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Monaghan, Connie. "Effective strategies for teaching writing". Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Niemi_A%20MITthesis%202007.pdf.
Pełny tekst źródłaMustoe, Leslie. "Strategies for teaching engineering mathematics". Thesis, Loughborough University, 1988. https://dspace.lboro.ac.uk/2134/15428.
Pełny tekst źródłaPartin-Harding, Melissa C. "Innovative Teaching Strategies: Teaching Art Photography In The Digital World". Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308282675.
Pełny tekst źródłaBuckley, Stephen John. "Planning and teaching compliant motion strategies". Thesis, Massachusetts Institute of Technology, 1987. http://hdl.handle.net/1721.1/14929.
Pełny tekst źródłaMICROFICHE COPY AVAILABLE IN ARCHIVES AND ENGINEERING
Bibliography: leaves 170-176.
by Stephen John Buckley.
Ph.D.
Chernets, M. "Teaching strategies to promote active learning". Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13027.
Pełny tekst źródłaEvanshen, Pamela, i Susan Lewis. "Brainy Acts: Active Classroom Teaching Strategies". Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4379.
Pełny tekst źródłaBenosa, Kathlyn Garcia. "Increasing comprehension strategies through reciprocal teaching". CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3174.
Pełny tekst źródłade, Raadt Michael. "Teaching programming strategies explicitly to novice programmers". University of Southern Queensland, Faculty of Business, 2008. http://eprints.usq.edu.au/archive/00004827/.
Pełny tekst źródłaWiebe, Cindee Mae. "Natural teaching strategies for child pragmatic language". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22737.pdf.
Pełny tekst źródłaCarlson, Joanne Landau. "DEMOCRATIC TEACHING STRATEGIES FOR SKIN CANCER PREVENTION". Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275324.
Pełny tekst źródłaEvanshen, 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 źródłaDallas, Bryan. "ATTITUDES OF TEACHING FACULTY TOWARD INCLUSIVE TEACHING STRATEGIES AT A MIDWESTERN UNIVERSITY". OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/456.
Pełny tekst źródłaKlingler, Kelly Lynn. "Mathematic Strategies for Teaching Problem Solving: The Influence of Teaching Mathematical Problem Solving Strategies on Students' Attitudes in Middle School". Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5381.
Pełny tekst źródłaID: 031001486; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Enrique Ortiz.; Title from PDF title page (viewed July 24, 2013).; Thesis (M.Ed.)--University of Central Florida, 2012.; Includes bibliographical references (p. 88-92).
M.Ed.
Masters
Teaching, Learning, and Leadership
Education and Human Performance
K-8 Math and Science
Crawford, Rebecca V. "TRAINING TEACHING ASSISTANTS TO IMPLEMENT SYSTEMIC TEACHING STRATEGIES IN PRESCHOOL CLASSROOMS WITH RELIABILITY". UKnowledge, 2014. http://uknowledge.uky.edu/edsrc_etds/10.
Pełny tekst źródłaEriksson, Helena. "Teaching listening comprehension in upper secondary schools : An interview study about teaching strategies". Thesis, Högskolan Dalarna, Engelska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-36515.
Pełny tekst źródłaLau, Wing-yee, i 劉詠兒. "The explicit teaching of reading strategies: students' perceptions". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963031.
Pełny tekst źródłaFerguson, Rene. "Strategies for teaching religion in colleges of education". Thesis, Stellenbosch : Stellenbosch University, 1999. http://hdl.handle.net/10019.1/51437.
Pełny tekst źródłaENGLISH ABSTRACT: The revised norms and standards for teacher education requires an understanding of the beliefs, values and practices of the main religions of South Africa. However, many preservice teachers have emerged from backgrounds of monoreligious education, or from schools where Religious education was discarded from the curriculum. This situation implies that pre-service teachers may lack the knowledge and skills to cope within a religiously pluralist school environment. This study argues therefore that the attitudes and perceptions of pre-service teachers towards Religious education in particular and religions in general will be positively influenced by means of a programme of intervention. The main aim of this study is to examine strategies for teaching religion to pre-service teachers to equip them for the religious and cultural diversity of South African classrooms. F euerstein' s theory of Mediated Learning Experience (MLE) is examined as a vehicle for initiating new and creative ways of thinking about religions. Ten criteria for MLE are implemented within a context of co-operative small group learning on the grounds that learning about religions should take place in a constructivist paradigm. The potential influence of a tutor/mediator on the perceptions and attitudes of pre-service teachers towards religions other than their own is therefore a significant theme in this study. The influence of a programme of intervention on student attitudes towards religion and Religious education was determined within an action-enquiry research model. The empirical research indicates that active participation in the learning process not only enhanced student participants' knowledge and understanding of religious concepts, but also fostered the value of an unbiased, positive approach to the study of religions.
