Journal articles: 'Theoretical teaching'

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Lauder, William. "Teaching theoretical nursing." Nurse Education Today 12, no. 1 (February 1992): 65–68. http://dx.doi.org/10.1016/0260-6917(92)90013-e.

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Richardson, Robin. "Teaching religion, teaching truth: theoretical and empirical perspectives." British Journal of Religious Education 35, no. 3 (September 2013): 354–56. http://dx.doi.org/10.1080/01416200.2013.817098.

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Williams, James L., Daniel G. Rodeheaver, and Raj Sethuraju. "Teaching Theoretical Criminology to Undergraduates." Teaching Sociology 23, no. 4 (October 1995): 407. http://dx.doi.org/10.2307/1319170.

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Ornstein, Allan C. "Theoretical Issues Related to Teaching." Education and Urban Society 22, no. 1 (November 1989): 95–104. http://dx.doi.org/10.1177/0013124589022001010.

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Ilaltdinova, E. Yu, and V. V. Kisova. "TEACHING TALENT AND TEACHING INTELLECT: THEORETICAL AND APPLIED APPROACHES DESIGN." Vestnik of Minin University 6, no. 4 (December 12, 2018): 9. http://dx.doi.org/10.26795/2307-1281-2018-6-4-9.

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Introduction: the article deals with current problems of teaching talent and teaching intelligence. A review of the main foreign psychological concepts of giftedness is presented (the concept of “intellectual threshold” is a triad concept of giftedness, a five-factor psychosocial model of giftedness, etc.), different approaches to understanding the structure of this phenomenon are analyzed. The theoretical concepts of giftedness of domestic researchers are discussed in the context of the psychology of intelligence and the psychology of creativity: the working concept of giftedness, the theory of intellectual giftedness, the dynamic theory of giftedness, etc.). The national concept of teaching talent of schoolchildren is analyzed from the point of view of the authors' understanding of the psychological content and dynamics of the development of teaching talent in the age aspect. Materials and methods: the main methods of the research are the analysis of the literature, formalization and modeling, psychological and pedagogical design of theoretical and applied approaches to the description of the phenomenons of teaching talent and teaching intelligence.Results: the author's understanding of teaching talent as a psychological prerequisite for the development of pedagogical abilities and teaching intelligence is proposed, its structure and content of its components are determined. The variable range of manifestations of universal structural components (creativity, activity, level of development of cognitive processes) and special structural components (pedagogical, communicative and organizational tendencies, artistry, speech abilities, empathy, interest in teaching activity) teaching talent are described. A brief overview of the key modern psychological theories of intelligence, including plural, emotional, creative, practical intelligence is given. Some domestic studies are analyzed, in particular the structural-dynamic theory of social intelligence. A teaching intelligence construct is introduced that meets the modern principles of scientific knowledge: inter-paradigm, the search for new generalizations based on the study of the history of the problem and the requirements of new approaches. The author's understanding of teaching intelligence as an integrative individual psychological personality characteristic is formulated. A five-factor structure of teaching intellect is presented, including cognitive intelligence, creative intelligence, practical intelligence, emotional and social intelligence.Discussion and Conclusions: the definition of theoretical and applied approaches to describing the phenomenons of teaching talent and teaching intelligence is the basis for developing the conceptual framework for identifying and accompanying pedagogically gifted youth. The prospect of the study is the development of instruments for diagnosing and monitoring the effectiveness of work on supporting pedagogically gifted young people at all stages of the life cycle of the teaching profession. The article is addressed to a wide range of specialists involved in the work of supporting gifted children and pedagogically gifted youth - schoolchildren, applicants, students and graduates of pedagogical universities.

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Mejia, Eileen. "Book Review: Teaching Religion, Teaching Truth: Theoretical and Empirical Perspectives." Journal of Education and Christian Belief 18, no. 1 (March 2014): 82–84. http://dx.doi.org/10.1177/205699711401800109.

