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Denysenko, V. "Teaching methods for teaching English for specific purposes". Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18524.
Pełny tekst źródłaRozhkova, I. "Teaching methods of treatment eyes". Thesis, Sumy State University, 2016. http://essuir.sumdu.edu.ua/handle/123456789/46899.
Pełny tekst źródłaАнпілогова, Тетяна Володимірівна. "POPULAR METHODS OF TEACHING ENGLISH". Thesis, Національний авіаційний університет, 2019 //Лінгвістичні та методологічні аспекти викладання іноземних мов професійного спрямування України: Матеріали І Міжнародної науково- практичної конференції 20 березня 2019 р. / За заг. ред. О.М. Акмалдінової. – К. : НАУ, 2019. с 13-15, 2019. http://er.nau.edu.ua/handle/NAU/38409.
Pełny tekst źródłaУспех в изучении языка зависит от качества выбранного метода. У каждой методики есть свои плюсы и минусы. В статье описаны 4 метода (сугестивный метод, традиционная техника, коммуникативная методика, интенсивный метод обучения) преподавания английского языка.
Успіх у вивченні мови залежить від якості обраного методу. Кожна техніка має свої плюси і мінуси. У статті описано 4 методики (сугестивний метод, традиційна методика, комунікативна техніка, інтенсивні методи навчання) висвітлені у статті.
Delahoyde, Theresa Hawkins Peggy L. Morin Patricia J. Hutchinson Christine. "Generational differences of baccalaureate nursing students' preferred teaching methods and faculty use of teaching methods". Click here for access, 2009. http://www.csm.edu/Academics/Library/Institutional_Repository.
Pełny tekst źródłaA dissertation submitted by Theresa Delahoyde, MSN, RN to College of Saint Mary in partial fulfillment of the requirement for the degree of Doctor in Education with an emphasis on health professions education. This dissertation has been accepted for the faculty of College of Saint Mary by: Peggy Hawkins, PhD, RN, BC, CNE - chair ; Patricia Morin, PhD, RN - committee member ; Christine Hutchinson, JD - committee member. Includes bibliographical references.
Zhdanova, Tetiana. "Methods of Teaching a Foreign Language in a High School". Thesis, ХНМУ, 2016. http://repo.knmu.edu.ua/handle/123456789/13706.
Pełny tekst źródłaГолубчук, Ю. М. "Innovative methods of foreign languages teaching". Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10503.
Pełny tekst źródłaRoienko, L. V. "Using interactive methods in ESP teaching". Thesis, Одеський національний університет імені І. І. Мечникова, 2020. https://er.knutd.edu.ua/handle/123456789/16225.
Pełny tekst źródłaУ статті описані сучасні педагогічні технології і методи, що використовуються при викладанні іноземної мови фахового спрямування. У статті мова йде про головні види діяльності для удосконалення процесу викладання іноземної мови фахового спрямування.
Berkutova, T. I., V. V. Vrakina i V. B. Makarov. "Interactive methods in teaching foreign languages". Thesis, NTU "KhPI", 2017. http://repository.kpi.kharkov.ua/handle/KhPI-Press/38034.
Pełny tekst źródłaNivens, Ryan Andrew. "Teaching Mathematics Methods During Residency 1". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/220.
Pełny tekst źródłaZozulia, I. Ye, i І. Є. Зозуля. "Methods and techniques used in Ukrainian language teaching interactive technologies (practical experience)". Thesis, Leipzig University, 2018. http://ir.lib.vntu.edu.ua//handle/123456789/23179.
Pełny tekst źródłaМацюця, К. Ф. "The innovative methods in teaching foreign languages". Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10578.
Pełny tekst źródłaЩур, К. А. "Modern methods of teaching foreign languages abroad". Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10600.
Pełny tekst źródłaVetoshkina, M. M., i D. V. Nestorenko. "Texts of Ecological Discourse: Teaching Translation Methods". Thesis, Sumy State Universität, 2017. http://essuir.sumdu.edu.ua/handle/123456789/67319.
