce.2012.34076.

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29

Zhao, Ye. "Study on the Guqin Teaching Method: “Inner Understanding through Oral Teaching”." Open Journal of Social Sciences 07, no. 02 (2019): 138–46. http://dx.doi.org/10.4236/jss.2019.72011.

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30

ASSIS, Amanda Fagundes de Souza, Maria Dulcimar de Brito SILVA, and Nathaliany do Socorro Silva RIBEIRO. "CHEMISTRY TEACHING WITH TEACHING RESOURCES IN MIDDLE SCHOOL - A CASE STUDY." Periódico Tchê Química 14, no. 27 (January 20, 2017): 162–69. http://dx.doi.org/10.52571/ptq.v14.n27.2017.161_periodico27_pgs_162_170.pdf.

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Teaching and learning science are major challenges that require media as facilitators for their understanding and view of the world, within this framework, it is the chemistry. The present study aimed to verify as the use of didactic resources for the performance in science teaching using a dynamic relationship of content. The methodology consisted of a field research, the qualitative divided into four stages, being employed lectures to explore the theme linking the practice and theory, using educational tools (experimentation, electronic game alternate) as sources for data analysis. Before the application, it was observed that after the trial the majority of students felt difficulty in combining theory with practice, on the basis of this difficulty it was noted that 50% consider experimenting a way supportive for the understanding of the subject, as well as provide discussions and dialogs (25%), and demonstrate chemical reactions (25%). The application of the game alternative teaching allowed students with a sense of knowledge in chemical life by promoting the development of a critical vision of the world. It was concluded that, for a student-teacher relationship-discipline is necessary to perform various steps, since the prior knowledge, the arguments, the inquiries, analysis of responses, to then carry out the explanation of the subject together with the use of didactic resources.

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31

김병수, 신지혜, and NASOO KIM. "A Study on the Teaching Evalution Standards:Focus on the Teaching Contest." EDUCATIONAL RESEARCH 52, no. ll (December 2011): 185–223. http://dx.doi.org/10.17253/swueri.2011.52..007.

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32

Fletcher, Tim, and Shawn M. Bullock. "Reframing pedagogy while teaching about teaching online: a collaborative self-study." Professional Development in Education 41, no. 4 (August 19, 2014): 690–706. http://dx.doi.org/10.1080/19415257.2014.938357.

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33

Abbas, Syed Ali. "Teaching and Learning - A Complementary Study on Effective Teaching and Learning." Asian Education Studies 1, no. 2 (May 17, 2016): 87. http://dx.doi.org/10.20849/aes.v1i2.73.

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This study aims to recon the importance of effective teaching and the means to bring about the best out of teaching in contrast to learning and its outcome. The literature reviewed in the study has been arranged and segmented to identify the characteristics of effective learning and factors that may affect quality teaching. The newness in the study is the suggestions and conclusive part which is being derived from the prior studies. The study has some potential areas to explore which open new horizons for improving class room teaching which can also be taken as lead to future research. The thoughts and views of the author add a lot to originality of the study as they mandate a foundation that effective teaching and quality learning work in connection with each other, however student's effort is another must to be considered which encompass student's responsibility.

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34

Helms, Marilyn M., John M. Alvis, and Marilyn Willis. "Planning and Implementing Shared Teaching: An MBA Team-Teaching Case Study." Journal of Education for Business 81, no. 1 (September 2005): 29–34. http://dx.doi.org/10.3200/joeb.81.1.29-34.

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35

Arshavskaya, Ekaterina. "Mentoring International Teaching Assistants: A Case Study of Improving Teaching Practices." InSight: A Journal of Scholarly Teaching 13 (August 1, 2018): 101–17. http://dx.doi.org/10.46504/14201806ar.

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36

Groth, Randall E. "Improving Teaching through Lesson Study Debriefing." Mathematics Teacher 104, no. 6 (February 2011): 446–51. http://dx.doi.org/10.5951/mt.104.6.0446.

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The lesson study model of professional development that originated in Japan is becoming increasingly popular in the United States (Lesson Study Research Group 2009; Stigler and Hiebert 1999). At its core, lesson study is a means of bringing teachers together to carry out the process of planning a lesson, implementing and observing it, and then examining it during a debriefing session (Yoshida 2008). The debriefing component is one of the most distinctive characteristics of this type of professional development. It provides a means–discussion–for reflecting on the strengths and weaknesses of the collaboratively planned lesson. As such, the debriefing component merits special attention from those currently engaged in lesson study as well as those considering using it.

