Relevant bibliographies by topics / Teaching practices

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teaching practices'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 October 2024

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Journal articles on the topic "Teaching practices"

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Jaskot, Bunny. "Teaching Practices." American Biology Teacher 78, no. 2 (February 1, 2016): 173–74. http://dx.doi.org/10.1525/abt.2016.78.2.173.

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Bergeron, David M. "Teaching Practices." Shakespeare Quarterly 48, no. 4 (1997): 458. http://dx.doi.org/10.2307/2871257.

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Martin, C. Dianne. "Teaching practices." ACM SIGCAS Computers and Society 26, no. 1 (March 1996): 3–6. http://dx.doi.org/10.1145/229403.229406.

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Halimoon, Hasrul. "Practical Teaching Practices among Lecturers of Construction Technology in Vocational College." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 5322–33. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020239.

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Cunningham, Christine M., and William S. Carlsen. "Teaching Engineering Practices." Journal of Science Teacher Education 25, no. 2 (April 8, 2014): 197–210. http://dx.doi.org/10.1007/s10972-014-9380-5.

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Barrett-Zahn, Elizabeth. "Redefining Teaching Practices." Science and Children 61, no. 4 (July 3, 2024): 5. http://dx.doi.org/10.1080/00368148.2024.2366013.

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Stobaugh, Rebecca, and Margaret Gichuru. "Co-Teaching Practices During Student Teaching." Educational Renaissance 5, no. 1 (March 9, 2017): 53–73. http://dx.doi.org/10.33499/edren.v5i1.100.

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Accrediting organizations and regulations have compelled teacher preparation programs to establish partnerships with PK-12 schools to produce quality educators by utilizing effective teaching approaches such as co-teaching. The study examined co-teaching survey completed in the middle of student teaching. Data was collected from cooperating teachers and student teachers at different grade levels. The survey assessed participants' use of co-teaching strategies and the number of planning hours in each week. Pearson Correlations measured the relationship among the co-teaching strategies and the relationship between the co-teaching strategies and planning time. Results suggest there were more correlations among the co-teaching strategies for elementary student teachers. Three relationships were found in the middle school cooperating teachers data. Additionally, no correlations were found between any co-teaching strategies from either high school cooperating teachers or student teachers. The amount of planning time was shown to have no significant differences between any of the co-teaching strategies.
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Escobedo, Paula, Mª Auxiliadora Sales, and Joan A. Traver. "From Traditional Practices to Inclusive Teaching Practices." Procedia - Social and Behavioral Sciences 116 (February 2014): 3327–31. http://dx.doi.org/10.1016/j.sbspro.2014.01.757.

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Khaldi, Anissa. "Motivation-Based Teaching Practices." European Journal of Social & Behavioural Sciences 4, no. 1 (January 1, 2013): 56–60. http://dx.doi.org/10.15405/ejsbs.2013.1.7.

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One of the factors that have been found to significantly influence EFL language learners’ success is motivation. It is said that it provides a strong impetus to initiate learning and, at the same time, a driving force to sustain the long, often tiring process of learning. Hence, it is crucial for instructors to consider how to foster this important variable. The present article argues that motivation can be stimulated through a number of teaching practices. It will set out to review some research concerning motivation along with its different components. Moreover, the article will explain how motivation helps learners pursuit their challenging learning goals in the path of success. The bulk of the final part will be devoted to some of the instructional practices that teachers may use so as to get learners motivated as well as sustain their motivation. Finally, the conclusion of this article will also shed light on the idea that although motivation is a key factor for success, it is not the only variable that EFL instructors should seek to take into account. There are other variables that can be held responsible for successful learning.
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Khaldi, Anissa. "Motivation-Based Teaching Practices." European Journal of Social & Behavioural Sciences 4, no. 1 (January 1, 2013): 727–33. http://dx.doi.org/10.15405/futureacademy/ejsbs(2301-2218).2012.4.7.

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Dissertations / Theses on the topic "Teaching practices"

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Gungor, Almer. "Teaching Practices Enhancing Students&#039." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612581/index.pdf.

