Relevant bibliographies by topics / Studey and teaching

Academic literature on the topic 'Studey and teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Studey and teaching"

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Ranjan, Dr Rakesh, and Amita Unnikrishnan. "A Study of the Effectiveness of Methodology of Teaching Environmental Education on Student Teachers." Indian Journal of Applied Research 3, no. 5 (October 1, 2011): 177–79. http://dx.doi.org/10.15373/2249555x/may2013/53.

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KARAHAN, Engin, and Gillian ROEHRIG. "Case Study of Science and Social Studies Teachers Co-Teaching Socioscientific Issues-Based Instruction." Eurasian Journal of Educational Research 17, no. 72 (November 30, 2017): 1. http://dx.doi.org/10.14689/ejer.2017.72.4.

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Kotha, Roopa, Ramkumar Venkateswaran, and John George Karippacheril. "Study on Traditional Didactic Teaching versus VideolaryngoscopyAssisted Feedback for Teaching Endotracheal Intubation." Indian Journal of Anaesthesia and Analgesia 4, no. 2 (Part-1) (2017): 324–32. http://dx.doi.org/10.21088/ijaa.2349.8471.4217.24.

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S. Vasantha, S. Vasantha, and Dr D. Ushalaya Raj Dr. D.Ushalaya Raj. "A Study On Teaching Goals And Teaching Competency Of B.Ed., Teacher Trainees." Indian Journal of Applied Research 4, no. 4 (October 1, 2011): 145–46. http://dx.doi.org/10.15373/2249555x/apr2014/43.

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Feeley, Kathleen, and Emily Jones. "Teaching spontaneous responses to a young child with Down syndrome." Down Syndrome Research and Practice 12, no. 2 (2008): 148–52. http://dx.doi.org/10.3104/case-studies.2007.

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BRYŁA, Aleksandra. "WYKORZYSTANIE STUDIUM PRZYPADKU W NAUCZANIU RACHUNKU KOSZTÓW." Folia Pomeranae Universitatis Technologiae Stetinensis Oeconomica 335, no. 87 (June 30, 2017): 31–40. http://dx.doi.org/10.21005/oe.2017.87.2.03.

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Nugraha, Deden Novan Setiawan. "Teaching Techniques in Teaching English Language: A Study of SMAN 24 Bandung, West Java." International Journal of Psychosocial Rehabilitation 24, no. 2 (February 13, 2020): 2865–70. http://dx.doi.org/10.37200/ijpr/v24i2/pr200585.

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Sawant, Sharadkumar Pralhad, and Shaheen Rizvi. "STUDY OF PASSIVE DIDACTIC TEACHER CENTERED APPROACH AND AN ACTIVE STUDENT CENTERED APPROACH IN TEACHING ANATOMY." International Journal of Anatomy and Research 3, no. 3 (August 2, 2015): 1192–97. http://dx.doi.org/10.16965/ijar.2015.147.

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Uygun, Kamil. "Examination of the Academic Dissertations Related to the Problems Encountered in Social Studies Teaching: Meta-Synthesis Study." International Journal of Psychology and Educational Studies 7, no. 1 (January 30, 2020): 135–47. http://dx.doi.org/10.17220/ijpes.2020.01.013.

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Farsi, M., and M. Munro. "A Comparative Study of Teaching the Islamic Prayer." International Journal of Information and Education Technology 6, no. 5 (2016): 383–87. http://dx.doi.org/10.7763/ijiet.2016.v6.718.

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Dissertations / Theses on the topic "Studey and teaching"

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Derksen, Harold Kenneth. "The role of oral language in the practicum classroom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ27130.pdf.

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Kaplan, Richard E. "Teaching adolescents about war." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/791.

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Cannon, Rodney M. "Music student teaching in Texas a Delphi study of issues in the new millennium /." Thesis, connect to online resource, 2002. http://www.library.unt.edu/theses/open/20023/cannon%5Frodney/index.htm.

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Tu, Ching-Hsin. "Student teaching overseas: Outcomes and persistence of the student teaching abroad experience." Ashland University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1366368890.

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Maselwa, Matole Reuben. "Promoting learners' conceptual understanding of electrostatics through use of practical activities in conjunction with prior knowledge of lightning : a case study." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003600.

