Relevant bibliographies by topics / Teenagers Teaching Teenagers'

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

Academic literature on the topic 'Teenagers Teaching Teenagers''

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Teenagers Teaching Teenagers'"

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Iklaki, C. U., J. U. Inaku, J. E. Ekabua, E. I. Ekanem, and A. E. Udo. "Perinatal Outcome in Unbooked Teenage Pregnancies in the University of Calabar Teaching Hospital, Calabar, Nigeria." ISRN Obstetrics and Gynecology 2012 (March 4, 2012): 1–5. http://dx.doi.org/10.5402/2012/246983.

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Background. Teenage pregnancy being a high risk condition requires skilled attention for good outcome. Objectives. To determine the influence of antenatal care on perinatal outcome in teenage pregnancies in Calabar. Materials and Methods. A review of patient records in Calabar was conducted between 1st January, 2006 and 31st December, 2010, to determine perinatal outcome in teenage pregnancy. Results. Teenage pregnancy accounted for 644 (6.5%) of the total deliveries with 245 (38.0%) booked while 399 (62.0%) were unbooked. Teenage mothers contributed significantly to the proportion of women who were delivered without prior antenatal care (; ). The mean duration of labour in booked teenagers was hours, while unbooked teenagers was hours (t-value ; ). There was statistically more caesarean sections among unbooked teenage pregnancies than booked (; ). Stillbirth was statistically significant (; ) among unbooked teenagers than booked. However, early neonatal death was not significantly different between booked and unbooked teenage pregnancies(; ). Conclusion. Unbooked teenage pregnancies were significantly associated with increased operative intervention and poor perinatal outcome.
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B. Beregovaya, Elena, Olga B. Ushakova, Marina A. Antonova, Liubov G. Pak, Elvira R. Saitbaeva, Mickhail K. Musafirov, Marina V. Olinder, and Oksana E. Savenko. "ORGANIZATIONAL AND METHODICAL DIRECTIONS OF INTEGRATIVE PROGRAMS IMPLEMENTATION FOR ADOLESCENT CREATIVE DEVELOPMENT AND SOCIAL ADAPTATION." Humanities & Social Sciences Reviews 7, no. 4 (October 8, 2019): 1120–27. http://dx.doi.org/10.18510/hssr.2019.74152.

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Purpose of the study: The purpose of the article is to substantiate the features of organizational and methodical directions of the programs’ complex for creative development and social adaptation of modern adolescents in difficult situations. Methodology: The study is based on the analysis of somatic and psychological changes taking place in the process of becoming a teenager, which are reflected in the biological, mental and cognitive processes. The identified components determined the grounds for the development of the structure and mechanisms of childhood social risk management. Results: It is shown that the understanding of somatic and psychological changes occurring in the process of a teenager formation, which is reflected in the biological, mental, cognitive processes, is the basis for the development of the structure and mechanisms for childhood social risks’ management in the course of an integrative program of any profile. Organizational aspects of preparation and carrying out of actions within such programs are defined. Provisions defining immanent social teaching and educational effects, including prevention of the deviant behavior, increase of educational results’ level, growth of teenagers’ cognitive interest to self-development and self-education, increase of teenagers’ motivation to active and initiative inclusion in development of the program content are allocated. The scientific-methodical and pedagogical experience of the organization of exit integrative programs, the use of pedagogical strategies of which allows achieving positive dynamics of teenagers’ creative development trajectory and social adaptation is briefly described. Applications of this study: Suggested by the author's program increases the growth of teenagers’ cognitive interest to self-development and self-education, increases the teenagers’ motivation and may be used by psychologists and teachers in educational system of all levels. Novelty/Originality of this study: It is proved that the understanding of somatic, cognitive, social changes in the process of a teenager’s formation and compliance with certain organizational rules of activities that take into account the specifics of this age period, increase the motivation of adolescents, their involvement in the development of the program’s content, stimulate the growth of cognitive interest of adolescents to self-development and self-education.
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DJURICICH, ALEXANDER M. "Teaching Medical Residents about Teenagers." Academic Medicine 77, no. 7 (July 2002): 745–46. http://dx.doi.org/10.1097/00001888-200207000-00034.