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This study was aimed to provide insight about affective teaching practices that influence students'
affective characteristics in physics lessons using mixed methodology. Affective characteristics consisted of attitudes and motivation. For this purpose Keller'
s ARCS (attention, relevance, confidence, satisfaction) model was revised by adding Communication category. The Affective Teaching Practices Questionnaire, including these categories, was administered to 1,138 students and 31 physics teachers in Ankara. Moreover, the Affective Characteristics Questionnaire was administered to students to find out the relationship between students'
affective characteristics and their perceptions about the teaching practices used by teachers. Four physics teachers, who were performing teaching practices frequently, were purposefully selected according to results of quantitative phase. In qualitative phase, observations were conducted in these teachers'
classrooms to find out teaching practices used to enhance affective characteristics and their effects. Besides, interviews were conducted to support observations. The quantitative data were analyzed by descriptive statistics, while qualitative data were analyzed by cross case analysis. Results revealed that affective teaching practices are related to students'
affective characteristics. Assisting comprehension and providing role models to students are effective for enhancing affective characteristics. Similarly, providing students concrete materials
arousing their inquiry
organizing what is taught from simple to difficult
attributing success to effort
relating topic to students'
experience
stating clearly what is expected of students
providing feedback
using positive outcomes
giving enough time to students
using clear, understandable, fluent language in lessons
caring about teaching
being self-confident
caring about students
and providing an atmosphere suitable for learning are also effective.
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Moreira, Shelly Jeanne. "Student perceptions of good teaching practices." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2552.

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The purpose of this research was to describe a set of teacher characteristics that are perceived by high school students as good teaching practices. It also determined how both alternative, or at-risk, high school students and traditional high school students ranked those good teaching practices. The research involved a pilot study in which students from an alternative and a traditional high school wrote an essay on what they think ‘makes a good teacher.’ From the list of characteristics, a “Survey of Good Teaching Practices” was developed. This survey was then given to alternative and traditional high school students to determine their rankings of good teaching practices. The findings of the study indicate that students are looking for characteristics in teachers that fall into four categories: instructional skills and strategies, individualized assistance, interpersonal skills and student-teacher relationships. The majority of those top ten characteristics that students look for in a ‘good teacher’ relate to interpersonal skills and student-teacher relationships. Students want to be treated equally, they want their teachers to listen to their opinions and ideas and they want to be known by name. Students want their teachers to try hard to help them be successful and they want learning to be fun. They don't want teachers to put students down; they want respect. They want teachers to make sure every student understands what is being taught and they want them to know the subject matter. They want teachers with a positive attitude. They want teachers to explain things well and make it interesting. They want teachers to believe in all students, no matter what kind of grades they get. They don't want teachers to talk down to students. They want teachers who are honest. The study provides insight into the opinions of the stakeholders in their educational process. Through this study, students have been given a voice in what works best for them. Recommendations for how to use this information to improve services to students are also provided.
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Brown, Beth Lynne. "Improving Teaching Practices through Action Research." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/26869.

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This study investigated teachersâ perceptions of the influences of action research on their thinking about instructional practices and the impact of this thinking on teaching practices. The four specific areas of investigation were teachersâ perceptions about (a) the overall teacher role, (b) teachersâ knowledge about teaching, (c) teaching practices, and (d) reflective practices. The data were collected from interviews with teacher researchers, informal classroom observations, and collection of teacher and student work and related artifacts. The data revealed that teachers perceived changes in the four areas of investigation. Engaging in the stages of action research provided teachers with a methodical structure for implementing and analyzing the teaching and learning process. This defined structure guided teachers through more systematic and conscious data collection, data analysis, and reflection.
Ph. D.
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Samuelowicz, Katherine. "Academics' Educational Beliefs and Teaching Practices." Thesis, Griffith University, 1999. http://hdl.handle.net/10072/365985.