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The research presented in this thesis is situated within an interpretivist paradigm. Within this paradigm, a qualitative case-study research approach was adopted. This seemed most appropriate in my research project since the main focus is on elicitation of prior knowledge and incorporation of such knowledge into 'hands-on' and 'minds-on' practical activities with a view to improving conceptual development. For the purposes of this research project, I designed an interactive teaching and learning unit in electrostatics as an attempt to put into practice a learner-centred approach. This approach, in my view, is in line with the new curriculum in South Africa. The emerging central theme of this thesis is the notion of active participation by learners during teaching and learning. This study was carried out over a period of two years and involved my grade 9 learners, who participated voluntarily. The research process documented in this thesis has been conceptualised into two phases. Phase one was concerned with the elicitation of learners' prior knowledge around lightning. In phase two, learners were engaged in 'hands-on' and 'minds-on' practical activities, and key concepts were identified to ensure conceptual development. The data was collected using a variety of data collection tools, namely: focus group interviews, follow-up whole-class semi-structured interviews, worksheets, videotaped lessons and photographs. The analysis of data revealed that learners come to class with prior knowledge concerning lightning. Within this prior knowledge it was found that there were both ‘scientific’ and ‘non-scientific’ concepts. The identification of key concepts during practical activities was found to be very useful in promoting learning. However, the incorporation of prior knowledge into practical activities posed a challenge and needs further research. iv This research study also highlights some insights into some of the complexities of elicitation and incorporation of learners' prior knowledge, and conceptual development in science classrooms. It also demonstrates the challenges and possibilities during teaching and learning as well as the realities of the demands of the new curriculum and OBE in South Africa, in particular, in historically disadvantaged schools
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Ng, Mei-ha Helen, and 伍美霞. "The reciprocal teaching approach: a case study reflecting on readers' needs in developing reading comprehensionability and insights into teaching methods." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945132.

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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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Cheung, Kok-chung, and 張覺沖. "The relationship between a teacher's conceptions and her teaching practice: an example from the teaching ofPythagoras' theorem." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962506.

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Chan, Yuk-fai Ronald, and 陳玉輝. "Building a collaborative culture in teaching practice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960698.

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McMillan, Deborah E. "Teachers' classroom practice : emic interpretations of teaching English in Belize's secondary schools." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263896.

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This study was designed to gather the meaning-perspectives and interpretations teachers gave to their language teaching practice using their voice and the voice of learners. The complex and paradoxical language situation in Creole-speaking communities like Belize has been well documented by researchers and linguists including Craig (1978), Roberts (1994), Robertson (1997), and Young (1995). There are a number of education reports on the English language teaching situation at the primary school level in Belize; however, very little attention has been given to English language teaching at the secondary level. In this study, the teachers' practice was examined using Clandinin's (1985), Elbaz's (1983), and Jarvis's (1999) definitions of teachers' knowledge. Nespor's (1987), Pajares' (1992) and Richards and Lockhart's (1996) articles and research on teachers' beliefs served as theoretical support on the role and importance of beliefs in teachers' practice. The language teaching strategies offered by Kumaravadivelu (1994), and those recommended for bidialectal communities by Corson (1997), Craig (1978), Robertson (1995), Rubinstein (1977), Sato (1989), and Young (1995) were used to compare the strategies found in the data.Two secondary school teachers and two students participated in the study. Data were gathered using short teacher questionnaires, teachers' lesson plans, pre-observation and follow-up interviews with teachers, audio-taped and video-taped class observations, stimulated recall sessions with teachers and students, and the researcher's field notes and reflective journal. The analysis of data produced four themes: (a) teachers' English language practice, (b) teachers' knowledge about their practice, (c) teachers' pedagogical beliefs, and (d) the learners' voice: the other perspective.The study's findings suggest that the teachers' personal, practical, and situated knowledge resides in their practice. A practice informed by their pedagogical beliefs, and reflected in the choice of English language teaching strategies developed from a complex fusion of pedagogical beliefs, learner needs, and the sociolinguistic context. The findings did not support the view that English language teachers are ill-prepared for the bidialectal situations in Creole communities, nor were the teachers poor models of English. This study will contribute to the understanding of English language teaching in Belize's secondary schools.
Department of Educational Studies
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Books on the topic "Studey and teaching"

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Physics Education Research Conference (2009 Ann Arbor, Mich.). 2009 Physics Education Research Conference: Ann Arbor, MI, 29-30 July 2009. Edited by Sabella Mel, Henderson Charles Ph D, Singh Chandralekha, and American Institute of Physics. Melville, NY: American Institute of Physics, 2009.

