Littérature scientifique sur le sujet « Research – methodology – study and teaching (higher) »
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Articles de revues sur le sujet "Research – methodology – study and teaching (higher)"
Holland, Lynda, et Joy Garfield. « Linking Research and Teaching ». International Journal of Information Technologies and Systems Approach 9, no 2 (juillet 2016) : 23–38. http://dx.doi.org/10.4018/ijitsa.2016070102.
Texte intégralErlinda, Rita, Darmayenti et Merry Prima Dewi. « Undergraduate Students’ Difficulties in Mastering Research Methodology Course in Islamic Higher Education ». Journal of Education Research and Evaluation 6, no 4 (14 décembre 2022) : 739–47. http://dx.doi.org/10.23887/jere.v6i4.48414.
Texte intégralMolina, Gloria Milagros Torres, Míriam Liliana Flores Coronado, Carlos Fabian Falcon, July Rivera-Zamudio et Luis Alberto Núñez Lira. « Digital teaching skills : comparative study in higher education ». Revista Tempos e Espaços em Educação 14, no 33 (25 avril 2021) : e15527. http://dx.doi.org/10.20952/revtee.v14i33.15527.
Texte intégralTussupova, Gulden, Natalya Ustelimova, Aiman Aubakirova, Aigul Kassenova et Aigul Kadyskyzy. « Methods of teaching foreign languages on the example of a higher educational institution ». Scientific Herald of Uzhhorod University Series Physics, no 56 (28 février 2024) : 907–15. http://dx.doi.org/10.54919/physics/56.2024.90pdu7.
Texte intégralLiepa, Diāna, et Ausma Špona. « Teaching and Learning in Higher Education ». SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (24 juillet 2015) : 162. http://dx.doi.org/10.17770/sie2014vol1.740.
Texte intégralVidela, Carmen Burgos, et Javiera Martinez Diaz. « Innovation for English language teaching in higher education ». New Trends and Issues Proceedings on Humanities and Social Sciences 6, no 7 (31 décembre 2019) : 159–71. http://dx.doi.org/10.18844/prosoc.v6i7.4525.
Texte intégralPETRE, Gianina. « TRAINING HIGHER EDUCATION STUDENTS FOR TEACHING IN VIRTUAL CLASSES. A CASE STUDY IN AN ASIAN CONTEXT ». JOURNAL PLUS EDUCATION 31, no 2/2022 (1 novembre 2022) : 238–50. http://dx.doi.org/10.24250/jpe/2/2022/gp.
Texte intégralMedetbayeva, Salima, Yelena Bayzakova, Zhanar Zhumagalieva, Bagdagul Kadyrbayeva et Gulnur Dauitova. « Digitalisation of higher education : a methodology for applying modern technology to science teaching ». Scientific Herald of Uzhhorod University Series Physics, no 56 (16 février 2024) : 198–205. http://dx.doi.org/10.54919/physics/56.2024.19fyr8.
Texte intégralRêgo, Heleine Maria Chagas, et José roberto Rodrigues. « Methodology of problematization with the maguerez’s arch : an alternative method for teaching, research and study in dentistry ». Brazilian Dental Science 18, no 1 (27 février 2015) : 34. http://dx.doi.org/10.14295/bds.2015.v18i1.1047.
Texte intégralTushko, Klavdiia, et Serhiy Sovva. « METHODOLOGY OF TEACHING THE STUDY-TECHNOLOGY DISCIPLINE TO FUTURE BORDER OFFICERS ». Scientific Bulletin of Uzhhorod University. Series : «Pedagogy. Social Work», no 1(48) (27 mai 2021) : 419–22. http://dx.doi.org/10.24144/2524-0609.2021.48.419-422.
Texte intégralThèses sur le sujet "Research – methodology – study and teaching (higher)"
Sotshangane, Nkosinathi Owen. « Working Towards Improved Facilitation of Research Capacity Development at Walter Sisulu University (WSU) Using Action Research (AR) Methodology ». Thesis, Walter Sisulu University, 2015. http://hdl.handle.net/11260/901.
