Tesi: "Teaching methods"

1

Denysenko, V. "Teaching methods for teaching English for specific purposes". Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18524.

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Rozhkova, I. "Teaching methods of treatment eyes". Thesis, Sumy State University, 2016. http://essuir.sumdu.edu.ua/handle/123456789/46899.

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Note that to prevent any disease is easier than to fight it! Innovations in medicine help to save and treat vision. However, it is important to remember that a lot depends on the style and way of life. Take care of your vision!

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Анпілогова, Тетяна Володимірівна. "POPULAR METHODS OF TEACHING ENGLISH". Thesis, Національний авіаційний університет, 2019 //Лінгвістичні та методологічні аспекти викладання іноземних мов професійного спрямування України: Матеріали І Міжнародної науково- практичної конференції 20 березня 2019 р. / За заг. ред. О.М. Акмалдінової. – К. : НАУ, 2019. с 13-15, 2019. http://er.nau.edu.ua/handle/NAU/38409.

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Success in learning a language depends on the quality of the chosen method. Each technique has its pros and cons. 4 methods ( suggestopedic method , traditional technique, communicative technique , intensive teaching methods) of teaching English are described in the article.
Успех в изучении языка зависит от качества выбранного метода. У каждой методики есть свои плюсы и минусы. В статье описаны 4 метода (сугестивный метод, традиционная техника, коммуникативная методика, интенсивный метод обучения) преподавания английского языка.
Успіх у вивченні мови залежить від якості обраного методу. Кожна техніка має свої плюси і мінуси. У статті описано 4 методики (сугестивний метод, традиційна методика, комунікативна техніка, інтенсивні методи навчання) висвітлені у статті.

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Delahoyde, Theresa Hawkins Peggy L. Morin Patricia J. Hutchinson Christine. "Generational differences of baccalaureate nursing students' preferred teaching methods and faculty use of teaching methods". Click here for access, 2009. http://www.csm.edu/Academics/Library/Institutional_Repository.

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Thesis (Ed. D)--College of Saint Mary -- Omaha, 2009.
A dissertation submitted by Theresa Delahoyde, MSN, RN to College of Saint Mary in partial fulfillment of the requirement for the degree of Doctor in Education with an emphasis on health professions education. This dissertation has been accepted for the faculty of College of Saint Mary by: Peggy Hawkins, PhD, RN, BC, CNE - chair ; Patricia Morin, PhD, RN - committee member ; Christine Hutchinson, JD - committee member. Includes bibliographical references.

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Zhdanova, Tetiana. "Methods of Teaching a Foreign Language in a High School". Thesis, ХНМУ, 2016. http://repo.knmu.edu.ua/handle/123456789/13706.

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Pedagogical skills of teachers require not only knowledge of their subject, but also ability to apply methods and techniques of teaching. Methods of teaching foreign languages are associated with the level of development of society, science, technology and culture.

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Голубчук, Ю. М. "Innovative methods of foreign languages teaching". Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10503.

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7

Roienko, L. V. "Using interactive methods in ESP teaching". Thesis, Одеський національний університет імені І. І. Мечникова, 2020. https://er.knutd.edu.ua/handle/123456789/16225.

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The article describes modern pedagogical technologies and approaches which are used in ESP teaching. The practical methods of active teaching English for Specific Purposes students of economic specialities have been analysed in the article. The issue of the main activities and approaches for improving ESP teaching has been covered in the article.
У статті описані сучасні педагогічні технології і методи, що використовуються при викладанні іноземної мови фахового спрямування. У статті мова йде про головні види діяльності для удосконалення процесу викладання іноземної мови фахового спрямування.

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Berkutova, T. I., V. V. Vrakina e V. B. Makarov. "Interactive methods in teaching foreign languages". Thesis, NTU "KhPI", 2017. http://repository.kpi.kharkov.ua/handle/KhPI-Press/38034.

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Nivens, Ryan Andrew. "Teaching Mathematics Methods During Residency 1". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/220.

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Zozulia, I. Ye, e І. Є. Зозуля. "Methods and techniques used in Ukrainian language teaching interactive technologies (practical experience)". Thesis, Leipzig University, 2018. http://ir.lib.vntu.edu.ua//handle/123456789/23179.

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Мацюця, К. Ф. "The innovative methods in teaching foreign languages". Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10578.

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Щур, К. А. "Modern methods of teaching foreign languages abroad". Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10600.

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13

Vetoshkina, M. M., e D. V. Nestorenko. "Texts of Ecological Discourse: Teaching Translation Methods". Thesis, Sumy State Universität, 2017. http://essuir.sumdu.edu.ua/handle/123456789/67319.

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The contemporary world is characterized by globalization and technological modernization. The human society develops and makes meaningful strides towards new discoveries and researches. The new disciplines and subjects appear. Philological sciences are burgeoning, that is why one of such disciplines – ecolinguistics – has appeared. A founder of the term “ecology of language” is an American linguist Einar Haugen. In 1970 he proved that there was interaction between psycholinguistics and sociolinguistics [5, 106]. The ecolinguistics also helps in investigating the role of a language in solving different ecological problems. This discipline is a tool that gives the opportunity for a linguist to investigate texts of ecological discourse.

