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Journal articles on the topic 'Studey and teaching'

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Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

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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4

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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5

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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İpek, Hülya. "A Qualitative Study on Foreign Language Teaching Anxiety." Journal of Qualitative Research in Education 4, no. 3 (December 2, 2016): 1–22. http://dx.doi.org/10.14689/issn.2148-2624.1.4c3s15.

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İpek, Hülya. "A Qualitative Study on Foreign Language Teaching Anxiety." Journal of Qualitative Research in Education 4, no. 3 (January 1, 2016): 1–14. http://dx.doi.org/10.14689/issn.2148-2624.1.4c3s5m.

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13

Szczepaniak, Marta, Habibullah Pathan, and Niaz Soomro. "A study of teaching listening to intermediate learners." International Journal of Academic Research 5, no. 6 (December 10, 2013): 207–12. http://dx.doi.org/10.7813/2075-4124.2013/5-6/b.33.

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Ahmed, Sheikh Salahuddin, and Sagili Chandrasekhara Reddy. "Clinical Medical Students’ Preferred Teaching Methods: A Study at the National Defense University of Malaysia." European Journal of Medical and Health Sciences 3, no. 2 (March 30, 2021): 74–78. http://dx.doi.org/10.24018/ejmed.2021.3.2.762.

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Background: Providing appropriate teachings in the curriculum have a great impact on learning by the students. Objectives: The aim of this study was to determine the clinical undergraduate medical students’ preferred teaching methods provided by the medical educators. Material and Methods: This study was conducted on 89 medical students in the 4th and 5th year of the Faculty of Medicine and Defense Health, National Defense University of Malaysia, from 1st November 2019 to 31st July 2020. Each of the students was approached with a structured questionnaire for their responses to determine their preferred teaching methods. Results: Out of 89 students, 46 were male (51.7%); the mean age of the study students was 23.5 years. Among the various teaching methods, bedside teaching was the most preferred (76.4%) one followed by lectures (14.6%), tutorials (7.9%) and seminars (1.1%). 66.3% of students would use e-learnings’ uploaded teaching materials, whereas the remainder would not. Bedside demonstrations of clinical skills by the tutors were preferred by 77.5% of students. Practicing clinical skills by the students on a real patient rather than on a mannequin or a simulated patient was preferred by 94.4% of students. Regarding case discussions, problem-based learnings (PBL) were preferred by 80% of students. Conclusions: Bedside teachings, demonstrations of clinical skill by a teacher, practicing skills by the students on a real patient rather than on a simulated patient or a mannequin, and PBLs are highly preferred by the students. Adequate teaching materials uploaded in the e-learning management system provide a good source for the teachings and learnings.

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Lin, Chang-Fu, Tsai-Ku Liao, Chin-Wen Liao, and Chia-Ling Shih. "Study on Teaching Efficiency and Teaching Faith of Career Development Education for Junior High School Teachers." International Journal of Information and Education Technology 6, no. 10 (2016): 782–86. http://dx.doi.org/10.7763/ijiet.2016.v6.792.

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Rani, Seema. "Comparative Study to Assess Effectiveness of Video-Assisted vs Demonstration Method for Teaching Bag Technique to Student Nurses." International Journal of Nursing & Midwifery Research 06, no. 2&3 (November 13, 2019): 40–44. http://dx.doi.org/10.24321/2455.9318.201918.

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17

Curran, Charles E. "Catholic Social and Sexual Teaching: A Methodological Comparison." Theology Today 44, no. 4 (January 1988): 425–40. http://dx.doi.org/10.1177/004057368804400403.

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“My purpose is to examine the ethical methodology employed in two different kinds of official - Catholic moral teachings and to point out the clear differences between the methodologies. … The contemporary official Catholic teaching on social issues with its relationality-responsibility model recognizes significant gray areas. … In the contemporary official Catholic teaching on sexual issues, there is little or no mention of such gray areas.”

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18

R, Srividya, and H. Siddesh Kumar. "A STUDY OF CORNEAL INJURIES IN RIMS TEACHING HOSPITAL." International Journal of Integrative Medical Sciences 6, no. 4 (July 20, 2019): 826–29. http://dx.doi.org/10.16965/ijims.2019.115.