Texte intégralChan, Wai Lin Natalie. « Comparison of the effectiveness of implicit learning and explicit learning of a report writing in Hong Kong tertiary institution ». HKBU Institutional Repository, 2007. http://repository.hkbu.edu.hk/etd_ra/847.
Texte intégralPenn-Edwards, Sorrel. « Conceptions of information video in university research and teaching : A phenomenographic study ». Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36565/1/36565_Digitised%20Thesis.pdf.
Texte intégralMelhuish, Kathleen Mary. « The Design and Validation of a Group Theory Concept Inventory ». PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2490.
Texte intégralLoveless, Jerry C. L. « The Use of Music as a Pedagogical Tool in Higher Education Sociology Courses| Faculty Member Perspectives and Potential Barriers ». Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1540707.
Texte intégralPrevious research has identified student engagement as an important antecedent to student learning in higher education. Although student engagement is viewed as important for learning, a significant number of college students still report frequently feeling bored in their courses. The use of music as a pedagogical tool is believed to be beneficial for promoting student engagement and student learning in higher education sociology courses, yet it has been suggested that sociology faculty members do not commonly incorporate the technique into their courses. The purpose of this comparative interview study is to explore higher education sociology faculty members' understandings of the use of music as a pedagogical tool, and the perceived importance of student engagement to student learning among higher education sociology faculty members.
In this study, it is found that higher education sociology faculty members believe student engagement can lead to increased student learning. It is also found that higher education sociology faculty members generally identify music as an effective pedagogical tool for promoting student engagement and learning in higher education sociology courses. Interestingly, participants believed the use of music as a pedagogical tool to be an uncommon practice in higher education sociology courses in the United States. As part of their efforts to explain their choices to use or not use music as a pedagogical tool, faculty participants described potential barriers that may impact faculty member choices to use music in their higher education sociology courses.
Sociology faculty participants in this study agreed that a lack of discussion of pedagogical tools among colleagues and in teaching courses might serve as a potential barrier for the use of music as a pedagogical tool. Higher education sociology faculty participants also identified a lack of knowledge of how to use music as a pedagogical tool as a potential barrier for the use of music in sociology courses. This research suggests that the lack of faculty knowledge of music as a pedagogical tool may be due to the lack of discussion of pedagogical tools both among colleagues and in the teaching courses completed by higher education sociology faculty members.
Past research has suggested that sociology faculty members need to create an environment that encourages students to be active and engaged participants in their own learning through building a community of learners. This study suggests that higher education sociology faculty members may successfully build a community of learners through using music as a pedagogical tool in their courses. This study recommends that changes at the departmental level need to occur in order to make it easier for sociology faculty members to gain the knowledge required to use music effectively in their courses. Suggestions for practice and future research are provided.
April, Lynne Celeste. « A teacher's story of personal and professional growth and development through the use of reflection ». Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53305.
Texte intégralENGLISH ABSTRACT: The research question I wondered about was whether becoming a reflective practitioner/teacher could contribute to a sense of empowerment and greater effectiveness in practice. I am telling my own story in this study and have chosen to do this through the use of a variant of Life History Research called Narrative Inquiry. This is a qualitative approach to research and makes use of narratives. Field texts (journal entries, family stories, teacher stories) were produced through conversations, observation and journal writing. These field texts were then presented in narrative form. Analysis of the field texts, as well as the story was done throughout the research process. I used conceptual tools developed within Narrative Inquiry to analyse the narrated data in order to foreground the two main areas namely personal and professional growth. Based on this study of my personal experience of the use of reflection, it would seem that becoming a reflective practitioner could indeed contribute to a sense of empowerment and more effective classroom practice by supporting personal and professional growth and development.