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Physics Education Research Conference (2009 Ann Arbor, Mich.). 2009 Physics Education Research Conference: Ann Arbor, MI, 29-30 July 2009. Edited by Sabella Mel, Henderson Charles Ph D, Singh Chandralekha, and American Institute of Physics. Melville, NY: American Institute of Physics, 2009.

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Physics Education Research Conference (2009 Ann Arbor, Mich.). 2009 Physics Education Research Conference: Ann Arbor, MI, 29-30 July 2009. Edited by Sabella Mel, Henderson Charles Ph D, Singh Chandralekha, and American Institute of Physics. Melville, NY: American Institute of Physics, 2009.

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Teaching sustainablility, teaching sustainably. Sterling, Va: Stylus Pub., 2012.

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The teacher in international law: Teachings and teaching. 2nd ed. Dordrecht: M. Nijhoff, 1987.

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Lachs, Manfred. The teacher in international law: Teachings and teaching. 2nd ed. Dordrecht: Nijhoff, 1987.

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A, Kenny Robert, and Garrod Andrew 1937-, eds. Preparing for citizenship: Teaching youth to live democratically. Westport, Conn: Praeger, 1994.

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Fasching-Varner, K. J., H. B. Eisworth, T. H. Mencer, D. R. Lindbom-Cho, M. C. Murray, and B. C. Morton, eds. Student Teaching. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-488-8.

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Stories of student teaching: A case approach to the student teaching experience. Upper Saddle River, N.J: Merrill, 1998.

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Anderson, Ronald D. Religion and teaching. New York: Lawrence Erlbaum Associates, 2008.

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Book chapters on the topic "Studey and teaching"

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Munch, Susanne. "Teaching Writing — Teaching Oral Presentation." In Studies In Writing, 339–47. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/978-1-4020-2739-0_23.

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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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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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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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Beard, Roger. "Teaching Writing." In Studies In Writing, 275–89. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/978-1-4020-2739-0_19.

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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, 97–116. Second Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315269627-5.

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Davis, Jonathan Ryan. "Teaching without Classroom Management Coursework: A Case Study Continued—After Student Teaching into Teaching." In Classroom Management in Teacher Education Programs, 57–86. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63850-8_3.

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Davis, Jonathan Ryan. "Teaching with Classroom Management Coursework: A Case Study Continued—After Student Teaching into Teaching." In Classroom Management in Teacher Education Programs, 173–213. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63850-8_6.

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Surkamp, Carola. "Teaching Literature." In English and American Studies, 488–95. Stuttgart: J.B. Metzler, 2012. http://dx.doi.org/10.1007/978-3-476-00406-2_37.

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Conference papers on the topic "Studey and teaching"

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Sui, Danting, and Qin Li. "Stratified Teaching’s Implementation Strategies in College Classroom Teaching of Foreign Languages." In Proceedings of the International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/cesses-18.2018.63.

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White, Emily. "Applying empirical learning progressions for a holistic approach to evidence-based education: SWANS/ABLES." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_6.

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Learning progressions have become an increasing topic of interest for researchers, educational organisations and schools as they can describe the expected pathway of learning within a content area to allow for targeted teaching and learning at all levels of ability. However, there is substantial variation in how learning progressions are developed and to what extent teachers can use them to inform their practices. The ABLES/SWANS tools (Students with Additional Needs/Abilities Based Learning and Education Support) are an example of how an empirical learning progression can be applied to support teachers’ ability to not only target teaching to a student’s zone of proximal development (Vygotsky, 1978), but also to plan, assess, and report on learning. Across Australia, these tools are used to help of thousands of teachers of students with disability to make evidence-based teaching and learning decisions and demonstrate the impact of their work with students. This approach, which scaffolds student achievement towards goals informed by an empirical learning progression, combined with reflective teaching practices, can help teachers to develop their capacity as professionals and provide the most effective teaching and learning for every student, regardless of the presence of disability or additional learning need.
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Luo, Gaosheng. "A Study on Interaction Design Studio Teaching." In 2015 International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icadce-15.2015.8.