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Johnson, William J. "The teaching methods of Jesus a guide /". Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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15

Rabb-Liu, Amy Felice 1968. "Teaching methods and student understanding in calculus". Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288725.

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This study is a comparative case study of what three college calculus teachers did in their classrooms and what their students understood about the concept of derivatives. The teachers were solicited on the basis of peer, supervisor and student recommendations as being good teachers; several volunteer student subjects were selected from each class. Using a naturalistic participant-observer paradigm, the data were collected primarily via extensive classroom observations and in-depth interviews with the teachers and students. Examination of written work, such as student exams, was employed for additional confirmation of hypotheses generated in the field. This study contributes to the bodies of knowledge on pedagogy, effective teaching, classroom dynamics, student understanding and teacher beliefs. The results should be of interest to teachers, teacher educators, mathematics text authors and people interested in how students learn and think about mathematics at the collegiate level. The study of these three classrooms reveals that there is a variety of effective teaching models for undergraduate calculus classrooms. There were, however, important commonalties among these models, the examination of which leads to some characterization of effective teaching practices. These teachers kept the focus on what their students were learning, rather than on covering material. In three different ways, these teachers each gave their students the opportunity to interact with the mathematics before the lesson ended. All three teachers displayed a willingness to grow and learn as teachers. Calculus students do not always learn what their teachers think they have taught. The students in this study displayed a variety of mistaken ideas about the concept of derivative and about other mathematical topics. For example, many students had trouble distinguishing between properties of the function and properties of the derivative. Some students believed that the derivative at a point was a line, rather than the numerical value associated with the slope of a line. Students and teachers disagreed about the correct definition of the derivative, with students attributing little importance to the idea of limits.

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Zahir, Freshta. "Teaching Methods of Foreign Languages : Teaching and learning of Spanish language in Kabul". Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33821.

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Second languages which are also called foreign languages are learnt beside native spoken languages and they are learnt in a systematic way (Hinkel, 2005). Spanish and English are widely spoken around the globe and they have improved a lot in Afghanistan, especially SPanish after Spanish military existence in teh country as part of ISAF after 2001 to Afghanistan and after the establishment of some private schools where Spanish is a part of curriculum. This school was built due to the interest of Spanish embassy. As the embassy got informed that there is the Spanish department, they immidiately got interested and wanted to establish a school in Afghanistan too where Spanish will be taught as one subject in this only one school in Kabul city. Since, there are mostly non-native speaking teachers with different teaching approaches in Kabul University; the researcher therefore, conducted this study to compares English and Spanish language teachers in the university and a private school. Moreover, students’ perceptions as regards learning a second language are explored as well as their experience and motives. Data for this research is collected with the help of ready-made questionnaire which was distributed to 20 English teachers, seven Spanish teachers at the university, five teachers of Kabul international school, 50 students of Spanish department and 50 students of Kabul international school. In addition to this, five classes were observed in university and five in private school, which helped the comparison of teachers’ perceptions and factual teaching performance in the class. It was found that there are both similarities and differences among teachers of English and Spanish teachers when teaching these foreign languages. In schools these languages are taught superficially and teachers lack professional knowledge while in the university vice versa. This research also found that nearly all the staff and students in Spanish department are grown up in urban areas and none of the students while only three out of 12 Spanish teachers have visited Spain. Half of the students in school were concerned about the impact of Spanish on Afghan society while students in the university and Spanish teachers had the counter idea. Moreover, it was found that in university students were given articles, assignments and topics from magazines and newspapers apart from daily lessons for the intention that students strengthen their Spanish language while this practice was hardly visible in school classrooms. In school Spanish language was taught on lecture based where students rarely found any chance for practice of the language and most of the time was allocated for the translation of Spanish.
TEMP Afganistan

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Quilling, Michael Lance. "Applying rhythm teaching methods in an instrumental ensemble". Kansas State University, 2017. http://hdl.handle.net/2097/38162.

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Master of Music
School of Music, Theatre, and Dance
Frederick Burrack
Finding a systematic process for teaching rhythms in the instrumental setting has presented its own set of challenges. Numerous factors such as time constraints, engagement, motivation, and various degrees of proficiency amongst the students can all play a part in the overall success of the group. This video presentation includes a teaching demonstration utilizing techniques acquired from MU680-A (Advanced Rehearsal Techniques). Using rhythm readiness sheets modeled by Dr. Jay Gilbert and specific rehearsal techniques taught by Dr. Frank Tracz, this presentation exhibits a process for teaching rhythms that increases retention of rhythmic patterns in a way that enables all students to engage in the learning process simultaneously. The lesson plan is explained in detail and the routine was repeated daily and eventually implemented into the twelve-minute warmup portion of the rehearsal. After three weeks the students were recorded and asked to reflect on their progression. A noticeable change was observed after the lesson was completed and applied to the piece. In addition, the method also revealed several hidden learning outcomes, such as facilitating independence as musicians, utilizing listening skills to distinguish how various patterns fit within an established pulse, and increasing student motivation by creating positive rehearsals with attainable goals. The result was a performance showcasing the growth of the ensemble’s overall musicianship. The rhythm readiness sheet and concept that was utilized in the teaching demonstration is credited to Dr. Jay Gilbert. The rhythm readiness sheet is not copyrighted or published, however expressed written consent was granted by Dr. Gilbert and can be found in the Appendix.