AFRIKAANSE OPSOMMING: Die navorsingsprobleem waaroor ek wonder is of die gebruik van refleksie as reflektiewe praktisyn kan bydra tot 'n gevoel van bemagtiging en groter effektiwiteit binne die klaskamer. Aangesien ek my eie storie in hierdie studie wou vertel het ek besluit om gebruik te maak van 'n variant van lewensgeskiedenisnavorsing naamlik 'Narrative Inquiry'. 'Narrative Inquiry' is 'n kwalitatiewe benadering tot navorsing en maak gebruik van stories. Narratiewe data (dagboekinskrywings, familieen onderwyserstories) is geproduseer uit gesprekke, waarneming en die skryf van 'n dagboek en is in die vorm van 'n storie vertel. Analise van narratiewe data vind plaas regdeur die navorsingsproses. In die analise van die narratiewe data is gebruik gemaak van konseptueie terme wat binne 'Narrative Inquriry' ontwikkel is om die professionele en persoonlike ontwikkeling uit te lig. Uit hierdie studie van persoonlike ervaring van die gebruik van refleksie as 'n reflektiewe praktisyn wil dit blyk dat die gebruik van refleksie wel kan bydra tot gevoelens van bemagtiging en groter effektiwiteit binne die praktyk, aangesien dit professionele en persoonlike groei en ontwikkeling ondersteun.
Huang, Ruen-Ting. « A program for teaching environmental issues in Taiwanese junior high schools ». CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2668.
Texte intégralBurns, Heather L. « Education as Sustainability : an Action Research Study of the Burns Model of Sustainability Pedagogy ». PDXScholar, 2009. https://pdxscholar.library.pdx.edu/open_access_etds/942.
Texte intégralMokhele, Paul Rampaola. « Developing teaching and learning skills at a Higher education institution : a collaborative action research study ». Thesis, Walter Sisulu University, 2013. http://hdl.handle.net/11260/d1007960.
Texte intégralSade, Sarah. « The impact of collaborative action research as a methodology for building, knowledge for teaching : a case study ». Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250220.
Texte intégralLivres sur le sujet "Research – methodology – study and teaching (higher)"
1953-, Bangura Abdul Karim, dir. Research methodology and African studies. Lanham : University Press of America, 1994.
Trouver le texte intégralDele, Layiwola, dir. A handbook of methodology in African studies. Ibadan : John Archers, 1999.
Trouver le texte intégralStaines, Gail M. Social sciences research : Research, writing, and presentation strategies for students. 2e éd. Lanham, Md : Scarecrow Press, 2008.
Trouver le texte intégralRampino, Lucia. Design research : Between scientific method and project praxis : notes on doctoral research in design 2012. Milano, Italy : FrancoAngeli, 2012.
Trouver le texte intégralStaines, Gail M. Social sciences research : Writing strategies for students. Lanham, Md : Scarecrow Press, 2000.
Trouver le texte intégralNelson, Jennie. Constructing a research paper : A study of students' goals and approaches. Berkeley, CA : University of Calif., Center for the Study of Writing, 1992.
Trouver le texte intégralNelson, Jennie. Constructing a research paper : A study of students' goals and approaches. Berkeley, CA : Center for the Study of Writing, Carnegie Mellon University, 1992.
Trouver le texte intégralGurova, I︠A︡nina. Istorii︠a︡ metoda istoriko-ėkonomicheskoĭ nauki. Ulʹi︠a︡novsk : UlGU, 1999.
Trouver le texte intégralNetherlands. Ministerie van Onderwijs en Wetenschappen. et Netherlands. Ministerie van Landbouw en Visserij., dir. Concept-beleidsnotitie internationalisering van onderwijs en onderzoek. Zoetermeer : Ministerie van Onderwijs en Wetenschappen, 1987.
Trouver le texte intégralBáez, Luis Lloréns. La ciencia que todos podemos entender : Un acercamiento a nuestra formación científica en las instituciones de educación superior. Mexicali, B.C., México : Universidad Autónoma de Baja California, 1989.