Pełny tekst źródłaJohnson, William J. "The teaching methods of Jesus a guide /". Theological Research Exchange Network (TREN), 1991. http://www.tren.com.
Pełny tekst źródłaRabb-Liu, Amy Felice 1968. "Teaching methods and student understanding in calculus". Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288725.
Pełny tekst źródłaZahir, Freshta. "Teaching Methods of Foreign Languages : Teaching and learning of Spanish language in Kabul". Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33821.
Pełny tekst źródłaTEMP Afganistan
Quilling, Michael Lance. "Applying rhythm teaching methods in an instrumental ensemble". Kansas State University, 2017. http://hdl.handle.net/2097/38162.
Pełny tekst źródłaSchool of Music, Theatre, and Dance
Frederick Burrack
Finding a systematic process for teaching rhythms in the instrumental setting has presented its own set of challenges. Numerous factors such as time constraints, engagement, motivation, and various degrees of proficiency amongst the students can all play a part in the overall success of the group. This video presentation includes a teaching demonstration utilizing techniques acquired from MU680-A (Advanced Rehearsal Techniques). Using rhythm readiness sheets modeled by Dr. Jay Gilbert and specific rehearsal techniques taught by Dr. Frank Tracz, this presentation exhibits a process for teaching rhythms that increases retention of rhythmic patterns in a way that enables all students to engage in the learning process simultaneously. The lesson plan is explained in detail and the routine was repeated daily and eventually implemented into the twelve-minute warmup portion of the rehearsal. After three weeks the students were recorded and asked to reflect on their progression. A noticeable change was observed after the lesson was completed and applied to the piece. In addition, the method also revealed several hidden learning outcomes, such as facilitating independence as musicians, utilizing listening skills to distinguish how various patterns fit within an established pulse, and increasing student motivation by creating positive rehearsals with attainable goals. The result was a performance showcasing the growth of the ensemble’s overall musicianship. The rhythm readiness sheet and concept that was utilized in the teaching demonstration is credited to Dr. Jay Gilbert. The rhythm readiness sheet is not copyrighted or published, however expressed written consent was granted by Dr. Gilbert and can be found in the Appendix.
Чумаченко, Юлія. "Examples of innovative methods of foreign languages teaching". Thesis, Київський національний університет технологій та дизайну, 2017. https://er.knutd.edu.ua/handle/123456789/7238.
Pełny tekst źródłaAlotaibi, Sultan. "Study of Islamic Teaching Methods in Saudi Arabia". Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1395603595.
Pełny tekst źródłaCrabill, Thomas V. "Teaching Methods of a Successful College Soccer Coach". University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1399642117.
Pełny tekst źródłaRandall, John H. "Stages of faculty concern about teaching online| Relationships between faculty teaching methods and technology use in teaching". Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10139810.
Pełny tekst źródłaAs more online courses and programs are created, it is imperative institutions understand the concern of their faculty toward teaching online, the types of technology they use, and the methods they use to instruct students in order to provide appropriate resources to support them. This quantitative study measures these concerns, using the Stages of Concern Questionnaire, of full-time faculty at a small Christian liberal arts university in Southern California relative to teaching online, technology use, and teaching methods. The majority of faculty reported being unconcerned about teaching online.
The correlations conducted between faculty’s concerns about teaching online and their teaching methods showed that while some relationships exist, the strength of the relationships are weak. The same was true for the relationships between faculty’s technology use and their concern about teaching online. Additionally, analysis of variance revealed faculty who practice more student-centered teaching methods are more likely to focus on coordinating and cooperating with others regarding teaching online.
