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Artykuły w czasopismach na temat „Teacher-researcher”

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Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 30 stycznia 2023

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1

Dann, Ruth. "Teacher‐mentor to Teacher‐researcher". Mentoring & Tutoring: Partnership in Learning 3, nr 3 (marzec 1996): 33–37. http://dx.doi.org/10.1080/0968465960030305.

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Santa, Carol M., i John L. Santa. "Teacher as Researcher". Journal of Reading Behavior 27, nr 3 (wrzesień 1995): 439–51. http://dx.doi.org/10.1080/10862969509547891.

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Lee, Eun-Joo. "Perception of a Teacher-Researcher about the Reality of Teacher Research and Teacher-Researcher". Journal of Anthropology of Education 21, nr 3 (wrzesień 2018): 1–46. http://dx.doi.org/10.17318/jae.2018.21.3.001.

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The Lancet. "Researcher, clinician, or teacher?" Lancet 357, nr 9268 (maj 2001): 1543. http://dx.doi.org/10.1016/s0140-6736(00)04742-5.

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Banatvala, JE. "Researcher, clinician, or teacher?" Lancet 358, nr 9285 (wrzesień 2001): 921. http://dx.doi.org/10.1016/s0140-6736(01)06043-3.

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Fraser, Robert B. "Researcher, clinician, or teacher?" Lancet 358, nr 9285 (wrzesień 2001): 921. http://dx.doi.org/10.1016/s0140-6736(01)06044-5.

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Bawaskar, HS. "Researcher, clinician, or teacher?" Lancet 358, nr 9285 (wrzesień 2001): 921–22. http://dx.doi.org/10.1016/s0140-6736(01)06045-7.

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Dugdale, Alan. "Researcher, clinician, or teacher?" Lancet 358, nr 9285 (wrzesień 2001): 922. http://dx.doi.org/10.1016/s0140-6736(01)06046-9.

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Nanivadekar, Arun. "Researcher, clinician, or teacher?" Lancet 358, nr 9285 (wrzesień 2001): 922. http://dx.doi.org/10.1016/s0140-6736(01)06047-0.

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Shiwach, Raj. "Researcher, clinician, or teacher?" Lancet 358, nr 9285 (wrzesień 2001): 922. http://dx.doi.org/10.1016/s0140-6736(01)06048-2.

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11

Melland, Helen I. "Great researcher … good teacher?" Journal of Professional Nursing 12, nr 1 (styczeń 1996): 31–38. http://dx.doi.org/10.1016/s8755-7223(96)80072-x.

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Aubrey-Smith, Fiona. "Every teacher a researcher". Headteacher Update 2018, nr 2 (2.03.2018): 36–37. http://dx.doi.org/10.12968/htup.2018.2.36.

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13

Souto-Manning, Mariana. "Teacher as Researcher: Teacher Action Research in Teacher Education". Childhood Education 88, nr 1 (10.01.2012): 54–56. http://dx.doi.org/10.1080/00094056.2012.643726.

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14

Ryan, Michael, Monica Taylor, Amanda Barone, Leslie Della Pesca, Sona Durgana, Kelly Ostrowski, Tonianne Piccirillo i Kelly Pikaard. "Teacher as Researcher, Teacher as Scholar, and Teacher as Leader". New Educator 13, nr 2 (24.06.2016): 102–16. http://dx.doi.org/10.1080/1547688x.2016.1144120.

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15

Souto-Manning, Mariana, i Jane Bean-Folkes. "Teacher as Researcher: The “Why” behind Teacher Research". Childhood Education 87, nr 5 (sierpień 2011): 357–60. http://dx.doi.org/10.1080/00094056.2011.10523213.

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16

Иглицкий, М. М. "Alexander Chugaev: Composer, Researcher, Teacher". Научный вестник Московской консерватории, nr 2(37) (25.06.2019): 156–73. http://dx.doi.org/10.26176/mosconsv.2019.37.2.006.

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Статья посвящена обзору музыкальной деятельности Александра Георгиевича Чугаева (1924–1990). Несмотря на то, что он получил композиторское образование и в первую очередь считал себя композитором, по различным причинам он более известен как исследователь в области полифонии. Третья сфера его музыкальной деятельности— преподавание— не оставила практически никакого «материального» наследия, однако игнорировать ее означало бы упустить одно из важнейших качеств Чугаева-музыканта. Обзор биографии Чугаева вместе с рассмотрением разных сторон его творческой деятельности создает более полную картину, отчасти объясняющую судьбу его наследия, которую вряд ли можно назвать справедливой. This paper reviews the musical career of Alexander Chugaev (1924–1990). He has graduated as a composer and primarily considered himself composer; nevertheless, he is known for now mainly for his polyphonic studies. He taught for much of his life, and despite the fact, that teaching has left very few “material patrimony” it must not be ignored for it was as important part as the other two. Overview of his biography and work as a composer, researcher, and teacher allows us to form a more nuanced picture of his life and somewhat explain the fate of his legacy, which hardy can be described as equitable.
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17

Hammersley, Martyn. "On the Teacher as Researcher". Educational Action Research 1, nr 3 (styczeń 1993): 425–45. http://dx.doi.org/10.1080/0965079930010308.

