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Books on the topic 'Permanent teaching'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Organisation, Irish National Teachers'. Information booklet for teachers in non-permanent teaching posts. Dublin: INTO, 1992.

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2

Effective classroom turnaround: Practice makes permanent. Lanham, Md: Rowman & Littlefield Education, 2012.

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3

Jensen, John. Teaching students to work harder and enjoy it: Practice makes permanent. Lanham, Md: Rowman & Littlefield Education, 2012.

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4

Changing attitudes and behavior: Practice makes permanent. Lanham, Maryland: Rowman & Littlefield Education, 2012.

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5

Learning as a way of being: Strategies for survival in a world of permanent white water. San Francisco: Jossey-Bass, 1996.

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6

Educating for peace in a time of permanent war: Are schools part of the solution or the problem? New York, NY: Routledge, 2012.

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7

Legislation, United States Congress House Permanent Select Committee on Intelligence Subcommittee on. Foreign language proficiency pay: Hearing before the Subcommittee on Legislation of the Permanent Select Committee on Intelligence, House of Representatives, One Hundred Third Congress, first session, May 26, 1993. Washington: U.S. G.P.O., 1994.

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8

Rolim, Liz Cintra. Educação e lazer: A aprendizagem permanente. São Paulo: Editora Atica, 1989.

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9

Pérez, Jorge A. Fernández. La educación superior: Proceso en permanente construcción. Puebla, Pue., México: Benemérita Universidad Autónoma de Puebla, Facultad de Filosofía y Letras, Centro de Estudios Universitarios, Cuerpo Académico de Educación Superior, 2011.

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10

Chomsky, Noam. Permanence et mutations de l'université. Québec, Québec: Presses de l'Université du Québec, 2011.

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11

Bassett, Moore John. International law and some current illusions, and other essays. Littleton, Colo: F.B. Rothman, 1987.

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12

Office, General Accounting. Student financial aid: Data not fully utilized to identify inappropriately awarded loans and grants : report to the Ranking Minority Member, Permanent Subcommittee on Investigations, Committee on Governmental Affairs, U.S. Senate. Washington, D.C: GAO., 1995.

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13

Office, General Accounting. Department of Education: Status of actions to improve the management of student financial aid : report to the ranking minority member, Permanent Subcommittee on Investigations, Committee on Governmental Affairs, U.S. Senate. Washington, D.C: The Office, 1996.

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14

Office, General Accounting. Department of Education: Status of actions to improve the management of student financial aid : report to the Ranking Minority Member, Permanent Subcommittee on Investigations, Committee on Governmental Affairs, U.S. Senate. Washington, D.C: The Office, 1996.

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15

Bertani, Iris Fenner. Aprendendo a construir saúde: Desafios na implantação da política de educação permanente em saúde. Franca, SP, Brasil: FAPESP, 2008.

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16

La permanenza del concetto di proporzione dal Rinascimento al moderno. Poggibonsi (SI): Forma, 2012.

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17

Teaching in further education: An outline of principles and practice. 6th ed. London: Continuum, 2003.

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18

Jonathan, Tummons, ed. Teaching in further education: An outline of principles and practice. London: Bloomsbury Academic, 2013.

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19

Italy) Convegno nazionale A.I.I.G. (51st 2008 Trieste. Dalla dissoluzione dei confini alle euroregioni: Le sfide dell'innovazione didattica permanente : atti del 51o Convegno nazionale dell'Associazione Italiana Insegnanti di Geografia. Firenze: Le lettere, 2011.

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20

Hollands, William D. Teaching the Internet to library staff and users: 10 ready-to-go workshops that work. New York: Neal-Schuman, 1999.

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21

Hollands, William D. Teaching the Internet to library staff and users: 11 ready-to-run workshops that work. London: Library Association, 1999.

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22

Lois, DeBakey, ed. Medicine, preserving the passion. New York: Springer-Verlag, 1987.

