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Artykuły w czasopismach na temat "Brain-based teaching strategies"
Doolen, Jessica. "Embracing Brain-Based Teaching and Learning Strategies". Clinical Simulation in Nursing 10, nr 10 (październik 2014): 491–93. http://dx.doi.org/10.1016/j.ecns.2014.08.002.
Pełny tekst źródłaOh, Jina, Shin-Keong Kim, Kyung-Ah Kang, Sung-Hee Kim, Heyrin Roh i Jennie C. De Gagne. "Brain-based Teaching Strategies for Nurse Educators: An Integrative Review". Journal of Korean Academic Society of Nursing Education 20, nr 4 (30.11.2014): 617–27. http://dx.doi.org/10.5977/jkasne.2014.20.4.617.
Pełny tekst źródłaCoffman, Teresa L., i Mary Beth Klinger. "Collaboration and Communication in the Online Classroom through a Brain-Based Approach". International Journal of Information Communication Technologies and Human Development 6, nr 3 (lipiec 2014): 42–52. http://dx.doi.org/10.4018/ijicthd.2014070104.
Pełny tekst źródłaMacNabb, Carrie, Lee Schmitt, Michael Michlin, Ilene Harris, Larry Thomas, David Chittendon, Timothy J. Ebner i Janet M. Dubinsky. "Neuroscience in Middle Schools: A Professional Development and Resource Program That Models Inquiry-based Strategies and Engages Teachers in Classroom Implementation". CBE—Life Sciences Education 5, nr 2 (czerwiec 2006): 144–57. http://dx.doi.org/10.1187/cbe.05-08-0109.
Pełny tekst źródłaMendez Aguilera, Pedro Julio, Italo Rigoberto Carabajo Romero i Ketty Zoraida Vergara Mendoza. "Neuroscience in the teaching of English". Pro Sciences: Revista de Producción, Ciencias e Investigación 2, nr 13 (30.08.2018): 3–10. http://dx.doi.org/10.29018/issn.2588-1000vol2iss13.2018pp3-10.
Pełny tekst źródłaKim, Yong-Seong, Jin-Su Jeong i Chan-Ung Park. "Search for Observational Teaching Strategies of Students with Intellectual disability based on Brain Science Theory". Journal of special education : theory and practice 18, nr 2 (30.04.2017): 105–23. http://dx.doi.org/10.19049/jsped.2017.18.2.06.
Pełny tekst źródłaSmith, Sara. "Using Action Research to Evaluate the use of Brain Based Teaching Strategies in the Classroom". International Journal of Learning: Annual Review 12, nr 9 (2007): 121–26. http://dx.doi.org/10.18848/1447-9494/cgp/v13i09/45052.
Pełny tekst źródłaMeinawati, Euis. "PERSEPSI DOSEN TERHADAP PENGEMBANGAN MATERI AJAR MENULIS AKADEMIK BAHASA INGGRIS BERBASIS BRAIN-FRIENDLY STRATEGIES [TEACHERS' PERCEPTIONS OF AN ENGLISH ACADEMIC WRITING MATERIAL MODEL BASED ON BRAIN-FRIENDLY STRATEGIES]". Polyglot: Jurnal Ilmiah 15, nr 2 (24.08.2019): 270. http://dx.doi.org/10.19166/pji.v15i2.1682.
Pełny tekst źródłaWillis, Judy. "Review of Research: Brain-Based Teaching Strategies for Improving Students' Memory, Learning, and Test-Taking Success". Childhood Education 83, nr 5 (sierpień 2007): 310–15. http://dx.doi.org/10.1080/00094056.2007.10522940.
Pełny tekst źródłaAlava, Estrella Espinar, i María Elena Moya Martinez. "Impact of teaching-learning process for brain". International journal of health sciences 3, nr 1 (30.04.2019): 33–40. http://dx.doi.org/10.29332/ijhs.v3n1.304.