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Morska, Liliya. "TEACHING INTERCULTURAL COMMUNICATIVE COMPETENCE: THEORETICAL BACKGROUND." АRS LINGUODIDACTICAE, no. 2 (2018): 12–18. http://dx.doi.org/10.17721/2663-0303.2018.2.02.

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Background. The goal of teaching a foreign language has always been the issue of debates in language teaching methodology. With emergence of Competence-based Approach the idea of teaching communicative competence became quite persuasive in this respect. Though, it can often be heard in teaching circles that language is culture and we should teach the language as part of culture. Therefore, witnessing the shifts in the goal of learning English as to enable learners to communicate their ideas and culture with not only native English speakers but also those of other cultures, the question of intercultural communication is inevitably indispensable in English language learning as far as students’ communicative competence development is of primary concern. Purpose. The purpose of the paper is to analyze the essential issues of the intercultural communicative competence structure and to define theoretical background for developing the didactic model of teaching this competence. Discussion. The article discusses theoretical background of pragmatic aspects of teaching intercultural communicative competence to Ukrainian speaking students in ESP educational surrounding. The author presumes that the learners of English will be more likely to use the language for interaction with non-natives rather than the native speakers. A noteworthy fact is that intercultural communication training promotes expansion of worldviews, strengthens motivation for language learning, enhances intercultural communication skills, improves content of foreign language education etc. To enhance the potential of foreign language classes in terms of developing intercultural communicative competence, it is significant to encourage students into participation in the network-based international language learning projects aimed at developing collaboration with the students from a variety of cultures using the same foreign language. Results. It has been found out that the most effective activities for teaching intercultural communication are cultural assimilations, cultural capsules, mini-dramas, role-plays, social and cultural tasks, use of media, training, comparative and project technology. The assessment tools include tests, portfolios, observation, interviews, diaries, reports etc. They will help objectively identify the level of knowledge and skills as well as readiness for the intercultural interaction. Perspective for further studies is seen in the development of the model of teaching this competence to ESP students. The system of exercises to correlate with the model is to be developed as well.

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Fiet, James O. "The theoretical side of teaching entrepreneurship." Journal of Business Venturing 16, no. 1 (January 2001): 1–24. http://dx.doi.org/10.1016/s0883-9026(99)00041-5.

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Perminov, Y. A. "Theoretical Basics of Teaching Discrete Mathematics." Education and science journal, no. 3 (February 3, 2015): 25. http://dx.doi.org/10.17853/1994-5639-2012-3-25-34.

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Mills, Jamie D. "A Theoretical Framework for Teaching Statistics." Teaching Statistics 25, no. 2 (June 2003): 56–58. http://dx.doi.org/10.1111/1467-9639.00126.

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Yildirim, Ali. "Teachers' Theoretical Orientations Toward Teaching Thinking." Journal of Educational Research 88, no. 1 (September 1994): 28–35. http://dx.doi.org/10.1080/00220671.1994.9944831.

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Cishe, Nomabandla, Dudu Mantlana, and Nceba Nyembezi. "Teaching Practices from a Theoretical Perspective." International Journal of Educational Sciences 9, no. 2 (May 2015): 163–71. http://dx.doi.org/10.1080/09751122.2015.11890306.

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Habiballa, Hashim, and Tibor Kmeť. "Theoretical branches in teaching computer science." International Journal of Mathematical Education in Science and Technology 35, no. 6 (November 2004): 829–41. http://dx.doi.org/10.1080/00207390412331271267.

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Mirzoyeva, Leila. "GAMIFICATION IN TEACHING THEORETICAL LINGUISTIC DISCIPLINES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 454–66. http://dx.doi.org/10.17770/sie2021vol1.6311.