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The research presented in this thesis focuses on two questions—how academics conceptualise teaching and learning and whether their educational beliefs and teaching and assessment practices are ‘thematically related’. The interest in finding answers to these questions lies in their implications for improving teaching and ultimately students’ learning. Although academic staff development as such was not the main focus of the present research, understanding how academics think about teaching, how they teach and what they value as learning outcomes is a prerequisite for effective staff development. Several literatures were relevant to the present research: phenomenographic analysis of conceptions of teaching (eg. Prosser, Trigwell & Taylor 1994); research focused on academics’ educational beliefs (eg. Fox 1983; Gow & Kember 1993); and research exploring the relationship between beliefs and practices of academics (Quinlan 1997; Bain 1998) and of school teachers (eg. Thompson 1984; Wilson & Wineburg 1988). The relevance of the ‘conceptions’ research lies in a shared research focus on how academics perceive teaching and learning. The relevance of the ‘beliefs’ research in the school sector lies in the methods used and the beliefs described thus far. The present research was conceived within the ‘beliefs’ framework and borrowed the research approach from it. The dimensions revealed by both streams of research were used in devising the interview schedules. Thirteen academics participated in Study 1 and 37 in Study 2, with 20 of the latter also participating in Study 3. Data were obtained through semi-structured interviews which, in Studies 1 and 2, ranged widely over such issues as teaching, learning, understanding, knowledge, knowing, and curriculum design. In Study 3 the questions were closely focused on participants’ assessment tasks and desired learning outcomes. Participants were encouraged to exemplify their perspectives by reference to their teaching practices because the aim was to elicit beliefs grounded in practice rather than espoused beliefs (Argyris & Schön 1974). The method of analysis proceeded from global categorisation of the participants’ orientations to teaching and learning to detailed analysis of the similarities and differences between orientations. The initial categorisation process was based on the constant comparison method (Glaser & Strauss 1967) and proceeded on the working hypothesis that beliefs and practices were ‘internally related’ (Marton & Svensson 1979) in thematically coherent ways. Once the orientation categories were stabilised they were analysed for the qualitative dimensions on which their underlying similarities and differences could be arranged. The resulting framework is a matrix comprising orientations (rows) and qualitative dimensions (columns). This framework enables academics’ ‘typical’ and relatively stable ways of thinking about, and understanding, teaching (Studies 1 and 2) and assessment (Study 3) to be described and compared. The results (Study 2) confirm previous findings that academics conceptualise teaching in qualitatively different ways. Seven orientations to teaching, ranging from imparting knowledge to encouraging knowledge creation, were identified. Broadly, academics think about teaching in two major ways—they either orchestrate situations in which students are encouraged to learn (learning-centred orientations) or they transmit knowledge/information to students (teaching-centred orientations). Within each of these major groupings several distinct orientations to teaching were identified. These seven orientations to teaching are described in terms of nine dimensions that reflect academics’ beliefs about: learning, desired learning outcomes, students’ understandings, the nature of and responsibility for transforming/organising knowledge and the nature of teacher-student interaction. Dimensions (and the coding system developed) also provide a mechanism for ordering the categories from simple (less well developed) to complex. Findings (Study 3) show that assessment practices are not belief-free. What is assessed depends on how knowledge, learning and the role of teachers and students in the getting of knowledge are conceptualised. The six orientations range from assessing students’ ability to recall information presented to them in lectures and study materials, to assessing students’ ability to integrate, transform and use knowledge purposefully. The six orientations can be simplified (in an analogous way to orientations to teaching and learning) into two major orientations expressing the two contrasting beliefs just implied: assessing knowledge as presented by teachers and texts versus assessing knowledge (re)formulated by students and used to understand and interpret the world. The orientations just referred to are composites of beliefs and practice (or beliefs grounded in practice), because the relationship between these domains was emphasised in the method of questioning and in the method of analysis. The force of this claim is demonstrated through narrative descriptions of the perspectives of academics selected to illustrate major orientations to teaching and learning. These narratives provide a strong sense of thematic coherence: academics’ beliefs are closely aligned with their practices; there is a compelling sense in which one constrains the other. For example, academics who set tasks requiring students to transform knowledge or to use knowledge to interpret the world believe that students have to ‘do the learning’ and that their role as teachers is to facilitate the learning process. Conversely, academics who test students’ ability to recall information or emulate a decision process believe that reproduction of knowledge and skill are worthwhile learning outcomes and that their task is to provide the knowledge and skill in an accessible form. Finally, investigation of the congruence between orientations to teaching and assessment practice showed a strong relationship between beliefs and practice. The assessment practices of all but three academics (17 out of 20) were congruent with their orientations to teaching and learning. The research presented in this thesis makes a considerable contribution to the literature. First, it extends understanding of the ways in which academics conceptualise teaching by describing their typical and stable ways of thinking about teaching indicative of a disposition to teach in a particular way. In contrast, ‘conceptions’-based research, prevalent in higher education and mostly conducted using phenomenographic methods, identifies possible ways in which teaching and learning can be conceptualised (eg. Dall’Alba 1991; Prosser, Trigwell & Taylor 1994), The two features—typicality and disposition to act in a particular way—increase the usefulness of the findings of the present research for staff development activities. Second, the present research confirms previous findings of Samuelowicz and Bain (1992) that academics conceptualise teaching in two broadly distinct ways (teaching-centred versus learning-centred) and provides no empirical support for Kember’s (1997a) ‘transitional’ category which he conjectured may provide a bridge between the two major sets of orientations. Third, the present research adds to a rather modest literature on how assessment is conceptualised and practised. And perhaps most importantly it advances understanding of the relationship between beliefs and practice by detailed mapping of the patterns of this relationship, providing a firmer foundation for conceptualisation of activities aimed at improving teaching and ultimately learning. And finally, the present research provides the first empirical support for studies (eg. Quinlan 1997; Bain 1998) which have reported congruence between beliefs and self-reported teaching practices in higher education. Further research is needed in several areas. Given the claims (eg. Quinlan 1997) that teaching is framed by beliefs about the nature of academic disciplines, further research is needed into how discipline knowledge is conceptualised and how such knowledge is translated into courses. Efforts to improve teaching are predicated on the assumed link between teaching and learning, but this relationship has to be further investigated since only three articles (Gow & Kember 1993 and Kember & Gow 1994; Sheppard & Gilbert 1991) have been published in this area. The strong alignment of beliefs and practices documented in the research presented in this thesis has implications for how staff development activities are formulated. It suggests that efforts should be directed more at changing beliefs than on altering teaching approaches. Because relatively little is known about effective ways to change educational beliefs further research in this area is needed.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Curriculum, Teaching and Learning
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McMurtry, Kim. "Effective Teaching Practices in Online Higher Education." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/372.

