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Books on the topic 'Teaching Thai adults'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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1

Melick, Richard R. Teaching that transforms: Facilitating life change through adult Bible teaching. Nashville, TN: B & H Academic, 2010.

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2

Shera, Melick, ed. Teaching that transforms: Facilitating life change through adult Bible teaching. Nashville, TN: B & H Academic, 2010.

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3

Mary, Selman, ed. Partnerships in learning: Teaching ESL to adults. Toronto: Pippin Publishing, 1996.

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4

Ennis, Joseph Michael. Approaches to English for Specific and Academic Purposes: Perspectives on Teaching and Assessing in Tertiary and Adult Education. Bozen-Bolzano: bu,press, 2020.

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5

Brookes, Mona. Drawing with children: A creative teaching and learning method that works for adults, too. Los Angeles: J.P. Tarcher, 1986.

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6

Drawing with children: A creative teaching and learning method that works for adults, too. Los Angeles: J.P. Tarcher, 1986.

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7

Drawing with children: A creative teaching and learning method that works for adults, too. North Ryde, N.S.W: Angus & Robertson, 1987.

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8

Reading wise: Comprehension strategies that work. Syracuse, N.Y: New Readers Press, 2003.

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9

Reading wise: Comprehension strategies that work. Syracuse, N.Y: New Readers Press, 2003.

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10

Creative learning: Activities and games that really engage people. San Francisco: Jossey-Bass, 2007.

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11

Clark, Melvin G. Multilevel handbook: ESL ideas that work. San Juan, TX: Melvin G. Clark, 1990.

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12

1928-, Collier James Lincoln, ed. Brother Sam and all that: Historical context and literary analysis of the novels of James and Christopher Collier. Orange, Conn: Clearwater Press, 1999.

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13

F, Douds Alex, ed. Train the trainer: Practical skills that work : course book. Amherst, Mass: HRD Press, 1988.

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14

Kazumi, Hatasa, and Makino Seiichi, eds. Nakama 2: Japanese communication, culture, context. Boston: Houghton Mifflin, 2000.

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15

Kazumi, Hatasa, ed. Nakama 2: Japanese communication, culture, context. Boston: Houghton Mifflin, 2000.

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16

Benjamin, Christensen Clay, ed. El misterio de los traficantes de arte. Boston, Mass: Heinle & Heinle Publishers, 1993.

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17

Carlos, Arboleda, ed. España: Temas de cultura y civilización. Australia: Thomson/Heinle, 2004.

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18

Eleanor, Dozier, ed. Manual de gramática: Grammar reference for students of Spanish. 4th ed. Boston: Thomson/Heinle, 2008.

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19

Reid, Currie John, and Ramdeholl Dianne, eds. The best test preparation for the SAT II, subject test: English language proficiency test. Piscataway, N.J: Research & Education Association, 1996.

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20

1941-, Wegmann Brenda, ed. The red-hot book of Spanish slang and idioms: 5,000 expressions to spice up your Spanish. New York: McGraw-Hill, 2007.

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21

Martha, Marks, and Teschner Richard V, eds. Student viewer's handbook to accompany Destinos: An introduction to Spanish. 3rd ed. Boston: McGraw-Hill, 2002.

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22

Martha, Marks, and Teschner Richard V, eds. Student viewer's handbook to accompany Destinos: An introduction to Spanish. New York: McGraw-Hill, 1992.

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23

Ralph, Kite, Copeland John G, and Copeland John G, eds. Intermediate Spanish. 9th ed. Boston: Thomson/Heinle, 2008.

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24

Ralph, Kite, and Copeland John G, eds. Intermediate Spanish. 8th ed. Boston, Mass: Thomson/Heinle, 2004.

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25

Sandstedt, Lynn A. Intermediate Spanish. 9th ed. Boston: Thomson/Heinle, 2008.

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26

Antonio, Rubio, ed. Spanish. 3rd ed. Oxford: Made Simple, 1994.

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27

Doyle, Michael Scott. Exito comercial: Prácticas administrativas y contextos culturales. 4th ed. [Boston]: Thomson Heinle, 2006.

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28

Doyle, Michael Scott. Exito comercial: Prácticas administrativas y contextos culturales. Fort Worth, Tex: Holt, Rinehart and Winston, 1991.

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29

Bruce, Fryer T., and Cere Ronald, eds. Exito comercial: Prácticas administrativas y contextos culturales. 3rd ed. Fort Worth: Harcourt College, 2001.

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30

Doyle, Michael Scott. Exito comercial: Prácticas administrativas y contextos culturales. 2nd ed. Fort Worth: Holt, Rinehart and Winston, 1997.

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31

Melick, Shera, Melick Richard R. Jr, and Richard R. Melick. Teaching That Transforms. B&H Publishing Group, 2010.