Pełny tekst źródłaRozprawy doktorskie na temat "Brain-based teaching strategies"
Evanshen, Pamela, i P. McPeak. "Classroom Environments Utilizing Brain-based Teaching Strategies". Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/4393.
Pełny tekst źródłaSwedlund, Margo R. "Increasing elementary level academic performance through brain-based teaching strategies". Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003swedlundm.pdf.
Pełny tekst źródłaNguyenGUYEN, Tong Ba. "Second-Grade Teachers' Brain-based Teaching Strategies for Struggling Readers". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5385.
Pełny tekst źródłaSperlich, Juntana Ginda. "Designing a brain-based learning environment". CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3216.
Pełny tekst źródłaSzabados, Cynthia Grassel. "Utilizing the principles and strategies of brain based learning in educating the deaf". CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2405.
Pełny tekst źródłaUster, Sema. "The Role Of Gender-based Brain Differences On The Vocabulary Learning And Consolidation Skills And Strategies". Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610252/index.pdf.
Pełny tekst źródłavalidity, reliability and factor analysis studies were carried out. All of these subjects were at the same level of proficiency. The relationship between the genders and their vocabulary learning strategies was studied according to the results of the study through statistical evaluation through t-test analysis on SPSS. The data collected through the questionnaire were analyzed by comparing them to the literature suggesting the differences between the male and female brain characteristics. As the result of this study, it has been found out that females use more variety of strategies than males. Females have been found to employ determination, social, and cognitive strategies more frequently than males while males employ memory strategies more than females. In addition, there was not a statistically significant difference between the use of metacognitive strategies of male and female participants.
White, Dan, i res cand@acu edu au. "Pedagogy – The Missing Link in Religious Education: Implications of brain-based learning theory for the development of a pedagogical framework for religious education". Australian Catholic University. School of Religious Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp60.29082005.
Pełny tekst źródłaHorton, Staci Marie. "Effect of educational neuroscience techniques in the university aural skills classroom". Diss., 2018. http://hdl.handle.net/2097/39229.
Pełny tekst źródłaCurriculum and Instruction Programs
Jana Fallin
The purpose of this study was to test student achievement in the course of one semester while enrolled in an Aural Skills music classroom. The research used the framework from Caine and Caine’s 1991 Brain/Mind Learning Principles (later revised and republished in 2005 by Caine, Caine, McClintic and Klimek) and Jensen’s Brain-Compatible Teaching theory (1997). The research was completed at a mid-American university. Treatment classrooms taught using strategies to implement novelty, student engagement, and scaffolding success techniques based on a subset of Caine’s et al. Brain/Mind Learning Principles. The researcher used a quasi- experimental design with a treatment and control group, gathering quantitative pre-test/post-test data from student assessments before and after the implementation of the research-based brain- compatible strategies in the university Aural Skills classroom. The study followed four graduate teaching assistants who were new to collegiate teaching over the course of a semester; two were put in a training program and trained on how to create novelty, perpetuate student engagement, and build levels of success and two were left alone, to continue with a lecture style of teaching. At the end of the study, student test scores were examined to determine significance of the treatment. Results of this study are inconclusive, due to a methodology fail during the grading of the pre and post-tests. In the final chapter, preliminary findings indicate that academic gains were maintained within the control classes of Aural Skills I and III, and academic gains were maintained within the treatment class of Aural Skills II. The study is concluded with a discussion on methodological improvements necessary to provide reliable results within the bounds of educational research.
Książki na temat "Brain-based teaching strategies"
Secrets of the teenage brain: Research-based strategies for reaching and teaching today's adolescents. Wyd. 2. Thousand Oaks, Calif: Corwin Press, 2009.
Znajdź pełny tekst źródła40 engaging brain-based tools for the classroom. Thousand Oaks, CA: Corwin Press, 2009.