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Gamification in the learning process is a well-known and, at the same time, an entirely new teaching tool. Today, a number of gaming techniques can be attributed not only in the real classroom, but also in the virtual learning environment. In both cases, games have significant motivating potential. On the other hand, prospects for the modern world development require getting both theoretical knowledge and practical skills, and games provide all the opportunities for getting them.Traditional team games, as well as contests between individuals, are widely used in learning process at universities Moreover, there are various types of up-to-date platforms for creating and introducing online games such as Kahoot!, Quizlet, Plickers, Classcraft, etc. However, it should be noted that all the listed platforms and techniques are used primarily in teaching practical disciplines (e.g. Practical English) while for theoretical courses, traditional teaching methods and teacher-centered approaches continue to prevail. We believe that various techniques of gamification (both real and virtual) will increase the level of students’ motivation while studying theoretical courses. Thus, such disciplines as Research Techniques in Linguistics, is a very complicated course for the 3rd year BA students; so in order to motivate them, different games were introduced. In our research, we used a questionnaire aimed at finding out how the introduction of games enhances students’ motivation to study this discipline.Also, the experiment which lasted for 1 semester with the students whose major is "Foreign Philology", showed that the application of different games a) motivated students and activated their schemata; b) facilitate mastering complicated theoretical concepts; so gamification should be considered as an effective tool in teaching theoretical disciplines.

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Szmidt, Krzysztof J., and Anna Majewska-Owczarek. "Theoretical Models of Teaching Creativity - Critical Review." Creativity. Theories – Research - Applications 7, no. 1 (January 1, 2020): 54–72. http://dx.doi.org/10.2478/ctra-2020-0004.

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Abstract This paper is an attempt to present selected classifications of models of teaching creativity, which may have been found in literature over the last years. Models of teaching creativity are understood by the authors as well-developed systems of statements, based on a specific theory of creativity and concerning strategies and methods of teaching creative thinking and action, conditions of education, the role of a teacher in that process, and evaluation of education results. The paper describes several classifications of such models, including the authors’ own proposal, and presents a more detailed description of the heuristic model of teaching creativity. In the conclusion, the authors propose a thesis that the issue of methods of teaching creativity is open and the answer to the question about the best teaching methods in that obligation, which is interesting from the pedagogical point of view, should, as in the whole didactics, be answered by teachers, using their knowledge about creativity and its development.

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Aysner, Larisa Yu, Svetlana V. Bershadskaya, and Olga V. Bogdan. "Theoretical Platform of ICT for Teaching Adults." Journal of Siberian Federal University. Humanities & Social Sciences 8, no. 11 (November 2015): 2212–19. http://dx.doi.org/10.17516/1997-1370-2015-8-11-2212-2219.

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Gueye, Moctar, Agnes Gaelle kamdom Foko, El Hadi Babacar Mbodj, and Falou Diagne. "Students assessment of the prosthodontics theoretical teaching." IP Annals of Prosthodontics and Restorative Dentistry 5, no. 1 (April 15, 2019): 5–8. http://dx.doi.org/10.18231/j.aprd.2019.002.

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Van Dyke, Fred. "Ecologic Patterns in Plants: Teaching Theoretical Ecology." American Biology Teacher 49, no. 5 (May 1, 1987): 271–76. http://dx.doi.org/10.2307/4448518.

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Perkins, Sarah F., and Margaret B. Powell. "Sts Teaching: Theoretical Perspectives and Classroom Practice." Bulletin of Science, Technology & Society 7, no. 1-2 (February 1987): 146–57. http://dx.doi.org/10.1177/027046768700700126.

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Klassen, Stephen. "A Theoretical Framework for Contextual Science Teaching." Interchange 37, no. 1-2 (April 2006): 31–62. http://dx.doi.org/10.1007/s10780-006-8399-8.

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Fokin, Yuri Georgievich. "Teaching theoretical basis in the higher school." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2010): 31–51. http://dx.doi.org/10.51314/2073-2635-2009-3-31-51.

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In article features and substantive positions of theoretical teaching bases in the high school are considered. Those were developed within the bounds of androgogic paradigms of training without use of traditional principles, blurred definitions and classifications of training methods of training.

