Bibliografías temáticas / Effective teaching

Literatura académica sobre el tema "Effective teaching"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 28 de julio de 2024

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Artículos de revistas sobre el tema "Effective teaching"

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Watson, Dyan, Megin Charner-Laird, Cheryl L. Kirkpatrick, Stacy Agee Szczesiul y Pamela J. Gordon. "Effective Teaching/Effective Urban Teaching". Journal of Teacher Education 57, n.º 4 (septiembre de 2006): 395–409. http://dx.doi.org/10.1177/0022487106291564.

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Abdukhoshimovna, Mamatova Nilufar. "EFFECTIVE METHODS OF TEACHING ENGLISH". International Journal Of Literature And Languages 03, n.º 05 (1 de mayo de 2023): 76–78. http://dx.doi.org/10.37547/ijll/volume03issue05-15.

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Williams, W. C. "Effective Teaching". Journal of Higher Education 56, n.º 3 (mayo de 1985): 320–37. http://dx.doi.org/10.1080/00221546.1985.11780693.

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Goddard, Bill. "Effective Teaching". Journal of In-service Education 28, n.º 2 (1 de junio de 2002): 375–400. http://dx.doi.org/10.1080/14759390500200424.

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Bussema, Evelyn y Pat Nemec. "Effective teaching." Psychiatric Rehabilitation Journal 29, n.º 4 (2006): 315–17. http://dx.doi.org/10.2975/29.2006.315.317.

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Donald, A. "Effective Teaching". BMJ 317, n.º 7152 (18 de julio de 1998): 2. http://dx.doi.org/10.1136/bmj.317.7152.2.

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Rover, Diane T. "Effective Teaching". Journal of Engineering Education 96, n.º 2 (abril de 2007): 167–69. http://dx.doi.org/10.1002/j.2168-9830.2007.tb00926.x.

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Hudson, Swinton. "Effective Teaching Methods". Journal of Instructional Research 4, n.º 2015 (15 de agosto de 2015): 90–93. http://dx.doi.org/10.9743/jir.2015.12.

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Bellert, Anne. "Effective re-teaching". Australian Journal of Learning Difficulties 20, n.º 2 (3 de julio de 2015): 163–83. http://dx.doi.org/10.1080/19404158.2015.1089917.

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Pettit, Jeffrey E., Rick D. Axelson, Kristi J. Ferguson y Marcy E. Rosenbaum. "Assessing Effective Teaching". Academic Medicine 90, n.º 1 (enero de 2015): 94–99. http://dx.doi.org/10.1097/acm.0000000000000447.

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Tesis sobre el tema "Effective teaching"

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Monaghan, Connie. "Effective strategies for teaching writing". Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Niemi_A%20MITthesis%202007.pdf.

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Nase, Holly A. "Balanced teaching the role of caring in effective teaching /". [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/HNase2007.pdf.

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Cardoso, Francisco. "Optimal teaching experiences : phenomenological route for effective instrumental teaching". Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020702/.

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The discussion about effective instrumental teaching in specialist music education started in the 19th century, with the foundation of the modern conservatory, and has become progressively stronger recently. Research on effective teaching has focused mainly on trying to identify effective teaching descriptors (e.g. feedback, teaching pace and intensity, goal setting). Although while describing the effects of each descriptor several intersections with other descriptors have been observed, no research has yet been produced with the goal of trying to identify effective teaching from a perspective that integrates effective teaching descriptors into one single unit of analysis, that integrates into one observable single phenomenon the ability to adopt a range of strategies purposefully, promptly, and efficiently, in response to the needs that arise throughout any instrumental lesson. To start investigating the possibility of phenomenologically observed effective teaching, existing knowledge about positive subjective experiences like Maslow's peak experiences and Csikszentmihalyi's flow experiences was explored. The conditions needed to trigger peak and flow experiences seemed to have much in common with the results obtained in most of research on effective music teaching. The three studies designed for this thesis (1. Interviews, 2. Diaries, and 3. Teachers self-reports and video-recorded lessons) tried, first, to identify the occurrence of peak or flow experiences while teaching and learning a musical instrument. The next goal was to describe such experiences as they occurred while teaching and to determine what might trigger them. The final goal was to understand if the occurrence of such experiences was linked with effective teaching. All participants in the three studies were teachers and students in Portuguese specialist music schools. The three studies undertaken helped identify Optimal Teaching Experiences as the subjective experiences or the phenomenon that holistically described the act of effectively teaching a musical instrument. Additionally, it was possible to identify external manifestations of these experiences and, consequently, of effective instrumental teaching. These findings will support the work of Teacher Educators, and assist in maintaining or raising the quality of instrumental teaching in specialist Music Schools, Conservatoires and Universities.
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McGee, Melissa Romain. "Measuring effective teaching in inclusive classrooms". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62989.pdf.