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Kornev, Dmitrii Vladimirovich. "Socially-pedagogical aspect formation of the person of teenagers folklore means." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2011): 106–14. http://dx.doi.org/10.51314/2073-2635-2011-1-106-114.

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In article the socially-pedagogical aspect of formation of the person of the teenager in the course of familiarising with traditional national-song culture is considered. Process of adaptation of the child to environment by means of small forms of folklore, a place of song creativity in formation of the developing person in detail reveals. In work socially-pedagogical mechanisms of process of socialization of modern teenagers and pedagogical conditions of teaching and educational process are shown. During experiment it has been revealed that folklore means directly help teenagers to develop an adequate self-estimation, to raise communicative level and valuable perception of world around.
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Foley, Simon. "Theory/praxis confusion within Irish Liberalism: The curious case of teenage sexuality." Sexualities 20, no. 8 (December 29, 2016): 999–1018. http://dx.doi.org/10.1177/1363460716675143.

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The contention that non-procreational sex is inherently sinful is a basic tenet of Catholic teaching. From a secular liberal perspective this proposition is inverted. Yet, despite this ideological clash, in 21st century Ireland there exists a unique convergence of views between members of these opposing ideologies when answering the questions as to whether teenagers under 17 should be allowed to control their sexuality and whether it is right to conceive of female teenagers under 17 as less autonomous and less sexual than their male counterparts. Utilizing an ideal type ‘Irish secular liberal’ construction, this article, deploying insights from the Foucauldian framework, problematizes the secular liberal response to a series of related issues revolving around the rights of Irish teenagers to control their sexuality. It argues that the Irish secular liberal regulation of teenage sexuality by reference to the cognitive ability/sexual autonomy discourse is not the product of a reflexive concern with the psychological harm that may ensue if underage teenagers engage in sexual relations. Rather, it advances the theory that such surveillance, both internal and external, is primarily a means through which the responsible heteronormative adult subject position is produced and governed.
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Bao, Cadeo Canh, and Due Bihn. "Excess Anxiety's Effect on the Occurrence of Insomnia in Adolescents in Late Adolescence." Journal of Asian Multicultural Research for Medical and Health Science Study 2, no. 3 (August 4, 2021): 52–59. http://dx.doi.org/10.47616/jamrmhss.v2i3.162.

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Due to the difficult process of social transition associated with the end of adolescence, this may create complications. For example, the issue of anti-social conduct in teenagers, as well as disagreements with parents, often result in conflict, ties of solidarity that may result in hazardous hazards and emotional illnesses such as stress, excessive anxiety, and depression. Anxiety disorder is a kind of emotional illness that may develop in late adolescence as a result of psychosocial causes. In which late adolescents react to stresses in an inappropriate and accurate manner. Anxiety disorders may impair the development of teaching and learning, since they lead people to suffer information processing distortion. The purpose of this study was to evaluate the impact of excessive worry on the prevalence of sleeplessness in late teenage adolescents. The researchers will conduct an analytical observational study using a cross sectional design. Teenagers with anxiety were classified as having no anxiety by 71 individuals (88.8 percent), mild anxiety by 8 people (10.0 percent), and moderate anxiety by one person (1.3 percent ). According to the classification of insomnia, there were 48 individuals (60.0 percent) in the severe group, 18 teenagers (22.5 percent) in the very severe category, and 14 adolescents (17.5 percent) in the moderate category. There is a link between anxiety and the prevalence of sleeplessness in late teenage teens.
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Zotova, Viktoriia. "THE DEVELOPMENT OF CREATIVE ACTIVITY OF TEENAGERS IN THE PROCESS OF VOCAL EDUCATION." Academic Notes Series Pedagogical Science 1, no. 195 (2021): 178–82. http://dx.doi.org/10.36550/2415-7988-2021-1-195-178-182.