AFRIKAANSE OPSOMMING: Hersiende norme en standaarde vir onderwysersopleiding verg 'n kennis van die geloof, waardes en praktyke van die hoof religiee van Suid-Afrika. Nietemin kom baie studentonderwysers uit 'n monoreligieuse opvoedingsagtergrond of van skole waar religieuse onderrig van die kurrikulum verwyder is. Hierdie situasie impliseer dat studentonderwysers nie die nodige kennis dra, of die nodige vaardighede het, om in 'n pluralistiese religieuse skoolomgewing aan te pas nie. Hierdie studie argumenteer dat die houdings en persepsies van studentonderwysers teenoor religieuse onderrig in die besonder en religie in die algemeen positief be"invloed kan word deur middel van 'n intervensieprogram. Die hoofdoel van die studie is om verskillende strategiee in religieuse onderrig VIr studentonderwysers te ondersoek om hulle toe te rus vir die religieuse en kulturele diversiteit in Suid-Afrika. Feuerstein se teorie van Bemiddelde leerervaring (Mediated Learning Experience, MLE) word ondersoek as 'n middel waardeur nuwe kreatiewe denkmetodes oor religie ge"inisieer kan word. Tien kriteria van MLE word ge"implementeer binne 'n konteks van kooperatiewe leergroepe op grond daarvan dat religiee binne 'n konstruktivistiese paradigma moet plaasvind. Die potentiele invloed van die fasiliteerder op die persepsies en houdings van studentonderwysers teenoor ander religiee is dus 'n belangrike tema van die studie. Die invloed van 'n intervensieprogram op studentehoudings teenoor religiee en religieuse onderrig was bepaal deur middel van 'n aksienavraag navorsingsmodel. Die empiriese navorsing motiveer die feit dat aktiewe deelname in die leerproses nie net die deelnemende studentonderwysers se kennis en begrip van religieuse konsepte verdiep het nie, maar ook 'n onbevooroordeelde positiewe benadering tot die studie van religiee gekweek het.
Phillips, Janet Martha. "Clinical educators' adoption of socioculturally-based teaching strategies". Thesis, Connect to resource online, 2009. http://hdl.handle.net/1805/1902.
Pełny tekst źródłaTitle from screen (viewed on August 28, 2009). School of Nursing, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Pamela Ironside, Anna McDaniel. Includes vita. Includes bibliographical references (leaves 177-197).
Lau, Wing-yee. "The explicit teaching of reading strategies : students' perceptions /". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25754373.
Pełny tekst źródłaLeskosky, Michael, i Cassandra G. Pusateri. "Five Timeless Teaching Strategies from Welcome Back, Kotter". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3158.
Pełny tekst źródłaBlum, Miriam Perez. "Using research based teaching strategies with bilingual students". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2460.
Pełny tekst źródłaRanucci, Jill. "Imagery Use in Synchronized Swimming". Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194423.
Pełny tekst źródłaNieuwoudt, Susanna Maria. "Strategiese onderrig en leer van skoolwiskunde in 'n videoklasstelsel / Susanna Maria Nieuwoudt". Thesis, Potchefstroom University for Christian Higher Education, 2003. http://hdl.handle.net/10394/6.
Pełny tekst źródłaPatchen, Jacob L. "Effective teaching strategies for intrinsically motivating secondary science students". Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Patchen_JLMIT2010.pdf.
Pełny tekst źródłaStagova, Emine. "Teaching Strategies : Teachers’ views and attitudes towards reading problems". Thesis, Växjö University, School of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1246.
