Bibliografie tematiche / Teaching styles

Letteratura scientifica selezionata sul tema "Teaching styles"

Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 24 gennaio 2023

Cita una fonte nei formati APA, MLA, Chicago, Harvard e in molti altri stili

Scegli il tipo di fonte:

Indice

Consulta la lista di attuali articoli, libri, tesi, atti di convegni e altre fonti scientifiche attinenti al tema "Teaching styles".

Accanto a ogni fonte nell'elenco di riferimenti c'è un pulsante "Aggiungi alla bibliografia". Premilo e genereremo automaticamente la citazione bibliografica dell'opera scelta nello stile citazionale di cui hai bisogno: APA, MLA, Harvard, Chicago, Vancouver ecc.

Puoi anche scaricare il testo completo della pubblicazione scientifica nel formato .pdf e leggere online l'abstract (il sommario) dell'opera se è presente nei metadati.

Articoli di riviste sul tema "Teaching styles"

1

Arora, Anshu Saxena, Reginald Leseane e Mahesh S. Raisinghani. "Learning and Teaching Styles for Teaching Effectiveness". International Journal of Web-Based Learning and Teaching Technologies 6, n. 1 (gennaio 2011): 1–13. http://dx.doi.org/10.4018/jwltt.2011010101.

Testo completo
Abstract (sommario):
Students do not have homogeneous learning patterns, their learning styles and preferences vary, their cognitive abilities vary; similarly instructors employ different teaching methods. This research explores the linkages between learning and teaching styles by using the Felder-Solomon Index of Learning Styles and CORD’s teaching style inventories to match and expand the learning and teaching styles interpretation from the learners’ perspective. This research provides practical implications for educators to think about how their students learn and what would be the best instructional methods for their learners.
Gli stili APA, Harvard, Vancouver, ISO e altri
2

Chen, Guo-Hai, e David Watkins. "Can Student Ratings of Teaching be Predicted by Teaching Styles?" Psychological Reports 106, n. 2 (aprile 2010): 501–12. http://dx.doi.org/10.2466/pr0.106.2.501-512.

Testo completo
Abstract (sommario):
The relationship between teaching styles and student ratings of teaching was examined at a Chinese university. 388 teachers (170 men, 218 women) were invited to fill out the 49-item Teaching Styles Inventory (Grigorenko & Sternberg, 1993). The inventory measures seven teaching styles: legislative, judicial, liberal, global, executive, conservative, and local. Scores from students' evaluations of teaching of courses for one semester were collected. Students' evaluation scores were significantly and negatively related to executive and conservative teaching styles of their teachers, while no significant correlation was found between student ratings and any of the other five teaching styles. Only conservative teaching style contributed significantly to the prediction of student ratings. Sex and age were found to have moderating effects on the relationship between teaching style and student ratings. The role of teaching styles in student ratings was discussed.
Gli stili APA, Harvard, Vancouver, ISO e altri
3

Dunn, Kenneth John, e Edmund R. Frazier. "TEACHING STYLES". Journal of Reading, Writing, and Learning Disabilities International 6, n. 3 (gennaio 1990): 347–67. http://dx.doi.org/10.1080/0748763900060313.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
4

Hasri, Kharis Sulaiman. "Analisis Gaya Mengajar Guru Dalam Proses Pembelajaran Al-Qur’an Hadis Di MAN 1 Kendari". Al-Riwayah : Jurnal Kependidikan 1, n. 1 (15 aprile 2021): 1–18. http://dx.doi.org/10.47945/al-riwayah.v1i1.330.

Testo completo
Abstract (sommario):
The monotonous teaching style and cooking have made students ineligible for learning. While choosing the right teaching style is the key to an effective learning process. The purpose of this study was to examine the teaching style of teachers in learning the Qur'an Hadith in MAN 1 Kendari. The method used is a qualitative method. The results of this study indicate that the dominant teaching style used by teachers of the Qur'an in MAN 1 Kendari is that all the teachers of al-Al-Hadis use the classical teaching style. However, all teachers issue or integrate classical teaching styles with other teaching styles. Namely using a classical teaching style that is combined with interactional teaching styles and technological teaching styles that are combined with interactional teaching styles
Gli stili APA, Harvard, Vancouver, ISO e altri
5

METE, Hasan, e Selda BAKIR. "Teaching Styles of Science Teachers". Journal of Educational Sciences Research 6, n. 2 (30 ottobre 2016): 95–111. http://dx.doi.org/10.12973/jesr.2016.62.6.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
6

Chetty, Nithya Dewi Subramaniam, Lina Handayani, Noor Azida Binti Sahabudin, Zuraina Ali, Norhasyimah Hamzah e Shahreen Kasim. "Learning styles and teaching styles determine students’ academic performances". International Journal of Evaluation and Research in Education (IJERE) 8, n. 4 (1 dicembre 2019): 610. http://dx.doi.org/10.11591/ijere.v8i4.20345.

