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Artykuły w czasopismach na temat "Literature teaching"
Reed, W. L. "Teaching Literature". Arts and Humanities in Higher Education 4, nr 3 (1.10.2005): 331–35. http://dx.doi.org/10.1177/1474022205056985.
Pełny tekst źródłaPowers, Janet M. "Teaching war literature, teaching peace". Journal of Peace Education 4, nr 2 (7.08.2007): 181–91. http://dx.doi.org/10.1080/17400200701523587.
Pełny tekst źródłaStern, Guy. "Teaching Exile Literature". Die Unterrichtspraxis / Teaching German 22, nr 1 (1989): 16. http://dx.doi.org/10.2307/3530042.
Pełny tekst źródłaKessler, Kate. "Teaching Holocaust Literature". English Journal 80, nr 7 (listopad 1991): 29. http://dx.doi.org/10.2307/819266.
Pełny tekst źródłaTaxel, Joel. "Teaching Children's Literature". Teaching Education 1, nr 1 (luty 1987): 12–15. http://dx.doi.org/10.1080/1047621870010104.
Pełny tekst źródłaWagner-Martin, Linda. "Teaching American Literature". Pedagogy 2, nr 2 (1.04.2002): 271–75. http://dx.doi.org/10.1215/15314200-2-2-271.
Pełny tekst źródłaMandlebaum, Linda Higbee, Leslie Lightbourne i Judy VandenBroek. "Teaching with Literature". Intervention in School and Clinic 29, nr 3 (styczeń 1994): 134–50. http://dx.doi.org/10.1177/105345129402900303.
Pełny tekst źródłaGay, Thomas. "Teaching Children's Literature". Children's Literature Association Quarterly 12, nr 3 (1987): 129–30. http://dx.doi.org/10.1353/chq.0.0263.
Pełny tekst źródłaWillinsky, John. "Teaching literature is teaching in theory". Theory Into Practice 37, nr 3 (czerwiec 1998): 244–50. http://dx.doi.org/10.1080/00405849809543811.
Pełny tekst źródłaAerila, Juli-Anna. "Teaching mathematics with children’s literature in Finland". New Trends and Issues Proceedings on Humanities and Social Sciences 3, nr 1 (28.06.2017): 564–72. http://dx.doi.org/10.18844/gjhss.v3i1.1821.
Pełny tekst źródłaRozprawy doktorskie na temat "Literature teaching"
GUIMARAES, CLAUDIO DE ASSUMPCAO. "THEORETICAL ELEMENTS ON LITERATURE TEACHING". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=10719@1.
Pełny tekst źródłaA presente dissertação de mestrado, Elementos teóricos para o ensino da literatura, tem por objetivo uma compreensão do fenômeno literário que transcende a sua configuração textual, em vista de uma atualização do ensino da literatura em escolas de Nível Médio. Para alcançar este fim, a pesquisa analisa ferramentas teóricas desenvolvidas pela Estética da Recepção e pela chamada Ciência Empírica da Literatura, avaliando a oportunidade de transferir os seus modelos para o espaço escolar, como estratégia pedagógica inovadora capaz de revigorar o próprio ensino. Neste sentido, a dissertação pretende oferecer caminhos de mediação entre uma tradição ainda vigente e propostas de renovação no campo da didática com respeito ao fenômeno literário e suas formas de historiografia.
The present M.A. thesis, Theoretical elements on literature teaching, aims at understanding the literary phenomenon which transcends its textual configuration. It keeps in sight the update of literature teaching in high school (medium level). In order to achieve such goal, this research analyses theoretical tools developed by the Reception Aesthetics and the so called Empiric Science of Literature. It evaluates the opportunity of transferring those models to the space of the school, as an innovative pedagogical strategy capable of renewing the act of teaching. In such sense, this thesis intends to offer ways to deal with a still present tradition and the renewal proposals in the field of didactics concerning the literary phenomenon and its historiography.
Ranney, Melinda Meek. "Teaching Disadvantaged Children Through Literature". UNF Digital Commons, 1990. http://digitalcommons.unf.edu/etd/88.
Pełny tekst źródłaNgo, Lập Tu McLaughlin Robert L. "Literature as allusion processing and teaching Vietnam-American war literature". Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225141141&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177941823&clientId=43838.