Pełny tekst źródłaAbstract:
The aim with this study is to discuss teachers’ individual views and thoughts regarding working with pupils with reading problems in foreign language learning. The study is based on qualitative research and includes interviews with four working teachers at the upper secondary level at one school. The main focus is to illustrate strategies expressed by the teachers involved in this study concerning pupils and reading problems in foreign language learning. Some of the earlier studies done regarding this subject emphasize motivation as a good strategy to use in school in order to pay more attention to pupils and encourage them to do better. Furthermore, teachers should work with literature in a new way, thus making use of the new technology available such as computers and projectors. New technology would make education more appealing and allow pupils to be involved with literature in a new way, familiar to the pupils’ daily life activities.
This study is done accordingly to the approach of two theories, namely phenomenography and reader-response theory. This study does not aim to show any right or wrong strategies from the teachers, it only assumes to show their own thoughts and views regarding this issue. Hopefully this study would help and bring new ideas to forthcoming teachers about reading disabilities and teaching strategies.
Higgins, Trevor P. "Teaching strategies for students with attention deficit hyperactivity disorder". [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/THiggins2007.pdf.
Pełny tekst źródłaBELTRAO, ANDRE LUIS FERREIRA. "PEDAGOGICAL STRATEGIES IN TEACHING DESIGN: FOR AN ACTIVE METHODOLOGY". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=30026@1.
Pełny tekst źródłaCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Esta dissertação tem como objetivo analisar práticas pedagógicas no ensino de Design Gráfico baseadas nas Metodologias Ativas (MA). A pesquisa fez um mapeamento de tais metodologias, que foram originalmente concebidas para aplicação em áreas de conhecimento relacionadas às disciplinas exatas. Partindo da articulação das MA e práticas pedagógicas para o ensino de Design, foram estruturados, propostos e experimentados em sala de aula exercícios e dinâmicas relacionados às metodologia em questão. Realizou-se um estudo de campo de pesquisa-ação em disciplina projetual de Design ao longo de três semestres e, no último semestre, registrou-se o diário de bordo da disciplina, aula a aula, além da realização de entrevistas com professores de Design com o intuito de conhecer suas práticas pedagógicas. Também foram feitas entrevistas com alunos participantes, que foram gravadas e analisadas à luz da taxonomia do aprendizado significativo de Fink (2007). Os resultados foram registrados, classificados e documentados, e criou-se um instrumento de análise das práticas pedagógicas relatadas, cuja interpretação consolidada, no capítulo final, resultou na proposição e reflexão acerca das estratégias pedagógicas que se buscava atingir.
This dissertation aims to analyze pedagogical practices in Graphic Design teaching based on active methodologies. The research mapped out such methodologies, which were originally designed for application in areas of knowledge related to exact subjects. Starting from the articulation of AM and pedagogical practices for the teaching of Design, exercises and dynamics related to the methodologies in question were structured, proposed and experienced in the classroom. An action-study field study was carried out in a projectual Design discipline over three semesters, and in the last semester a class diary was written, besides interviews with Design teachers on purpose to know their pedagogical practices. Student interviews were recorded and analyzed in light of Fink s (2007) taxonomy of significant learning. The results were recorded, classified and documented, and an instrument of analysis of the reported pedagogical practices was created, whose consolidated interpretation, in the final chapter, resulted in the proposals and reflections about the pedagogical strategies that were sought to achieve.
Schrempel, Martha Kratz. "Teaching Expressivity at the Piano: History, Signs, and Strategies". Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/86718.
Pełny tekst źródłaD.M.A.
This monograph explores the development and variety of signs for musical expression and discusses strategies for identifying and teaching them, enabling students to communicate musical expressivity. Chapter 1 provides a background for this study, including a brief survey of how writers from ancient times to the present conceived of expression, along with findings from recent psychological research into the connection between emotion and music. Chapter 2 delves into the signs themselves and proposes how students can learn to recognize them at different levels of study. An overview of musical topics and structural features that contribute to musical expression leads to an analysis of the expressive states in the first movement exposition of Mozart's Sonata in C minor, K. 457. Chapter 3 discusses particular strategies for connecting the discovered signs with performance at the piano. To help their students communicate expressively, teachers first need to guide students to a recognition of musical signs, then help them to highlight expressive features through deviations in tempo, dynamics, and articulation. Instructors can use a variety of strategies ranging from metaphors and specific language through aural and physical modeling. Additional work with Hevner's mood wheel, supplemented by student projects in the visual arts, writing, movement, and drama, can create a connection between students and musical expression.
Temple University--Theses
Manning, Patricia. "Itsicall : Investigating Teaching Strategies in Computer Assisted Language Learning". n.p, 1994. http://ethos.bl.uk/.
