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Libros sobre el tema "Teacher attributes"

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Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 20 de febrero de 2023

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1

To teach as Jesus taught: 11 attributes of a master teacher. Springville, Utah: CFI, 2009.

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2

Harnett, Penelope. Understanding primary education: Developing professional attributes, knowledge and skills. London: Routledge, 2008.

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3

Effective student assessment and evaluation in the classroom: Knowledge + skills + attributes. Edmonton, AB: Alberta Education, 2006.

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4

Lombard, Michael Joseph. The influence of professional attributes on teachers' choice of appraisal methods in the Greater Belfast Area. (s.l: The Author), 1987.

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5

Education, Alberta Alberta. Évaluation efficace des élèves en salle de classe: Connaissances + compétences + attributs. Edmonton, AB: Alberta Education, 2007.

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6

Palmer, William J. The dons and Mr. Dickens: The strange case of the Oxford Christmas plot : a secret Victorian journal, attributed to Wilkie Collins. New York: St. Martin's Minotaur, 2000.

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7

The dons and Mr. Dickens: The strange case of the Oxford Christmas plot : a secret Victorian journal, attributed to Wilkie Collins. New York: St. Martin's Minotaur, 2000.

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8

Radoja, Stevan. A study of primary school teachers' causal attributes for behavioural difficulties: A comparison between teachers using and not using Birmingham education departments framework for intervention. Birmingham: University of Birmingham, 2000.

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9

Hertog, Paul C. den. Persoonlijkheidskenmerken en causale attributies: Een onderzoek naar individuele verschillen in de beoordeling van een reactie op onderwijssituaties bij docenten voortgezet onderwijs. Amsterdam: Thesis Publishers, 1990.

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10

Blackburn, Margaret. A study of the differences between children and teachers in the relative importance attributed to 7 categories ofbereavement issues. [Guildford]: [University of Surrey], 1989.

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11

Jāḥiẓ. Rasāʾil al-Jāḥiẓ, Abī ʻUthmān ʻAmr ibn Baḥr ibn Maḥbūb al-Baṣrī al-mutawaffī sanat 255 H: Al-fuṣūl al-mukhtārah min kutub al-Jāḥiẓ. Bayrūt, Lubnan: Manshūrāt Muḥammad ʻAlī Bayḍūn, Dār al-Kutub al- ʻIlmīyah, 2000.

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12

Jāḥiẓ. Rasāʼil al-Jāḥiẓ. Bayrūt, Lubnān: Dār al-Ḥadāthah, 1987.

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13

Jāḥiẓ. Rasāʾil al-Jāḥiẓ. Bayrūt: Dār al-Ḥadāthah, 1988.

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14

Teacher Quality: Understanding the Effectiveness of Teacher Attributes. Economic policy Institute, 2003.

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15

Dovell, Wendy. Teacher perceptions of student self-concept attributes. 1987.

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16

Dovell, Wendy. Teacher-perceptions of student self-concept attributes. 1987.

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17

Professional Attributes and Practice: Meeting the QTS Standards. 4a ed. David Fulton Publish, 2007.

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18

Cole, Mike. Professional Attributes and Practice: Meeting the QTS Standards. Fulton Publishers, David, 2013.

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19

Cole, Mike. Professional Attributes and Practice: Meeting the QTS Standards. Fulton Publishers, David, 2013.

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20

Cole, Mike. Professional Attributes and Practice: Meeting the QTS Standards. Taylor & Francis Group, 2015.

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21

Erickson, William Gustaf. Desired attributes for middle school teachers: Perceptions of principals. 1991.

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22

1946-, Cole Mike, ed. Professional attributes and practice: Meeting the QTS standards. Abingdon, Oxon: Routledge, 2008.

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23

Harnett, Penelope. Understanding Primary Education: Developing Professional Attributes, Knowledge and Skills. Taylor & Francis Group, 2017.