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Here we revealed the peculiarities of the every day approach to the vocal education of teenage students, and referred to the contemporary trends of children’s vocal education as well as its transformation in the context of the current realities. We have studied theoretical approaches revealing the issue of our research from the perspective of new scientific achievements of the international vocal pedagogy, and have highlighted the most effective ones in terms of teaching vocals to teenagers. We have analyzed the current guidelines of organizing vocal practice with the use of interactive techniques and described how they can deploy the nature of teen’s creative activity especially in the sphere of art. Teenage students have a remarkable need in showing their skills especially if they have already achieved the level of high competence and are already the students of high school. The biggest authority for the teens is the approval of peers, and the moments of success are essential for such student’s self-esteem and further professional development, particularly in this age. On the other hand, our research views the creative activity as the basic component of the established education process where the teenager is the key actor. Interactive techniques are the effective tool of organizing such process. We have appealed to the experience of such acclaimed international schools as EVT (Estill Voice Training) of the american professor Jo Estill who accumulates creative potential of the teacher and student, thus enhancing and triggering the results of the acquired knowledge. Nowadays the traditional offline forms of delivering lessons are becoming secondary and outdated in the age establishing online education, they are considered less effective, less relevant and hardly able to stand the test of time and the global social-economic crisis. But owing to the crisis the new ways of creative thinking’s development are appearing, which fosters unleashing of the creative powers of the teacher and then of the teenage students, who tend to follow the teacher as the professional authority. The core essence of our work was to study the current and contemporary tendencies for developing teenagers’ creative activity in mastering vocals, therein lies the timeliness of the issue.
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Mauri, R., C. Benvenuti, R. Burkart, M. Egloff, R. Cianella, and A. Engeler. "Teaching BLS to teenagers: Is it worth?" Resuscitation 81, no. 2 (December 2010): S97. http://dx.doi.org/10.1016/j.resuscitation.2010.09.395.

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Munaro, Ana Cristina, and Alboni Marisa Dudeque Pianovski Vieira. "Use of Transmedia Storytelling for Teaching Teenagers." Creative Education 07, no. 07 (2016): 1007–17. http://dx.doi.org/10.4236/ce.2016.77105.

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Kohn, Daniel. "Teaching Judaism to Teenagers Using Critical Methodology." Journal of Jewish Education 62, no. 1 (January 1996): 40–41. http://dx.doi.org/10.1080/15244119608548998.

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Dissertations / Theses on the topic "Teenagers Teaching Teenagers'"

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Kohl, Barbara Marie. "Teenage sexual morality a supplemental resource on secular viewpoints, biblical teaching from an evangelical Protestant perspective, and practical implications for Christian teens /." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Thesis (D. Min.)--Gordon-Conwell Theological Seminary, 1995.
Abstract and vita. Includes appendix F, The Booklet: Your body God's sanctuary : Sex for Christian teens, biblical answers to your questions, 49 leaves (= v. 2, leaves [39-88]) Includes bibliographical references (v. 2, leaves 111-132).
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Greene, R. Dallas. "Developing individuative-reflective faith in adolescents through doctrinal and apologetic teaching and ministry experience." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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Ng, Alan. "The cultural impact of teaching Sunday school to Chinese-American high school students." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Overholt, Steven M. "Instructing new believers to filter the teaching of this world through God's Word." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p001-1176.

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Farmiloe, Bridget Joy Anne, and n/a. "An exploration of the personal experience of peer leadership." University of Canberra. Professional & Community Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060710.094543.