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Oktavianti, Ikmi Nur. "Corpora: From theoretical linguistics to language teaching." UAD TEFL International Conference 2 (January 16, 2021): 19. http://dx.doi.org/10.12928/utic.v2.5731.2019.

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Corpus has gained its popularity in linguistics over the past five decades, from the computerized storage of English language in Survey of English Usage in 1959 to the ongoing development of Corpus of Contemporary American English. Because of the huge size of actual language data compiled in corpora, many linguists and language teachers working with English language have benefited from them in linguistic research and teaching practice. Up to now, there are innumerable English online corpora recording data from various genres, modes, and regions as well as corpus tools to analyze self-compiled corpus. The massive development of corpora, however, has not been widely discussed among English language researchers and practitioners in Indonesia, let alone in English language teaching. Although linguistics and language teaching are two inseparable and firmly related fields, corpus as a concept and product of linguistics seems ignored or even avoided. This paper then aims to review the nature of corpus and how it is used to assist linguistic analysis. More importantly, this paper discusses another possible application of corpus, e.g., the use of corpus in teaching language. Considering the nature and the benefits of using corpora, it is then important to promote the use of corpus to enhance English language teaching and learning, either directly in the classrooms or indirectly in materials development.

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Pervova, Galina M., and Evgeniya A. Semenova. "Theoretical foundations of teaching children to read." Tambov University Review. Series: Humanities, no. 191 (2021): 144–51. http://dx.doi.org/10.20310/1810-0201-2021-26-191-144-151.

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The work reflects the historical and theoretical aspect of the method of teaching reading in Russia: three stages of development of methodic science in this direction are described. A com-parative analysis of the definitions of the concept “reading” in different sources of knowledge is carried out, and the methodic phenomenon of reading is described. The psychological-pedagogical and reference materials used in the work reveal both achievements in the methods of teaching children to read, and problematic issues. In particular, the issue of the objectives in the teaching reading, determined by the age peculiarities of the participants in the process, drawing on the works of psychologists and supervisors a difference is read as the physiological actions and how speech activities, are called classical and alternative methods of learning to read and other. We come to conclusions about the possibility of learning to read in preschool age, since theoretical and empirical prerequisites are created, and practical methods of teaching children to read are developed. A hypothesis is put forward about the need for individualization of training and the creation of a scientifically based technology of the process.

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Carroll, Karen. "Advancing Nursing Practice Through Mentoring and Teaching-Learning." Nursing Science Quarterly 34, no. 4 (September 18, 2021): 366–67. http://dx.doi.org/10.1177/08943184211031586.

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In the article that follows this introduction, there are insights into the importance of a theoretical framework for nursing practice. The authors detail the impact to nursing practice a theoretical framework provides by using a case study approach. The introductory thoughts in this article focus on inspiring mentoring models and teaching learning models within theoretically based nursing science and practice.

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Sun, Haibin, and Tingting Liu. "Student-Centered Online Teaching Practices in Theoretical Mechanics." Higher Education Studies 11, no. 2 (May 7, 2021): 233. http://dx.doi.org/10.5539/hes.v11n2p233.

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The COVID-19 pandemic has had a serious impact on education at all levels and types, and the education system, including colleges and universities, has been forced to respond by a sudden shift to online teaching. Successful online teaching requires careful thinking, planning, and technical and human support from teachers. Based on the reflection on the offline classroom teaching of theoretical mechanics for many years and the online teaching practice of first half of 2020, the author summarizes effective strategies for implementing online teaching of theoretical mechanics. We prepared the theoretical mechanical lessons through a “student-centered” approach, such as preparing teaching materials, students and teaching methods. These teaching strategies include (i) Adopting live-stream teaching as the main teaching method, (ii) Applying electronic blackboard to online deductions, (iii) Linking theory to practice for better understanding of knowledge, (iv) Integrating curriculum content in ideological and moral education, (v) Conducting formative assessment to supervise and motivate online learning. The implementation of these online teaching strategies has effectively promoted the development of students' independent learning ability.