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24

Harnett, Penelope. Understanding Primary Education: Developing Professional Attributes, Knowledge and Skills. Taylor & Francis Group, 2007.

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25

Harnett, Penelope. Understanding Primary Education: Developing Professional Attributes, Knowledge and Skills. Taylor & Francis Group, 2007.

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26

Penelope, Harnett, ed. Understanding primary education: Developing professional attributes, knowledge and skills. Abingdon, Oxon: Routledge, 2008.

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27

Harnett, Penelope. Understanding Primary Education: Developing Professional Attributes, Knowledge and Skills. Taylor & Francis Group, 2007.

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28

Harnett, Penelope. Understanding Primary Education: Developing Professional Attributes, Knowledge and Skills. Taylor & Francis Group, 2007.

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29

Harnett, Penelope. Understanding Primary Education: Developing Professional Attributes, Knowledge and Skills. Taylor & Francis Group, 2007.

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30

Harnett, Penelope. Understanding Primary Education: Developing Professional Attributes, Knowledge and Skills. Taylor & Francis Group, 2007.

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31

Penelope, Harnett, ed. Understanding primary education: Developing professional attributes, knowledge and skills. Abingdon, Oxon: Routledge, 2008.

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32

Penelope, Harnett, ed. Understanding primary education: Developing professional attributes, knowledge and skills. Abingdon, Oxon: Routledge, 2008.

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33

Cooper, Bryce y Tom Dlugosch. Women of Resolve : Female Characters in Works Attributed to Shakespeare: An Inclusive Guide for Teachers. Independently Published, 2019.

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34

Welsh, Mary Sue. In the Lions’ Den. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037368.003.0001.

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This chapter details Edna Phillips' appointment as a member of the Philadelphia Orchestra. Phillips entered the Philadelphia Orchestra as its only woman in 1930. Having chosen the harp, an instrument that women played in drawing rooms in the Victorian era and one that was associated with ethereal, feminine attributes, she was more easily accepted into an orchestra than a player of another instrument might have been, but that did not mean her colleagues or the orchestra's audiences accepted and welcomed her arrival. As a woman invading a male bastion, she was just that, an invader, a pioneer in uncharted territory, and her arrival was met with curiosity at best and hostility at worst. Phillips understood that her life in an all-male orchestra would be full of challenges, but that was not her primary concern when she entered the Philadelphia Orchestra. Her biggest fear was that she wouldn't be able to hold her own as a musician among the orchestra's superb players, not because she was a woman, but because her training had been cut short. In a move that shocked and surprised both Phillips and her teacher, conductor Leopold Stokowski had appointed her to the first-chair position in his orchestra rather than choosing her for the second harp position she thought she was auditioning for.
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35

Gratz, Rebecca. Teachers' and Parents' Assistant, or, Thirteen Lessons Conveying to Uninformed Minds the First Ideas of God and His Attributes. Creative Media Partners, LLC, 2018.

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36

Evener, Vincent. Enemies of the Cross. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190073183.001.0001.

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The present book argues that Martin Luther and his first allies and intra-Reformation critics (Andreas Bodenstein von Karlstadt and Thomas Müntzer) appealed to suffering to teach Christians to distinguish between true and false doctrine, teachers, and experiences. In so doing, they developed and deployed categories of false suffering, in which suffering was received or simply feigned in ways that hardened rather than demolished self-assertion. These ideas were nourished by the reception of teachings about annihilation of the self and union with God received from post-Eckhartian mysticism. Luther, Karlstadt, and Müntzer developed this mystical inheritance in different directions, each of which intended to shape Christians for differing forms of ecclesial-political dissent: Luther redefined union with God as a union with Christ through faith and the Word, and he counseled Christians to endure persecution as divine work under contraries; Karlstadt described union with God as “sinking into the divine will,” and he upheld this union as a postmortem goal that required, here and now, constant self-accusation and improvement on the part of the individual and the community; Müntzer looked for God to possess souls according to the created order, making Christians into actors for the execution of God’s will on the earthly plane. The democratization of mysticism that so many scholars have attributed to these reformers’ teachings involved a delimitation: mysticism joined to Reformation teaching was used to identify false experiences, false teachers, and ultimately false Christianity.
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37

Wilson Kimber, Marian. The Odyssey of a Nice Girl. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252040719.003.0001.