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32

Coffman, Don D. Community Music Practice with Adults. Edited by Brydie-Leigh Bartleet and Lee Higgins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190219505.013.10.

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This chapter examines three approaches to teaching and learning that resonate with community music principles and that can help inform the theoretical bases for community music practice, because there are similarities between the facilitating behaviours of community musicians and the teaching behaviours of educators. Specifically, this chapter portrays a continuum of viewpoints about guiding others—pedagogy, andragogy, and heutagogy—and illustrates how aspects of each approach can be applied to community music practice. These approaches range from authoritarian ideas that are teacher-centred and learner-dependent to more autonomous ideas that embrace learner-centred and self-directed learning. The New Horizons Band of Iowa City, Iowa, in the United States, is presented as an illustration.
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33

Selman, Mary, and Julia Robinson. Partnerships in Learning: Teaching ESL to Adults (The Pippin Teacher's Library). Pippin Publishing, 2001.

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34

Nixon, Richard Mark. Collaborative and independent writing among adult Thai EFL learners: Verbal interactions, compositions, and attitudes. 2007.

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35

Covenant: Making Commitments That Count (Bible Study for Young Adults 20/30). Abingdon Press, 1999.

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36

Wlodkowski, Raymond J., and Margery B. Ginsberg. Teaching Intensive and Accelerated Courses: Instruction That Motivates Learning. Wiley & Sons, Incorporated, John, 2010.

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37

Wlodkowski, Raymond J., and Margery B. Ginsberg. Teaching Intensive and Accelerated Courses: Instruction That Motivates Learning. Wiley & Sons, Incorporated, John, 2010.

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38

Wlodkowski, Raymond J., and Margery B. Ginsberg. Teaching Intensive and Accelerated Courses: Instruction That Motivates Learning. Wiley & Sons, Incorporated, John, 2010.

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39

Murnaghan, Sheila, and Deborah H. Roberts. Pan in the Alps. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199583478.003.0008.

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This chapter focuses on The Hedgehog, an autobiographical novella by H.D. (Hilda Doolittle) that straddles the division between children’s and adult literature and exposes an adult’s stake in a child’s connection to antiquity. The plot concerns a young girl living in the Swiss Alps who has been taught by her mother to see the world through the lens of mythology. Thoughts shaped by this teaching allow her to fulfill her mother’s hopes for an end to class division (as when she identifies a woodcutter’s son with the god Pan) and, in the wake of World War I, to international conflict. At the same time, H.D. evokes the mythic paradigm of Demeter and Persephone to allow for a daughter’s independence of her mother, as well as the child reader’s independence of the adult author.
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40

Avery, Susan. Adult Community Choruses. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.19.

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When considering teaching and conducting diverse populations in community choirs, one must begin with discussions of the phenomenon itself: a description of the term, a brief history of adult singing ensembles in the United States, and an exploration into the many types of community choirs and issues such as age, gender, exclusivity, purpose, and goals. Examined research on these issues is organized into large topics such as adult learning theories (music literacy and learning styles) and adult physiological concerns (untrained adult singers’ vocal mechanisms and aging voice issues). Personal identity growth or creation as individual musicians must be taken into account, as well as social implications of ensemble identity (among group members and by external community members). Finally motivation for joining and remaining in community choirs will be part of this chapter. That necessary phenomenon is examined through lenses such as choral repertoire preference, social needs, and personal goals fulfillment.
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41

Rogers, Holly, and Margaret Maytan. Mindfulness for the Next Generation. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190905156.001.0001.

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College students and other young adults today are experiencing high levels of stress as they pursue personal, educational, and career goals. In recent years there has been increased awareness of the seriousness of these struggles, which may increase the risk of psychological distress and mental illness among this age group now commonly referred to as “emerging adults.” Scientific research has shown that practicing mindfulness can help manage stress and enhance quality of life, but traditional methods of teaching mindfulness and meditation are not always effective for emerging adults. Mindfulness for the Next Generation is an easy-to-use guide that details Koru Mindfulness, a curriculum developed at Duke University, designed specifically for teaching mindfulness to emerging adults. Koru has been tested and shown to be effective for helping this age group learn the practice of mindfulness. Koru is now used at hundreds of universities in the United States and abroad. In Mindfulness for the Next Generation, authors Holly Rogers and Margaret Maytan, the developers of the Koru program, discuss the unique challenges emerging adults face, review the research on Koru and mindfulness in general for this population, and provide an overview of the Koru curriculum. This book is the primary resource for individuals learning to teach the Koru curriculum.
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42

Denison, Craig. Teaching and Conducting Diverse Populations. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.23.