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Денисенко, Віталіна Миколаївна. "Teaching techniques for effective class management". Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18241.

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Nyarambi, Arnold. "Effective Multicultural Teaching: Challenges and Opportunities". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/8243.

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Hudson, Peter. "Mentoring for effective primary science teaching". Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/16002/1/Peter_Hudson_Thesis.pdf.

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Primary science education is a key area in the curriculum, yet primary science education is still less than adequate, both in the number of teachers implementing a primary science syllabus and the quality of primary science teaching. Mentoring may support both teachers in their roles as mentors and preservice teachers as mentees to develop their primary science teaching practices. This research investigated mentoring for developing preservice teachers of primary science, which was divided into two stages. Stage 1 was concerned with the development of an instrument aimed at measuring preservice teachers' perceptions of their mentoring in primary science teaching. Stage 2 involved developing a mentoring intervention based on the literature and the instrument developed from Stage 1 of this research, and further investigated the influence of the intervention on mentoring practices. Stage 1 involved a survey instrument developed from the literature and a small qualitative study. This instrument was refined after pilot testing and then administered to 331 final year preservice teachers. Stage 2 involved pilot testing a mentoring intervention, which was then implemented with 12 final year preservice teachers and their mentors over a four-week professional experience (practicum). Using a two-group posttest only design, these 12 final year preservice teachers (intervention group) and 60 final year preservice teachers (control group) from the same university were compared after their four-week professional experience program. The survey instrument developed from Stage 1 was used to measure both the control group's and intervention group's perceptions of their mentoring in primary science teaching. Stage 1 results indicated that five factors characterised effective mentoring practices in primary science teaching and were supported by Confirmatory Factor Analysis (CFA). The final CFA model was theoretically and statistically significant, that is, X2(513) = 1335, p < .001, CMIDF = 2.60, IFI = .922, CFI = .921, RMR = .066, RMSEA = .070. These factors were Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback, and had Cronbach alpha reliability coefficients of .93, .76, .94, .95, and .92, respectively. Stage 2 findings indicated that mentees involved in the intervention received statistically significant more mentoring experiences in primary science teaching on each of the 5 factors and on 31 of the 34 survey items. It was concluded that the mentoring intervention provided mentors and mentees with opportunities for developing their primary science teaching practices. Additionally, this approach simultaneously targets mentors and mentees' teaching practices and was considered economically viable.
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Hudson, Peter. "Mentoring for effective primary science teaching". Queensland University of Technology, 2004. http://eprints.qut.edu.au/16002/.