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Budiharso, Teguh. "READING STRATEGIES IN EFL CLASSROOM: A THEORETICAL REVIEW." CENDEKIA: Journal of Education and Teaching 8, no. 2 (October 3, 2014): 189. http://dx.doi.org/10.30957/cendekia.v8i2.63.

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Teaching reading has been long discussed in the context of English teaching curriculum in Indonesia. The ground of English curriculum (e.g. 1984, 1994, 2004 English curriculum) lays reading as the main model of teaching English in the secondary school across classroom levels. Many English teachers have been occupied with the concepts and perceive that some concepts in teaching reading are interchangeable with reading strategies. This paper tries to give review on the reading definition, reading models, reading strategies, teaching reading, and model of teaching reading in the communicative context. The reading models present psycholinguistics model and schema theory models. The strategies of reading discuss bottom up, top-down, and interactive strategies. Strategies in teaching reading deal with reading for information, mapping, skimming and scanning. The article is closed with teaching techniques covering pre-reading, while reading, and post-reading.

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Cakmak, Zafer, and Ismail Hakan Akgün. "A Theoretical Perspective on the Case Study Method." Journal of Education and Learning 7, no. 1 (October 10, 2017): 96. http://dx.doi.org/10.5539/jel.v7n1p96.

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Ensuring that students reach the determined goals of the courses at the desired level is one of the primary goals of teaching. In order to achieve this purpose, educators use a variety of teaching strategies and methods, and teaching materials appropriate to the content and the subject of the courses in the teaching process. As a matter of fact, it is known that the methods and materials that appeal to different sense organs of the students influence the learning process positively. In addition, the use of various teaching methods, techniques and materials in the teaching process both attract students’ attention and save the lesson from boredom, which affects the learning positively. In the process of teaching students sometimes have problems using their theoretical knowledge in real life situations. In this context, various teaching methods are also used for the practicalization of theoretical knowledge in the teaching processes. The case study method is one of the effective methods to achieve this purpose, because the case study method is a teaching method that enables students to acquire the knowledge and skills to deal with the problem they are working on and to produce information-based solutions in real life situations similar to the situations they are working with. In this study, the literature related to the case study method was examined and the application of the method, its history, application types, points to be considered in the application process, advantages of using the method in the teaching process and its limitations and teaching techniques to be used with the method are explained.

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Wang, Hongping. "On Theoretical Practice of Cooperative Learning Teaching Approach." Review of Educational Theory 4, no. 1 (February 26, 2021): 33. http://dx.doi.org/10.30564/ret.v4i1.2734.

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Cooperative learning is a kind of teaching theory and strategy initiated by new curriculum reform as well as a new learning style proposed by new curriculum standard. In recent years, with the constant deepening of educational reform, cooperative learning teaching approach has aroused more and more attention. This study introduces cooperative learning teaching approach from three aspects: the definition, history and methods, in order to understand the deep meaning of theoretical practice of cooperative learning teaching approach.

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Wang, Nü, Yong Zhao, Zhaoyue Liu, and Dongliang Tian. "Discussion on Teaching Modes of Physical Chemistry between Theoretical Teaching and Laboratory Course." University Chemistry 35, no. 3 (2020): 26–31. http://dx.doi.org/10.3866/pku.dxhx201907001.

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Klaoudatos, Nicos. "Modelling‐orientated teaching (a theoretical development for teaching mathematics through the modelling process)." International Journal of Mathematical Education in Science and Technology 25, no. 1 (January 1994): 69–79. http://dx.doi.org/10.1080/0020739940250109.

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Getha-Eby, Teresa J., Theresa Beery, Yin Xu, and Beth A. O’Brien. "Meaningful Learning: Theoretical Support for Concept-Based Teaching." Journal of Nursing Education 53, no. 9 (August 1, 2014): 494–500. http://dx.doi.org/10.3928/01484834-20140820-04.