Testo completo
Abstract (sommario):
<span>Individuals learn in different ways using several learning styles, but lecturers may not always share material and learning experiences that match students’ learning preferences. Mismatches between learning and teaching styles can lead to disappointment with students are taking, and lead to underperformance among them. The aim of this study is to identify the learning styles of the students enrolled in Universiti Malaysia Pahang who were registered in Programming Technique course and to investigate the relationship between students’ learning styles and teachers’ teaching styles. Five lecturers and 251 students were involved in the study as participants and. Data from students were collected using Leonard, Enid’s VAK Learning Style Survey. Meanwhile, the teaching styles of the lecturers were identified using Grasha and Reichmann’s Teaching Style Survey. The findings revealed that majority of the student’s preferred visual learning style. The result also shows that the lecturers’ teaching styles give an impact towards the <br /> students’ academic performance. From this study, we can conclude that teaching styles have significant impacts on students’ learning styles and academic performances.</span>
Gli stili APA, Harvard, Vancouver, ISO e altri
7

C, Emejidio, e Gepila Jr. "STUDENTS’ LEARNING STYLES AND PREFERRED TEACHING STYLES IN PHILIPPINE CLASSROOM". International Journal of Psychosocial Rehabilitation 24, n. 04 (28 febbraio 2020): 2725–34. http://dx.doi.org/10.37200/ijpr/v24i4/pr201380.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
8

Mei Ph’ng, Lee. "Teaching Styles, Learning Styles and the ESP Classroom". MATEC Web of Conferences 150 (2018): 05082. http://dx.doi.org/10.1051/matecconf/201815005082.

Testo completo
Abstract (sommario):
Learner diversity that exists in the classroom plays a role in influencing the teaching and learning process in the classroom. It should be acknowledged in order for the teaching and learning process to be a meaningful and effective process. Thus, this study examined the learning styles preference of engineering students and the teaching styles preferences of their Technical Communication lecturers. The study also looked at whether the students’ learning styles preferences were influenced by their field of study, gender and ethnic backgrounds. Felder and Solomon’s Index of Learning Styles was administered to 588 engineering students while Grasha and Riechmann-Hruska’s Teaching Style Survey was administered to 10 Technical Communication lecturers. The findings revealed that the students have a marked preference for the visual learning style but balanced preferences for the other learning styles dimensions. The students’ field of study, gender and ethnic backgrounds did not seem to influence the students’ learning styles preferences. As for their Technical Communication lecturers, they seem to favour the student-centered teaching approach. All the data support the notion of adopting a balanced teaching approach in the Technical Communication classroom.
Gli stili APA, Harvard, Vancouver, ISO e altri
9

Brew, Angela, e Tony Wright. "Changing teaching styles". Distance Education 11, n. 2 (gennaio 1990): 183–212. http://dx.doi.org/10.1080/0158791900110203.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
10

Pettigrew, Frank E., Dorothy B. Zakrajsek, Mary A. Bayless e Grace Goc-Karp. "Compatibility of Students' Learning and Teaching Styles on Their Ratings of College Teaching". Perceptual and Motor Skills 61, n. 3_suppl (dicembre 1985): 1215–20. http://dx.doi.org/10.2466/pms.1985.61.3f.1215.

Testo completo
Abstract (sommario):
Student's ratings of teaching performance were compared for those whose preferences for learning style were strongly matched ( n = 77) and strongly mismatched ( n = 40) with their instructors' preference of teaching style. Canfield's Learning Styles Inventory and Canfield and Canfield's Instructional Styles Inventory measured learning and teaching style preferences. The rating scale was designed from a catalog of items. Analysis of variance indicated no significant differences in instructors' ratings between the two groups.
Gli stili APA, Harvard, Vancouver, ISO e altri
Più fonti

Tesi sul tema "Teaching styles"

1

Pollick, Martha Florence Scanlin. "Teaching styles and learning styles : a comparative study /". Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1154479x.