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19

Bhat, Dr Shilpa S., and Dr Anand P. Kulkarni. "Study of Obstetric Referrals to Teaching Institute: Original Article." Indian Journal of Applied Research 3, no. 7 (October 1, 2011): 469–71. http://dx.doi.org/10.15373/2249555x/july2013/143.

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A. SWAMINATHAN, A. SWAMINATHAN, Dr P. SEKAR Dr. P. SEKAR, and Dr K. V. S. N. MURTY Dr. K. V. S. N. MURTY. "Teaching Abilities of Primary School Teachers : An Empirical Study." Global Journal For Research Analysis 3, no. 7 (June 15, 2012): 92–95. http://dx.doi.org/10.15373/22778160/july2014/110.

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21

Shih, Chia-Ling, Chin-Wen Liao, Chang-Fu Lin, and Tsai-Ku Liao. "A Study on Hospitality and Tourism Teachers' Teaching Competence to Use Inquiry-Based Teaching into “Project Study” Curriculum of Senior High and Vocational Schools." International Journal of Information and Education Technology 6, no. 11 (2016): 904–8. http://dx.doi.org/10.7763/ijiet.2016.v6.814.

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Dr.K.Navarathinam, Dr K. Navarathinam, and S. Anbuselvi S. Anbuselvi. "A Study on the Effectiveness of Teaching Using Modern Teaching Aids – An Empirical Study with Reference to Final Year Students of R. L. Institutes, Madurai." Indian Journal of Applied Research 3, no. 8 (October 1, 2011): 491–92. http://dx.doi.org/10.15373/2249555x/aug2013/155.

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23

Dr Shashikala P, Dr Shashikala P., Dr Manjula A. Dr Manjula A, and Dr P. Nagaraj Dr P Nagaraj. "Integrated teaching- Medical Student Perception: Boon or Bane???" International Journal of Scientific Research 2, no. 5 (June 1, 2012): 95–96. http://dx.doi.org/10.15373/22778179/may2013/35.

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24

Dr. K. Sekhar, Dr K. Sekhar, Dr B. Yella Reddy, and Dr T. I. Nagarjuna Dr. T. I. Nagarjuna. "A Study of Attitude of Teachers Towards Teaching Learning Material." Paripex - Indian Journal Of Research 3, no. 3 (January 15, 2012): 59–62. http://dx.doi.org/10.15373/22501991/mar2014/19.

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25

Duong, Minh-Quang. "A Comparison of the Effects of Organizational Environment and Individual Factors on Male and Female Faculty Teaching Efficacy in Vietnam." Education and Linguistics Research 3, no. 2 (October 17, 2017): 131. http://dx.doi.org/10.5296/elr.v3i2.11875.

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The purpose of this study examined the correlation between factors of teaching efficacy and their relation to faculty members’ backgrounds, and how organizational environment factors affect faculty teaching efficacy in male versus female populations. A questionnaire measuring six factors of teaching efficacy was distributed to 124 university faculty members in Vietnam. The finding of this study indicated that it was relatively high positive correlation between factors of teaching efficacy. Comparative results of male and female faculty members in various contexts detected using a statistical method and criteria demonstrated that almost individual factors including marital status, age groups, and academic rank were not significant in the male and female faculty teaching efficacy, except educational attainment factor. In addition, both genders were similarly affected by their organizational environment as far as teaching efficacy is concerned. The study’s implications for university management were also discussed.

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26

Hali, Servet. "The effect of practicing simulation teaching method in teaching revolution history and Kemalism lesson on student success." International Journal of Academic Research 9, no. 1 (December 30, 2017): 5–10. http://dx.doi.org/10.7813/2075-4124.2017/9-1/b.1.

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27

KLINOWSKI, Marcin. "METODYKA PROWADZENIA ZAJĘĆ Z RACHUNKOWOŚCI PODATKOWEJ NA UCZELNIACH EKONOMICZNYCH." Folia Pomeranae Universitatis Technologiae Stetinensis Oeconomica 335, no. 87 (June 30, 2017): 113–22. http://dx.doi.org/10.21005/oe.2017.87.2.11.