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Чумаченко, Юлія. "Examples of innovative methods of foreign languages teaching". Thesis, Київський національний університет технологій та дизайну, 2017. https://er.knutd.edu.ua/handle/123456789/7238.

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Alotaibi, Sultan. "Study of Islamic Teaching Methods in Saudi Arabia". Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1395603595.

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Crabill, Thomas V. "Teaching Methods of a Successful College Soccer Coach". University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1399642117.

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Randall, John H. "Stages of faculty concern about teaching online| Relationships between faculty teaching methods and technology use in teaching". Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10139810.

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As more online courses and programs are created, it is imperative institutions understand the concern of their faculty toward teaching online, the types of technology they use, and the methods they use to instruct students in order to provide appropriate resources to support them. This quantitative study measures these concerns, using the Stages of Concern Questionnaire, of full-time faculty at a small Christian liberal arts university in Southern California relative to teaching online, technology use, and teaching methods. The majority of faculty reported being unconcerned about teaching online.

The correlations conducted between faculty’s concerns about teaching online and their teaching methods showed that while some relationships exist, the strength of the relationships are weak. The same was true for the relationships between faculty’s technology use and their concern about teaching online. Additionally, analysis of variance revealed faculty who practice more student-centered teaching methods are more likely to focus on coordinating and cooperating with others regarding teaching online.

It can be concluded that the majority of faculty at the institution are not concerned about teaching online and that overall, their technology use and specific teaching methods do not contribute to their concerns about teaching online. However, it was found that faculty who are more student-centered are more likely to cooperate and coordinate with others in regards to teaching online. These findings have implications for the institution where this research was conducted. The administration can be more confident knowing that many of their faculty are not highly concerned about teaching online, therefore, may be less likely to resist teaching these types of classes. The administration now has information that shows faculty who are more student-centered are more likely to cooperate with others in regards to teaching online. These faculty may be more inclined to promote online teaching and ultimately help fulfill the strategic plans of the University.

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Chounlamany, Kongsy, e Bounchanh Khounphilaphanh. "New methods of teaching? : refroming education in Lao PDR". Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-40938.

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This thesis is about the recent education reform in Laos as a global and a local process. When the economy was deteriorating in Lao People’s Democratic Republic (PDR), the so called New Economic Mechanism (NEM) was introduced and the country opened up for global donors and markets. This also had an effect on the education system. To get hold of financial support there were demands on Lao PDR to replace the previous strong centralised governing of education with more decentralised strategies. There were further demands to replace teacher-led lessons and rote learning with more student-centred classroom practices. The research questions asked in this thesis are: How are education reform and the new methods of teaching governed in policy and through the formal education organisations from ministry level to school level? How do teachers and students in teacher education respond to the education reform and the new methods of teaching? What attention is put to gender and ethnic minorities in these matters? The thesis is inspired by Gita Steiner-Khamsi’s global perspectives on education reform; consensus, conflict and culturalist perspectives. It is also based on a local understanding taking its starting point in a pragmatic approach and a mosaic epistemology and a qualitative inductive methodological approach. The empirical findings are based on 36 documents that govern the education reform, 119 individual interviews with teachers and students in social science and science at teacher education, some observations and a contextual analysis of education, gender and ethnicity in Laos. The findings show that there is a consensus with the international community about bringing education to all people in Lao PDR. However, the political understanding is in conflict between neoliberal and socialist traditions. Democratic centralism is the foundation which built the governing system in Laos; information flows up through the system and decisions down. Even though the system leaves 20 percent autonomy to teachers to develop local curricula in line with the new methods of teaching, there are yet no major signs that such curricula exist. Teacher educators and teacher students understand new methods of teaching mainly as group learning and individual learning with only small variations between the two subjects. According to current policy the goal is to improve access to education for females and ethnic minority students. The ethnic minority students regarded individual studies as difficult because of language problems. They preferred group learning because they could be supported in language issues. Females also felt supported in group learning. However, because of old gender traditions especially females from the dominating Lao Loum group also found individual learning supportive. In individual learning females got opportunities to show individual capacities without being constrained by societal norms. The thesis ends up in a pragmatic tradition where possibilities and constraints with the education reform in Lao PDR are commented on.

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Backman, Mayumi. "Teaching Methods in Japan with relation to English Syntax". Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-17854.

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Al-Otaibi, Saad. "Methods of teaching Islamic education in Kuwaiti secondary schools". Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497434.

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Meissner, Henrique. "Teaching young musicians expressive performance : a mixed methods study". Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/22929/.

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Ekblom, Viktor. "Adapting Teaching Methods and Approaches to Students with ASD". Thesis, Malmö universitet, Malmö universitetsbibliotek, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39217.

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The purpose of this paper is to examine to what extent teachers in Swedish EFL (English as a Foreign Language) classrooms need to adapt their teaching methods and strategies to best handle students with Autism Spectrum Disorder (ASD). According to Skolverket (2020), a lot of students diagnosed with ASD fail to reach the knowledge requirements for a pass in their English classes in school. The paper presents relevant research retrieved from databases ERIC and EBSCO and discusses the findings in relation to the research questions and the Swedish curriculum. The research presented show students with ASD often struggle with attention, anxiety, and primarily listening comprehension in the classroom. Methods researchers argue counteracts the obstacles for the autistic students aim to reduce anxiety, enhance communication, and complement verbal instructions with visual support.