It can be concluded that the majority of faculty at the institution are not concerned about teaching online and that overall, their technology use and specific teaching methods do not contribute to their concerns about teaching online. However, it was found that faculty who are more student-centered are more likely to cooperate and coordinate with others in regards to teaching online. These findings have implications for the institution where this research was conducted. The administration can be more confident knowing that many of their faculty are not highly concerned about teaching online, therefore, may be less likely to resist teaching these types of classes. The administration now has information that shows faculty who are more student-centered are more likely to cooperate with others in regards to teaching online. These faculty may be more inclined to promote online teaching and ultimately help fulfill the strategic plans of the University.
Chounlamany, Kongsy, i Bounchanh Khounphilaphanh. "New methods of teaching? : refroming education in Lao PDR". Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-40938.
Pełny tekst źródłaBackman, Mayumi. "Teaching Methods in Japan with relation to English Syntax". Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-17854.
Pełny tekst źródłaAl-Otaibi, Saad. "Methods of teaching Islamic education in Kuwaiti secondary schools". Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497434.
Pełny tekst źródłaMeissner, Henrique. "Teaching young musicians expressive performance : a mixed methods study". Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/22929/.
Pełny tekst źródłaEkblom, Viktor. "Adapting Teaching Methods and Approaches to Students with ASD". Thesis, Malmö universitet, Malmö universitetsbibliotek, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39217.
Pełny tekst źródłaСинилкіна, Анна. "Innovative techniques and methods in teaching english at universities". Thesis, Київський національний університет технологій та дизайну, 2017. https://er.knutd.edu.ua/handle/123456789/7232.
Pełny tekst źródłaPrieto, Pérez Nevia, i Martín Silvana San. "Teaching and learning Methods: Theories and Trends in L2". Tesis, Universidad de Chile, 2004. http://www.repositorio.uchile.cl/handle/2250/110138.
Pełny tekst źródłaAfter many years of hard study and careful research, we can state that focusing on the teaching area is not the key to achieve a good proficiency when learning a foreign language. This idea is based on the fact that, even though there have been many attempts to develop a good method for teaching languages through many decades, none of them has proved to be accepted by the whole language teaching community. Since our work was originally planned to encompass teaching and learning, from our point of view the process of learning is undoubtedly the most important thing. Consequently it must be studied in depth.
Jacober, Rochelle Ann. "Effectiveness of three methods of teaching breast self-examination". Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276598.
Pełny tekst źródłaCushman, Mary Ellen. "Reading, writing, and metacognition: Theoretical connections and teaching methods". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/458.
Pełny tekst źródłaChristian, Richard Dennis Rhodes Dent. "A design for teaching preservice secondary social studies teachers methods for teaching critical thinking skills". Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633389.
Pełny tekst źródłaTitle from title page screen, viewed May 10, 2006. Dissertation Committee: Dent M. Rhodes (chair), Larry Kennedy, Kenneth Jerrich, Frederick Drake. Includes bibliographical references (leaves 195-204) and abstract. Also available in print.
Hellström, Rasmus. "Task Based Language Teaching versus Presentation Practice Production : A Comparison of Two Language Teaching Methods". Thesis, Linköpings universitet, Avdelningen för språk och kultur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-125395.
Pełny tekst źródłaSimpson, Linda. "Undergraduate Nursing Students’ Learning Style Preferences and Preferred Faculty Teaching Methods Compared to the Actual Methods Used by Faculty". Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3833.
Pełny tekst źródłaThiel, Robert A. "A Mixed-Methods Study on Impact of Teaching Methods for Andragogy in an Informal Setting". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu158739437463573.
Pełny tekst źródłaTlala, Kedibone Magdeline. "The effect of predict-observe-explain strategy on learner's misconceptions about dissolved salts". Thesis, University of Limpopo ( Turfloop campus), 2011. http://hdl.handle.net/10386/641.