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23

Canada. Citizenship and Immigration Canada. Integration Branch. Language instruction for newcomers to Canada (LINC) : guide for applicants =: Cours de langue pour les immigrants au Canada (CLIC) : guide des auteurs de demande. Ottawa, Ont: Citizenship and Immigration Canada = Citoyenneté et immigration Canada, 1997.

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24

Michael, Collins. Adult education as vocation: A critical role for the adult educator. London: Routledge, 1991.

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25

International Conference on Continuing Professional Education for the Library and Information Professions (3rd 1997 Copenhagen, Denmark). Human development: Competencies for the twenty-first century : papers from the IFLA CPERT Third International Conference on Continuing Professional Education for the Library and Information Professions. Mhunchen: K.G. Saur, 1997.

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26

Benn, Roseanne. Adults count too: Mathematics for empowerment. Leicester: National Institute of Adult Continuing Education (England and Wales), 1997.

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27

1947-, Tanner Christine A., and Chesla Catherine A, eds. Expertise in nursing practice: Caring, clinical judgment, and ethics. New York, NY: Springer Pub. Co., 1996.

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28

1947-, Tanner Christine A., and Chesla Catherine A, eds. Expertise in nursing practice: Caring, clinical judgment & ethics. 2nd ed. New York: Springer Pub., 2009.

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29

Adult education and health. Toronto: University of Toronto Press, 2012.

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30

Nursing staff development: Current competence, future focus. Philadelphia: Lippincott, 1992.

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31

Baker, Sunny. College after 30: It's never too late to get the degree you need! Holbrook, MA: B. Adams, 1992.

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32

Baez, Benjamin. Tenure, promotion, and reappointment: Legal and administrative implications. Washington: Graduate School of Education and Development, the George Washington University, 1995.

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33

Pak, G. Sujin. Prophecy and the Teaching Office. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190866921.003.0005.

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Bullinger proves pivotal in the history of Protestant views of the prophet and prophecy, for he signaled a significant shift from a focus on the office of the prophet to a focus on prophetic duties, particularly the task of teaching. Calvin even more profoundly identified the prophet with the office of teacher. In his use of Old Testament prophets as significant models for his ministry, Calvin cast this in terms of teaching and intentionally avoided explicit prophetic terminology so that ultimately he viewed himself as a teacher with prophetic functions. Distinctive to Calvin was his emphasis on the prophet’s duty to apply Scripture to contemporary circumstances and his language of temporary and permanent offices. Bullinger and Calvin both employed the prophet and biblical prophecy in their worship reforms and to strengthen scriptural and clerical authority, yet confessional distinctions around these uses increasingly emerged.
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34

Gartenhaus, Alan Reid. Questioning Art: An Inquiry Approach to Teaching Art Appreciation : Exploring the Permanent Collection of the Wichita Art Museum. Donning Company Publishers, 2001.

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35

Learning as a way of being: Strategies for survival in a world of permanent white water. San Francisco, CA: Jossey-Bass, 1996.

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36

Vaill, Peter B. Learning As a Way of Being: Strategies for Survival in a World of Permanent White Water. Wiley & Sons, Incorporated, John, 2008.

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37

Carr, Paul R., and Brad J. Porfilio. Educating for Peace in a Time of Permanent War: Are Schools Part of the Solution or the Problem? Taylor & Francis Group, 2013.

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38

Elisabeth, Hayes, ed. Effective teaching styles. San Francisco: Jossey-Bass, 1989.

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39

Teaching World Cinema (Bfi Teaching Film and Media Studies). British Film Institute, 2004.

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40

Mafra, José Ricardo e. Souza, and Angel Pena Galvão. Robótica Educacional e o ensino de Matemática. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-407-4.