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Синилкіна, Анна. "Innovative techniques and methods in teaching english at universities". Thesis, Київський національний університет технологій та дизайну, 2017. https://er.knutd.edu.ua/handle/123456789/7232.

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Prieto, Pérez Nevia, e Martín Silvana San. "Teaching and learning Methods: Theories and Trends in L2". Tesis, Universidad de Chile, 2004. http://www.repositorio.uchile.cl/handle/2250/110138.

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Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa.
After many years of hard study and careful research, we can state that focusing on the teaching area is not the key to achieve a good proficiency when learning a foreign language. This idea is based on the fact that, even though there have been many attempts to develop a good method for teaching languages through many decades, none of them has proved to be accepted by the whole language teaching community. Since our work was originally planned to encompass teaching and learning, from our point of view the process of learning is undoubtedly the most important thing. Consequently it must be studied in depth.

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Jacober, Rochelle Ann. "Effectiveness of three methods of teaching breast self-examination". Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276598.

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A quasi-experimental design was used in this study to determine if guided practice would result in higher breast cancer knowledge scores, higher breast self-examination (BSE) knowledge scores and higher intent to practice scores then modeling alone or teaching without modeling or guided practice. Fifty-eight women participated in the study. There were 19 women in the guided practice group, 22 in the modeling group and 17 in the control group. A pre-test, post-test format was used. ANCOVA was used to statistically control for the variance in pre-test scores. Descriptive statistics were used to analyze demographic data. The results showed that all methods of teaching resulted in higher breast cancer and BSE knowledge scores and in higher intent to practice scores. There were no statistically significant differences between the groups. Nursing research need to continue in this area to find the most effective method of teaching women breast self-examination.

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Cushman, Mary Ellen. "Reading, writing, and metacognition: Theoretical connections and teaching methods". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/458.

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Relationships between reading and writing -- Formation of a thought-world that is a cluster of ideas and associations related to a literacy event -- Establishment of a progression of interrelated ideas from the thought-world -- Creation of intersentence cohesion by filling of gaps.

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Christian, Richard Dennis Rhodes Dent. "A design for teaching preservice secondary social studies teachers methods for teaching critical thinking skills". Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633389.

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Thesis (Ed. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 10, 2006. Dissertation Committee: Dent M. Rhodes (chair), Larry Kennedy, Kenneth Jerrich, Frederick Drake. Includes bibliographical references (leaves 195-204) and abstract. Also available in print.

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Hellström, Rasmus. "Task Based Language Teaching versus Presentation Practice Production : A Comparison of Two Language Teaching Methods". Thesis, Linköpings universitet, Avdelningen för språk och kultur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-125395.

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Simpson, Linda. "Undergraduate Nursing Students’ Learning Style Preferences and Preferred Faculty Teaching Methods Compared to the Actual Methods Used by Faculty". Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3833.

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Aim. The aim of this study was to examine the generational differences of undergraduate nursing students’ learning style preferences and their preferred faculty teaching methods to the teaching methods used most often by nursing faculty in the classroom. Background. Nursing educators are responsible for creating learning environments that are effective for students that are in different generations and nursing educational pathways. Each generational cohort brings a collective set of characteristics, expectations, and preferences to the classroom, challenging educators to balance the generational learning styles of all students with respectable, evidence-based, pedagogical approaches. This study was one of the first to explore Generation Z’s preferred teaching method preferences used in the classroom. Method. Both descriptive and inferential statistical procedures were used for this study. A one-sample Wilcoxon signed-rank test was performed to evaluate the difference between each of the learning style preferences, followed by a Kruskal-Wallis test that compared the generational differences to the learning styles. A Likelihood-ratio Chi-square (LR χ2) was performed to assess for association between generational cohorts and their preferred teaching methods used in the classroom. Results. One hundred eighty-four undergraduate nursing students; and sixty-seven nursing faculty from ten Southeastern states were included in the sample for this study. Using the Index of Learning Styles® survey, results found nursing students had either a balanced active/reflective and sequential/global learning style, or a sensing or visual learning styles. With regards to preferred teaching methods, lecture, and the use of visual aids in the classroom were identified as the top teaching methods preferred by both student and faculty participants. Conclusion. Nurse educators are responsible for creating learning environments that are inclusive of students from diverse generational cohorts, spanning six decades and in multiple nursing educational pathways. These results provide new information for nursing educators to utilize in various academic settings.

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Thiel, Robert A. "A Mixed-Methods Study on Impact of Teaching Methods for Andragogy in an Informal Setting". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu158739437463573.

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Tlala, Kedibone Magdeline. "The effect of predict-observe-explain strategy on learner's misconceptions about dissolved salts". Thesis, University of Limpopo ( Turfloop campus), 2011. http://hdl.handle.net/10386/641.