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18

Potocka, Dorota, i Halina Sierocka. "HE ESP TEACHER AS RESEARCHER". Studies in Logic, Grammar and Rhetoric 34, nr 1 (1.10.2013): 175–88. http://dx.doi.org/10.2478/slgr-2013-0029.

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Abstract The field of language teaching, both TESOL and ESP, is undergo- ing rapid changes. It is responding to new educational trends and paradigms and institutions face new challenges connected with changes in the curriculum, national tests and student needs. As a result, language teachers need to update their professional knowledge by taking on new roles, such as those of teacher- researcher. The purpose of this paper is to present new developments in the area of general language teaching research, with a particular focus on meth- ods of qualitative research that might be found useful while examining certain aspects of teaching in the field of ESP, such as case studies, action research, interviews or observations. The presentation of research methods is followed by a review of research practice focused on pedagogical issues published in re- cent years in ESP journals, such as English for Specific Purposes, The Asian ESP Journal or Journal of English for Academic Purposes. Of major interest are articles on Legal English. The article concludes with suggestions for further study.
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19

Lynch, A. C. "Silvanus Thompson — teacher, researcher, historian". Electronics and Power 33, nr 3 (1987): 173. http://dx.doi.org/10.1049/ep.1987.0117.

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Lynch, A. C. "Silvanus Thompson: teacher, researcher, historian". IEE Proceedings A (Physical Science, Measurement and Instrumentation, Management and Education) 136, nr 6 (listopad 1989): 306–12. http://dx.doi.org/10.1049/ip-a-2.1989.0058.

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21

Latta, Ann. "Teacher as Researcher: Selected Resources". Teaching Education 8, nr 1 (styczeń 1996): 155–60. http://dx.doi.org/10.1080/1047621960080120.

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22

Oberg, Antoinette A., i Gail McCutcheon. "This issue: Teacher as Researcher". Theory Into Practice 29, nr 3 (czerwiec 1990): 142–43. http://dx.doi.org/10.1080/00405849009543446.

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23

Houser, Neil O. "Teacher-Researcher: The Synthesis of Roles for Teacher Empowerment". Action in Teacher Education 12, nr 2 (lipiec 1990): 55–60. http://dx.doi.org/10.1080/01626620.1990.10462749.

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24

Souto-Manning, Mariana, i Detra Price-Dennis. "Teacher as Researcher: Teacher Research as a Political Act". Childhood Education 86, nr 4 (czerwiec 2010): 273–75. http://dx.doi.org/10.1080/00094056.2010.10523164.

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25

Nami, Shamsi, i Nematallah Matin. "Researcher Teacher Program: Achievements and Shortcomings". International Education Studies 10, nr 3 (27.02.2017): 99. http://dx.doi.org/10.5539/ies.v10n3p99.

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This paper reports the results of a study entitled "Pathology and Researcher Teacher Program promotion and development approaches”. The aim of this study is to identify achievements, the cooperation and participation of teachers and principals in school activities in Researcher Teacher Plan and awareness of the shortcomings and obstacles in the implementation of this program. The research method is descriptive. The population statistic in this study involves two groups of researcher and non-researcher teachers and administrators. The sample consisted of 500 members who are estimated according to the population size on the basis of Kerjcie and Morgan table. Moreover, to select desired sample, multi-stage sampling method is used. Totally, 19 districts region of Tehran are divided into 5 categories and one region is randomly selected of each category and also from each region girls and boy’s school in primary school, secondary and high schools are chosen randomly and a number of researcher and non-researcher teachers and administrators of schools are selected randomly as samples size. Two types of questionnaire are used for data collection. In order to study the form and content tools, the opinions of 10 experts and Cronbach’s alpha is used to calculate reliability. The results showed that obstacles and shortcomings measurement has are significant level of P<0.5 and alpha coefficient is obtained 0.715 and questionnaire to assess the qualitative achievements of the plan has a significant level P<0.5 and Alpha as 0.587. Results showed achievements for researcher teacher is far greater than non- researcher teachers and administrators. Furthermore, researcher teachers and administrators have participated more than non-researcher ones in holding briefings, workshops and council meetings teachers but no significant differences appears in participation between the two groups of teachers in workshops and council meetings there. Non-Researcher teachers and administrators state that obstacles and shortcomings of non-researcher teacher’s plans are more than researcher teachers and administrators. However, both group almost are deployed similarly the first six obstacles as priorities 1 to 6.
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26

Vokhmina, Liliya L., i Lyubov P. Klobukova. "Serafima Alekseevna Khavronina: researcher, methodologist, teacher". Russian Language Studies 18, nr 3 (15.12.2020): 257–70. http://dx.doi.org/10.22363/2618-8163-2020-18-3-257-270.