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28

Gómez-Delgado, Yamile, Aldo Bazán-Ramírez, and Fredy Villalobos-Galvis. "Factores del estudiante que dificultan la enseñanza-aprendizaje de competencias de investigación." Interacciones: Revista de Avances en Psicología 3, no. 3 (September 1, 2017): 101–10. http://dx.doi.org/10.24016/2017.v3n3.68.

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29

Mendieta, Jenny Alexandra. "Narrative research: An alternative approach to study language teaching and learning." Folios, no. 37 (June 1, 2013): 135–47. http://dx.doi.org/10.17227/01234870.37folios135.147.

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30

Sánchez-Rivero, Rut, Rui A. Alves, and Raquel Fidalgo. "Estudio exploratorio observacional de la enseñanza de la composición textual en las aulas." Revista de Psicología y Educación - Journal of Psychology and Education 16, no. 2 (2021): 140. http://dx.doi.org/10.23923/rpye2021.02.207.

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31

Škof, Lenart. "The Food, Water, Air and Fire Doctrines in Ancient Indian and Greek Philosophies from a Comparative Perspective." Asian Studies 9, no. 3 (September 10, 2021): 303–20. http://dx.doi.org/10.4312/as.2021.9.3.303-320.

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The main aim of this article lies in the comparison of ancient cosmico-natural elements from the Vedic period with their counterparts in the Presocratics, with a focus on food, air, water and fire. By way of an introduction to the ancient elemental world, we first present the concept of food (anna) as an idiosyncratic Vedic teaching of the ancient elements. This is followed by our first comparison—of Raikva’s natural philosophy of Vāyu/prāṇa with Anaximenes’s pneûma/aér teaching in the broader context of both the Vedic and Presocratic teachings on the role of air/breath. Secondly, water as brought to us in pañcāgnividyā teaching from Bṛhadāraṇyaka Upaniṣad and Chāndogya Upaniṣad is compared to the teaching of the Greek natural philosopher Thales. Finally, the teaching on fire as heat being present in all beings (agni vaiśvānara) and in relation to cosmic teachings on fire in the ancient Vedic world are compared to Heraclitus’ philosophy of fire as an element. Additionally, this article also presents a survey and analysis of some of the key representatives of comparative and intercultural philosophy dealing with the elemental and natural philosophy of ancient India and Greece.

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32

Wang, Victor X., and Lesley S. J. Farmer. "From the Teachings of Confucius to Western Influences." International Journal of Adult Vocational Education and Technology 1, no. 2 (April 2010): 29–45. http://dx.doi.org/10.4018/javet.2010040104.

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This article reports the results of a study designed to determine whether the teachings of Confucius (liberal and behavioral teaching approaches) or Western teaching approaches (humanistic, progressive, radical and analytic teaching approaches) shaped adult education in Taiwan. Thirty-nine randomly selected adult educators from three premium universities in Taipei responded to a survey about their teaching practices. The same adult educators were also interviewed to cross-validate the quantitative findings. Study results indicated that, while the Taiwanese adult educators employed Western teaching approaches to some extent, they clung dearly to Confucian methods of instruction, a finding that was consistent with reports in the literature of adult education in Taiwan.

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33

Elsbernd, Mary. "The Reinterpretation of Gaudium et Spes in Veritatis Splendor." Horizons 29, no. 2 (2002): 225–39. http://dx.doi.org/10.1017/s0360966900010112.

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ABSTRACTCommentators have concluded that frequent reference in Veritatis splendor to Gaudium et spes demonstrates a continuity of thought with the pastoral constitution, characteristic of a reiterative model of the use of prior magisterial teaching, one continuous teaching applied to additional issues. Recent centuries have shown that the encyclical teachings are often a vehicle for papal reinterpretation or recontextualization of previous teachings. This paper contends that the use of Gaudium et spes in Veritatis splendor follows this second model. The study demonstrates: first, that the theological anthropology of Gaudium et spes is recast in a dualist, individualist concept in Veritatis splendor, and second, that Veritatis splendor has re-contextualized quotations from Gaudium et spes on change, conscience, human autonomy, and human anthropology into teachings on law and precept. Thirdly, reliance on selective wording from Gaudium et spes enables Veritatis splendor to transform the role of the moral theologian into that of exclusively a disseminator of magisterial teaching.