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Toshov, X. R., and M. K. Ergasheva. "Evolution of landscape teaching and its theoretical fundamentals." ACADEMICIA: An International Multidisciplinary Research Journal 10, no. 5 (2020): 942. http://dx.doi.org/10.5958/2249-7137.2020.00285.2.

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Hanna, Debra R. "Teaching Theoretical Thinking for a Sense of Salience." Journal of Nursing Education 50, no. 8 (May 17, 2011): 479–82. http://dx.doi.org/10.3928/01484834-20110517-02.

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Harmer, Michael. "The organization of theoretical teaching and practical training." Baillière's Clinical Anaesthesiology 8, no. 3 (September 1994): 591–605. http://dx.doi.org/10.1016/s0950-3501(05)80123-0.

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David, Carl W. "A useful diagram for teaching theoretical spectroscopic concepts." Journal of Chemical Education 66, no. 8 (August 1989): 665. http://dx.doi.org/10.1021/ed066p665.

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Rydakov, Rudolf, Yuriy Nyashin, Oleg Ilyalov, and Roman Podgaets. "Problems of sport engineering in teaching theoretical mechanics." Procedia Engineering 2, no. 2 (June 2010): 2763–68. http://dx.doi.org/10.1016/j.proeng.2010.04.063.

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Quinn, James F., John E. Holman, and Peggy M. Tobolowsky. "A case study method for teaching theoretical criminology." Journal of Criminal Justice Education 3, no. 1 (March 1992): 53–70. http://dx.doi.org/10.1080/10511259200082521.

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Kyro, Paula. "A theoretical framework for teaching and learning entrepreneurship." International Journal of Business and Globalisation 2, no. 1 (2008): 39. http://dx.doi.org/10.1504/ijbg.2008.016133.

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Desforges, Charles. "How does experience affect theoretical knowledge for teaching?" Learning and Instruction 5, no. 4 (January 1995): 385–400. http://dx.doi.org/10.1016/0959-4752(95)00024-0.

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Gubareva, Olga. "THEORETICAL AND PRACTICAL ISSUES ON COMMUNICATIVE COMPETENCE DEVELOPMENT." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 10(78) (February 27, 2020): 188–90. http://dx.doi.org/10.25264/2519-2558-2020-10(78)-188-190.

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The paper deals with the diachronic aspects of communicative competence development and theoretical issues influencing on the most important methods of teaching foreign languages. Foreign language learning and teaching have undergone a significant paradigm shift as a result of the research and experiences which have expended the theoretical fundamental knowledge about the practical ways of teaching students a foreign language. The sociocultural theory is regarded as a key one in the intercultural competence development. Foreign language acquisition has been revealed to be a complex, multidimensional process influenced by both learners and environment variables, so significantly new teacher’s responsibilities have been focused on and the emphasis has been put on the learner-centered teaching methods as the most effective to motivate learners to develop their communicative abilities. In such learning environment the teacher’s role is changed from an authority figure to a facilitator. Special attention has been paid to the modern computer technologies of teaching a foreign language. The use of social media such as FB, Twitter and so on, incorporated in classroom problem-solving tasks introduces a new dimension to the teaching and learning process. Methodologically classroom-oriented research has been considered to improve teaching practices leading to greater language proficiency and success among foreign language learners.

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Islomovna, Mamurova Feruza. "Theoretical Bases of Teaching for the Development of Professional Competence of Students of Construction Specialties." Journal of Advanced Research in Dynamical and Control Systems 12, SP7 (July 25, 2020): 2094–101. http://dx.doi.org/10.5373/jardcs/v12sp7/20202328.