Testo completo
Abstract (sommario):
Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Typescript; issued also on microfilm. Sponsor: Elizabeth M. Maloney. Dissertation Committee: Richard W. Wolf. Includes bibliographical references (leaves.
Gli stili APA, Harvard, Vancouver, ISO e altri
2

Underwood, A. M. "Teaching styles in physical education". Thesis, University of Exeter, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.354263.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
3

TAVARES, Maria da Glória Guará. "A matter of style: looking at L2 teachers' teaching styles from the perspective of learning styles". Universidade Federal de Santa Catarina, 2004. http://www.repositorio.ufc.br/handle/riufc/19547.

Testo completo
Abstract (sommario):
TAVARES, Maria da Glória Guará. A matter of style: looking at L2 teachers' teaching styles from the perspective of learning styles. 2004. 167f. Dissertação (Mestrado) - Universidade Federal de Santa Catarina - Programa de Pós-graduação em Letras/inglês e Literatura Correspondente, Santa Catarina, 2004.
Submitted by anizia almeida (aniziaalmeida80@gmail.com) on 2016-09-09T11:37:38Z No. of bitstreams: 1 2004_dis_mggtavares.pdf: 622930 bytes, checksum: 559864164b07060c826e262be1a0c6b8 (MD5)
Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-09-13T16:36:19Z (GMT) No. of bitstreams: 1 2004_dis_mggtavares.pdf: 622930 bytes, checksum: 559864164b07060c826e262be1a0c6b8 (MD5)
Made available in DSpace on 2016-09-13T16:36:19Z (GMT). No. of bitstreams: 1 2004_dis_mggtavares.pdf: 622930 bytes, checksum: 559864164b07060c826e262be1a0c6b8 (MD5) Previous issue date: 2004
The present study aims at investigating L2 teachers’ teaching styles from the perspective of learning styles to identify the learning styles which tend to be most favored by foreign language teachers, the relationship between teachers’ teaching styles and their own learning styles, students’ attitudes towards discussing learning preferences in the classroom, and difficulties teachers face when trying to develop a balanced teaching style. The data for the present study were collected at the Extracurricular Language Courses offered by Universidade Federal de Santa Catarina (UFSC), from April, 16th to July 4th , 2002. Eight teachers of English as a foreign language – two at the beginning level, two of the pre-intermediate level, two of the intermediate level, and two of the high-intermediate level – were observed for the purpose of investigating their teaching styles from the perspective of learning styles. Out of the eight teachers, six were observed for three classes. The other two were observed for six classes, took part in an instructional program, and were required to accomplish two tasks. Task one consisted of trying to approach students’ learning styles and task two consisted of trying to develop a balanced teaching style. For the data collection, seven instruments were used: (1) classroom observation, (2) audio recordings, (3) one instrument for assessing teaching styles, (4) one instrument for assessing learning styles, (5) one questionnaire for assessing students’ attitudes, (6) a reflective session, and (7) a semi-guided interview with teachers. The framework for data analysis was the Myers and Briggs Learning Style Model (1987). Results indicate that (1) extraverts, feelers, perceivers and kinesthetic tend to be the learning styles most favored, (2) there seems to be a correlation between teachers’ teaching styles and their own learning styles, (3) students present a positive attitude towards teachers’ attempts to discuss learning styles, and (4) teachers face two main difficulties when trying to develop a balanced teaching style: lack of time for planning their classes and lack of knowledge of learning style theories.
O presente estudo tem por objetivo investigar estilos de ensino de professores de L2 sob a perspectiva de estilos de aprendizagem. O estudo foi motivado por quatro perguntas: (1) Quais estilos de aprendizagem tendem a ser mais favorecidos pelos estilos de ensino de professores de L2? (2) Existe relação entre os estilos de ensino dos professores de L2 e seus próprios estilos de aprendizagem? (3) Quais as reações dos alunos quanto a discutir sobre seus estilos de aprendizagem em sala de aula ? (4) Quais as dificuldades encontradas por professores de L2 ao tentarem desenvolver um estilo de ensino mais balanceado? A coleta de dados foi realizada nos cursos extracurriculares de idiomas da Universidade Federal de Santa Catarina, no período de 16 de abril a 1o de julho de 2002. Oito professores participaram desse estudo- dois dos cursos iniciantes, dois dos cursos pré-intermediário, dois dos cursos intermediários e dois dos cursos intermediários-avançados. Desses oito professores, seis foram observados por três aulas e dois foram observados por seis aulas, participaram de um programa de instrução sobre estilos de ensino e de aprendizagem e realizaram duas tarefas em suas salas de aula. A primeira tarefa consistiu em tentar abordar seus alunos sobre suas preferências de aprendizagem. A segunda tarefa consistiu em tentar desenvolver um estilo de ensino balanceado em uma de suas aulas. Sete instrumentos foram realizados para coleta de dados: (1) observação de sala de aula e gravação em áudio (2) anotações em diário (3) um instrumento para determinar estilos de aprendizagem, (4) um instrumento para determinar estilos de aprendizagem, (5) um questionário para verificar reações dos alunos quanto a discutir sobre seus estilos de aprendizagem, (6) uma sessão reflexiva com os professores e (7) uma entrevista com os professores. Os resultados indicam que: (1) alunos extrovertidos, sentimentais, perceptivos e sinestésicos tendem a ser os mais favorecidos pelos estilos de ensino dos professores de L2, (2) existe uma relação entre os estilos de ensino e de aprendizagem dos professores de L2, (3) os alunos apresentam reações positivas ao discutir sobre seus estilos de aprendizagem em sala de aula e (4) os professores encontram duas dificuldades ao tentar desenvolver um estilo de ensino mais balanceado: escassez de tempo para planejar a aula e falta de familiaridade com as teorias de estilos ensino e aprendizagem.
Gli stili APA, Harvard, Vancouver, ISO e altri
4