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Madjdi, Achmad Hilal, and Atik Rokhayani. "BIG OBSTACLES IN IMPLEMENTING LESSON STUDY." UAD TEFL International Conference 1 (November 20, 2017): 1. http://dx.doi.org/10.12928/utic.v1.142.2017.

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High spirit in enhancing teaching learning process in the framework of Lesson Study does not always show high performance in the overall management of the learning community. Big- unpredictable obstacles appeared in each stages and need certain reflection and specific treatment to cope with. In other words, it is really interesting to implement Lesson Study but, on the other hands, several phenomena appeared beyond the theory of Lesson Study it self. This paper tries to uncover the obstacles of the practice of implementing Lesson Study to improve teaching learning process of TEAL (Teaching English as an Additional Language) class in the English Department of University of Muria Kudus. Stages of teaching learning process was done in the concept of Lesson Study: Planning, Doing, and Reflecting. These stages were implemented with the main purpose to switch what the so called teacher centered learning to students centered learning. There are many obstacles appeared during teaching learning activity of “Lesson Study” of TEAL. Most of them dealed with how the colleques of the teacher take the role as members of learning community who hopefully played important role in developing the concept of teachng learning and material development. The second obstacles had something to do with the learning habit of the students which has been established in mood of being good listener in the classroom. The third obstacles worked in the session of reflection where it seemed difficult for some of the involved person to portrait the real problem in lesson study class.

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35

Sianturi, Murni, and Huei-Hsuan Lin. "Effects of Student's Grade to Teacher's Teaching: a Case Study in an Indigenous Classroom." Journal of Education and Vocational Research 7, no. 4(V) (January 26, 2017): 6–11. http://dx.doi.org/10.22610/jevr.v7i4(v).1504.

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Abstract: The perspective of teaching in rural area led this study to investigate non-indigenous teacher's teachings in an indigenous classroom of one of rural elementary schools in Hualien, Taiwan. The teacher's views on indigenous students' grade and how it related to the teacherâ€™s teaching were explored also. This study was a case study. Data was collected and analyzed by applying qualitative method. It implemented classroom ethnography approach. It revealed that although the teacher had demonstrated a great deal of passion in teaching indigenous students, involvement the students in some indoor and outdoor activities, and using various media to get studentsâ€™ attention, but he was concerned about his studentsâ€™ low academic achievement. In Hualien, there are annual provincial examinations on the subjects of Chinese, Mathematics and English in May, which all the elementary students are required to take. To improve the student academic performance he used some classroom time to practice drills rather than spending time on exploratory activities. When indigenous students' underperformance in standardized tests are considered as reflecting poor quality of teaching, preparing students for the sit-in tests will continue to be a part of classroom teaching. This study suggests that teachers have to understand the educational context in which teaching and learning take place. Knowing this would provide teachers a more meaningful teaching and learning. Keywords: Teaching, grade, non-indigenous teacher, indigenous students, rural elementary school

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36

Huang, Rongjin, Angela T. Barlow, and Melanie E. Haupt. "Improving core instructional practice in mathematics teaching through lesson study." International Journal for Lesson and Learning Studies 6, no. 4 (October 9, 2017): 365–79. http://dx.doi.org/10.1108/ijlls-12-2016-0055.

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Purpose The purpose of this paper is to examine how teachers improve core instructional practices in teaching mathematics for problem solving through lesson study (LS). The core practices included launching a task, implementing a task, and orchestrating students’ solutions. Design/methodology/approach This study adopted multiple case study and survey methodologies. Each of three LS groups developed a research lesson on problem solving in algebra through Chinese LS, which includes collaborative planning and repeated teachings/debriefings of the research lesson with support from experts. The data collected included lesson plans, videotaped research lessons and debriefing meetings, and an end-of-project survey. Case studies supported by survey data were utilized to describe how research lessons were improved and what teachers learned from LS. Findings A fine-grained analysis of the data revealed that the participants improved their strategies for teaching for problem solving, which included effectively launching tasks, strategically implementing tasks, and productively orchestrating students’ solutions to the tasks. Further, analyses revealed that the feedback from experts during debriefing meetings played crucial roles in making these changes. Moreover, participants learned how to implement these core instructional practices and changed their views about students’ learning. Originality/value The study uncovers the mechanisms about how teachers improve teaching and their expertise in teaching through Chinese LS. The importance of the dynamic between repeated teaching and immediate feedback from knowledgeable others is highlighted.