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Primary science education is a key area in the curriculum, yet primary science education is still less than adequate, both in the number of teachers implementing a primary science syllabus and the quality of primary science teaching. Mentoring may support both teachers in their roles as mentors and preservice teachers as mentees to develop their primary science teaching practices. This research investigated mentoring for developing preservice teachers of primary science, which was divided into two stages. Stage 1 was concerned with the development of an instrument aimed at measuring preservice teachers' perceptions of their mentoring in primary science teaching. Stage 2 involved developing a mentoring intervention based on the literature and the instrument developed from Stage 1 of this research, and further investigated the influence of the intervention on mentoring practices. Stage 1 involved a survey instrument developed from the literature and a small qualitative study. This instrument was refined after pilot testing and then administered to 331 final year preservice teachers. Stage 2 involved pilot testing a mentoring intervention, which was then implemented with 12 final year preservice teachers and their mentors over a four-week professional experience (practicum). Using a two-group posttest only design, these 12 final year preservice teachers (intervention group) and 60 final year preservice teachers (control group) from the same university were compared after their four-week professional experience program. The survey instrument developed from Stage 1 was used to measure both the control group's and intervention group's perceptions of their mentoring in primary science teaching. Stage 1 results indicated that five factors characterised effective mentoring practices in primary science teaching and were supported by Confirmatory Factor Analysis (CFA). The final CFA model was theoretically and statistically significant, that is, X2(513) = 1335, p < .001, CMIDF = 2.60, IFI = .922, CFI = .921, RMR = .066, RMSEA = .070. These factors were Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback, and had Cronbach alpha reliability coefficients of .93, .76, .94, .95, and .92, respectively. Stage 2 findings indicated that mentees involved in the intervention received statistically significant more mentoring experiences in primary science teaching on each of the 5 factors and on 31 of the 34 survey items. It was concluded that the mentoring intervention provided mentors and mentees with opportunities for developing their primary science teaching practices. Additionally, this approach simultaneously targets mentors and mentees' teaching practices and was considered economically viable.
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Kloock, Lois Gayle. "Direct teaching methods naturally practiced by effective and less effective teachers". Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39749.

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During the past decade, direct instruction has been cited as one characteristic of effective schools. In response to increased accountability, many school districts and schools have incorporated the methods of direct instruction as a way to improve teaching performance and student achievement. This study was designed to determine if the teachers who were identified as effective would naturally practice the elements of direct teaching to a greater extent than less effective teachers where neither the effective nor the less effective teachers had been trained in specific models of direct instruction.
Ed. D.
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Reese, Cynthia E. "Effective Teaching in Clinical Simulation: Development of the Student Perception of Effective Teaching in Clinical Simulation Scale". Thesis, Connect to resource online, 2009. http://hdl.handle.net/1805/1901.

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Thesis (Ph.D.)--Indiana University, 2009.
Title from screen (viewed on August 28, 2009). School of Nursing, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Pamela Jeffries, Daniel Pesut, Judith Halstead, Tamilyn Bakas. Includes vita. Includes bibliographical references (leaves 169-179).
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Libros sobre el tema "Effective teaching"

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C, Wragg E., ed. Effective teaching. London: Routledge, 1994.

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Bill, Laar y NationalPrimary Centre, eds. Effective teaching. Oxford: National Primary Centre, 1989.

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Skelton, Martin. Effective teaching. London: Primary File Publishing, 1995.

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Henderson, Whitney. Effective Teaching. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003523956.

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Bill, Laar, ed. Effective teaching. Oxford: National Primary Centre, 1996.

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A, Stollenwerk Debra, ed. Effective teaching methods. 5a ed. Upper Saddle River, N.J: Merrill, 2004.

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Wilhoit, Jim. Effective Bible teaching. Grand Rapids, Mich: Baker Book House, 1988.

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Borich, Gary D. Effective teaching methods. 3a ed. Englewood Cliffs, N.J: Merrill, 1996.

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Elisabeth, Hayes, ed. Effective teaching styles. San Francisco: Jossey-Bass, 1989.

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Leland, Ryken, ed. Effective Bible teaching. 2a ed. Grand Rapids, MI: Baker Academic, 2012.

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Capítulos de libros sobre el tema "Effective teaching"

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Delf, Wendy. "Effective Teaching". En NQT: The Beginning Teacher's Guide to Outstanding Practice, 54–65. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2017. http://dx.doi.org/10.4135/9781529714661.n5.

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Chang, Mark. "Effective Teaching". En Foundation, Architecture, and Prototyping of Humanized AI, 205–22. Boca Raton: Chapman and Hall/CRC, 2023. http://dx.doi.org/10.1201/b23355-18.

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Henderson, Whitney, Haley Homan y Kelli Bayne. "Experiential Learning Instructional Methods". En Effective Teaching, 101–28. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003523956-6.

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Henderson, Whitney. "Cooperative Learning Instructional Methods". En Effective Teaching, 185–216. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003523956-8.