Pełny tekst źródłaTitle from title page screen, viewed on April 30, 2007. Dissertation Committee: Robert L. McLaughlin (chair), Ronald Strickland, Aaron Smith. Includes bibliographical references (leaves 196-207) and abstract. Also available in print.
Behari, Kasturi. "Literature education for transformation : a critical pedagogy for literature teaching". Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/19575.
Pełny tekst źródłaAs the new South African national ethos is borne, education assumes the inenviable role of reconciliator and liberator amidst the programme of the redressing of past imbalances. Stakeholders everywhere are looking to the field of education for national reconstruction and nation building through the development of young minds into productive, active and creative citizens. Indeed, the responsibility that education bears is a moral one. The broad field of this dissertation identifies Literature Education as a tool for transformation within the specific context of present post-apartheid South Africa. A paradigmatic analysis of literature teaching is provided to establish a theoretical framework for teachers to critically appreciate the underpinnings of their methodological practice, within which to locate their current literature teaching trends. Making a paradigmatic shift in literature teaching implies a change in our beliefs concerning knowledge and meaning; power and authority and learning and teaching in society. The thesis posits that Literature Education must necessarily be located within a critical paradigm of teaching, so that as a critical pedagogy, it may facilitate the self and social transformation of pupils and practitioners alike. Within the critical paradigm of literature teaching, reading is reconceptualised as an interactive process between reader and text. The reader's status is elevated to meaning-maker, without whom the act of reading would be void. Adequate literary theory is advanced on Schema Theory as a model of reading analyses of a reader's or pupil's Personal-Mental Schemata. The theory of Additive Schemata is proposed as the means to effect the transformation in pupils through Schema Refreshment or Schema Alteration. The critical teacher using Additive Schemata inputs, is in a position to maximise the potential that the learner has for transformation. Transformation, however is not guaranteed as it depends on a variety of factors such as a learner's flexibility, logical reasoning and a need to be transformed. In order to validate this proposal a research project was conducted in an English Literature class, the dynamics of which are detailed in Chapter Three in their entirety. The findings reveal that Additive Schemata have a positive influence on a learner's personal-mental Schemata leading in most cases to a transformation within pupils who engaged critically with the Additive Schemata approach. The research acknowledges that a learner's point of entry is not the same as the point of departure within the Additive Schemata approach. Learners are not being introduced to a new moral order; the Additive Schemata offers learner's a new moral choice. In so doing, literature teaching, following the Additive schemata approach, embodies the central tenets of a critical pedagogy offering pupils a process that is self-liberating and socially empowering.
Payne, Alan Robert. "An intertextual approach for teaching literature /". Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1850458331&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1279561194&clientId=22256.
Pełny tekst źródłaTypescript. Vita. "May 2008." Major professor: Benjamin F. Fisher Includes bibliographical references (leaves 166-170). Also available online via ProQuest to authorized users.
Zuloaga, Carole. "Multicultural literature". CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/845.
Pełny tekst źródłaXu, Li, i 徐莉. "IBMYP Chinese language A literature teaching process". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B4836924X.
Pełny tekst źródłapublished_or_final_version
Education
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Master of Education
Correia, Sandra Miriam Rodrigues. "The role of literature: english textbooks and literature in secondary teaching in Portugal". Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2011. http://hdl.handle.net/10362/8105.
Pełny tekst źródłaThe purpose of this Project Work is to assess how English textbooks present an approach to the literary text in secondary schools in Portugal. Whilst textbooks are not the only resource teachers use in their teaching practice, in the last years they have gained a significant place, being now the main tool in any classroom. Acknowledging its importance means textbooks have become legitimizing tools for the contents they promote. On the other hand, there has been a regression in textbooks due to several policies, political and educational, that have affected their role as sources of meaningful learning. In fact, being textbooks a reading of the syllabus and frequently their substitutes, it will be shown that there are flaws in the syllabus that are replicated in textbooks, affecting its content. In educational terms, the literary texts as valuable and valid learning material have been cause of debate throughout years, although the English syllabus in Portugal promotes its use. Bearing this in mind, the emphasis will be placed in the use of literary texts as a way of achieving meaningful learning and enhancing students’ knowledge of English as a foreign language and on how textbooks do not support this perspective nor recognize its importance, because they follow a communicative perspective of learning a language.