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Thesis (M.Ed.) --University of Limpopo, 2011
Misconceptions learners bring to class are in sharp contrast to acceptable science. These misconceptions emanate from a variety of sources including the way educators teach, textbooks used by teachers and from life experiences. These misconceptions at high school (Grade 10) are a potential source of learning difficulty regarding understanding how salts dissolve in water. To assist learners to overcome such difficulties, learner-centred and activity-based intervention, Predict-Observe-explain (POE), was used in this study. The sample consisted of 93 Grade 10 Physical Sciences learners from two neighbouring schools situated in Moutse West circuit, Sekhukhune District, Limpopo Province. 53% of the students involved in this study were males and 47% were females. The purpose of this study was to investigate Grade 10 Science learners’ conceptual understanding of dissolved salts and to explore the use of POE strategy in order to reduce learners’ misconceptions about the dissolved salts. The study also, explored students’ prior knowledge of concepts related to the dissolved salts and determined the effectiveness of POE strategy on males and females. A quasi-experimental design was used where the experimental group (EG) used POE strategy during treatment and where the control group (CG) used the traditional teaching using lecturing and demonstrations. Before the start of the study, both groups wrote a pre-test using the Achievement Test (AT) to determine science baseline knowledge. Thereafter the intervention for EG and lecturing for CG followed and lasted for five weeks. After the intervention, both groups wrote the post-test to determine learners’ achievements. The post-test was followed by interviews to discover issues that were not identified during the AT. The quantitative data were analysed using both the t-test and the Analysis of Co-variance (ANCOVA). The qualitative data collected through interviews were coded to form themes and later themes were organised in categories. The results show that EG performed better in the post-test than the CG their counterpart. More importantly, this study identified two new misconceptions that have not been reported in the literature: salts dissolve in water when it is in ‘fine’ grains; and solid sodium chloride is not an ionic compound. Furthermore, findings from AT revealed that students’ conceptual understanding of how salts are formed, how salts dissolve in water and how salts ionise improved dramatically especially from the EG, but not for the CG. Data collected on the AT post-test for EG show that males (mean 21.13 ± 9.72 SD) achieved better than females (mean 12.73 ± SD 5.97) and t-test p = 0.004. On macro level concepts, females from CG achieved higher scores than the males from the same group. Conversely, on micro level, the CG achievements were lower than the EG in males and females, suggesting that POE favours the reduction of misconceptions not only at macroscopic levels, but also at microscopic levels. The findings in this study highlight the need for educators, curriculum developers and textbook writers to work together in order to include various elements of POE in the curriculum as a model for conceptual change at high school science classroom.

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Lärkefjord, Bernadette. "Teaching English Grammar : Teaching Swedish Students at Upper Secondary Level". Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-623.

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The purpose of this essay is to investigate what different ways there are to teach English grammar at upper secondary level and what guidance experienced teachers have to offer. This is done by studying different theorists’ ideas on language acquisition as well as what researchers’ opinions are on how to teach grammar. I have also interviewed seven experienced teachers who work at upper secondary level.

The results of this investigation show that explicit grammar teaching has decreased over the years and been replaced by implicit grammar teaching and communication exercises. Grammar teaching has become integrated with activities focusing on meaning and is taught more through examples than by using grammatical terminology. Since students frequently come into contact with English they are not thought to need grammar rules as much, since they learn the language in a native-like way almost. However, they repeatedly make some mistakes. Each teacher had different methods for dealing with these mistakes, but they seemed to be keeping in mind the students’ needs and the curriculum.

In this study, I will highlight some methods for teaching grammar, factors that can influence learning and provide information on some existing theories about how students learn their second language.

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Naiser, Emilie Ann. "Understanding fractional equivalence and the differentiated effects on operations with fractions". Texas A&M University, 2004. http://hdl.handle.net/1969.1/1469.

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This study compared two representations for teaching fraction equivalence. It traced the implications of both representations on the students comprehension of fractions as well as their ability to perform operations with fractions. The participants in the study included 65 sixth grade students in three extant classrooms. Two classes were instructed using the textbook representation while the third class received instruction using a representation presented by Van de Walle and recommended by the National Council for Teaching Mathematics. Data were collected from pre-tests, post-tests, student work samples, field notes and a semi-structured interview. Qualitative analyses were used to analyze the data. Items were coded for procedural and conceptual understanding and categorized into levels of proficiency. Additionally, items involving operations with fractions were coded for error patterns. Conclusions were drawn about how the different representations affected student comprehension and faculty with fractions.

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Abachi, A. "Investigating translation teaching methods through classroom interaction analysis : a case-study of Arabic-English teaching situation". Thesis, University of Salford, 1988. http://usir.salford.ac.uk/26485/.

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The purpose of this study is to investigate translation teaching methods as practised in the classroom. Its content falls into two parts. Part One is a review of literature on translation teaching in general in which the main issues, such as the formal academic training of translators, are identified and the curriculum content described (Chapter 1). This is followed by a review of the theoretical aspects of translation teaching methods and their relation between language studies and translation theory (Chapter 2), the main purpose of which is to gain an overall understanding of the mechanism of translation and its techniques so as to facilitate the execution of the research. Part Two is the design of the research and its execution. The research is data-based. The data are tape-recorded translation lessons collected from 3 different classes in three different universities. A background to the procedure adopted for data-collection, the subjects who participated in this study, and the Sinclair system of classroom interaction analysis which was applied to the data are described in Chapter 3. This is followed by the application of Sinclair's system to the data on the basis of which a coding system was set up (Chapter 4). The data analysis revealed the existence of three different translation methods; namely the grammatical, the text-linguistic and the interpretive. The characteristics of each method are described and their implications analysed (Chapter 5). The thesis ends with a critical assessment of translation teaching in general and translation teaching methods in particular and proposes guidelines for an experiment for a unified teaching method.