Pełny tekst źródłaManning, Patricia Eveline. "ITSICALL : investigating teaching strategies in computer assisted language learning". Thesis, Open University, 1995. http://oro.open.ac.uk/57551/.
Pełny tekst źródłaConsole, Nikki Ann. "Teaching strategies for foster care students with behavior problems". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2775.
Pełny tekst źródłaHood, Julie Ford. "Improvement in teaching : the impact of a formative assessment strategy on teaching intentions and strategies /". dissertation online, 2009. http://pqdtopen.proquest.com/#abstract?dispub=3379900.
Pełny tekst źródłaGehringer, Jennefer Fry. "A study of developmentally appropriate teaching strategies for teaching writing in the early childhood classroom". Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2003. http://www.kutztown.edu/library/services/remote_access.asp.
Pełny tekst źródłaAbstract precedes thesis as preliminary leaf i. Typescript. Source: Masters Abstracts International, Volume: 45-06, page: 2770. Includes bibliographical references (leaves 29-31).
Faulconbridge, Robert Ian. "The development of learning and teaching strategies and technical texts for diverse groups of adult learners". University of Southern Queensland, Faculty of Engineering and Surveying, 2008. http://eprints.usq.edu.au/archive/00004785/.
Pełny tekst źródłaSellappah, Sue. "Questioning strategies: Their use by clinical teachers". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1994. https://ro.ecu.edu.au/theses/1095.
Pełny tekst źródłaShannon, Maureen Graves Heather Brodie. "Senior learners motivations and composition strategies for teaching students 55+ /". Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9804936.
Pełny tekst źródłaTitle from title page screen, viewed June 13, 2006. Dissertation Committee: Heather Graves (chair), Janice Neuleib, Ronald Strickland. Includes bibliographical references (leaves 129-136) and abstract. Also available in print.
Brinson, Helen S. "Effective teaching strategies of foreign languages in secondary diverse classrooms". Master's thesis, Mississippi State : Mississippi State University, 2005. http://library.msstate.edu/etd/show.asp?etd=etd-04212005-142302.
Pełny tekst źródłaBuckmaster, Matthew T. "Teaching strategies of successful college trombone professors for undergradute students". [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001712.
Pełny tekst źródłaDu, Bose Howard Coleman Mary Ruth. "Pilot study teaching writing strategies to students with learning disabilities /". Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,933.
Pełny tekst źródłaTitle from electronic title page (viewed Dec. 18, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the School of Education." Discipline: Education; Department/School: Education.
Faulkenberry, Lauren. "Strategies for teaching science to culturally and racially diverse students". Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Edgley_B%20MITthesis%202007.pdf.
Pełny tekst źródłaO'Donnell, James F. "Beginning brass instruction : teaching strategies for selected skills and concepts". Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/506639.
Pełny tekst źródłaAltun, Zuhal Dinç. "Exploring teaching strategies of Turkish primary teachers in music education". Thesis, University of Leicester, 2005. http://hdl.handle.net/2381/30883.
Pełny tekst źródłaParaskakis, Iraklis. "Rethinking teaching strategies : a framework and demonstration through augmenting Maple". Thesis, Open University, 2000. http://oro.open.ac.uk/54853/.
Pełny tekst źródłaKorzh, T. N. "Teaching to comprehend professional texts by means of translation strategies". Thesis, Нова книга, 2011. http://essuir.sumdu.edu.ua/handle/123456789/63872.
Pełny tekst źródłaWang, Mian. "Motivational strategies in Chinese mother tongue teaching for simultaneous bilinguals". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32649.
Pełny tekst źródłaAlamri, Aziz Salim. "SAUDI SCIENCE TEACHERS' VIEWS AND TEACHING STRATEGIES OF SOCIOSCIENTIFIC ISSUES". Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1485731998757446.
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 źródłaPagel, Robert J. "The effectiveness of teaching strategies at CVTC A+ certification exam". Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004pagelr.pdf.
Pełny tekst źródłaKusey, Crystal Lyn. "Motivational teaching strategies for pronunciation". Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-12-2526.
Pełny tekst źródłatext
Van, den Heever Susanna. "Strategies for large class teaching". Diss., 2000. http://hdl.handle.net/10500/16253.
Pełny tekst źródłaEducational Studies
M. Ed. (Didactics)