Gray, Carole. "Teaching styles in higher art education". Thesis, University of Aberdeen, 1988. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=128434.

Testo completo
Abstract (sommario):
The purpose of this study was to identify teaching styles in higher art education. The research was qualitative, and the methodology was one of triangulation, involving the views of lecturers, students, and the observer (author). Preliminary interviews with students and staff at one college provided the framework for the research and highlighted basic important variables in teaching art at college level. A 3D perspex model was designed to encourage lecturers to exteriorize and articulate in a visual/spatial way the various emphases they had in their teaching. The resultant form was a 3D 'concept map', indicating the person's approach or style. The research was replicated at another college, and extended by videotaping lecturers teaching, and interviewing students. Cluster analysis was used with the model data to establish groupings of lecturers, and when cross-referenced with the analysis of student interviews and videotapes/observations resulted in four different styles of teaching, which were labelled 'Fundamentalist', Structurist', 'Objectivist', and 'Artist'. There was found to be no real difference in style that could be attributed to the two different institutions; length of teaching experience markedly influenced styles; aims objectives and philosophies of courses had a strong influence on teaching styles.
Gli stili APA, Harvard, Vancouver, ISO e altri
5

Tai, Wing-yin, e 戴詠賢. "The impact of teaching styles on students' learning styles and career interests". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B49858786.

Testo completo
Abstract (sommario):
This research aimed to investigate whether or not intellectual styles are value-laden and if they are malleable. This aim was achieved through understanding the types of intellectual styles that teachers and students prefer each other to use in the teaching-learning process. It was further achieved by examining whether or not teaching styles affect students’ learning styles and their career interests. This research employed a mixture of experimental and longitudinal designs as well as a combination of quantitative and qualitative procedures. It was composed of one pilot study and three main studies. The pilot study was intended to evaluate the two inventories (the Preferred Thinking Styles in Learning Inventory, PTSLI, and the Preferred Thinking Styles in Teaching Inventory, PTSTI) used in the first study. The purpose of Study One was to identify teachers’ preferences for students’ learning styles and students’ preferences for teachers’ teaching styles. A total of 226 teachers and 268 students participated in Study One. A series of data analyses revealed that the PTSLI and the PTSTI were applicable to Chinese secondary school teachers and students. The pilot study and Study One consistently revealed that teachers and students preferred each other to use Type I styles in learning and teaching, respectively. These findings also indicated that styles are value-laden. Study Two was an experimental study to examine the impact of teaching styles on students’ learning styles and on their career interests. A total of seven teachers and 464 students participated in the control group, whereas the experimental group was composed of six teachers and 219 students. Classroom instruction was implemented in each participating teacher’s school for one semester (6 months). A pre-test and post-test were conducted before and after the classroom instruction. Students’ learning styles were measured by the Thinking Styles Inventory-Revised II in both tests. At the time of post-test, students also completed the Self-Directed Search that assessed their career interests. In a series of repeated-measures MANOVA, t-test, one-way ANOVA, and paired t-tests conducted in Study Two, changes in students’ learning styles in both the control and the experimental groups were identified. Students in the experimental group demonstrated a trend towards Type I learning styles, whereas students in the control group increased their use of Type II learning styles after the instruction period. Furthermore, teachers’ teaching styles had a direct impact on students’ development of particular types of career interests. Students in the experimental group developed a wider range of career interests than students in the control group. Study Three was a qualitative study conducted among 16 students to explore how and why their learning styles underwent changes. Findings from Studies Two and Three supported the contention that styles are malleable. Results demonstrated that students in the control group showed more features of using Type II learning styles, whereas students in the experimental group gradually increased their use of Type I learning styles after the instruction period. Contributions and implications of the findings are discussed.
published_or_final_version
Education
Doctoral
Doctor of Philosophy
Gli stili APA, Harvard, Vancouver, ISO e altri
6