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Technologies are key alternative resources in the classroom. In relation to the teaching of mathematics, educational robotics can contribute to the development of learning and skills, where the use of technologies in education – as an important resource in educational development – proves to be increasingly permanent and present in our teaching environments. This book brings discussions and reflections on a teaching experiment, based on the use of robotics for the teaching of mathematics, showing the importance of technologies and their contribution to Education. The development of this proposal was organized according to a set of activities, through experiments in educational robotics, carried out in the computer lab of a municipal school, with students from the 7th year of elementary school, in the city of Santarém, state of Pará. The results obtained showed that the development of knowledge in technological areas encourages students to learn and collaborates for their interest, providing moments of significant learning within the discipline of Mathematics. As a result, the use of educational robotics in pedagogical practice resulted in participation, development of critical thinking and student learning, as well as contributing to the debate, involving discussions about interdisciplinarity between different areas of knowledge, such as education, mathematics and informatics.
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41

Santos, Alaneir de Fátima dos., ed. Telessaúde: Um instrumento de suporte assistencial e educação permanente. Belo Horizonte: Editora UFMG, 2006.

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42

Menezes, Alexandre Junior de Souza, Adelson Dias de Oliveira, Geisa Gabrielle Santos, Adriana Soely André de Souza Melo, Alexsandro Vaz, Andréia da Conceição Dias de Lima, Carla Alexsandra Sena Souza, and Cláudia Nina Ramos. Experiências Narradas: Relatos e Vivências no espaço escolar. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-312-1.

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The book “Experiências Narradas: Relatos e vivências no espaço escolar” is the result of a collective formation process in the perspective of the Narrative Documentation of Pedagogical Experiences with a group of 16 Basic Education teachers, developed by the Research Group in Education, Narratives, and Teaching Experience in Secondary Education – Narratividades, of the Federal University of Vale do São Francisco – Univasf. With the narratives presented, it institutes teaching authorship and the dissemination of the experiential knowledge constituted in the daily life of urban and rural classrooms, of difference, and diversity. Each chapter is motivated by the following key question: How did I get here? Such a provocation seeks to interweave the several journeys made by each of these teachers, their challenges, victories, learnings, and inspirations. Bringing these teachers together in this publication aims to inspire many other professionals through important elements, actions, and life experiences as a permanent challenge in the professional field. Retrieving such elements, which result in several learnings within the formative process proposed, represents resistance and persistence in this union of pedagogical knowledge and teaching practices. The narratives recorded in this book invite and inspire through inexperienced experiences that give birth to the teacher-educator, the passion for teaching, the discovery of the new based on the already lived, but not perceived, the hopes implicit in life and in the classroom, the universe already discovered and yet to discover, the come into being in teaching; the presence of the school ground materialized in words that come together to speak about the knowledge constituted by the pedagogical experience in Basic Education.
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43

Guide to Evaluating Teaching for Promotion and Tenure. Copley Pub Group, 1987.

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44

Medicare: Improprieties by contractors compromised Medicare program integrity : report to the Chairman, Permanent Subcommittee on Investigations, Committee on Governmental Affairs, United States Senate. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 1999.

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45

Teaching in Further Education. 5th ed. Cassell, 1997.

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46

Perfeccionamiento docente: Tarea permanente para la educación en derechos humanos. Santiago, Chile: Corporación Nacional de Reparación y Reconciliación, 1994.

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47

Department of Education: Status of actions to improve the management of student financial aid : report to the ranking minority member, Permanent Subcommittee on Investigations, Committee on Governmental Affairs, U.S. Senate. Washington, D.C: The Office, 1996.

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48

Elliot, Jackie. E-Learning and Modern Foreign Language Teaching (E-Guidelines). National Institute of Adult Continuing Education, 2006.

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49

Perfeccionamiento docente: Tarea permanente para la educacion en derechos humanos (Coleccion Propuestas). Vicaria de Pastoral Social, 1994.

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50

B, Curzon L. Teaching in Further Education: An Outline of Principles and Practice. 6th ed. Continuum International Publishing Group, 2004.

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