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Sahin, Safiullah. "Teaching Socio-Scientific Issues (SSI) in Takhar Province, Afghanistan : Methods of Teaching SSI inUpper Secondary Schools". Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32348.

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Teaching Socio-scientific issues (SSI) has been identified as an important factor for improving students’ scientific literacy, argumentation, critical thinking, students learning interests and achievement. However, to what extent SSI is included in science teaching, how it is taught (by which methods) and if it is perceived important by teachers is unknown in an Afghan context. Hence, the general aim of this study was to investigate what methods of teaching SSI upper secondary school science teachers’ use, and if there are any methods they perceive as appropriate to use. A second aim was to investigate how teachers relate SSI to students’ real life and if they consider the teaching of SSI as relevant, and what possible barriers teachers have for teaching SSI. The design of the study is quantitative and consists of a survey. A questionnaire instrument was developed that consist of 15 items. The questionnaire was distributed to 100 upper secondary science teachers in the Takhar province of Afghanistan. The sample was selected based on considering factors such as gender, teaching in urban and rural areas, in order to extract a representative sample from the province. The findings show that the lecturing method was commonly used by the teachers while teaching SSI. Also group work and discussions were frequently used teaching methods, but most often the teachers did not use debate, dialogue and peer work while teaching SSI. In addition all teachers said that they relate SSI to students’ real life, but considering the teachers’ limited knowledge about students’ lives outside school this claim could be questioned. Furthermore this study revealed that a lack of appropriate teaching materials was considered the most important barrier for teaching SSI in Afghan upper secondary schools. Based on the results Afghanistan government and international organizations should pay particular attention to improve teachers’ pedagogical knowledge and provide suitable teaching material for enabling teachers to implement other methods when teaching SSI in the classroom in order to improve students’ learning achievements and interests.

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Esguerra, Mark. "An investigtion [sic] of developmentally appropriate methods in teaching drawing". [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/MEsguerra2007.pdf.

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41

Polianidis, Theodoros. "Lärarmetoder i klassrummet : Astudy of teaching methods in the classroom". Thesis, Stockholm University, Department of Education in Languages and Language Development, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8647.

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Arbetet syftar till att ge en bild av lärarnas metoder i klassrumsundervisningen av tvåspråkiga barn.

Min forskningsfråga lyder: Vilka metoder använder sig läraren av för att undervisa engelsk grammatik till tvåspråkiga barn?

I teori delen börjar jag med att upplysa om tvåspråkighet. Vilken uppfattning hade man om tvåspråkighet och undervisning av tvåspråkiga barn för ungefär 40 år sedan? Vilken uppfattning har forskare om tvåspråkighet och undervisningen av tvåspråkiga elever idag? Jag fortsätter med att belysa om de olika metoderna lärarna använder sig av i klassrumsundervisningen för att undervisa tvåspråkiga elever i engelsk grammatik?

I resultat delen och efter att ha använt intervjun som forsknings redskap kom jag fram till följande resultat: Lärarna använde sig av liknande metoder för att motivera de tvåspråkiga eleverna till språkinlärning. De använde sig främst av leken som metod för att lära ut engelsk grammatik till deras elever. På så sätt blev grammatik undervisningen, enligt lärarna, mycket roligare och intressantare. Alla tre lärare varierade sina lektioner genom att använda sig av olika metoder. Eleverna fick ibland ansvara för sin egen språkinlärning och valde de metoder som passade bäst för deras kognitiva lärande. Lärarna använde sig också mycket av metoden 'Learner Autonomy' som gick ut på att eleverna fick arbeta självständigt och i sin egen takt med olika skrivuppgifter och övningar. Lärarna fick agera som rådgivare på dessa lektioner.

I analysdelen belyste jag om Skillnader samt Likheter i lärarnas åsikter. Jag jämförde vad alla tre lärarna sa i varje fråga och om det fanns några likheter samt skillnader i deras utsagor. Jag kom som sagt fram till att lärarna använde sig av liknande metoder för att lära ut engelsk grammatik i klassrummet, men självklart så fanns det även vissa skillnader på deras sätt att jobba.

Jag avslutade arbetet med en slutdiskussion där jag belyste om de olika problematiska momenten i lärarna utsagor. Samt om den bild jag fått ute på fältet i form av intervjuer, överensstämde med tidigare forskning (litteratur) som gjorts i detta område?

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Bowden, Mark. "What are effects of interdisciplinary teaching methods on student achievement?" Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Bowden_M%20MITthesis%202007.pdf.