Trouver le texte intégralChapitres de livres sur le sujet "Research – methodology – study and teaching (higher)"
Schauer, Gila A. « Methodology ». Dans Intercultural Competence and Pragmatics, 39–52. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-44472-2_3.
Texte intégralArmbrüster, Christian, et Matthias D. Witte. « Outdoor School in Germany. Theoretical Considerations and Empirical Findings ». Dans High-Quality Outdoor Learning, 335–47. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_19.
Texte intégralDaniel, Ben Kei, Tony Harland et Navé Wald. « The study of higher education ». Dans Higher Education Research Methodology, 11–18. 2e éd. London : Routledge, 2024. http://dx.doi.org/10.4324/9781003473459-2.
Texte intégralBrandenburg, Robyn, et Sharon McDonough. « Ethics, Self-Study Research Methodology and Teacher Education ». Dans Self-Study of Teaching and Teacher Education Practices, 1–14. Singapore : Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9135-5_1.
Texte intégralLunenberg, Mieke. « Teaching and Learning Self-Study Research : Tracing the Map ». Dans Teaching, Learning, and Enacting of Self-Study Methodology, 101–10. Singapore : Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8105-7_12.
Texte intégralWaller, Karena L., et Michael Prosser. « The Rapidly Changing Teaching and Research Landscape : The Future of SoTL and the Teaching-Research Nexus ». Dans Rethinking Higher Education, 27–41. Singapore : Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8951-3_3.
Texte intégralSamaras, Anastasia P., et Kathleen Pithouse-Morgan. « Self-Study Research in a Polyvocal Professional Community Design ». Dans Teaching, Learning, and Enacting of Self-Study Methodology, 245–57. Singapore : Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8105-7_23.
Texte intégralHiralaal, Anita, Refilwe Matebane et Kathleen Pithouse-Morgan. « Learning Through Enacting Arts-Informed Self-Study Research with Critical Friends ». Dans Teaching, Learning, and Enacting of Self-Study Methodology, 295–312. Singapore : Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8105-7_26.
Texte intégralJarosz, Anna. « The Methodology of the Longitudinal Action-Research Study Among Secondary-School Learners ». Dans Second Language Learning and Teaching, 73–95. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13892-9_4.
Texte intégralPeercy, Megan Madigan, Dalal Alkandil, Rebecca Caufman, Seth Hudson, Shante Lane, Alice E. Petillo, Eric Reeves et Andrea Sonnier. « “Standing in a Messy Sandpit” : The Learning Side of Self-Study Research ». Dans Teaching, Learning, and Enacting of Self-Study Methodology, 259–73. Singapore : Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8105-7_24.
Texte intégralActes de conférences sur le sujet "Research – methodology – study and teaching (higher)"
Prandner, Dimitri, et Katrin Hasengruber. « Embracing the digitalization of research education ? How social science research education was influenced by the COVID-19 pandemic ». Dans Seventh International Conference on Higher Education Advances. Valencia : Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12984.
Texte intégralCosta, Rosalina Pisco, Beatriz Roque et Vanessa Carreira. « Monsters, fear and fun. Bringing creative methodologies into the higher education classroom to study children and childhood ». Dans Seventh International Conference on Higher Education Advances. Valencia : Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13151.
Texte intégralOrdóñez López, Pilar, et Rosa Agost. « Teaching Theory in Applied Degrees : A Critical Examination of Curricular Design for Translation Theory Subjects in Comparison with the Students' Expectations ». Dans Third International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5309.
Texte intégralIlie, Ioana corina, et Catalin Bursuc. « STUDY ON THE PERCEIVING WAY OF ON-LINE COURSES EFFICIENCY. RESEARCH MADE BY SURVEY ». Dans eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-120.
Texte intégralGonçalves, Vitor, et Bruno Gonçalves. « Online teaching and learning : a year later what has changed ? » Dans Seventh International Conference on Higher Education Advances. Valencia : Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13188.