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37

Li, Jianying. "Study on Ecological College English Teaching." International Journal for Innovation Education and Research 2, no. 12 (December 31, 2014): 113–19. http://dx.doi.org/10.31686/ijier.vol2.iss12.290.

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Classroom ecology refers to the classroom activities which are guided by educational philosophy of ecology. It promotes eco-classroom teaching and the full development of nature so as to make the classroom become truly holistic and sustainable and healthy ecosystems. This article aims to analyze the present status of college English teaching and research, providing suggestions for improving the quality of college English teaching.

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38

McDaniel, Thomas R., and Anastasia P. Samaras. "Review ofSelf-Study of Teaching Practices." Clearing House: A Journal of Educational Strategies, Issues and Ideas 81, no. 2 (November 2007): 93–94. http://dx.doi.org/10.3200/tchs.81.2.93-94.

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39

Misco, Thomas. "Teaching the Holocaust through Case Study." Social Studies 100, no. 1 (January 2009): 14–22. http://dx.doi.org/10.3200/tsss.100.1.14-22.

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40

Moore, Zena. "Teaching Culture: A Study of Piropos." Hispania 79, no. 1 (March 1996): 113. http://dx.doi.org/10.2307/345624.

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41

Lim, Leng Leng. "A Case Study on Peer-Teaching." Open Journal of Social Sciences 02, no. 08 (2014): 35–40. http://dx.doi.org/10.4236/jss.2014.28006.

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42

Na Mingu. "Study on the Teaching Chinese Rhetoric." Journal of Study on Language and Culture of Korea and China ll, no. 26 (June 2011): 3–16. http://dx.doi.org/10.16874/jslckc.2011..26.001.

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43

Chang-gyu Jo. "A Study on Teaching Korean Prefixes." Society for Korean Language & Literary Research 35, no. 2 (June 2007): 405–30. http://dx.doi.org/10.15822/skllr.2007.35.2.405.

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44

Belova, S. "CASE STUDY IN TEACHING BUSINESS ENGLISH." National Association of Scientists 3, no. 66 (May 14, 2021): 12–14. http://dx.doi.org/10.31618/nas.2413-5291.2021.3.66.415.

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The article deals with the problem of teaching business English, taking into account the rapid development of cooperation between countries in key areas and the popularity of the given language in business sphere. The usage of the case method in teaching business English is seen as an important element of training due to the possibility of creating and testing real-time situations that students may encounter in business communication. In this regard, we offer an example of teaching business English be means the case method.

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45

Bullough, Robert V. "First-Year Teaching: A Case Study." Teachers College Record: The Voice of Scholarship in Education 89, no. 2 (December 1987): 219–37. http://dx.doi.org/10.1177/016146818708900206.

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46

Malanga, Joseph. "The Study of Teaching and Curriculum." Thinking: The Journal of Philosophy for Children 8, no. 1 (1988): 38–43. http://dx.doi.org/10.5840/thinking19888135.

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47

Groth, Randall E. "Improving Teaching through Lesson Study Debriefing." Mathematics Teacher 104, no. 6 (February 2011): 446–51. http://dx.doi.org/10.5951/mt.104.6.0446.

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The lesson study model of professional development that originated in Japan is becoming increasingly popular in the United States (Lesson Study Research Group 2009; Stigler and Hiebert 1999). At its core, lesson study is a means of bringing teachers together to carry out the process of planning a lesson, implementing and observing it, and then examining it during a debriefing session (Yoshida 2008). The debriefing component is one of the most distinctive characteristics of this type of professional development. It provides a means–discussion–for reflecting on the strengths and weaknesses of the collaboratively planned lesson. As such, the debriefing component merits special attention from those currently engaged in lesson study as well as those considering using it.

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48

Sagan, Olivia. "Teaching Psychiatric Patients: A Psychoanalytic Study." Psychoanalytic Psychotherapy 16, no. 1 (January 2002): 58–73. http://dx.doi.org/10.1080/14749730110100769.

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49

Hubbard, Ruth. "Teaching mathematics reading and study skills." International Journal of Mathematical Education in Science and Technology 21, no. 2 (March 1990): 265–69. http://dx.doi.org/10.1080/0020739900210212.

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50

Corcoran, Kevin J. "Teaching Family Concepts Through Case Study." Family Journal 4, no. 2 (April 1996): 165–70. http://dx.doi.org/10.1177/1066480796042013.

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