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In the context of continuing growth in online higher education in the United States, students are struggling to succeed, as evidenced by lower course outcomes and lower retention rates in online courses in comparison with face-to-face courses. The problem identified for investigation is how university instructors can ensure that effective teaching and learning is happening in their online courses. The research questions were: What are the best practices of effective online teaching in higher education according to current research? How do exemplary online instructors enact teaching presence in higher education? What are the best practices of effective online teaching in higher education? The purpose of this descriptive case study was to understand and describe the teaching practices of exemplary online faculty, and “exemplary” was defined as recognized with a national award for effective online teaching form a non-profit organization within the last five years. A purposeful sampling strategy identified four exemplary online instructors, who taught in different disciplines at different institutions in the United States. Data collection included a pre-interview written reflection, a semi-structured telephone interview, examination of a course syllabus and other course materials, and observation of a course. Data analysis included repeated close reading and coding of all data collected and then reducing the codes to a manageable number of themes. Two key themes emerged in the findings: human connection and organized structure. Exemplary online instructors seek to connect with students so students know and feel the care, support, and respect of the instructor. Exemplary online instructors also maintain a clearly structured environment that is logically organized, delivered in small chunks, and sufficiently repetitive to keep each student focused on the content. These results contribute to the body of knowledge by allowing online faculty to learn from the best online faculty. First-time online faculty as well as online faculty who seek to improve their online pedagogy may be able to enhance teaching and learning in their courses, which in turn will hopefully yield higher student satisfaction and lower attrition in online education.
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Lindquist, Christopher R. "Wild Practices: Teaching the Value of Wildness." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4501/.