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Drug use and misuse among young people in Australia has caused concern throughout the community and has prompted nationwide action to address the problem. One component of intervention strategies with young people is drug education. Drug education in Australia represents an international philosophy of prevention and takes a harm minimisation approach to intervention. One strategy that has had international success in the area of drug education with young people, and that has been used effectively in health education in Australia since the 1970s, is peer education. Peer drug education involves young people conducting drug education sessions with their peers. An example of peer drug education in Australia is the Teenagers Teaching Teenagers' (Triple T) program, conducted in the Australian Capital Territory (ACT). Evaluations and descriptions of peer drug education programs tend to focus more on outcomes pertaining to program recipients and fail to explore in detail the specific experience of peer leaders. Existing research on the experience of peer leadership does not explore in detail the personal experience of leaders, that being the effect of peer leadership training and duties on leaders' personal perceptions of drugs, their behaviour with drugs and their own feelings and skills. This thesis explores the personal experience of a group of peer leaders who participated in the Triple T program in 1994. It considers their perceptions of the program at the time of training and then goes on to explore the impact of this experience on their formulation of ideas about drugs to the present day. The thesis is a qualitative project which utilises in-depth interviewing and focus groups to gather data and then presents a thematic analysis of participant response. The thesis asks two research questions, 1. What do young men and women involved in the Triple T program take from the experience of peer leadership training and duties? 2. In what way does the Triple T' experience appear to contribute to the development of drug related ideas of these young people in the two years following involvement in the program? The findings suggest that the participants gained information, skills and personal development from the training and generally found it to be a positive experience. However, participants distanced themselves personally from a substantial amount of the training content and did not personally reflect on the training content to any great extent at the time of training. Training processes and some aspects of leadership duties more personally affected them, although again there was personal distancing from this part of the program. In exploring the findings there was difficulty determining the influence of the training experience due to participant reluctance to attribute influence to any one source on the formulation of ideas. Instead, participants describe a complex interaction of influences on the formulation of ideas about drugs and a process which involves maintaining control, upholding the notion of informed choice and incorporating ideas about drugs into the formation of an adult identity. Influences on these ideas include the training, actual experiences with drugs and observations of others. The thesis exploration suggests that being involved in peer drug education does impact on peer leaders but this experience was not personalised to any great degree at the time of training. However, in the following two years, participants called on the training information as well as other influences as they formed their ideas about drugs. The thesis raises some issues of how to maximise leaders' personal connection to the peer drug education process, if this is in fact a desired outcome of peer education. It also suggests the need for further research into the experience of peer leaders who seem to have remained the least considered party in the peer education movement.
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Hall, Katy. "Creating a strategic teaching dialogue with students and teachers on the World Wide Web /." [Rohnert Park, Calif.], 2000. http://petal.fortbragg.k12.ca.us/success.

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Bracken, Sarah. "Effective teaching strategies for raising academic achievement of low-income adolescents." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Bracken_S%20MITthesis%202007.pdf.

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Hendricks, Farah. "A participatory action research approach to engaging peer educators in the prevention of teenage pregnancy." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/16011.

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The phenomenon of teenage pregnancy among school-going youth is on the increase in South Africa, despite the existence of a number of intervention programmes. Although both curricular and co-curricular awareness programmes targeting this phenomenon are currently employed within South African schools, these programmes have patently not met with much success, since the problem remains acute. It was the question why these programmes are not succeeding in alleviating the problem that prompted my interest in undertaking this study. Based on literature that suggests that those programmes that are successful in reaching the youth are designed through participatory processes, rather than being designed by outside experts, my thesis proposes that prevention programmes that are designed and implemented by the youth for the youth may be more successful in helping them to make healthy decisions in terms of their sexual behaviour. This study attempted to engage youth in a participatory way in identifying and exploring their perceptions of teenage pregnancy and using the knowledge thus gained to design, implement and evaluate prevention strategies in their school. The study is informed by social learning theory and adopted a participatory action research (PAR) design, which is located in a critical paradigm. I purposefully recruited twenty-four youths (14 females and 10 males) to participate. The primary research question that guided this study was: “How can peer educators be engaged to create prevention strategies to reduce teenage pregnancy and its impacts?” The following sub-questions were identified from the primary research question: What do learners themselves know feel and experience with regard to the causes and effects of teenage pregnancy How might a participatory methodology help learners to create relevant and contextualised strategies for addressing teenage pregnancy? How can such strategies be implemented in a school system? What recommendations could be made for addressing teenage pregnancy in a contextualised way? The research was conducted in two cycles. In Cycle One, data was generated through two focus group discussions, led by a young researcher from the community to encourage openness and honesty. In addition through snowball sampling, six teenage mothers and two teenage fathers agreed to be interviewed individually. The same questions were asked in the two discussions and the individual interviews, namely: “What do you know, feel and think about teenage pregnancy?” In the first cycle, I responded to my first sub-research question. Interviews, drawings and focus group discussions were used to generate data. Three themes emerged from the data to provide insight into how the youth at the school perceived the phenomenon of teenage pregnancy. The findings from this cycle revealed certain tensions between what youth said they needed and what adults, such as teachers and parents, thought they needed to know. The participating teenagers regarded themselves as sexual beings, while the adults in their sphere of influence preached abstinence, moralised or merely cited the facts, without entering into any discussion of how young people could deal with social pressures and better protect themselves against unplanned pregnancy. The participating youth were clearly aware of how to prevent pregnancy, but the social barriers to using condoms or contraceptive pills were a stumbling block. They possessed knowledge of the potential consequences of risky behaviour, but this did not stop them from engaging in such behaviour. In the second cycle of the research, the participants used the findings of the first cycle to develop prevention messages and strategies to convey these messages to their peers. They used participatory visual methods to accomplish this. The findings from this cycle revealed that a peer education approach helped participants to increase maturity in sexual decision-making, had a positive effect on the learning and acquisition of new skills, and improved critical thinking relating to sexuality. The study also had a positive impact on other learners’ knowledge and the attitudes displayed by both learners and teachers, and also led to improvements in school policies related to sexuality education. It is contended that the study contributed important theoretical and methodological insights. Knowledge generated from the study could make a contribution to the field of sexuality education and how it should be approached in schools, particularly in communities facing social and economic adversity. The methodological contribution of this study provided guidelines and theory on how participatory action research and participatory methods can be implemented in schools to enable youth to influence change in their schools, not only regarding teenage pregnancy, but also other social issues.
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Broduer, Christine M., and Christine M. Broduer. "Community and Youth Empowerment Through Artmaking: Teaching Teens Social Justice through Visual Journaling." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/625310.