Pełny tekst źródłaMisconceptions learners bring to class are in sharp contrast to acceptable science. These misconceptions emanate from a variety of sources including the way educators teach, textbooks used by teachers and from life experiences. These misconceptions at high school (Grade 10) are a potential source of learning difficulty regarding understanding how salts dissolve in water. To assist learners to overcome such difficulties, learner-centred and activity-based intervention, Predict-Observe-explain (POE), was used in this study. The sample consisted of 93 Grade 10 Physical Sciences learners from two neighbouring schools situated in Moutse West circuit, Sekhukhune District, Limpopo Province. 53% of the students involved in this study were males and 47% were females. The purpose of this study was to investigate Grade 10 Science learners’ conceptual understanding of dissolved salts and to explore the use of POE strategy in order to reduce learners’ misconceptions about the dissolved salts. The study also, explored students’ prior knowledge of concepts related to the dissolved salts and determined the effectiveness of POE strategy on males and females. A quasi-experimental design was used where the experimental group (EG) used POE strategy during treatment and where the control group (CG) used the traditional teaching using lecturing and demonstrations. Before the start of the study, both groups wrote a pre-test using the Achievement Test (AT) to determine science baseline knowledge. Thereafter the intervention for EG and lecturing for CG followed and lasted for five weeks. After the intervention, both groups wrote the post-test to determine learners’ achievements. The post-test was followed by interviews to discover issues that were not identified during the AT. The quantitative data were analysed using both the t-test and the Analysis of Co-variance (ANCOVA). The qualitative data collected through interviews were coded to form themes and later themes were organised in categories. The results show that EG performed better in the post-test than the CG their counterpart. More importantly, this study identified two new misconceptions that have not been reported in the literature: salts dissolve in water when it is in ‘fine’ grains; and solid sodium chloride is not an ionic compound. Furthermore, findings from AT revealed that students’ conceptual understanding of how salts are formed, how salts dissolve in water and how salts ionise improved dramatically especially from the EG, but not for the CG. Data collected on the AT post-test for EG show that males (mean 21.13 ± 9.72 SD) achieved better than females (mean 12.73 ± SD 5.97) and t-test p = 0.004. On macro level concepts, females from CG achieved higher scores than the males from the same group. Conversely, on micro level, the CG achievements were lower than the EG in males and females, suggesting that POE favours the reduction of misconceptions not only at macroscopic levels, but also at microscopic levels. The findings in this study highlight the need for educators, curriculum developers and textbook writers to work together in order to include various elements of POE in the curriculum as a model for conceptual change at high school science classroom.
Lärkefjord, Bernadette. "Teaching English Grammar : Teaching Swedish Students at Upper Secondary Level". Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-623.
Pełny tekst źródłaThe purpose of this essay is to investigate what different ways there are to teach English grammar at upper secondary level and what guidance experienced teachers have to offer. This is done by studying different theorists’ ideas on language acquisition as well as what researchers’ opinions are on how to teach grammar. I have also interviewed seven experienced teachers who work at upper secondary level.
The results of this investigation show that explicit grammar teaching has decreased over the years and been replaced by implicit grammar teaching and communication exercises. Grammar teaching has become integrated with activities focusing on meaning and is taught more through examples than by using grammatical terminology. Since students frequently come into contact with English they are not thought to need grammar rules as much, since they learn the language in a native-like way almost. However, they repeatedly make some mistakes. Each teacher had different methods for dealing with these mistakes, but they seemed to be keeping in mind the students’ needs and the curriculum.
In this study, I will highlight some methods for teaching grammar, factors that can influence learning and provide information on some existing theories about how students learn their second language.
Naiser, Emilie Ann. "Understanding fractional equivalence and the differentiated effects on operations with fractions". Texas A&M University, 2004. http://hdl.handle.net/1969.1/1469.
Pełny tekst źródłaAbachi, A. "Investigating translation teaching methods through classroom interaction analysis : a case-study of Arabic-English teaching situation". Thesis, University of Salford, 1988. http://usir.salford.ac.uk/26485/.