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Carbone, Angela, and Judy Sheard. "Developing a Model of Student Learning in a Studio-Based Teaching Environment." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2453.

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This paper evaluates a studio based teaching model in a core first year subject of a traditionally delivered IT degree. It reports on first year students’ reactions to four aspects of the studio-based teaching and learning environment; the physical learning space, IT tools and infrastructure, teaching philosophy and portfolio assessment. Data was obtained through online Web-based surveys, issued mid-year and at the end of the year. The surveys were used to construct a model of students' satisfaction, including what influences the students’ use of the new environment and their perceptions of its value to their learning. Results revealed various factors that influence the students' satisfaction of studio-based teaching. Students found the studio precinct an inviting and comfortable place to learn; however, although students appreciated the working environment they were continuously frustrated with endless IT-related problems. Students' comments indicate the teaching environment facilitated collaboration, and by the end of the year they began to see the course as being better integrated. An unexpected finding was the evidence of students developing metacognitive skills via portfolio assessment.
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Wong, Adam, Simon Wong, Eric Woo, and Jacky Wong. "STUDENT PERCEPTIONS ON THE USE OF STUDENT RESPONSE SYSTEM IN HIGHER EDUCATION IN HONG KONG." In 5th Teaching & Education Conference, Amsterdam. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/tec.2018.005.011.

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Qian, Jing. "AN EMPIRICAL STUDY ON ONLINE READING AND INCIDENTAL VOCABULARY ACQUISITION." In 8th Teaching & Education Conference, Vienna. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.008.023.

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Larasati, Larasati. "Teaching Indonesian Language Interestingly." In Proceedings of the 2nd International Seminar on Translation Studies, Applied Linguistics, Literature and Cultural Studies, STRUKTURAL 2020, 30 December 2020, Semarang, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.30-12-2020.2311240.

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Vidal, Borja, Pablo Sanchis, Jaime García-Rupérez, Loreto Fenollosa, Francisco Javier Ribal, María Amparo Bes-Piá, Encarna Blasco, Patricia Noguera, Luis Antonio Tortajada, and María José Muñoz-Portero. "STUDENT VIEWS ON TEACHING INNOVATIONS: A PRELIMINARY STUDY." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0089.

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"A PRACTICE FIELD FOR TEACHING ELECTRONIC MARKETING." In Enhancing Student Engagement in e-Learning. SciTePress - Science and and Technology Publications, 2012. http://dx.doi.org/10.5220/0003981704840489.

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Partridge, Helen, and Gillian Hallam. "New Pathways to Learning: The Team Teaching Approach. A Library and Information Science Case Study." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2851.

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The Queensland University of Technology (QUT) challenges its teachers to provide innovative and dynamic learning environments that foster excellence in student learning. This paper discusses how the Faculty of Information Technology is using collaborative teaching and learning strategies to meet this challenge. The paper explores how team teaching and learning is being implemented within the Graduate Diploma in Library and Information Studies. The core unit ITN336 Information Resources is used as a case study. The paper discusses the practical implications of incorporating team teaching into a unit’s curriculum and how it impacts on the teaching and learning process. Student attitudes towards team teaching are explored. The paper concludes by discussing how team teaching is not just a technique that can be applied to divide the labour within a unit, rather it is a creative and thoughtful mechanism for fostering a dynamic student-centred learning environment.
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Reports on the topic "Studey and teaching"

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Volpe, Guglielmo. Teaching with Case Studies. The Economics Network, September 2002. http://dx.doi.org/10.53593/n497a.

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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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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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Clemmer, Janet. Teaching social studies from a global viewpoint. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1404.

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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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Shreeve, Thomas W. Experiences to Go: Teaching with Intelligence Case Studies. Fort Belvoir, VA: Defense Technical Information Center, September 2004. http://dx.doi.org/10.21236/ada476674.

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Oliver, Daniel, Robert Fairlie, Glenn Millhauser, and Randa Roland. Minority Student and Teaching Assistant Interactions in STEM. Cambridge, MA: National Bureau of Economic Research, April 2021. http://dx.doi.org/10.3386/w28719.

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