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In this case study I document a group of youth, ages thirteen to fifteen, as they investigate and explore social justice issues and personal beliefs in order to create a community service learning project. Ideas are presented through the introduction of activist art and also by the viewing of recordings of a variety of perspectives on social justice issues and community involvement from a diverse population. The vehicle of inquiry in the study is the production of a visual journal in which thoughts, feelings, perceptions, and ideas will be examined and considered through art making. A review of literature related to the benefits of artmaking and individual storytelling, teaching social justice issues, and the influence of visual culture provide insight and foundation for the study. Qualitative research methods are incorporated to determine the effectiveness of connecting the making of art to the instigation of community involvement. The data collected and interpreted to inform the conclusions are interviews, discussions, and visual and written responses by the participants in the study. The conclusions may be used in either a classroom or community art forum and contribute to the foundational body of knowledge that asserts that art making and critical thinking are necessary components of contributing to today's society.
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Kaija, Barbara Night Mbabazi. "An investigation of how Kampala teenagers who read Straight talk negotiate HIV/AIDS messages." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1002894.

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This study is a qualitative ethnographic investigation of how teenagers in Kampala, Uganda, who read the HIV/AIDS publication aimed at adolescents, Straight Talk, negotiate HIV/AIDS messages. It seeks to establish to what extent these secondary school teenagers accept the key messages (known as ABC; Abstain, Be faithful or use a Condom) and understand the factual aspects of the messages about HIV/AIDS, its process of transmission and prevention. It also seeks to probe how the lived realities of the teenagers affect their particular negotiations of the HIV/AIDS messages. It includes a focus on how proximity to HIV/AIDS, gender and family economic disposition might affect teenagers, negotiation of the HIV/AIDS meanings. To investigate the respondents’ reception of HIV/AIDS messages, the study employed focus groups that consisted of two stages, namely the ‘news game’ and group discussions. In the ‘news game’ stage (Philo, 1990; Kitzinger, 1993) the teenage participants were required to produce a version of a one-page copy of an HIV/AIDS newspaper targeting teenagers. In the second stage of the focus group a structured discussion probed the teenagers’ negotiation of the HIV/AIDS media messages. In the news game, the teenagers on the whole reproduced the key Straight Talk HIV/AIDS messages ‘Abstain, Be faithful or use a Condom’ and also images showing the effects of HIV/AIDS but featured fewer images depicting the factual aspects of HIV/AIDS process of transmission and risky behaviour. In the structured discussion that followed the news game, it was evident that not all the teenagers necessarily believed the messages they produced. In spite of producing the ABC Straight Talk messages, some of them were uncertain and confused about the absolute safety of the condom because of fears that they were either porous, expired or would interfere with sexual pleasure. Secondly, though many of the teenagers in the study reproduced images that showed that they consider marriage as desirable and talked about their desire to abstain from sex till marriage, a considerable number think abstinence is not achievable due to competing values. Thirdly, the participant teenagers could differentiate between HIV and AIDS but many did not realise that with the advent of anti-retroviral drugs even people who have AIDS can look normal. In spite of repeating the Straight Talk message that “no one was safe” and being aware of the risky behaviour that their fellow teenagers get involved in, the teenagers seemed to think that their age cohort is safe from HIV and it is the adults who are likely to infect them. The study findings further indicate that the teenagers’ lived experience at times influence their negotiation of HIV/AIDS media messages. This was probed in terms of economic standing, gender and proximity to HIV/AIDS. In relation to gender one surprising discovery was that certain girls in the study feared getting pregnant more than getting HIV/AIDS. The study finally suggests that these findings are of significance for designing future media initiatives in relation to HIV/AIDS.
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Books on the topic "Teenagers Teaching Teenagers'"