Pełny tekst źródłaSahin, Safiullah. "Teaching Socio-Scientific Issues (SSI) in Takhar Province, Afghanistan : Methods of Teaching SSI inUpper Secondary Schools". Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32348.
Pełny tekst źródłaEsguerra, Mark. "An investigtion [sic] of developmentally appropriate methods in teaching drawing". [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/MEsguerra2007.pdf.
Pełny tekst źródłaPolianidis, Theodoros. "Lärarmetoder i klassrummet : Astudy of teaching methods in the classroom". Thesis, Stockholm University, Department of Education in Languages and Language Development, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8647.
Pełny tekst źródłaArbetet syftar till att ge en bild av lärarnas metoder i klassrumsundervisningen av tvåspråkiga barn.
Min forskningsfråga lyder: Vilka metoder använder sig läraren av för att undervisa engelsk grammatik till tvåspråkiga barn?
I teori delen börjar jag med att upplysa om tvåspråkighet. Vilken uppfattning hade man om tvåspråkighet och undervisning av tvåspråkiga barn för ungefär 40 år sedan? Vilken uppfattning har forskare om tvåspråkighet och undervisningen av tvåspråkiga elever idag? Jag fortsätter med att belysa om de olika metoderna lärarna använder sig av i klassrumsundervisningen för att undervisa tvåspråkiga elever i engelsk grammatik?
I resultat delen och efter att ha använt intervjun som forsknings redskap kom jag fram till följande resultat: Lärarna använde sig av liknande metoder för att motivera de tvåspråkiga eleverna till språkinlärning. De använde sig främst av leken som metod för att lära ut engelsk grammatik till deras elever. På så sätt blev grammatik undervisningen, enligt lärarna, mycket roligare och intressantare. Alla tre lärare varierade sina lektioner genom att använda sig av olika metoder. Eleverna fick ibland ansvara för sin egen språkinlärning och valde de metoder som passade bäst för deras kognitiva lärande. Lärarna använde sig också mycket av metoden 'Learner Autonomy' som gick ut på att eleverna fick arbeta självständigt och i sin egen takt med olika skrivuppgifter och övningar. Lärarna fick agera som rådgivare på dessa lektioner.
I analysdelen belyste jag om Skillnader samt Likheter i lärarnas åsikter. Jag jämförde vad alla tre lärarna sa i varje fråga och om det fanns några likheter samt skillnader i deras utsagor. Jag kom som sagt fram till att lärarna använde sig av liknande metoder för att lära ut engelsk grammatik i klassrummet, men självklart så fanns det även vissa skillnader på deras sätt att jobba.
Jag avslutade arbetet med en slutdiskussion där jag belyste om de olika problematiska momenten i lärarna utsagor. Samt om den bild jag fått ute på fältet i form av intervjuer, överensstämde med tidigare forskning (litteratur) som gjorts i detta område?
Bowden, Mark. "What are effects of interdisciplinary teaching methods on student achievement?" Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Bowden_M%20MITthesis%202007.pdf.
Pełny tekst źródłaBIM, SILVIA AMELIA. "OBSTACLES TO THE TEACHING OF THE SEMIOTIC ENGINEERING EVALUATION METHODS". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15340@1.