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Collins, Megan Edwards. "Technology-Based Instructional Methods". En Effective Teaching, 343–58. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003523956-14.

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Gronski, Meredith. "Case-Based Instructional Methods". En Effective Teaching, 287–316. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003523956-12.

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Henderson, Whitney. "Concept Mapping". En Effective Teaching, 265–86. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003523956-11.

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Clough, Cynthia. "Discussion-Based Instructional Methods". En Effective Teaching, 217–34. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003523956-9.

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Henderson, Whitney y Bailey Bremser. "Simulation-Based Instructional Methods". En Effective Teaching, 129–84. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003523956-7.

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Henderson, Whitney. "Co-Creation of Curriculum". En Effective Teaching, 43–72. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003523956-4.

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Actas de conferencias sobre el tema "Effective teaching"

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Jereb, Alenka. "Mentorship from Teaching to Supervision". En Developing Effective Learning. University of Primorska Press, 2020. http://dx.doi.org/10.26493/978-961-293-002-8.9.

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Marufjanova, Raykhona. "EFFECTIVE INNOVATIVE METHODS OF TEACHING PSYCHOLOGY". En EFFECTIVE INNOVATIVE METHODS OF TEACHING PSYCHOLOGY. mmit.tiue.uz, 2023. http://dx.doi.org/10.61587/1i1.35.

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One of the actual tasks in the methodology of teaching psychology is the transition to an innovative path of development. To implement innovative activities, specialists are needed who have the methods, means and forms of managing innovative processes. This article is devoted to the consideration of innovative technologies in psychology in higher educational institutions
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Krajnc Dular, Sabina. "Cooperative Learning for Teaching Students with Learning Difficulties in History". En Developing Effective Learning. University of Primorska Press, 2020. http://dx.doi.org/10.26493/978-961-293-002-8.45.

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Boukhatem, Nadera y Kebiri Fatiha. "Linking Effective Learning with Effective Teaching Practice". En 2nd International Conference on Advanced Research in Social Sciences. Acavent, 2019. http://dx.doi.org/10.33422/2nd.icarss.2019.11.734.

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Moses, Gregory, Barbara Ingham, Katherine Barnicle, Jake Blanchard, Jan Cheetham, Sandra Courter, Elizabeth DeVos et al. "Effective Teaching with Technology". En Proceedings. Frontiers in Education. 36th Annual Conference. IEEE, 2006. http://dx.doi.org/10.1109/fie.2006.322286.

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Esbulatova, A. Zh y K. N. Voinov. "Original and effective teaching". En Наука России: Цели и задачи. НЦ "LJournal", 2021. http://dx.doi.org/10.18411/sr-10-04-2021-66.

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Teaching is the constant process in our life. It makes our parents, teachers/pedagogues at school or in the universities, mentors, experts, coaches, well-known academic, preachers and so on. The additional such factor maybe (and do indeed) Internat. Moreover, the common link among people is essentially exchanged as well. Many persons prefer have short conversation using SMS-communications, and it isn’t face-to-face unfortunately. In any transport (metro, bus, trolleybus) a man seeks interesting or useful information but has not noticed persons’ associates. It’s not good. We can see the next negative situation at home in a family. For example: let’s suppose that one student arrived home. Members of his family ask him about his routine business. And they usually here that everything is OK. Even during his eating, he tries to read the information which he sees in his mobile telephone or in the planetable. Besides, he sends different short communications and gives answers. There are not any friendly dialogs with his family (father, mother, grandfather, grandmother, brother or sister). That’s why in this article you can understand the new way how to exchange such negative situation in full.
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Jump, Maria y Martin Schedlbauer. "Effective Practices for Online Teaching". En SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3328778.3372534.

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Wiebe, Michelle. "Teaching Empathy for Effective Design". En Canada International Conference on Education. Infonomics Society, 2022. http://dx.doi.org/10.20533/cice.2022.0033.

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Hua, Jian. "Effective Application of qQuestion Teaching Methodq in Basketball Teaching". En 2015 2nd International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-15). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icelaic-15.2016.13.