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Ruth Suckow’s novel, The Odyssey of a Nice Girl (1925), based on her elocution school experiences, demonstrates how gender shaped women’s artistic lives in the Progressive era. Elocution enhanced men’s careers, yet women’s voices were for education or domestic entertainment. However, changing social roles allowed for women to adopt elocutionary performance as a mode of expression. Women’s educations at elocution schools allowed them undertake careers as professional performers and teachers. Female elocutionists’ desire to embody acceptable feminine attributes and to separate themselves from morally suspect actresses influenced their performances, presented as highbrow interpretations of great literature. The decline of elocution was in part due to the backlash against the professionalization of women in the field.
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38

Van Der Poel, Marc, Michael Edwards y James J. Murphy, eds. The Oxford Handbook of Quintilian. Oxford University Press, 2021. http://dx.doi.org/10.1093/oxfordhb/9780198713784.001.0001.

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M. Fabius Quintilianus was a prominent orator, declaimer, and teacher of eloquence in the first century ce. After his retirement he wrote the Institutio oratoria, a unique treatise in Antiquity because it is a handbook of rhetoric and an educational treatise in one. Quintilian’s fame and influence are not only based on the Institutio, but also on the two collections of Declamations which were attributed to him in late Antiquity. The Oxford Handbook of Quintilian aims to present Quintilian’s Institutio as a key treatise in the history of Graeco-Roman rhetoric and its influence on the theory and practice of rhetoric and education, from late Antiquity until the present day. It contains chapters on Quintilian’s educational programme, his concepts and classifications of rhetoric, his discussion of the five canons of rhetoric, his style, his views on literary criticism, declamation, and the relationship between rhetoric and law, and the importance of the visual and performing arts in his work. His huge legacy is presented in successive chapters devoted to Quintilian in late Antiquity, the Middle Ages, the Italian Renaissance, Northern Europe during the Renaissance, Europe from the Eighteenth to the Twentieth Century, and the United States of America. There are also chapters devoted to the biographical tradition, the history of printed editions, and modern assessments of Quintilian. The twenty-one authors of the chapters represent a wide range of expertise and scholarly traditions and thus offer a unique mixture of current approaches to Quintilian from a multidisciplinary perspective.
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39

Bonner, Ali. The Myth of Pelagianism. British Academy, 2018. http://dx.doi.org/10.5871/bacad/9780197266397.001.0001.

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Pelagius is the first known British author, important because of his persuasive advocacy of two ideas: that human nature was inclined to goodness, and that man had free will. After a campaign to vilify him, he was excommunicated in AD 418 for allegedly inventing a new heresy, and his name was made synonymous with arrogance. This book shows that Pelagius defended the contemporary ascetic account of Christianity and that, far from being the leader of a separatist group, he was one of many propagandists for the ascetic movement which swept through Christianity at this time and generated medieval monasticism. Textual analysis proves that Pelagius did not teach the ideas attributed to him or propose anything new. It is impossible to differentiate between Pelagius’ writings and other ascetic literature, and there was no separate group of ‘Pelagians’. This book also examines how and why the myth was created, setting this process in its historical context and in the context of scholarship on the function of heresy in religion and sociological analysis of the creation of deviance. Finally, manuscript evidence supports the argument that ‘Pelagianism’ was a deliberately created myth. Travelling under false attributions, Pelagius’ writings were staples of monastic book collections because they contained the same ideas as other texts promoting the ascetic version of Christianity. In the fourteenth century, when Christians once more sought a confident anthropology, it was Pelagius’ works to which they turned. This book presents a paradigm shift in our understanding of the history of Christianity in the West.
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