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Dr. E. Manohar, Dr E. Manohar. "Competence Based Teaching in Higher Education for Academic Excellence a Conceptual Study." International Journal of Scientific Research 2, no. 11 (June 1, 2012): 335–37. http://dx.doi.org/10.15373/22778179/nov2013/106.

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38

S, Krishnaveni, Rahe R, and Johnson W.M.S. "A COMPARATIVE STUDY ON ANALYSIS OF VARIOUS TEACHING LEARNING METHODOLOGIES IN ANATOMY." International Journal of Anatomy and Research 7, no. 4.1 (October 5, 2019): 7029–32. http://dx.doi.org/10.16965/ijar.2019.295.

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39

Flores Mayorga, Marco Tulio, and David Roca Correa. "La enseñanza interdisciplinaria de las relaciones públicas en las universidades de España y México: un estudio exploratorio." Correspondencias & Análisis, no. 1 (November 1, 2011): 83–99. http://dx.doi.org/10.24265/cian.2011.n1.06.

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40

Seliaman, Norsyaidah, and Mohd Uzi Dollah. "Pengajaran Matematik Sekolah Rendah menggunakan pendekatan Kontekstual : Satu kajian kes." Jurnal Pendidikan Sains Dan Matematik Malaysia 8, no. 2 (December 27, 2018): 27–34. http://dx.doi.org/10.37134/jpsmm.vol8.2.3.2018.

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Kajian ini bertujuan bagi mendalami dan meneroka pengajaran matematik sekolah rendah menggunakan pendekatan kontekstual berdasarkan lapan komponen teori Johnson (2002). Terdapat tiga objektif kajian iaitu pemahaman guru matematik mengenai pendekatan kontekstual, pelaksanaan pengajaran kontekstual yang digunakan oleh guru matematik dan halangan yang dihadapi oleh guru matematik dalam proses pengajaran dan pembelajaran (PdPc). Reka bentuk kajian kes secara kualitatif dengan menggunakan penelitian kajian secara naturalistik telah dilaksanakan bagi mengamati sebuah latar tertentu tanpa sedikit pun mengubahnya di mana, persampelan adalah purposif. Kajian ini melibatkan 4 orang guru matematik daripada dua buah sekolah rendah daripada populasi 107 buah sekolah dalam Daerah Seremban, Negeri Sembilan. Kajian ini melibatkan empat kaedah pengumpulan data iaitu temu bual pra dan pasca- pengajaran, pemerhatian, nota lapangan (senarai semak) dan pengumpulan dokumen. Hasil kajian menunjukkan bahawa semua peserta kajian menghadapi kesukaran dan kurang pasti dalam menjelaskan makna pendekatan kontekstual, namun peserta kajian lebih berkeyakinan setelah menerima penerangan secara umum daripada penyelidik serta sebahagian besar peserta kajian berupaya melaksanakannya dalam proses PdP. Dapatan kajian juga menunjukkan peserta kedua dan ketiga berupaya melaksanakan pendekatan kontekstual dalam kedua-dua sesi, peserta keempat berupaya melaksanakannya pada sesi kedua berbanding sesi pertama, manakala peserta pertama tidak berupaya laksanakannya pada kedua-dua sesi pemerhatian pengajaran. Kesimpulan daripada kajian, penggunaan pendekatan kontekstual dalam pengajaran matematik sekolah rendah bergantung pada kefahaman dan pengetahuan guru tentang strategi pengajaran kontekstual secara mendalam dan berkesan. Implikasi kajian menunjukkan, pengajaran secara kontekstual menjadikan PdP guru bersama murid lebih bermakna dan efektif dengan mengaitkan Matematik dengan situasi sebenar dan kehidupan seharian.

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41

Sánchez-Rivero, Ruth, and Raquel Fidalgo. "La enseñanza de la conciencia fonológica en la Educación Infantil: un estudio observacional." Revista de Psicología y Educación - Journal of Psychology and Education 15, no. 2 (2020): 184. http://dx.doi.org/10.23923/rpye2020.02.195.