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Wang, Wenying y Chaorun Zhou. "Effective Strategies to Improve English Teaching". En International Conference on Information System and Management Engineering. SCITEPRESS - Science and and Technology Publications, 2016. http://dx.doi.org/10.5220/0006447502170220.

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Informes sobre el tema "Effective teaching"

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Hsieh, Patricia Y., Todd M. Miller, Kimberly A. Hicks y Karie P. Lorenz. Identification of Effective Teaching Behaviors. Fort Belvoir, VA: Defense Technical Information Center, julio de 1993. http://dx.doi.org/10.21236/ada270971.

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Bruns, Barbara, Soledad De Gregorio y Sandy Taut. Measures of Effective Teaching in Developing Countries. Research on Improving Systems of Education (RISE), septiembre de 2016. http://dx.doi.org/10.35489/bsg-rise-wp_2016/009.

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

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Higginbottom, Gretchen, Lizhu Davis y Vang Vang. Use What You Have: Cross-Campus Collaboration for Effective Teaching. Ames (Iowa): Iowa State University. Library, enero de 2019. http://dx.doi.org/10.31274/itaa.8760.

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Smith, Judith. Effective Middle School Teaching: Factors that Promote and Maintain It. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.1370.

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

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Borich, Gary D. Air Force Instructor Evaluation Enhancement: Effective Teaching Behaviors and Assessment Procedures. Fort Belvoir, VA: Defense Technical Information Center, agosto de 1989. http://dx.doi.org/10.21236/ada212766.

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Barkatov, Igor V., Volodymyr S. Farafonov, Valeriy O. Tiurin, Serhiy S. Honcharuk, Vitaliy I. Barkatov y Hennadiy M. Kravtsov. New effective aid for teaching technology subjects: 3D spherical panoramas joined with virtual reality. [б. в.], noviembre de 2020. http://dx.doi.org/10.31812/123456789/4407.

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Rapid development of modern technology and its increasing complexity make high demands to the quality of training of its users. Among others, an important class is vehicles, both civil and military. In the teaching of associated subjects, the accepted hierarchy of teaching aids includes common visual aids (posters, videos, scale models etc.) on the first stage, followed by simulators ranging in complexity, and finished at real vehicles. It allows achieving some balance between cost and efficiency by partial replacement of more expensive and elaborated aids with the less expensive ones. However, the analysis of teaching experience in the Military Institute of Armored Forces of National Technical University “Kharkiv Polytechnic Institute” (Institute) reveals that the balance is still suboptimal, and the present teaching aids are still not enough to allow efficient teaching. This fact raises the problem of extending the range of available teaching aids for vehicle-related subjects, which is the aim of the work. Benefiting from the modern information and visualization technologies, we present a new teaching aid that constitutes a spherical (360° or 3D) photographic panorama and a Virtual Reality (VR) device. The nature of the aid, its potential applications, limitations and benefits in comparison to the common aids are discussed. The proposed aid is shown to be cost-effective and is proved to increase efficiency of training, according to the results of a teaching experiment that was carried out in the Institute. For the implementation, a tight collaboration between the Institute and an IT company “Innovative Distance Learning Systems Limited” was established. A series of panoramas, which are already available, and its planned expansions are presented. The authors conclude that the proposed aid may significantly improve the cost-efficiency balance of teaching a range of technology subjects.
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Rizwan, Maleeha y Kiyoshi Taniguchi. Strengthening School Teaching in Pakistan. Asian Development Bank, diciembre de 2023. http://dx.doi.org/10.22617/brf230611-2.

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This brief outlines how Pakistan could boost teacher numbers and enhance teaching quality by strengthening merit-based career progression and using technology to help improve student learning. Underscoring the disparities between rural and urban schooling, it looks at teacher recruitment, attendance, and training. It explains why Pakistan should focus on bolstering teaching quality, building institutional capacity, and enhancing teacher development in subjects including science and maths. It looks at the need to better incentivize Pakistan’s teachers and assesses how introducing e-learning into the education system may provide cost-effective and affordable ways to strengthen the quality of teaching.
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Zachry, Anne, J. Flick y S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.
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