Pełny tekst źródłaEsta tese apresenta os resultados de uma pesquisa qualitativa acerca das dificuldades existentes no processo de ensino-aprendizagem de dois métodos de avaliação da Interação Humano-Computador (IHC). Trata-se do Método de Inspeção Semiótica (MIS) e do Método de Avaliação de Comunicabilidade (MAC), propostos pela Engenharia Semiótica para analisar a qualidade da comunicação entre designer e usuário através da interface de sistemas interativos. A pesquisa envolveu a realização de quatorze entrevistas e a análise do andamento de três disciplinas de IHC, a partir das quais foram mapeados e analisados três conjuntos de resultados: (i) dificuldades de ordem prática relacionadas principalmente ao limitado espaço de tempo para trabalhar um volume extenso de tópicos de IHC, ao número elevado de alunos por turma e à falta de material didático e de exemplos da aplicação dos métodos; (ii) dificuldades no desenvolvimento de três capacidades fortemente dependentes entre si e necessárias ao aprendizado dos métodos - interpretação sistemática, abstração e visão global; e (iii) iniciativas docentes para minimização das dificuldades identificadas. Estes resultados são interpretados tanto em relação a dificuldades que são específicas do contexto da Engenharia Semiótica quanto àquelas que são compartilhadas por outras abordagens de IHC e por áreas clássicas e fundamentais da Ciência da Computação. As dificuldades de interpretar, abstrair e construir uma visão global de um problema, longe de serem específicas do ensino dos métodos sob exame, são sérios obstáculos ao ensino de várias áreas e etapas da formação em Ciência da Computação. Soluções específicas ou gerais de uma determinada área são, na realidade, contribuições para o desenvolvimento de capacidades que, uma vez adquiridas, tornarão mais fáceis os processos de ensino-aprendizagem de outras áreas para as quais essas capacidades são também indispensáveis. Deste modo, a identificação e análise das dificuldades encontradas no contexto da Engenharia Semiótica são contribuições que podem vir a beneficiar tanto o processo de ensino dessa teoria e de seus métodos, quanto o ensino de outros tópicos e áreas da Ciência da Computação. As principais contribuições do presente trabalho relacionam-se, portanto, à identificação de alguns fatores que devem nortear a reflexão sobre a formação acadêmico-profissional na Ciência da Computação, e servir como referência para formulação de estratégias e para a elaboração de material didático para suas diferentes áreas.
This thesis presents the results of a qualitative research about the difficulties that are present in the teaching and learning process of two Human-Computer Interaction (HCI) evaluation methods. It concerns the Semiotic Inspection Method (SIM) and the Communicability Evaluation Method (CEM) both proposed by Semiotic Engineering to analyze the quality of the communication between the designer and the user through the interface of interactive systems. The research consisted of fourteen interviews and the analysis of the development of three HCI disciplines, from which three sets of results were mapped and analyzed: (i) practical difficulties mainly related to the limited time to work with a extensive volume of HCI topics, to crowed classes and to the lack of teaching material and examples of the methods´ application; (ii) difficulties in the development of three abilities heavily dependent on one another and required to the methods learning – systematic interpretation, abstraction and broad view; and (iii) teaching initiatives to minimize the identified difficulties. These results are interpreted in relation to both the difficulties specific to the Semiotic Engineering context and to those that are shared by other HCI approaches and by classical and fundamental Computer Science areas. The difficulties to interpret, abstract and to construct a broad view of a problem are far from being specific to the teaching of the methods under investigation, are serious obstacles for the education of many areas and stages of training in Computer Science. Specific or general solutions of a particular area are, in fact, contributions to the development of abilities that, once acquired, will make the teaching and learning process of other areas, where these abilities are also essential, easier. Thus, the identification and analysis of difficulties found in the Semiotic Engineering context are contributions that may benefit both the teaching process of the theory and its methods and the teaching of other topics and areas of Computer Science. The main contributions of this work are related, thus, to the identification of some factors that must guide the reflection about the academic and professional training in Computer Science, and serve as reference to the formulation of strategies and to the development of teaching material to its diverse areas.
Vanja, Jennessen. "Children’s Literature and English Teaching – Swedish Teachers’ Methods and Attitudes". Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20425.
Pełny tekst źródłaJoubert, L., G. Ludick i Z. Hattingh. "STUDENT EVALUATION OF DIFFERENT TEACHING METHODS AND THE EFFECTIVENESS THEREOF". Interim : Interdisciplinary Journal, Vol 13, Issue 2: Central University of Technology Free State Bloemfontein, 2014. http://hdl.handle.net/11462/287.