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This chapter examines how social delineations of boys’ singing inform the boychoir conductor’s choices for vocal technique, programming, and rehearsal procedure. The introduction identifies structural elements that delineate a boychoir from other types of choirs, especially in the United States, with its traditions of multistage maturity level singers across different vocal registers. Once established, the chapter examines signature programming, rehearsal, and performance norms, with attention to the intersection of traditional and contemporary practices. Following a consideration of the boychoir community and its relationship to the community-at-large, the chapter closes with the concluding assertion of a boychoir pedagogy that synergizes the handling of different levels of boychoir development (especially voice changes) and adult and boy meanings of boys’ singing.
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43

A Look at Transfer: Seven Strategies That Work (The Nutshell Series). Corwin Press, 2007.

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44

Johnston, MD, Michael, Harold Adams Jr., MD, and Ali Fatemi, MD, MBA. Neurobiology of Disease. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199937837.001.0001.

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Neurobiology of Disease includes nearly 200 brief but substantial survey chapters on all the major disorders of the nervous system in both adults and children from the perspective of cutting edge neurobiology that is relevant to diagnosis and treatment. The chapters are written mostly by clinicians who are experts and thought leaders in their fields, and who are also active participants in clinical and/or basic research. Readers can find information about recent discoveries that are having a clinical impact, as well as reliable information about the new genetic discoveries that are driving diagnosis as well as being targets for therapeutic research. The book’s editors, Michael Johnston at Johns Hopkins and the Kennedy Krieger Institute, and Harold Adams at the University of Iowa, are respected international authorities in pediatric neurology and adult neurology, respectively, with substantial records of teaching and scholarship. Ali Fatemi, who trained in pediatric neurology and neurogenetics at Massachusetts General and is head of the Moser Center for Leukodystrophies, brings expertise in clinical and research neurogenetics to the editorial team.
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45

Reading wise: Comprehension strategies that work. New Readers Press, 2003.

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46

Lisbôa, Ednei, and Helena Midori Kashiwagi. A utilização de parques urbanos como ferramenta pedagógica para o ensino das ciências ambientais na educação de jovens e adultos. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-292-6.

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This literary work seeks to highlight the importance of the public school as a real and effective possibility in facing contemporary socioenvironmental problems, using urban parks as non-formal educational spaces for the teaching of Environmental Sciences (ES), especially in Youth and Adult Education (EJA). Among the main intentions proposed in the construction of this material, we highlight the intention to stimulate and intensify Environmental Education (EE) in schools; as well as strengthening the idea and the need for the teaching and learning of ES to be thought beyond the walls of the school, in non-formal learning spaces, such as, for example, forests, squares and urban parks. Other objectives related to the production of this material, refer to the need to establish and strengthen the bond of affection and belonging between human beings and nature. As a theoretical and methodological support, the ebook also provides indications for research in EE and the teaching of ES; suggestions for published books on EE; sites related to the environment and EE; examples of pedagogical practices developed by EJA educators, which were designed as suggestions for teaching ES in natural areas and built in the urban environment.Our wish is that this material, specially designed for you teacher, can contribute significantly to your pedagogical praxis, and that this material serves at least as an inspiring source for many other future pratices in the field of EE and in teaching. for ES.
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47

Reading Response That Really Matters to Middle Schoolers: Engaging Mini-Lessons, Strategies, and Activities for Teaching Middle Schoolers to Read and Write ... Nonfiction (Scholastic Teaching Strategies). Teaching Strategies, 2006.

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48

Gallagher, Sally K. Getting to Church. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190239671.001.0001.

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Getting to Church explores the ways in which congregations continue to provide an arena in which adults deepen and expand a sense of identity, connection, and growth. Data for this analysis come from three years of participant observation, focus groups, and personal interviews with clergy, current members, and prospective members in three congregations representing diverse traditions within US Christianity. Our analysis demonstrates that historic tradition or denomination as embodied in buildings and programs, as well as the specific teachings and ethos of congregations, draws men and women differently toward membership. Contrary to the generalization that women are more religious than men, we argue that women’s and men’s religious identity, experience, and practice vary in substance, direction, and breath across religious tradition. Gender shapes joining, though not in the directions or degree we might expect. For both women and men, connecting to congregations provides an opportunity to experience dimensions of personhood that are broader than the current cultural gender script. Congregations provide robust narratives of transcendence that are experienced as empowering to women, as well as narratives of community, connection, and service for men. The fact that these themes appear in congregations located at very different points across the religious field underscores the salience of formal religious affiliation in the formation of adult personhood.
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49

Lucas, Robert W. Creative Learning: Activities and Games That REALLY Engage People (Essential Tools Resource). Pfeiffer, 2007.

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50

Clark, Melvin G. Multilevel Handbook: Esl Ideas and Tools That Work. Delta Systems, 1999.

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