Papastamatis, Adamantios. "Teaching styles of Greek primary school teachers". Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278909.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
7

Ruhnau, Kurt. "An analysis of learning outcomes of adult students learning styles versus teaching styles /". Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006ruhnauk.pdf.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
8

Mukenge, Tshimpo C. "Suburban High School Teachers' Teaching Styles, Teaching Experiences, and Acceptance of Edmodo". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7411.

Testo completo
Abstract (sommario):
Southern U.S. teachers at suburban high schools can use Edmodo; however, teachers prefer traditional teacher-centered teaching methods. This quantitative correlative study explored teachers' technology acceptance in relation to teaching styles and experiences. Framing acceptance by Davis's technology acceptance model (TAM), research questions addressed the direct and moderating relationships between teaching style and the TAM variables related to using Edmodo and the direct and moderating relationships between teaching experiences and TAM variables. From 240 teachers at the high school, 45 completed an online survey (response rate of 18.75%). Descriptive statistics, ANOVA, and regression analyzed data. TAM could be verified for the entire sample; however, no significant direct relationship between teaching style and the TAM variables was found. Teaching style moderated the relationships within the TAM; these were stronger for teachers with a teacher-centered teaching style. No significant direct relationship existed between teaching experiences and TAM variables; a moderating effect on the relationships existed within the TAM. Among experienced teachers, ease of use was the strongest acceptance predictor, whereas perceived use was the strongest predictor among less experienced teachers. Results indicated teachers might develop a more student-centered teaching style, thus concentrating on technology's ease of use, rather than its potential utility. A policy recommendation could ensure teachers efficiently used technology to support student-centered learning. The application of the recommended policies might lead to teachers' more effective use of instructional technology, which might affect student learning and motivation.
Gli stili APA, Harvard, Vancouver, ISO e altri
9

Callender, Christine. "Black teaching styles in multi-ethnic primary schools". Thesis, University of Reading, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262532.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
10

Seals, Xanthe Yvette. "The relationship between international college students' academic achievement and learning styles and instructors' teaching styles". Thesis, Grambling State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10188148.

Testo completo
Abstract (sommario):

The purpose of this study was to identify the learning styles of international college students and instructional styles of their teachers in specific content areas to determine if relationships existed between the two. In addition, this study examined whether relationships existed between academic achievement, learning style, and teaching style, as well as between demographic factors, learning style, and teaching style. (Abstract shortened by ProQuest.)

Gli stili APA, Harvard, Vancouver, ISO e altri
Più fonti

Libri sul tema "Teaching styles"

1

Elisabeth, Hayes, a cura di. Effective teaching styles. San Francisco: Jossey-Bass, 1989.

Cerca il testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
2

Huff, Patricia. Teaching & learning styles: Celebrating differences. A cura di Snider Ruth, Stephenson Susan 1948- e Ontario Secondary School Teachers' Federation. Professional Development Committee. Toronto, Ont: OSSTF, 1986.

Cerca il testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
3

Underwood, Adrian Martin. Teaching styles in physical education. (s.l.): (s.n.), 1985.

Cerca il testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
4

Teaching and learning styles: VARK strategies. Christchurch, N.Z: The author, 2001.

Cerca il testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
5

Tomkinson, Bland. Learning in style: A study of university lecturers towards learning styles and their impact on teaching styles. Manchester: Enterprise Centre for Learning and Curriculum Innovation, 1999.

Cerca il testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
6

Teaching styles as related to student achievement. 2a ed. Washington, D.C: National Education Association, 1986.

Cerca il testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
7

Ejide, Ben. Effective teaching through students' learning styles: Understanding intelligence. Enugu, Nigeria: Snaap Press, 2011.

Cerca il testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
8

Experiencing school mathematics: Teaching styles, sex, and setting. Buckingham: Open University Press, 1997.

Cerca il testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
9

Ejide, Ben. Effective teaching through students' learning styles: Understanding intelligence. Enugu, Nigeria: Snaap Press, 2011.

Cerca il testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
10

Lazare, Gerald. Mindscapes: Teaching for multiple intelligences. Toronto, Ont: Educational Services Committee, OSSTF, 1997.