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Uygan, Candaş. "Teaching Experiment Methodology for Investigating Students’ Mathematics: Theoretical Foundations and Reflections from an Exemplary Application." Journal of Qualitative Research in Education 7, no. 2 (April 30, 2019): 1–34. http://dx.doi.org/10.14689/issn.2148-2624.1.7c.2s.14m.

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Mickonis, Jonas. "Main Principles of Teaching Foreign Languages and their Theoretical Interpretation." Coactivity: Philology, Educology 15, no. 4 (April 15, 2011): 115–19. http://dx.doi.org/10.3846/coactivity.2007.40.

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Proper choice of the whole complex of principles of teaching a foreign language, being both pure didactic or those of methods of teaching foreign languages, enables the creation and improvement of efficient teaching strategies. Both principles play their own role in a teaching practice. In their turn, though significant, the didactic principles should not be regarded as being of optimal importance. The most important in this field are the principles of methods of teaching foreign languages which can be divided into general and separate, the latter being related to the teaching of diverse phenomena of the language taught.

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Simonelli, Jeanne, and Bill Roberts. "‘Teaching’ Practicing." Practicing Anthropology 25, no. 4 (September 1, 2003): 50–51. http://dx.doi.org/10.17730/praa.25.4.r038671266n26566.

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The monthly feature Teaching Practicing provides an opportunity for social scientists and other practitioners to exchange ideas concerning how to deal with particular methodological, theoretical or ethical concerns, since we have much to learn from each other's successes and failures, both obvious and subtle. In this issue practitioners working in the United States have analyzed and reported on their projects and initiatives in towns and cities all over the nation.

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Simonelli, Jeanne. "‘Teaching’ Practicing." Practicing Anthropology 28, no. 3 (July 1, 2006): 39. http://dx.doi.org/10.17730/praa.28.3.8717672623025304.

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In Spring 2005 editor Jeanne Simonelli taught Applied Anthropology to a mixed group of graduate and undergraduate students at Hebrew University. As part of the course, the class worked together to define Applied Anthropology in the context of Israel's complex cultural setting. They determined that: • Applied anthropology is designed to be useful to people and offer solutions to practical problems. It goes one step further than theoretical anthropology, where the primary goal is advancing new theoretical explanations. Applied anthropology takes the theory (of anthropology) into the practical day to day life of a given culture. • Applied anthropology focuses on populations that share a problem, an interest or a distress, using the knowledge, theory, ethnographic methodology and tools of analysis and understanding of anthropology, in order to provide tools to a specific culture that will assist in dealing with a certain situation. Applied anthropologists are involved in studying, designing, counseling, planning and evaluating policies, programs and organizational courses of action. • While taking into account cultural, ethnic, and gender differences, poverty and class, resources and power, applied anthropology tries to help solve human problems, local and global. A goal is to empower groups and individuals by making it possible for them to deal with cultural colonialism and other forms of social and cultural oppression.

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Velička, Aleksandras. "Theoretical and Experimental Study of Integration Between Different Lingual Activities." Coactivity: Philology, Educology 15, no. 4 (April 15, 2011): 16–22. http://dx.doi.org/10.3846/coactivity.2007.30.

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The main requirement for a foreign language teaching in a technical higher school in the development of the ability of students to read and comprehend speciality literature and at the same time to express one’s ideas on speciality and everyday topics. The success of teaching mostly depends on meeting the requirements of optimal teaching curriculum. It also depends on teaching efficiency, on a particular linguistic activity type and its influence on the teaching process, the grounding of its main parameters and interrelation of integration variants by a methodical experiment. The data of experimental research is presented in the article, including the problems of optimal linguistic activity types and their interrelation in a teaching process.

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Ahrens, Andreas, Jelena Zascerinska, Julija Melnikova, Virginija Jurgaityte, Ludmila Aleksejeva, and Olga Gukovica. "CULTURALLY RESPONSIVE TEACHING OF IMMIGRANTS IN ADULT EDUCATION: A CASE STUDY IN SWEDEN." Journal of Regional Economic and Social Development 1, no. 12 (November 17, 2020): 18. http://dx.doi.org/10.17770/jresd2020vol1.12.5390.