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At play ; teaching teenagers theater. New York: Faber and Faber, 2006.

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Language activities for teenagers. New York: Cambridge University Press, 2004.

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Teenagers, teachers, and mathematics. Boston: Allyn and Bacon, 1992.

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Varenhorst, Barbara. Training teenagers for peer ministry. Loveland, Colo: Group Books, 1988.

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Babbage, Keen J. Extreme economics: Teaching children and teenagers about money. 2nd ed. Lanham: Rowman & Littlefield Education, 2009.

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Teaching teenagers: Making connections in the transition years. Vancouver, BC: EduServ Education Library, 1995.

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Hewitt, Jean. Teaching teenagers: Making connections in the transition years. Thorndale, Ont: Learning Connection, 1995.

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Liz, King, Beak Dick, and Centre for Fun & Families., eds. Promoting positive parenting of teenagers. Aldershot, Hampshire, England: Arena, 1998.

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Baba, Lauffer Lisa, ed. Fun Bible-learning projects for young teenagers. Loveland, Colo: Group, 1995.

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Thomson, Jack. Understanding teenagers' reading: Reading processes and the teaching of literature. New York: Nichols Pub. Co., 1987.

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Book chapters on the topic "Teenagers Teaching Teenagers'"

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Yu, Yong, Chengbao Ji, and Yongqi Ji. "Research of Attention Maters in Tennis Teaching of Teenagers." In Lecture Notes in Electrical Engineering, 777–83. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4805-0_98.

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Tagiltseva, Nataliya G., Svetlana A. Konovalova, Liana V. Dobrovolskaya, Anna M. Zhukova, and Oksana A. Ovsyannikova. "Information Technologies in Teaching Pop Vocals of Teenagers with Disabilities in Motion." In Lecture Notes in Computer Science, 365–68. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94277-3_57.

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Żytowicz, Anita. "Language Brokering, Prevalence and Emotions: Evidence from Five Multilingual Polish Teenagers Living in the UK." In Second Language Learning and Teaching, 185–98. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56892-8_12.

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Szyszka, Magdalena. "Multimedia in Learning English as a Foreign Language as Preferred by German, Spanish, and Polish Teenagers." In Second Language Learning and Teaching, 3–19. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07686-7_1.

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Novak, Ryan J. "The Teenage Experience." In Teaching Graphic Novels in the Classroom, 117–31. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238669-10.

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"“Teenagers”." In Teaching Culturally Sustaining and Inclusive Young Adult Literature, 102. Routledge, 2018. http://dx.doi.org/10.4324/9781315098555-6.

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Legutke, Michael K. "Chapter 12 Teaching Teenagers." In The Cambridge Guide to Pedagogy and Practice in Second Language Teaching, 112–19. Cambridge University Press, 2012. http://dx.doi.org/10.1017/9781009024778.015.

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AlKhatib, Haya Hasan, Evi Indriasari Mansor, Zainab Alsamel, and Joud Allam AlBarazi. "A Study of Using VR Game in Teaching Tajweed for Teenagers." In Interactivity and the Future of the Human-Computer Interface, 244–60. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2637-8.ch013.