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The notion of wildness as a concept that is essentially intractable to definition has profound linguistic and ethical implications for wilderness preservation and environmental education. A survey of the ways in which wilderness value is expressed through language reveals much confusion and repression regarding our understanding of the autonomy of nature. By framing discussions of wilderness through fact-driven language games, the value of the wild autonomy in nature becomes ineffable. In removing wildness from the discourse on wilderness we convert wilderness value from an intrinsic value into a distorted instrumental value. If we want to teach others that wilderness value means something more than a recreational, scientific, or economic opportunity, we need to include other ways of articulating this value in our education programs. Through linking the wildness of natural systems with the wild forms in human language games, I examine the conceptual freedom required for valuing autonomy in nature. The focus on what is required of language in expressing the intrinsic value of wilderness reveals that wilderness preservation and environmental education need complementary approaches to the current science-based frameworks, such as those used by the National Park Service. The disciplines of poetry, literature, ethics, and aesthetics offer alternative language games that allow for a more fluid, imaginative, and open-ended understanding of the autonomy of nature, and a means for articulating the value of this wildness that implies an ethical position of humility.
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Bilgin, Sezen S. "Code switching in ELT teaching practice in Turkey : teacher practices, beliefs and identity." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/67873/.

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Code switching involves the interplay of two languages and as well as serving linguistic functions, it has social and psychological implications. In the context of English language teaching, these psychological implications reveal themselves as teachers’ thought processes. While the nature of code switching in language classrooms has been widely studies, as yet little if any attention has been paid to the relationship between such switching and the beliefs of the teachers involved. This study is designed to respond this gap in current research. In the study, I worked with five student teachers undertaking their teaching practicum at a private school in Turkey, aiming to investigate their thinking in relation to code switching in their classrooms by using the analysis of classroom interactions, individual interviews and stimulated recall interviews. The first step of the research involved video recording lessons taught by the five student teachers within the framework of their university Teaching Practice course. This was followed by individual interviews with the student teachers focusing on their views of code switching during their teaching experience and their general views about language teaching. The last stage involved stimulated recall interviews with the student teachers based on selected extracts from their lessons chosen after an analysis of spoken interaction in their classes. The data were then analysed using thematic analysis. The findings revealed that code switching is more than merely a linguistic matter; it is also indicative of a number of other dimensions including how teachers define themselves professionally, teacher beliefs, teacher identity, affective factors influencing teachers, and their relationships with supervisors. This study suggests that code switching could usefully be included as a topic in teacher education programmes and in supervisor/mentor training.
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Kleemann, Michael. "Insights in Entrepreneurship Education : Integrating Innovative Teaching Practices." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Företagsekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-21456.

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The  purpose  of  this  study  is  to  identify  and  analyze  reoccurring  insights  in Entrepreneurship  Education  (EE)  literature,  fill  gaps  in  the  scholarly  discussion,  and develop innovative teaching tools for entrepreneurship educators. The study is based on an in-depth  review  of  the  current  EE  literature  drawing  on  insights  from  about  70  studies. The analysis finds a clear need for: EE on the university level; clear goals and objectives; clear  program  descriptions;  a  more  practical  orientation;  and  true  alumni  networks. Additionally it finds that EE should be interdisciplinary, student-centered, practical, as well as containing strong elements of reflection, support, and networking. These findings are a valuable  resource  for  educators  interested  in  innovative  teaching  practices  and entrepreneurship  program  design  in  a  university  context.  This  paper  develops  three suggestions  on  the  use  of  innovative  teaching  practices,  namely  a  course  on  business models,  an  adapted  form  of  business  simulation  with  a  focus  on  cross-disciplinary networking, and a comprehensive class in entrepreneurial venturing that takes the student through all steps of establishing and growing a business.
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Gorham, Jennifer Jones. "Examining culturally responsive teaching practices in elementary classrooms." Thesis, The University of North Carolina at Chapel Hill, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3562901.