Cerca il testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
Più fonti

Capitoli di libri sul tema "Teaching styles"

1

Tubić, Tatjana, e Kamile Hamiloğlu. "Linking Learning Styles and Teaching Styles". In Becoming a Teacher Educator, 133–44. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-8874-2_10.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
2

Chandler, Kim. "Teaching Popular Music Styles". In Teaching Singing in the 21st Century, 35–51. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8851-9_4.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
3

Baguley, Margaret, Patrick Alan Danaher, Andy Davies, Linda De George-Walker, Janice K. Jones, Karl J. Matthews, Warren Midgley e Catherine H. Arden. "Learning and Teaching Styles". In Educational Learning and Development, 98–110. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137392848_8.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
4

Mayne, Peter. "Teaching and Learning Styles". In 16-19, 65–74. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003291107-7.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
5

Bowen, David. "Teaching and learning styles". In Benjamins Translation Library, 175. Amsterdam: John Benjamins Publishing Company, 1994. http://dx.doi.org/10.1075/btl.5.26bow.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
6

Li, Lynne N. "Cultural Learning Styles and Teachers' Teaching Styles". In Cultural Learning Styles in Language Education, 157–77. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429280061-8.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
7

Cocchiarella, Luigi. "Educating by Image. Teaching Styles vs Learning Styles". In The Visual Language of Technique, 3–4. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-05326-4_1.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
8

Clarkson, Austin. "Teaching Styles/Learning Styles: The Myers Briggs Model". In Voices from the Classroom, a cura di Janice Newton, Jerry Ginsburg, Jan Rehner, Pat Rogers, Susan Sbrizzi e John Spencer, 99–104. Toronto: University of Toronto Press, 2001. http://dx.doi.org/10.3138/9781442603059-021.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
9

Mitchell, Barry S. "Learning Styles in Anatomy Teaching and Learning". In Teaching Anatomy, 23–30. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08930-0_3.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
10

Thurman, Erica. "From Tre Styles to Trayvon Martin". In (Re)Teaching Trayvon, 55–63. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-785-8_6.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri

Atti di convegni sul tema "Teaching styles"

1

Jewels, Tony, Carmen de Pablos Heredero e Marilyn Campbell. "Does Technology Impact on Teaching Styles or Do Teaching Styles Impact on Technology in the Delivery of Higher Education?" In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2792.

Testo completo
Abstract (sommario):
Although there are many teaching styles in higher education, they can usually be reduced to two: the traditional, on campus attendance, lecturing, student-passive style and the newer, distance education, self-paced, student-active style. It is the contention of this paper, illustrated by two case studies of one Spanish and one Australian university, that the differences in technology seem to have evolved due to these different teaching styles. On the other hand, both institutions seem to be in the same stage of technological implementation, although the technological product appears different. A discussion is provided to consider the interaction effects in practice, teaching styles and institutional adoption stage on web based technologies in these two universities.
Gli stili APA, Harvard, Vancouver, ISO e altri
2

J Kovacic, Zlatko. "A Comparison of Learning and Teaching Styles - Self-Perception of IT Students". In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2826.

Testo completo
Abstract (sommario):
This paper presents the results of an empirical study of the learning styles of a group of computing students and the teaching styles of their tutors at The Open Polytechnic of New Zealand. This study of learning styles is based on Kolb’s learning model and the Felder-Soloman learning style instrument. To identify how close students’ learning styles match the teaching styles of their tutors we have used two indicators: the self-perception of the students about the proximity of their learning styles and the teaching styles of their tutors and a Euclidean distance measure between students’ and tutors’ learning preferences. Using survey data and the learning styles instrument results we identify the differences between the learning and teaching styles. Both indicators show consistent and significant differences between the learning and teaching styles, in the way students and their tutors perceive and understand information. Finally we make recommendation to tutors on how to bridge this gap and address the learning styles of their students.
Gli stili APA, Harvard, Vancouver, ISO e altri
3

Dmitrichenkova, S. V. "Learning Styles And Teaching Methods". In Topical Issues of Linguistics and Teaching Methods in Business and Professional Communication. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.02.6.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
4

Jones, Karl O., e Juliet M. V. Reid. "Modifying teaching to address thinking styles". In the 2007 international conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1330598.1330682.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
5

Wu, Jiangqin, Lanfen Lin, Sanyuan Zhang e Yuntao Qian. "Discussion about teaching styles of discerete mathematics". In 2009 4th International Conference on Computer Science & Education (ICCSE 2009). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228333.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
6