Dozier, Kimberly S. Hesse Douglas Dean. "Reading Vietnam teaching literature using historically-situated texts /". Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914567.
Pełny tekst źródłaTitle from title page screen, viewed July 10, 2006. Dissertation Committee: Douglas Hesse (chair), C. Anita Tarr, Charles Harris. Includes bibliographical references (leaves 232-241) and abstract. Also available in print.
Hinojosa, Manuel Matthew. "Teaching Outre Literature Rhetorically in First-Year Composition". Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1189%5F1%5Fm.pdf&type=application/pdf.
Pełny tekst źródłaKsiążki na temat "Literature teaching"
Knights, Ben, red. Teaching Literature. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-31110-8.
Pełny tekst źródłaAgathocleous, Tanya, i Ann C. Dean, red. Teaching Literature. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230507906.
Pełny tekst źródłaTeaching literature. Malden, MA: Blackwell Pub., 2003.
Znajdź pełny tekst źródłaN, Long Michael, red. Teaching literature. Harlow, Essex Longman: Distributed in U.S.A. by Longman Pub., 1991.
Znajdź pełny tekst źródłaTeaching values through teaching literature. Bloomington, Ind: Education Information Press in cooperation with ERIC Clearinghouse on Reading and Communication Skills, 1993.
Znajdź pełny tekst źródłaTeaching black literature. London: Virago, 1989.
Znajdź pełny tekst źródłaLeland, Christine H., Mitzi Lewison i Jerome C. Harste. Teaching Children's Literature. Second Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315269627.
Pełny tekst źródłaBrumfit, Christopher J. Literature and language teaching. Oxford: Oxford University Press, 1991.
Znajdź pełny tekst źródłaTeaching reading using literature. Madison, Wis: WCB Brown & Benchmark, 1994.
Znajdź pełny tekst źródłaNair, Supriya. Teaching Anglophone Caribbean literature. New York: Modern Language Association of America, 2012.
Znajdź pełny tekst źródłaCzęści książek na temat "Literature teaching"
Jayendran, Nishevita, Anusha Ramanathan i Surbhi Nagpal. "Teaching literature". W Language Education, 147–74. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003054368-8.
Pełny tekst źródłaSurkamp, Carola. "Teaching Literature". W English and American Studies, 488–95. Stuttgart: J.B. Metzler, 2012. http://dx.doi.org/10.1007/978-3-476-00406-2_37.
Pełny tekst źródłaBeach, Richard, Ashley S. Boyd, Amanda Haertling Thein i Allen Webb. "Teaching Literature". W Teaching to Exceed in the English Language Arts, 67–85. Wyd. 3. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003177364-6.
Pełny tekst źródłaMiller, Paul Allen. "Teaching Literature, Teaching Commitment". W The New Public Intellectual, 45–59. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1007/978-1-137-58162-4_3.
Pełny tekst źródłaWilliams, Carolyn. "Teaching Autobiography". W Teaching Literature, 11–30. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230507906_2.
Pełny tekst źródłaKnights, Ben. "Introduction: Teaching? Literature?" W Teaching Literature, 1–15. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-31110-8_1.
Pełny tekst źródłaDentith, Simon. "Teaching Historically: Some Limits to Historicist Teaching". W Teaching Literature, 173–88. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-31110-8_11.
Pełny tekst źródłaAgathocleous, Tanya, i Ann Dean. "Introduction". W Teaching Literature, 1–7. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230507906_1.
Pełny tekst źródłaMiller, Richard E. "Schooling Misery: the Ominous Threat and the Eminent Promise of the Popular Reader". W Teaching Literature, 125–38. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230507906_10.
Pełny tekst źródłaDean, Ann. "The River and the Chestnut Tree: When Students Already Know the Answers". W Teaching Literature, 139–48. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230507906_11.
Pełny tekst źródłaStreszczenia konferencji na temat "Literature teaching"
Heinrichova, Nadezda. "Teaching History Through German Literature". W 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.17.
Pełny tekst źródłaStone, Jenelle. "Teaching Affect Labeling Through Literature". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1586533.