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This qualitative study examines the enactment of culturally responsive teaching practices (Gay, 2010) within two African American elementary teachers' classrooms. Teacher interviews, classroom observations, and classroom documents were collected and analyzed to examine the supports and barriers these teachers encountered as they attempted to enact culturally responsive teaching practices. The descriptive case study reveals that both teachers engage culturally responsive teaching in similar ways. However, the difference in school context makes this effort more challenging for one teacher than another. Barriers included institutional requirements, classroom disruptions, student issues, and teacher isolation. Additionally, by implementing a collaborative coaching model as part of the study design, I briefly explored the role a teacher educator might play in supporting practicing teachers' engagement of culturally responsive teaching. Based on the findings, school structures are critiqued and suggestions for developing systems to support the enactment of culturally responsive teaching practices are introduced.

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Friedrich-Nel, H. S. "Appraising the quality of teaching and assessment practices." Interim : Interdisciplinary Journal: Vol 9, Issue 1: Central University of Technology Free State Bloemfontein, 2010. http://hdl.handle.net/11462/342.

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Published Article
Reflection and reflective practice as a method to inform facilitators' teaching and learning practices has been in use for a long time. It was first introduced by Dewy in 1933. The methodology consisted of a qualitative approach supported by a quantitative analysis and was prompted by a number of questions pertaining to reflective teaching. This article communicates how reflective teaching was embedded in the Radiographic Pathology module for undergraduates in 2007 as well as the outcomes of the process.
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Books on the topic "Teaching practices"

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Hsu, Ying-Shao, and Yi-Fen Yeh, eds. Asia-Pacific STEM Teaching Practices. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0768-7.

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Plessis, Anna Elizabeth du. Out-of-Field Teaching Practices. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-953-9.

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Algan, Yann. Teaching practices and social capital. Cambridge, MA: National Bureau of Economic Research, 2011.

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Gabalán-Coello, Jesús, Fredy Eduardo Vásquez-Rizo, and Michel Laurier. Evaluating Teaching Practices in Graduate Programs. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32846-7.

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1949-, Berman Sheldon, and La Farge Phyllis, eds. Promising practices in teaching social responsibility. Albany, N.Y: State University of New York Press, 1993.

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Heilman, Arthur W. Principles and practices of teaching reading. 8th ed. New York: Merrill, 1994.

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R, Jenson William, ed. Teaching behaviorally disordered students: Preferred practices. Columbus: Merrill Pub. Co., 1988.

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R, Blair Timothy, and Rupley William H, eds. Principles and practices of teaching reading. Upper Saddle River, N.J: Prentice Hall, 2002.

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R, Blair Timothy, and Rupley William H, eds. Principles and practices of teaching reading. 9th ed. Upper Saddle River, N.J: Merrill, 1998.

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R, Blair Timothy, and Rupley William H, eds. Principles and practices of teaching reading. 6th ed. Columbus: Merrill, 1986.

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Book chapters on the topic "Teaching practices"

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Gibbs, Kathy, Michelle Ronksley-Pavia, and Loraine McKay. "Inclusive practices." In Teaching Middle Years, 104–18. 4th ed. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003458586-8.

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McComas, William F. "Constructivist Teaching Practices." In The Language of Science Education, 23. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_20.

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Ackerberg-Hastings, Amy. "Mathematics Teaching Practices." In Handbook on the History of Mathematics Education, 525–40. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-9155-2_26.

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Tange, Hanne. "Researching teaching practices." In Teaching Practices in a Global Learning Environment, 5–13. Other titles: Global connections. Description: New York : Routledge, 2020. | Series: Global connections: Routledge, 2020. http://dx.doi.org/10.4324/9781315398662-2.

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Ågerup, Karl. "Collaborative Teaching Practices." In Using Fiction to Teach Secondary Students about the Middle East, 125–30. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-45527-8_20.

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Bhardwaj, Surbhi, and Samridhi Tanwar. "Innovative Pedagogy Practices." In Edutech Enabled Teaching, 1–10. Boca Raton: Chapman and Hall/CRC, 2022. http://dx.doi.org/10.1201/9781003254942-1.

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Hey, Maya. "Universal Design for Learning Practices." In Teaching Gradually, 170–76. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447382-36.

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Hargreaves, Tom. "Powering practices." In Teaching and Learning Sustainable Consumption, 95–100. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003018537-11.