Kapadia, Rajiv J. "Teaching and learning styles in engineering education". In 2008 IEEE Frontiers in Education Conference (FIE). IEEE, 2008. http://dx.doi.org/10.1109/fie.2008.4720326.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
7

Simonova, Ivana. "Learning styles in foreign language teaching/learning". In 2011 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2011. http://dx.doi.org/10.1109/educon.2011.5773259.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
8

Zhao, Li. "Different Learning Styles and Second Language Teaching". In 2022 International Conference on Creative Industry and Knowledge Economy (CIKE 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/aebmr.k.220404.072.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
9

Alkhalifa, E. M. "Investigating the interaction between learner cognitive styles and two multi-media teaching styles". In Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05). IEEE, 2005. http://dx.doi.org/10.1109/icalt.2005.182.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
10

Daru, Roel, e Miriam Daru. "Personal Working Styles in the CMD Studio". In eCAADe 1992: CAAD Instruction: The New Teaching of an Architect. eCAADe, 1992. http://dx.doi.org/10.52842/conf.ecaade.1992.451.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri

Rapporti di organizzazioni sul tema "Teaching styles"

1

Garrick, Marcia. Elementary Teachers' Perceptions of Their Instructional Styles in the Teaching of Conflict Resolution. Portland State University Library, gennaio 2000. http://dx.doi.org/10.15760/etd.1131.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
2

Konovalenko, Yurii, Svitlana Garkavenko, Tetiana Derkach e Oksana Morgulets. Demand and Learning Environment to Provide English-Language Learning at Technical Universities in Ukraine. [б. в.], novembre 2020. http://dx.doi.org/10.31812/123456789/4463.

Testo completo
Abstract (sommario):
The paper aimed to study the readiness of the existing e-learning environment for the organisation of English-language learning among Ukrainian and international students on the example of a technical university in Ukraine. The need for English-language training was explored by interviewing students with keen interest, level of English proficiency, motivation, preferred forms of learning, and a willingness to incur additional costs for such learning. About two-thirds of those surveyed showed interest in English-language education. About one-third of the students surveyed have the necessary level of preparation and are also prepared for additional financial expenses. About one- third of the students may also join English-language studies if they fulfil specific prerequisites. Expected employment progress is the primary motivation for joining the English-language program. The readiness of the existing learning environment was tested by analysing the organisation of access to English- language teaching materials, assessing the demand for different electronic resources, as well as the ability to take into account the learning styles of potential Ukrainian and international students in the educational process.
Gli stili APA, Harvard, Vancouver, ISO e altri
3

Holt, Sierra B. Using Costume Collection Artifacts for Historic Style Trends Teaching Modules. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1834.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
4

Aiyar, Yamini, Kwame Akyeampong, Masooda Bano, Barbara Bruns, Verónica Cabezas, Alice Cornish, Lucy Crehan et al. Purpose, Pressures, and Possibilities: Conversations about Teacher Professional Norms in the Global South. A cura di Yue-Yi Hwa. Research on Improving Systems of Education (RISE), novembre 2022. http://dx.doi.org/10.35489/bsg-rise-misc_2022/06.

Testo completo
Abstract (sommario):
To explore the complex norms that influence the teaching profession in the Global South, this book brings together 14 interviews with 28 interlocutors who have wide-ranging expertise, alongside three discussant-style essays.
Gli stili APA, Harvard, Vancouver, ISO e altri
5

TETINA, S. V., Yu V. GUTROVA, I. E. ZHIDKOVA, Yu G. MAKOVETSKAYA, E. S. KRASNITSKAYA, E. G. KOLIKOVA e N. O. NIKOLOV. BUSINESS DIDACTIC GAME "INDIVIDUAL METHODOLOGICAL STYLE OF TEACHER'S ACTIVITY". SIB-Expertise, marzo 2022. http://dx.doi.org/10.12731/er0543.17032022.