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BIM, SILVIA AMELIA. "OBSTACLES TO THE TEACHING OF THE SEMIOTIC ENGINEERING EVALUATION METHODS". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15340@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Esta tese apresenta os resultados de uma pesquisa qualitativa acerca das dificuldades existentes no processo de ensino-aprendizagem de dois métodos de avaliação da Interação Humano-Computador (IHC). Trata-se do Método de Inspeção Semiótica (MIS) e do Método de Avaliação de Comunicabilidade (MAC), propostos pela Engenharia Semiótica para analisar a qualidade da comunicação entre designer e usuário através da interface de sistemas interativos. A pesquisa envolveu a realização de quatorze entrevistas e a análise do andamento de três disciplinas de IHC, a partir das quais foram mapeados e analisados três conjuntos de resultados: (i) dificuldades de ordem prática relacionadas principalmente ao limitado espaço de tempo para trabalhar um volume extenso de tópicos de IHC, ao número elevado de alunos por turma e à falta de material didático e de exemplos da aplicação dos métodos; (ii) dificuldades no desenvolvimento de três capacidades fortemente dependentes entre si e necessárias ao aprendizado dos métodos - interpretação sistemática, abstração e visão global; e (iii) iniciativas docentes para minimização das dificuldades identificadas. Estes resultados são interpretados tanto em relação a dificuldades que são específicas do contexto da Engenharia Semiótica quanto àquelas que são compartilhadas por outras abordagens de IHC e por áreas clássicas e fundamentais da Ciência da Computação. As dificuldades de interpretar, abstrair e construir uma visão global de um problema, longe de serem específicas do ensino dos métodos sob exame, são sérios obstáculos ao ensino de várias áreas e etapas da formação em Ciência da Computação. Soluções específicas ou gerais de uma determinada área são, na realidade, contribuições para o desenvolvimento de capacidades que, uma vez adquiridas, tornarão mais fáceis os processos de ensino-aprendizagem de outras áreas para as quais essas capacidades são também indispensáveis. Deste modo, a identificação e análise das dificuldades encontradas no contexto da Engenharia Semiótica são contribuições que podem vir a beneficiar tanto o processo de ensino dessa teoria e de seus métodos, quanto o ensino de outros tópicos e áreas da Ciência da Computação. As principais contribuições do presente trabalho relacionam-se, portanto, à identificação de alguns fatores que devem nortear a reflexão sobre a formação acadêmico-profissional na Ciência da Computação, e servir como referência para formulação de estratégias e para a elaboração de material didático para suas diferentes áreas.
This thesis presents the results of a qualitative research about the difficulties that are present in the teaching and learning process of two Human-Computer Interaction (HCI) evaluation methods. It concerns the Semiotic Inspection Method (SIM) and the Communicability Evaluation Method (CEM) both proposed by Semiotic Engineering to analyze the quality of the communication between the designer and the user through the interface of interactive systems. The research consisted of fourteen interviews and the analysis of the development of three HCI disciplines, from which three sets of results were mapped and analyzed: (i) practical difficulties mainly related to the limited time to work with a extensive volume of HCI topics, to crowed classes and to the lack of teaching material and examples of the methods´ application; (ii) difficulties in the development of three abilities heavily dependent on one another and required to the methods learning – systematic interpretation, abstraction and broad view; and (iii) teaching initiatives to minimize the identified difficulties. These results are interpreted in relation to both the difficulties specific to the Semiotic Engineering context and to those that are shared by other HCI approaches and by classical and fundamental Computer Science areas. The difficulties to interpret, abstract and to construct a broad view of a problem are far from being specific to the teaching of the methods under investigation, are serious obstacles for the education of many areas and stages of training in Computer Science. Specific or general solutions of a particular area are, in fact, contributions to the development of abilities that, once acquired, will make the teaching and learning process of other areas, where these abilities are also essential, easier. Thus, the identification and analysis of difficulties found in the Semiotic Engineering context are contributions that may benefit both the teaching process of the theory and its methods and the teaching of other topics and areas of Computer Science. The main contributions of this work are related, thus, to the identification of some factors that must guide the reflection about the academic and professional training in Computer Science, and serve as reference to the formulation of strategies and to the development of teaching material to its diverse areas.

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Vanja, Jennessen. "Children’s Literature and English Teaching – Swedish Teachers’ Methods and Attitudes". Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20425.

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This study investigates how primary school teachers of grades F-3 pupils in a number of sample schools in Sweden use children’s literature and other methods to enhance their teaching of English. The study explores the attitudes of these teachers’ to using English children’s literature as a teaching tool to promote language development in their pupils, focusing on vocabulary. An empirical questionnaire study was carried out including a total of twenty-three respondents from seven schools in a Stockholm suburb. The respondents are all working teachers with experience of teaching English to young learners, particularly in grades F-3. This study contributes with new knowledge about the often-recommended use of children’s literature as a method for teaching English to young learners, connecting international research with empirical data from the Swedish context. While the results suggest that the majority of the respondents are positive to using children’s literature in their teaching and regularly do so, many of them feel that it is somewhat difficult to find relevant materials to plan, implement and evaluate lessons within the allocated time-frame. Based on these results, further research about how to create more effective ways of using children’s literature as a method for English vocabulary teaching in Swedish schools is recommended.

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Joubert, L., G. Ludick e Z. Hattingh. "STUDENT EVALUATION OF DIFFERENT TEACHING METHODS AND THE EFFECTIVENESS THEREOF". Interim : Interdisciplinary Journal, Vol 13, Issue 2: Central University of Technology Free State Bloemfontein, 2014. http://hdl.handle.net/11462/287.