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Kahn, Peter, and Lorraine Anderson. "Choosing effective teaching practices." In Developing Your Teaching, 10–26. Second edition. | New York : Routledge, 2019. | Series: Key guides for effective teaching in higher education series | “First edition published by Routledge 2006”—T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9780429490583-2.

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Hay, Penny. "Art processes and practices." In Teaching Art Creatively, 17–53. London: Routledge, 2022. http://dx.doi.org/10.4324/9781315691114-2.

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Conference papers on the topic "Teaching practices"

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Rocha, Fabio G., Layse Santos Souza, Thiciane Suely C. Silva, and Guillermo Rodríguez. "Agile Teaching Practices." In SBES 2019: XXXIII Brazilian Symposium on Software Engineering. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3350768.3351799.

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Hassan, Asli, and JoAnn Crandall. "PROMOTING BEST TEACHING PRACTICES." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.1529.

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Nketsia, William, Maxwell Peprah Opoku, and Eric Lawer Torgbenu. "Teacher Trainees’ Experiences of Inclusive Practices During Teaching Practice." In ATEE Spring Conference in Riga. LU Akadēmiskais apgāds, 2019. http://dx.doi.org/10.22364/atee.2019.itre.18.

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Wilkerson, Trena L. "Connecting Effective Mathematics Teaching Practices and Mathematical Practices." In 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.033.

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Stocco, Leo, Ignacio Galiano, Francisco Paz, Roberto Rosales, and David Feixo. "Control Theory Practices Applied to Teaching Practical Control Theory." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-72290.

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Control theory is useful in a broad range of diverse applications that include mechanical, electrical and chemical systems. This work extends the application of control theory from achieving a desired technical outcome to achieving a desired pedagogical outcome. In this paper, the desired outcome is the teaching and learning of applied control systems theory. In the proposed model, the student is the plant, their skill set is the set point, the instructor is the controller, and either an exam or a project-based-learning (PBL) course is the sensor. The PBL course is used to evaluate the actual skill set of the students and the difference between the actual and desired skill set (error signal) is fed back to the professor to initiate curricular changes. This model is shown to be applicable at various levels. At the micro level, examinations within a course are used to optimize that course. At the intermediate level, a PBL course is used as the sensor for a conventional lecture-based course. At the macro level, the departmental program as a whole is matched to the needs of industry in pursuit of a 100% employment rate of its students.
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Jump, Maria, and Martin Schedlbauer. "Effective Practices for Online Teaching." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3328778.3372534.

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Raviolo, Paolo. "Online higher education teaching practices." In the 10th International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3306500.3306548.

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Diaz Redondo, Rebeca P., Aphrodite Ktena, Nadezhda Kunicina, Anatolijs Zabasta, Antons Patlins, and Dimitris Enea Mele. "Advanced practices: micro learning, practice oriented teaching and gamified learning." In 2020 IEEE 61th International Scientific Conference on Power and Electrical Engineering of Riga Technical University (RTUCON). IEEE, 2020. http://dx.doi.org/10.1109/rtucon51174.2020.9316555.

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Maharsi, Ista. "Pre-Service Teachers' Reflective Practices through Teaching Practicum E-portfolios." In the 2019 5th International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3337682.3337706.

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Lewis, Colleen M., and Phillip Conrad. "Teaching Practices Game: Interactive Resources for Training Teaching Assistants." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3328778.3366989.

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Reports on the topic "Teaching practices"

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Bassi, Marina, Costas Meghir, and Ana Reynoso. Education Quality and Teaching Practices. Cambridge, MA: National Bureau of Economic Research, October 2016. http://dx.doi.org/10.3386/w22719.

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Algan, Yann, Pierre Cahuc, and Andrei Shleifer. Teaching Practices and Social Capital. Cambridge, MA: National Bureau of Economic Research, October 2011. http://dx.doi.org/10.3386/w17527.

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Tofaris, Elizabeth, Tristan McCowan, and Rebecca Schendel. Reforming Higher Education Teaching Practices in Africa. REAL Centre, University of Cambridge and The Impact Initiative, March 2020. http://dx.doi.org/10.35648/20.500.12413/11781/ii348.