Pełny tekst źródłaŠkobo, Milena. "Modern Technologies in Teaching Literature". W Sinteza 2020. Beograd, Serbia: Singidunum University, 2020. http://dx.doi.org/10.15308/sinteza-2020-86-92.
Pełny tekst źródłaSfeir, Hadia. "FEMINIST ACTION IN LITERATURE TEACHING". W International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0598.
Pełny tekst źródłaJukim, Maslin Haji. "Literature Teaching in Brunei: Literature Textbook in Indonesian Language". W Proceedings of the 1st Konferensi Internasional Berbahasa Indonesia Universitas Indraprasta PGRI, KIBAR 2020, 28 October 2020, Jakarta, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.28-10-2020.2315312.
Pełny tekst źródłaRiyandari, Angelika. "Indonesian Local Literature For English Teaching". W The 2nd International Conference 2017 on Teaching English for Young Learners (TEYLIN). Badan Penerbit Universitas Muria Kudus, 2017. http://dx.doi.org/10.24176/03.3201.08.
Pełny tekst źródłaDuan, Shaojun. "Instilling Environmental Awareness into Literature Teaching". W 2018 2nd International Conference on Education, Economics and Management Research (ICEEMR 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iceemr-18.2018.113.
Pełny tekst źródłaSun, DaJun. "On Dialogue Teaching in Literature Course". W 2013 the International Conference on Education Technology and Information Systems (ICETIS 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetis-13.2013.102.
Pełny tekst źródłaZhang, Xuemei. "Thoughts on Teaching Classical Chinese Literature". W 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.519.
Pełny tekst źródłaNúñez-Pacheco, Rosa, Evelyn-Paola Guillén-Chávez, Aymé Barreda-Parra i Mª Cruz Sánchez-Gómez. "Literature teaching methods: A systematic mapping". W TEEM'21: Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3486011.3486423.
Pełny tekst źródłaRaporty organizacyjne na temat "Literature teaching"
Oliveira, Hugo, i Jorge Bonito. Practical work in science education: A systematic literature review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, styczeń 2023. http://dx.doi.org/10.37766/inplasy2023.1.0023.
Pełny tekst źródłaJiménez, Carmen Rodríguez, Juan Carlos De la Cruz Campos, María Natalia Campos Soto i Magdalena Ramos Navas-Parejo. Teaching and Learning Mathematics in Primary Education: the role of ICT. A systematic review of the literature. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, listopad 2022. http://dx.doi.org/10.37766/inplasy2022.11.0083.
Pełny tekst źródłaPetrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka i Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, lipiec 2021. http://dx.doi.org/10.31812/123456789/4635.
Pełny tekst źródłaRomero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.
Pełny tekst źródłaKorobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, Daryna O. Holub, Nataliia V. Zinukova, Tetyana L. Kozhushkina i Sergei B. Vakarchuk. Google cloud services as a way to enhance learning and teaching at university. [б. в.], lipiec 2020. http://dx.doi.org/10.31812/123456789/3854.
Pełny tekst źródłaDuong, Bich-Hang, Vu Dao i Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), grudzień 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.
Pełny tekst źródłaSims, Kate. Lessons Learned from Education Initiatives Implemented During the First Wave of COVID-19: A Literature Review. Institute of Development Studies (IDS), grudzień 2021. http://dx.doi.org/10.19088/k4d.2021.134.
Pełny tekst źródłaBright, Nicola, Esther Smaill, Sinead Overbye i Kiri Edge. He reo ka tipu i ngā kura Growing te reo Māori in schools. NZCER, październik 2021. http://dx.doi.org/10.18296/rep.0017.
Pełny tekst źródłaDeJaeghere, Joan, Bich-Hang Duong i Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), styczeń 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.
Pełny tekst źródłaZATONA, D. S., i I. V. SHATOKHINA. METHODICAL APPROACHES AND EXPERIENCE OF THE FORMATION OF THE COMMUNICATIVE UNIVERSAL LEARNING SKILLS OF YOUNGER SCHOOLCHILDREN USING DIGITAL TECHNOLOGIES (LITERATURE REVIEW). Science and Innovation Center Publishing House, kwiecień 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-71-79.
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