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Published Article
A significant amount of time and effort has to go into teaching students. It is no art when lecturers simply read from a text book. The objective of this study was to determine the teaching methods that students at the Hotel School, Central University of Technology, Free State, consider as most effective to support learning. All first-year students (N=73) enrolled for the National Diploma: Hospitality Management were targeted to participate in the survey. A mixedmethod study design was followed, and a questionnaire consisting of closedand open-ended questions was developed for data collection. Closed-ended questions were rated on a five-point Likert scale, while answers to open-ended questions were analysed to determine trends. Results showed that lecturers used a variety of teaching methods. The lecture teaching method was rated best by 49% of students followed by the group discussion method which was rated as second best (19%). Case studies and brainstorming were the least-preferred methods (4% and 0% respectively). Lecturers should ensure that maximum information is transferred through the teaching methods that most appeal to students. The focus should be on enabling students to practically apply the lessons taught in everyday life.

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D'Silva, Siobhan Danielle, e Inês da Silva Araújo Simões. "The efficiency of methods used for teaching and learning patternmaking". Master's thesis, Universidade de Lisboa. Faculdade de Arquitetura, 2016. http://hdl.handle.net/10400.5/13441.

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Dissertação de Mestrado em Design, com a especialização em Design de Moda, apresentada na Faculdade de Arquitetura da Universidade de Lisboa para obtenção do grau de Mestre.
O foco desta pesquisa de design de moda são os métodos de ensino e a aprendizagem de "patternmaking". O propósito é estudar e observar alguns métodos correntes de ensino e retirar conclusões em termos de eficácia através dos resultados obtidos pelos alunos. A combinação de abordagens com intervenção ou sem intervenção de pesquisa qualitativa aqui proposta utilizará ferramentas como: (1) pesquisa literária (2) observação de aulas de "pattern making" de primeiro nível (para descrever e classificar os métodos de ensino usados pelos docentes de acordo com os resultados do desempenho dos alunos) e (3) entrevistas a estudantes e docentes (para identificar os seus antecedentes e experiências bem como as variáveis que contribuem para eficiência e deficiências identificadas nos processos de ensino). As entrevistas e observação conduzida vão permitir adquirir informação em tempo real, e como tal são de grande importância para este estudo. Igualmente relevante será a seleção e análise de literatura e documentação, que será um recurso permanente de informação. Esta pesquisa é um estudo documentado de três casos (um em Lisboa, Portugal e dois em Mumbai, na India) sobre métodos utilizados para o ensino e aprendizagem de pattern making, e retira as suas conclusões avaliando a sua eficiência.
ABSTRACT: The focus of this research in Fashion Design is the methods of teaching and learning pattern making. The purpose is to study and observe a few current methods and draw conclusions on their efficiency from the results obtained by the students. Combining non interventionist and interventionist approaches the qualitative research hereby proposed uses tools like (1) literature review, (2) observation of first level patternmaking classes (so as to describe and classify the methods used by the educators according to the students’ learning proficiency), and (3) interviews to students and educators (to identify their backgrounds and experiences as well as the variables that contribute for the efficiency or deficiencies of the observed methods). The conducted interviews and observation provide first hand information and are therefore of great importance in this study. Also relevant is the selection and review of literature, as it was a permanent source of information. This research is a documented study of three cases (one in Lisbon, Portugal and two in Mumbai, India.) on the methods that are being used for teaching and learning pattern making and concludes by evaluating their efficiency.
N/A

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Талько, І. Ю. "Innovative methods of foreign language training of specialists in teaching". Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10604.

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Parlamis, Jennifer D., Noam Ebner, Lorianne D. Mitchell e Roy Lewicki. "The Medium, the Message and the Methods: Teaching Negotiation Online". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8316.

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Jones, Heather Patti. "Researching Effective Methods for Teaching the Phases of the Moon". BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3865.

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This study investigated the effectiveness of commonly used instructional methods for teaching the phases of the Moon to fifth and sixth grade students. The instructional methods investigated were the use of diagrams, animations, and models. The effectiveness of each method was tested by measuring students' understanding of Moon phases with a pre and post-assessment after receiving instruction with a specific method or combination of methods. These methods were then evaluated for their ability to help students learn essential concepts, reinforce relevant vocabulary and discourage misconceptions. Results showed that students had better scores with less prevalence of misconception when they were taught using two methods instead of one. Students taught with only computer animations had significantly lower scores and a higher prevalence of misconceptions when compared to the other methods. This may be due to some design errors in the animation used in this study. Even though students taught with only computer animations had significantly lower scores, students taught with computer animations followed by instruction with diagrams had significantly higher scores. Why this combination of instruction was more effective for student learning is a question that requires further research.

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Reid, Joshua. "Teaching the Italian Romance Epic in Translation: Materials and Methods". Digital Commons @ East Tennessee State University, 2018. https://www.amzn.com/1603293663.

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The Italian romance epic of the fifteenth and sixteenth centuries, with its multitude of characters, complex plots, and roots in medieval Carolingian and Arthurian chivalric romances, was a form popular with courtly and urban audiences. In the hands of writers such as Boiardo, Ariosto, and Tasso, works of remarkable sophistication that combined high seriousness and low comedy were created. Their works went on to influence Cervantes, Milton, Ronsard, Shakespeare, and Spenser. In this volume, instructors will find ideas for teaching the Italian Renaissance romance epic along with its adaptations in film, theater, visual art, and music. An extensive resources section locates primary texts online and lists critical studies, anthologies, and reference works.

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Tesi sul tema "Teaching methods"

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