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42

Dash, Dhanalaxmi. "Use Of Concept-Map Approach In Teaching Energy Resources – An Experimental Study." Indian Journal of Applied Research 4, no. 2 (October 1, 2011): 18–4. http://dx.doi.org/10.15373/2249555x/feb2014/49.

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43

Rao, Y. Srinivasa, M. Anil Ramesh, and V. Vishnu Vandana. "A Study on Faculty Perspectives on Ict Integration in Teaching Learning Process." International Academic Journal of Business Management 06, no. 01 (June 14, 2019): 68–75. http://dx.doi.org/10.9756/iajbm/v6i1/1910009.

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44

TS, Padmanabha, Manu G, Gajanan P. Kulkarni, Chandrakantha T, and Neha K. "A prospective study of perceptions and preferences of medical students regarding teaching aids in teaching Pharmacology in a Medical College from India." Scholars Journal of Applied Medical Sciences 4, no. 6 (June 2016): 2084–88. http://dx.doi.org/10.21276/sjams.2016.4.6.44.

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45

Nori, Srinivas N. S., Vijaya Lakshmi, and Ramana Kumar. "Study of Morphological Patterns and Prevalence of Anemia: A Study from a Teaching Hospital in Rural Telangana." Indian Journal of Pathology: Research and Practice 6, no. 4 (Part-2) (2017): 1105–9. http://dx.doi.org/10.21088/ijprp.2278.148x.6417.46.

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46

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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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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Kai-hua, CHEN, and PAN Cui-qiong. "On Multimedia-assisted English Vocabulary Teaching for Chinese Junior Middle School English Learners from the Perspective of Situational Teaching Method." IRA International Journal of Education and Multidisciplinary Studies 14, no. 3 (March 26, 2019): 80. http://dx.doi.org/10.21013/jems.v14.n3.p5.

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Abstract:

<p>The multimedia network technology has been developing so rapidly that a constantly increasing number of course teachings are applying multimedia-based teaching method to fit into the student-centred classroom pattern while improving their teaching efficiency, leading to achievements in the innovation of our education system and offering guidance for EFL teaching and learning. This paper, based on multimedia-assisted teaching, is an attempt at discussing the multimedia-assisted situational English vocabulary teaching by means of the case study, which may prove a more effective method for Chinese junior middle school English learners who are not that skilful in the learning and memorizing of English vocabulary.</p>

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Vashishtha K, Baidwan S, and Puri N. "Comparison of two teaching aids: “PowerPoint and Chalkboard” in Undergraduate Anatomy Teaching." International Journal of Anatomy and Research 9, no. 2.3 (June 5, 2021): 8001–7. http://dx.doi.org/10.16965/ijar.2021.126.

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Objective: Teaching aids like chalkboard and power point (PPT) have commonly been used in anatomy teaching. With an increasing number of medical seats and introduction of competency-based curriculum, PPT is being preferred. The present study aimed at obtaining the views of medical students on these two teaching aids in learning Anatomy. Methods: It was a prospective, cross-sectional, questionnaire-based study conducted on medical students of First, second and final professional of a Government Medical College in North India. Students’ perception was assessed on the basis of a questionnaire in Likert scale. Likert scale 4 and 5 were considered favorable responses. McNemar’s test was used for statistical analysis. Results: The questionnaires were distributed to 420 students but 412 students participated in study. There were 164 males and 248 females. Students perceived that PPT offered significantly (p value <0.001) better visibility of lecture content, more clarity of the diagrams, structural relations and demonstration of applied aspects as compared to chalkboard. However, chalkboard was preferred over PPT by a significantly higher number of students (p value <0.001) as it enhances the ability to take notes and copy diagrams, develop better understanding of topic, provides better opportunity for student-teacher interaction, stimulates interest in the subject and enhances overall satisfaction and effectiveness of lecture delivery. Conclusion: The present study, based on students’ responses, highlights the areas of strength of chalkboard and PPT and provides a guide for the teachers for an integrated and appropriate use of both teaching aids for effective lecture delivery. KEY WORDS: Anatomy teaching, Lecture delivery, Chalkboard, Power Point, Medical education.

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