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Adult education has been criticized for its lack of focus on sociocultural aspects of individual learners, largely ignoring the importance of cultural identity to the learning process. The article’s aim is to investigate culturally responsive teaching of immigrants in adult education, theoretically and empirically underpinning the implementation of a case study for the elaboration of implications on culturally responsive teaching of immigrants in adult education. Research methods include theoretical and empirical methods. Theoretical methods imply analysis of theoretical sources and theoretical modelling. The empirical study was based on a case study. The sample was composed of 20 adult learners and three teachers of Swedish in May 2019 and February 2020. The case study was implemented at Folkuniversitetet, Kristianstad, Sweden. The theoretical findings allow defining religion and human comfort conditions such as thermal comfort as the dimensions of cultural norms and values to be addressed by culturally responsive teaching of immigrants. The findings of the empirical study allow drawing the conclusion on the necessity of a personalised approach to an adult learner in culturally responsive teaching of immigrants. The novelty of the present work is revealed in the implications on culturally responsive teaching of immigrants. Further research is proposed.

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Lin, Chun-wen. "Investigating the Theoretical Structure of Deliberative Democratic Leadership." Journal of Education and Training Studies 6, no. 9 (August 17, 2018): 168. http://dx.doi.org/10.11114/jets.v6i9.3550.

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This paper explores the theoretical framework of teaching deliberative democratic leadership by examining teacher deliberative competency from theories of deliberative democracy. The research described the theoretical framework of deliberative democratic leadership as a heuristic in the practice of teaching deliberative democratic leadership. Through exploratory factor analysis, Teacher Deliberative Competency Scale (TDCS) reduced to 7-factor structure: ethic, inclusion, well-informed, publicity, deliberation, reciprocity and consensus. Results suggest that TDCS provides instructions for teaching deliberative democratic leadership.

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Morganna, Ruly. "Theoretical, Pedagogical, and Practical Views of Genre Based Instruction." ENGLISH FRANCA : Academic Journal of English Language and Education 1, no. 1 (June 22, 2017): 81. http://dx.doi.org/10.29240/ef.v1i1.153.

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This paper is written under the purpose of exploring in details about one of popular language teaching methods namely Genre based Instruction (GBI). GBI as how it is today is very famous to be applied for teaching writing where the same case occurs in Indonesia in that GBI is implemented into the English classroom for teaching English writing. GBI is uniquely powerful in its substance since it not only focuses on the process of writing itself, but also stresses on the quality of writing work. This teaching method makes students learn a language as how it is used in a particular social setting because that is the obvious phenomenon that happens when people use a language. Therefore, this teaching method underlies its essence on teaching language meaningfully based on the social staging. In this paper, there are several elements which are discussed regarding GBI. They encompass its theories including linguistic principles and learning principles, both pedagogical and practical views in the classroom, and a brief practical view about GBI in Indonesia.

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Alvarez, Miguel Angel Pérez. "Teaching Information Ethics." International Review of Information Ethics 14 (December 1, 2010): 23–28. http://dx.doi.org/10.29173/irie359.

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The emergence of social networking is closely related with the new technologies improving user interface experience thus making the interaction between users more natural and intuitive. Before, the first online communities of interest were user lists and asynchronous discussion groups resembling more the form of mass mailings than informal discussions in a cafe or in a classroom. The impact of web 2.0 on scientific practices has become evident in establishing more and more epistemic communities as virtual communities and vice versa. With respect to the role of the paradigm in the constitution and operations of an epistemic community, the framework of values and the ethical reflection of that become its own form of binding and guiding principle of the theoretical action. Thus any individual who joins an online community with the ambition of an epistemic effect must develop the morals and ethics necessary to enable him/her to understand the relevant forms of their theoretical practice.

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Journal articles on the topic 'Theoretical teaching'

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