Testo completo
Abstract (sommario):
Abstract: the proposed business didactic game is aimed at developing the creative attitude of the teacher to his own professional activity. The motivational material of a business didactic game allows the teacher to understand that his activity has sometimes elusive pedagogical algorithms and strategies, the totality of which can be called such a concept as an individual methodological style of activity. In addition to pedagogical strategies, this concept reflects the unique psychological qualities of the individual, which allow the teacher to influence the quality of the acquired knowledge. It is also emphasized that the concept of an individual style of activity is the result of the teacher's internal hard work, the result of a long search, value. On this basis, the individual style of activity rejects the concept of "charisma", since it is self-sufficient and does not need to be theatrically announced to any audience. All the value bases of an individual methodological style of activity are aimed not at narcissism, but at helping students in mastering the internal content of a particular academic subject. The leading sign of the formation of an individual methodological style of activity is the ability to correctly combine one's original author's position on the content principles of the taught subject with the guiding and prescriptive lines of the work program. The author's position of the teacher, which combines the emotional and rational components, is also reflected in external behavioral mechanisms. At the same time, expressive forms of behavior are not a mandatory feature of the individual style of methodological activity. A special style of preparing educational material, a list of methods and forms of teaching is structured on the basis of a situational understanding of the subtle mechanisms of teaching, educating and developing schoolchildren
Gli stili APA, Harvard, Vancouver, ISO e altri
6

Escobar Hernández, José Carlos. Working paper PUEAA No. 15. Teaching Spanish to Japanese students: The students’ profile, their needs and their learning style. Universidad Nacional Autónoma de México, Programa Universitario de Estudios sobre Asia y África, 2022. http://dx.doi.org/10.22201/pueaa.013r.2022.

Testo completo
Abstract (sommario):
This paper focuses on the Japanese students’ learning process when they study Spanish as a second language. First, it mentions some students’ profile characteristic and their interests in learning a new language. Second, it describes the learning language system in Japan, the students’ behavior in the language classes, and which activities they prefer to do in class. In addition, it describes different kinds of learning methods that could be applied depending on the students’ interests and cultural differences. Finally, the author considers that teaching Spanish to Japanese students raises several issues that have to be attended in order to achieve success. Since learning a language implies hard work and effort, teachers must try different methods and approaches relying upon scientific evidence based on one fundamental assumption: people learn by doing things themselves.
Gli stili APA, Harvard, Vancouver, ISO e altri
7

BIZIKOEVA, L. S., e M. I. BALIKOEVA. SOMERSET MAUGHAM - MASTER OF CREATING CHARACTERS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-2-111-121.

Testo completo
Abstract (sommario):
Purpose. The goal of the present article is to study various means of creating a literary character. Analyzing the creative work of a famous English writer William Somerset Maugham and basing on the story «The Kite» an attempt is made to scrutinize Maugham’s peculiar style and lexico-stylistic devices he employs to create the main female characters of the story «The Kite». The main methods used in the research are: the method of contextual analysis and the descriptive-analytical method. Results. The results of the research revealed that the peculiar characteristic of the protagonists of the story “The Kite” is the author’s strong presence. Portraying the characters of Missis Sunbury and Miss Bevan, Somerset Maugham pays special attention to precise description of their appearances and manner of speech. Employing various lexico-stylistic devices, S. Maugham creates extraordinarily vivid characters. Practical implications. The received results can be used in teaching Stylistics of the English language, stylistic analysis of the text as well as theory and practice of translation.
Gli stili APA, Harvard, Vancouver, ISO e altri
8

Arif, Sirojuddin, Rezanti Putri Pramana, Niken Rarasati e Destina Wahyu Winarti. Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia. Research on Improving Systems of Education (RISE), novembre 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/117.

Testo completo
Abstract (sommario):
Despite the growing attention to the importance of learning culture among teachers in enhancing teaching quality, we lack systematic knowledge about how to build such a culture. Can demand-driven teacher professional development (TPD) enhance learning culture among teachers? To answer the question, we assess the implementation of the TPD reform in Jakarta, Indonesia. The province has a prolonged history of a top-down TPD system. The top-down system, where teachers can only participate in training based on assignment, has detached TPD activities from school ecosystems. Principals and teachers have no autonomy to initiate TPD activities based on the need to improve learning outcomes in their schools. This study observes changes in individual teachers related to TPD activities triggered by the reform. However, the magnitude of the changes varies depending on teachers’ skills, motivation, and leadership style. The study suggests that shifting a TPD system from top-down to bottom-up requires differentiated assistance catered to the school leaders’ and teachers’ capabilities.
Gli stili APA, Harvard, Vancouver, ISO e altri
9

Rarasati, Niken, e Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), gennaio 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

Testo completo
Abstract (sommario):
A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
Gli stili APA, Harvard, Vancouver, ISO e altri
Ti possono interessare anche gli elenchi estesi di opere sul tema "Teaching styles":
Articoli di riviste Tesi Libri
Offriamo sconti su tutti i piani premium per gli autori le cui opere sono incluse in raccolte letterarie tematiche. Contattaci per ottenere un codice promozionale unico!

Vai alla bibliografia