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The article highlights the main milestones of the scientific and methodological activities of the professor of Peoples Friendship University of Russia Serafima Alekseevna Khavronina, the outstanding specialist in the theory and methodology of teaching Russian as a foreign language, who made a significant contribution to the formation and development of Russian linguodidactics. S.A. Khavronina is the author of numerous scientific publications, as well as textbooks and teaching aids, normative-methodological and test materials, which have been actively used for many decades in Russia and abroad. Her textbook Russian in Exercises is unparalleled in popularity and the number of reprints in dozens of countries. The importance of S.A. Khavroninas scientific works lies in scientific and methodological description of such complex aspects in the practice of teaching Russian as the word order, ways of expressing time, prefixes, etc. She has also the developed scientific and methodological foundations of teaching Russian as a way of business communication. For her professional achievements, S.A. Khavronina has been awarded the Order of Friendship, Pushkin and Motina medals.
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27

Horn, Raymond A. "Joe L. Kincheloe: Teacher-as-Researcher". Educational Researcher 28, nr 4 (maj 1999): 27. http://dx.doi.org/10.2307/1176446.

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28

Krippes, Karl. "Meillet, the Researcher and the Teacher". Histoire Épistémologie Langage 10, nr 2 (1988): 277–83. http://dx.doi.org/10.3406/hel.1988.2280.

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29

Kabat, Małgorzata. "TEACHER – PRESUMER AND RESEARCHER IN PEDAGOGY". Zeszyty Naukowe Wyższej Szkoły Humanitas w Sosnowcu. Pedagogika 22 (12.12.2020): 13–26. http://dx.doi.org/10.5604/01.3001.0014.5703.

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The article focuses on introducing a new idea emerging in the field of education. The unknown issue indicated here requires showing its roots along with an understanding of presumenism relating to the teacher’s activities in the process of education and conducting research. In both areas, activity, inventiveness, creativity, mobility are required of the teacher so that the content of teaching and studying as well as the research plan are presented in an interesting way. Knowledge from these forms of activity is used to modernize the individual, as well as jointly created, artistry. The teacher’s experience accumulated as a presumer may contribute to the promotion of educational products and services, which will positively affect the status of the entire education system. The theoretical argumentation will show the interpenetration of new and diverse ideas into the teaching duties and research. They will become a determinant of specific transformations involving multiple educational changes. Familiarity with them may be a valuable source of information and inspiration for the modernization of the teaching practice and promotion of education as a specific brand.
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30

Williamson, Nancy J. "Clare Beghtol: Teacher, Researcher, and Theoretician". KNOWLEDGE ORGANIZATION 37, nr 2 (2010): 101–5. http://dx.doi.org/10.5771/0943-7444-2010-2-101.

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31

Mayer, Jennifer M., Mary Ann Huntley, Nicole L. Fonger i Maria S. Terrell. "Professional Learning through Teacher-Researcher Collaborations". Mathematics Teacher 112, nr 5 (marzec 2019): 382–85. http://dx.doi.org/10.5951/mathteacher.112.5.0382.

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In a recent Mathematics Teacher article, Fonger and her colleagues explain why teachers should engage in research studies: Researchers working alone lack the information needed to effectively address problems of practice that matter most-problems that are highly contextual and based on teachers' day-to-day experience. (2017, p. 462)
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Knauft, D. A. "Changing careers: From teacher to researcher". Journal of Agronomic Education 17, nr 2 (wrzesień 1988): 131–33. http://dx.doi.org/10.2134/jae1988.0131.

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Ye Wang, Robert E. Kretschmer i Maria C. Hartman. "Teacher-as-Researcher: Theory-into-Practice". American Annals of the Deaf 155, nr 2 (2010): 105–9. http://dx.doi.org/10.1353/aad.2010.0006.

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Ramamurthy, V. "Turro the researcher, mentor and teacher". Photochemical & Photobiological Sciences 7, nr 12 (2008): 1441. http://dx.doi.org/10.1039/b819338j.