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Krishna Murthy, Nagaraj. Students’ feedback analyses to determine effective teaching practices. Ames (Iowa): Iowa State University, May 2023. http://dx.doi.org/10.31274/cc-20240624-1346.

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Reeves-DeArmond, Genna, Jennifer Mower, Kerri McBee-Black, and Leslie Davis Burns. Best Practices for Online Teaching in Textile and Apparel Education. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1370.

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Aguero, Marisol. Effective Practices for Teaching Online Courses at Marshalltown Community College. Ames (Iowa): Iowa State University, January 2021. http://dx.doi.org/10.31274/cc-20240624-589.

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MacDougall, Ruby. Teaching with Streaming Video: Understanding Instructional Practices, Challenges, and Support Needs. Ithaka S+R, January 2023. http://dx.doi.org/10.18665/sr.318216.

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Duong, Bich-Hang, Vu Dao, and Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.

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Education systems globally are implementing competency-based education (CBE) reforms. Vietnam's leaders have also adopted CBE in a comprehensive reform of its education since the early 2010s. Although the global idea of CBE has been widely adopted and recontextualized in various educational contexts, implementing the reform at the local level (e.g., teachers in schools) is never a linear and simple process. Given the complicated sensemaking process of competency and competency teaching, this study explores how Vietnamese teachers made sense of key competencies and adapted their teaching to competency development. Informed by a sociocultural approach and the sensemaking perspective, this study draws from a dataset of 91 secondary teachers collected over three years (2017-2019), with a particular focus on longitudinal analysis of eight teachers. The findings shed light on teachers’ ambivalence as they made sense of the target competencies and aligned their practices with the new CBE reform. Based on their prior experiences and worldviews, teachers made sense of competencies as learning foundational knowledge and skills, in addition to developing good attitude, character, and morality. Over the years, they placed a stronger emphasis on the competencies’ process-orientation, integration, and real-life application toward whole-child development. Despite teacher sensemaking and changing practices, the performativity culture for high learning outcomes still prevailed, making teaching competencies for life a challenging task. Contributing to the CBE literature and practice, this study illustrates the long and complicated process through which teachers recontextualize the CBE pedagogy. It also suggests how teacher practices can be better supported to transition to the new CBE curriculum.
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Nyman, Matt, Nancy Staus, and Martin Storksdieck. Science and Art Teaching Practices for Oregon Elementary Teachers: Results of a Landscape Survey. Oregon State University, September 2023. http://dx.doi.org/10.5399/osu/1163.

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An Evaluation Report for the Oregon Department of Education. In collaboration with classroom teachers and WRAP personnel we developed and implemented a survey to collect baseline data on the science and arts teaching practices for ALL elementary teachers. This included “regular” classroom teachers (those teachers with an assigned physical classroom and set of students), art teachers, music teachers, PE teachers and other educators or administrators. In December 2022 we recruited three (3) elementary teachers to assist us in survey development, in particular framing questions around frequency of teaching time for both arts and science instruction. One important outcome was that we formulated questions around “dedicated” teaching time where instruction was only focused on science or art content and “integrated” teaching when teachers combine science or art with other instructional areas (such as math or literacy). We also learned that there was a lot of nuances in trying to capture the science and art teaching data; for example, some schools have large blocks of time when they have a particular focus on a science content area and then equally large blocks when science teaching is replaced by instruction in other fields, such as social science. It can be difficult to reduce this instructional framework to a weekly allotment of science teaching.
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Gründel, Lena Felicitas. Queer picturebooks for primary ELT : Suggestions for teaching practice. Otto-Friedrich-Universität Bamberg, 2023. http://dx.doi.org/10.20378/irb-59896.

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This contribution offers a list of queer picturebooks considered potentially suitable for primary ELT (English Language Teaching). The list emerged from six qualitative interviews with primary school teachers conducted in the context of a small-scale research project. During the interviews, the teachers provided insights into their practices and perspectives on the usage of queer picturebooks in the German primary EFL (English as a Foreign Language) classroom.
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