Znajdź pełny tekst źródłaRonis, Diane L. Brain-compatible mathematics. Arlington Heights, IL: SkyLight Training and Pub., 1999.
Znajdź pełny tekst źródłaBrain-compatible mathematics. Wyd. 2. Thousand Oaks, Calif: Corwin Press, 2007.
Znajdź pełny tekst źródłaSprenger, Marilee B. Wiring the Brain for Reading: Brain-Based Strategies for Teaching Literacy. Wiley & Sons, Incorporated, John, 2013.
Znajdź pełny tekst źródłaSprenger, Marilee B. Wiring the Brain for Reading: Brain-Based Strategies for Teaching Literacy. Wiley & Sons, Incorporated, John, 2013.
Znajdź pełny tekst źródłaSprenger, Marilee B. Wiring the Brain for Reading: Brain-Based Strategies for Teaching Literacy. Wiley & Sons, Incorporated, John, 2013.
Znajdź pełny tekst źródłaLearning to Write for Readers: Using brain-based strategies. NCTE (National Council of Teachers of English), 2011.
Znajdź pełny tekst źródłaFeinstein, Sheryl G. Secrets of the Teenage Brain: Research-Based Strategies for Reaching & Teaching Today's Adolescents. The Brain Store, 2004.
Znajdź pełny tekst źródłaBrain-Based Strategies to Reach Every Learner: Surveys, Questionnaires, and Checklists That Help You Identify Students' Strengths-Plus Engaging Brain-Based Lessons and Activities (Teaching Strategies). Teaching Strategies, 2005.
Znajdź pełny tekst źródłaCzęści książek na temat "Brain-based teaching strategies"
Rukminingsih, Januarius Mujiyanto, Joko Nurkamto i Rudi Hartono. "Building executive function with technological support: Brain-based teaching strategies". W Post Pandemic L2 Pedagogy, 108–13. London: Routledge, 2021. http://dx.doi.org/10.1201/9781003199267-18.
Pełny tekst źródłaHall, Karen C., i April T. Sawey. "Cultivation of Local Botanical Knowledge or Knowledge of Nature Using Interdisciplinary, Innovative, and Mind/Brain-Based Techniques". W Innovative Strategies for Teaching in the Plant Sciences, 101–17. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0422-8_7.
Pełny tekst źródłaEl-Henawy, Walaa M. "The Effect of Brain-Based Professional Development on Shifting English Language Teachers' Pedagogical Perceptions". W Paradigm Shifts in 21st Century Teaching and Learning, 118–30. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3146-4.ch008.
Pełny tekst źródłaChai, Meei Tyng, Aamir Saeed Malik, Mohamad Naufal Mohamad Saad i Mohammad Abdul Rahman. "Application of Digital Technologies, Multimedia, and Brain-Based Strategies". W Research Anthology on Adult Education and the Development of Lifelong Learners, 837–60. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8598-6.ch042.
Pełny tekst źródłaTravis, Frederick, i John Collins. "Consciousness-Based Education". W Advancing Innovation and Sustainable Outcomes in International Graduate Education, 144–59. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5514-9.ch009.
Pełny tekst źródłaTrinchero, Roberto. "Designing Intelligent Tutoring Systems With AI". W Handbook of Research on Teaching With Virtual Environments and AI, 540–57. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7638-0.ch023.
Pełny tekst źródłaMcKeen, Heather. "Culturally Relevant Preparedness Using STEAM Integrative Teaching in the Classroom". W Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students, 127–38. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9348-5.ch008.
Pełny tekst źródłaCurry, Marjorie. "Culturally Responsive Math". W Theory and Practice: An Interface or A Great Divide?, 115–17. WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.23.
Pełny tekst źródłaJovanovski, Diana, i Konstantine K. Zakzanis. "On the Use of Virtual Reality as an Outcome Measure in Neuropsychological Rehabilitation". W The Role of Technology in Clinical Neuropsychology. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190234737.003.0009.
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