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Herrenkohl, Leslie Rupert, Keiko Kawasaki i Lezlie Salvatore Dewater. "Inside and Outside: Teacher-Researcher Collaboration". New Educator 6, nr 1 (marzec 2010): 74–92. http://dx.doi.org/10.1080/1547688x.2010.10399589.

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Stewart, Timothy. "Teacher-Researcher Collaboration or Teachers' Research?" TESOL Quarterly 40, nr 2 (1.06.2006): 421. http://dx.doi.org/10.2307/40264529.

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37

Ulichny, Polly, i Wendy Schoener. "Teacher-Researcher Collaboration from Two Perspectives". Harvard Educational Review 66, nr 3 (1.09.1996): 496–525. http://dx.doi.org/10.17763/haer.66.3.7255121435t71k33.

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How can qualitative research in education incorporate the voices of both the researched and the researcher? In this article, coauthors Polly Ulichny, a researcher, and Wendy Schoener, a teacher, respond to this question. In alternating sections throughout the article, they present two distinct interpretations of the teaching and learning that occurred in adult English as a Second Language classroom and of their developing relationship as collaborators. Together, Ulichny and Schoener come to realize that interdependence extends beyond agreeing on a research focus to include mutual collaboration in all phases of a research project.
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38

Holmdahl, Martin H:son. "Torsten Teorell, the Teacher and Researcher". Upsala Journal of Medical Sciences 100, nr 1 (styczeń 1995): 5–9. http://dx.doi.org/10.3109/03009739509178891.

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Allan, Karen Kuelthau, i Margery Staman Miller. "Teacher‐researcher collaboratives: Cooperative professional development". Theory Into Practice 29, nr 3 (czerwiec 1990): 196–202. http://dx.doi.org/10.1080/00405849009543454.

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Neitzke, G., i St Hoffmann. "Gustav Adolph Michaelis – Physician, Researcher, Teacher." Der Gynäkologe 32, nr 8 (sierpień 1999): 660–64. http://dx.doi.org/10.1007/pl00003279.

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Owens, Katharine D., David Steer i David McConnell. "Researcher, Teacher, Education Researcher: The Evolution of a University Geoscience Instructor". School Science and Mathematics 106, nr 1 (styczeń 2006): 27–35. http://dx.doi.org/10.1111/j.1949-8594.2006.tb18068.x.

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Kelsay, Karla Lynn. "When Experience is the Best Teacher: The Teacher as Researcher". Action in Teacher Education 13, nr 1 (kwiecień 1991): 14–21. http://dx.doi.org/10.1080/01626620.1991.10462757.

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Lovat, Terence J. "Bioteaching Ethics and the Researcher-Teacher: Considerations for Teacher Education". Action in Teacher Education 16, nr 4 (styczeń 1995): 71–78. http://dx.doi.org/10.1080/01626620.1995.10463220.

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Sanders, William T. "Robert S. Santley: Student, Teacher, and Researcher". Journal of Anthropological Research 64, nr 3 (październik 2008): 341–49. http://dx.doi.org/10.3998/jar.0521004.0064.302.

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Compton-Lilly, Catherine. "Review: Teacher Researcher Perspectives on Parent Involvement". Networks: An Online Journal for Teacher Research 2, nr 2 (1.07.1999): 83. http://dx.doi.org/10.4148/2470-6353.1238.

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Herrenkohl, Leslie Rupert, Lezlie Salvatore Dewater i Keiko Kawasaki. "Teacher–Researcher Collaboration as a Human Science". Teachers College Record: The Voice of Scholarship in Education 112, nr 13 (kwiecień 2010): 207–21. http://dx.doi.org/10.1177/016146811011201314.

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Reimer, Kathryn Meyer, i Bertram Bruce. "Building Teacher‐Researcher Collaboration: dilemmas and strategies". Educational Action Research 2, nr 2 (styczeń 1994): 211–21. http://dx.doi.org/10.1080/0965079940020206.

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Hochtritt, Lisa, Anne Thulson, Rachael Delaney, Talya Dornbush i Sarah Shay. "Theory Loves Practice: A Teacher Researcher Group". Art Education 67, nr 5 (wrzesień 2014): 12–22. http://dx.doi.org/10.1080/00043125.2014.11519286.

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O'Connor, Arlene, i Judy Sharkey. "Defining the Process of Teacher-Researcher Collaboration". TESOL Quarterly 38, nr 2 (1.07.2004): 335. http://dx.doi.org/10.2307/3588385.

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Bassett, Christopher. "Role of the nurse teacher as researcher". British Journal of Nursing 2, nr 18 (14.10.1993): 911–18. http://dx.doi.org/10.12968/bjon.1993.2.18.911.

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