Texte intégralLeiba, Moshe, et Ruti Gafni. « Zooming? ! - Higher Education Faculty Perspectives ». Dans InSITE 2021 : Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4768.
Texte intégralGombos, Szandra, et Attila Kurucz. « Course innovation in business higher education – A case study of a BA Commerce and Marketing course ». Dans Tenth International Conference on Higher Education Advances. Valencia : Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17347.
Texte intégralSaprunova, Olena. « The Development Tendencies of Content and Language Integrated Learning Methodology at the University Level ». Dans 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.60.
Texte intégralMarimon, Frederic, Marta Mas-Machuca et Anna Akhmedova. « Remote Assessment in Higher Education : Insights from Southern Europe ». Dans Tenth International Conference on Higher Education Advances. Valencia : Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17219.
Texte intégralHernandez-Carrión, Jose Rodolfo, et Ivona Vrdoljak Raguž. « Learning outcomes in the field of human resource management in business administration studies in the context of implementation of European Qualifications Framework (EQF) - examples from University of Valencia, Spain, and University of Dubrovnik, Croatia ». Dans Fourth International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8256.
Texte intégralRapports d'organisations sur le sujet "Research – methodology – study and teaching (higher)"
KISELNOKOV, I. V. DIDACTIC CONDITIONS FOR ACTIVATION OF COGNITIVE ACTIVITY OF STUDENTS OF TECHNICAL HIGHER EDUCATION INSTITUTIONS IN THE PROCESS OF TEACHING MATHEMATICS. Science and Innovation Center Publishing House, avril 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-26-39.
Texte intégralKharadzhian, Natalia, Larysa Savchenko, Karyna Safian, Yuliia Kulinka et Oksana Mykolaivna Kopylova. Future Professional Education Specialists’ Mastering of Project Methodology of Creating Pedagogical Situations in the Service Sector. [б. в.], août 2020. http://dx.doi.org/10.31812/123456789/4142.
Texte intégralPylypenko, Olha S., Tetiana H. Kramarenko et Ivan O. Muzyka. Application of GeoGebra in Stereometry teaching. [б. в.], juillet 2020. http://dx.doi.org/10.31812/123456789/3898.
Texte intégralKramarenko, Tetiana H., Olha S. Pylypenko et Vladimir I. Zaselskiy. Prospects of using the augmented reality application in STEM-based Mathematics teaching. [б. в.], février 2020. http://dx.doi.org/10.31812/123456789/3753.
Texte intégralKramarenko, T. H., O. S. Pylypenko et O. Yu Serdiuk. Digital technologies in specialized mathematics education : application of GeoGebra in Stereometry teaching. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4534.
Texte intégralMayfield, Colin. Higher Education in the Water Sector : A Global Overview. United Nations University Institute for Water, Environment and Health, mai 2019. http://dx.doi.org/10.53328/guxy9244.
Texte intégralKorobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, Daryna O. Holub, Nataliia V. Zinukova, Tetyana L. Kozhushkina et Sergei B. Vakarchuk. Google cloud services as a way to enhance learning and teaching at university. [б. в.], juillet 2020. http://dx.doi.org/10.31812/123456789/3854.
Texte intégralShalatska, Hanna, Olena Zotova-Sadylo, Olexandr Makarenko et Larysa Dzevytska. Implementation of E-assessment in Higher Education. [б. в.], novembre 2020. http://dx.doi.org/10.31812/123456789/4466.
Texte intégralLavadenz, Magaly, et Elvira Armas. An Exploratory Study of Bilingual Teacher Residencies in California. California Council on Teacher Education (CCTE), 2023. http://dx.doi.org/10.15365/ceel.article.2023.1.
Texte intégralKiianovska, N. M. The development of theory and methods of using cloud-based information and communication technologies in teaching mathematics of engineering students in the United States. Видавничий центр ДВНЗ «Криворізький національний університет», décembre 2014. http://dx.doi.org/10.31812/0564/1094.
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