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This research aims to study the use of VR games to entertain players while teaching and improving the knowledge of Quran Tajweed for teenagers. Tajweed is an Islamic science that studies the correct recitation of the letters and words in the Qur'an. Teenagers between the ages of thirteen to eighteen were chosen for this research because it has been proven that learning at an early age ensures long-lasting knowledge, and in addition, teenagers are more capable of controlling and modifying their pronunciation. As teenagers nowadays are exposed to a variety of game technologies and their expectations and satisfaction levels are particularly high, a 3D VR game was introduced as an attractive modern solution. Viewed on HTC Vive, a 3D VR game prototype consisting of two levels was developed and evaluated by 20 teenage participants. The evaluation session resulted in a positive outcome with a few suggestions for future modifications.
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"The online identities and discourses of teenagers who blog about books." In International Perspectives on Teaching English in a Globalised World, 101–14. Routledge, 2013. http://dx.doi.org/10.4324/9780203128299-15.

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Al Jahdhami, Abdel Rahman Mohammed, Serge Gabarre, and Cécile Gabarre. "Gamifying the English Language Classroom to Motivate Omani Teenagers." In Practical Perspectives on Educational Theory and Game Development, 54–83. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5021-2.ch003.

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Students in Oman have negative attitudes towards learning English. An action research where a gamification implementation including various elements such as a leaderboard, badges, and a progress bar was conducted. Three instruments were used to investigate how gamification could increase the learners' motivation: motivation tests, interview protocols, and complete participant observations. The motivation tests were analyzed using Wilcoxon signed-rank test. The interview and observation data were analyzed using a thematic coding qualitative method. Results revealed that over the two cycles of implementation of the gamified approach to learning English, 92% of students demonstrated an increase in their motivation to learn English. The interviews revealed the specific aspects of the gamified approach that contributed to this increase. Extrinsic motivation was replaced by intrinsic motivation. This leads to implications for a future study where the gamified approach to teaching could be trialed across different classes and subjects in the same school.
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Conference papers on the topic "Teenagers Teaching Teenagers'"

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Kristanto, Johan, and Priska Meilasari. "Reasons for Social Media Users’ Code Switch Indonesian Teenagers Perspective." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.71.

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Maragkou, Aikaterini, and Maria Rangoussi. "Teaching Modern Greek Literature to Teenagers through a Collaborative Webquest: Design, Implementation, Evaluation." In 11th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0007799902000207.

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de Kereki, Ines Friss, and Areti Manataki. "“Code Yourself” and “A Programar”: A bilingual MOOC for teaching computer science to teenagers." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757569.

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Paião, Lorenzo, Joaquim H. Souza Ribeiro, and Cristiane Bonfim Fernandez. "PEDAGOGICAL TEACHING MATERIAL ABOUT ABUSE AND SEXUAL EXPLOITATION AIMED AT CHILDREN AND TEENAGERS IN BRAZIL." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1021.

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Saraswati, Girindra Putri Dewi, Galuh Kirana Dwi Areni, and C. Murni Wahyanti. "English Dialogue Produced by Indonesian Monocultural Class Students from Teenagers' Perspective of Intercultural Communication Competence (ICC)." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.72.

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Necaev, Mihail. "THE SUBJECT SPATIAL EDUCATIONAL ENVIRONMENT AS A FACTOR OF THE FORMATION OF THE MOTIVATION - VALUE ATTITUDE TO THE TEACHING OF TEENAGERS." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.5/s13.114.

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Sarra, Hadjeres. "Readability: The Contextual Hindrance for Teenage Readers." In 3rd International Conference on Research in Education, Teaching and Learning. Acavent, 2020. http://dx.doi.org/10.33422/3rd.icetl.2020.02.27.

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Widodo, Tri Wahyu, and Muhammad Idham Kholid. "Develop Musicality of Teenager through Band Teaching and Learning: A Case Study." In 1st International Conference on Interdisciplinary Arts and Humanities. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0008765003700376.

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Pchelinceva, D. G. "Difficulties in the implementation of the personality-activity approach in teaching a teenager in foreign language lessons." In Scientific Trends: Pedagogy and Psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/spc-04-05-2019-16.

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