Pełny tekst źródłaA significant amount of time and effort has to go into teaching students. It is no art when lecturers simply read from a text book. The objective of this study was to determine the teaching methods that students at the Hotel School, Central University of Technology, Free State, consider as most effective to support learning. All first-year students (N=73) enrolled for the National Diploma: Hospitality Management were targeted to participate in the survey. A mixedmethod study design was followed, and a questionnaire consisting of closedand open-ended questions was developed for data collection. Closed-ended questions were rated on a five-point Likert scale, while answers to open-ended questions were analysed to determine trends. Results showed that lecturers used a variety of teaching methods. The lecture teaching method was rated best by 49% of students followed by the group discussion method which was rated as second best (19%). Case studies and brainstorming were the least-preferred methods (4% and 0% respectively). Lecturers should ensure that maximum information is transferred through the teaching methods that most appeal to students. The focus should be on enabling students to practically apply the lessons taught in everyday life.
D'Silva, Siobhan Danielle, i Inês da Silva Araújo Simões. "The efficiency of methods used for teaching and learning patternmaking". Master's thesis, Universidade de Lisboa. Faculdade de Arquitetura, 2016. http://hdl.handle.net/10400.5/13441.
Pełny tekst źródłaO foco desta pesquisa de design de moda são os métodos de ensino e a aprendizagem de "patternmaking". O propósito é estudar e observar alguns métodos correntes de ensino e retirar conclusões em termos de eficácia através dos resultados obtidos pelos alunos. A combinação de abordagens com intervenção ou sem intervenção de pesquisa qualitativa aqui proposta utilizará ferramentas como: (1) pesquisa literária (2) observação de aulas de "pattern making" de primeiro nível (para descrever e classificar os métodos de ensino usados pelos docentes de acordo com os resultados do desempenho dos alunos) e (3) entrevistas a estudantes e docentes (para identificar os seus antecedentes e experiências bem como as variáveis que contribuem para eficiência e deficiências identificadas nos processos de ensino). As entrevistas e observação conduzida vão permitir adquirir informação em tempo real, e como tal são de grande importância para este estudo. Igualmente relevante será a seleção e análise de literatura e documentação, que será um recurso permanente de informação. Esta pesquisa é um estudo documentado de três casos (um em Lisboa, Portugal e dois em Mumbai, na India) sobre métodos utilizados para o ensino e aprendizagem de pattern making, e retira as suas conclusões avaliando a sua eficiência.
ABSTRACT: The focus of this research in Fashion Design is the methods of teaching and learning pattern making. The purpose is to study and observe a few current methods and draw conclusions on their efficiency from the results obtained by the students. Combining non interventionist and interventionist approaches the qualitative research hereby proposed uses tools like (1) literature review, (2) observation of first level patternmaking classes (so as to describe and classify the methods used by the educators according to the students’ learning proficiency), and (3) interviews to students and educators (to identify their backgrounds and experiences as well as the variables that contribute for the efficiency or deficiencies of the observed methods). The conducted interviews and observation provide first hand information and are therefore of great importance in this study. Also relevant is the selection and review of literature, as it was a permanent source of information. This research is a documented study of three cases (one in Lisbon, Portugal and two in Mumbai, India.) on the methods that are being used for teaching and learning pattern making and concludes by evaluating their efficiency.
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Талько, І. Ю. "Innovative methods of foreign language training of specialists in teaching". Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10604.
Pełny tekst źródłaParlamis, Jennifer D., Noam Ebner, Lorianne D. Mitchell i Roy Lewicki. "The Medium, the Message and the Methods: Teaching Negotiation Online". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8316.
Pełny tekst źródłaJones, Heather Patti. "Researching Effective Methods for Teaching the Phases of the Moon". BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3865.
Pełny tekst źródłaReid, Joshua. "Teaching the Italian Romance Epic in Translation: Materials and Methods". Digital Commons @ East Tennessee State University, 2018. https://www.amzn.com/1603293663.
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