Статті в журналах з теми "Teaching community"

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1

Hunt, Andrea N., Christine A. Mair, and Maxine P. Atkinson. "Teaching Community Networks." Teaching Sociology 40, no. 3 (April 25, 2012): 198–214. http://dx.doi.org/10.1177/0092055x12441714.

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2

Wehbi, Samantha, Shaun Ali, and Brynn Enros. "Teaching Community Organizing." Journal of Community Practice 13, no. 2 (October 11, 2005): 93–106. http://dx.doi.org/10.1300/j125v13n02_07.

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3

Reader, George G. "TEACHING COMMUNITY MEDICINE." Annals of the New York Academy of Sciences 128, no. 2 (December 16, 2006): 582–88. http://dx.doi.org/10.1111/j.1749-6632.1965.tb11670.x.

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4

MacDonald, Ian. "The Teaching Community: Recreating university teaching." Teaching in Higher Education 6, no. 2 (April 2001): 153–67. http://dx.doi.org/10.1080/13562510120045168.

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5

Moxley, David P., Ann Rosegrant Alvarez, Lorraine M. Gutierrez, and Alice K. Johnson Butterfield. "Teaching Community Practice, Educating Community Practitioners." Journal of Community Practice 13, no. 1 (June 14, 2005): 1–7. http://dx.doi.org/10.1300/j125v13n01_01.

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6

Fynn, Angelo, Martin Terre Blanche, Eduard Fourie, and Johan Kruger. "Teaching Community Psychology as Community Engagement." Journal of Psychology in Africa 22, no. 4 (January 2012): 573–75. http://dx.doi.org/10.1080/14330237.2012.10820570.

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7

George, Marius T. "Teaching Hand Washing Techniques in a Community Using Innovative Teaching-Learning Methods." Asian Pacific Journal of Health Sciences 3, no. 3 (July 2016): 167–72. http://dx.doi.org/10.21276/apjhs.2016.3.3.25.

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8

Young, Lynn. "Teaching for the community." Primary Health Care 1, no. 7 (July 1991): 8. http://dx.doi.org/10.7748/phc.1.7.8.s14.

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9

De Wolfe, Elizabeth A. "Teaching Consensus and Community." Teaching Anthropology: Society for Anthropology in Community Colleges Notes 6, no. 2 (September 1999): 11–13. http://dx.doi.org/10.1525/tea.1999.6.2.11.

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10

Baker, Nancy J., and Christopher J. Reif. "Community Context for Teaching." Journal of Aggression, Maltreatment & Trauma 1, no. 2 (January 9, 1998): 33–53. http://dx.doi.org/10.1300/j146v01n02_03.

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11

Tagliareni, M. Elaine, and Barbara B. Marckx. "Teaching in the Community." Nurse Practitioner 22, no. 10 (October 1997): 137. http://dx.doi.org/10.1097/00006205-199710000-00048.

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12

Drolen, Carol S. "Teaching Undergraduate Community Practice." Journal of Teaching in Social Work 5, no. 1 (June 12, 1991): 35–47. http://dx.doi.org/10.1300/j067v05n01_05.

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13

Milton, Constance L. "Teaching-Learning in Community." Nursing Science Quarterly 25, no. 2 (March 25, 2012): 137–39. http://dx.doi.org/10.1177/0894318412437959.

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Анотація:
Metaphors are creative learning devices that may illustrate novel and different meanings in teaching-learning situations. In this column, the author discusses possible meanings of the metaphor of nurse as guest in nurse-community relationships from a humanbecoming theoretical lens. Humanbecoming teaching-learning essences, paradoxes, and processes are used to illustrate potential ethical meanings and implications for nurse practice.
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14

Chan, Sook-Ching, Tong-Weng Lee, and Nigel J. Mathers. "Innovative community-based teaching." Medical Education 38, no. 5 (May 2004): 553–54. http://dx.doi.org/10.1111/j.1365-2929.2004.01860.x.

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15

Lynch, Christopher D., Peter J. Ash, Barbara L. Chadwick, and Elizabeth T. Treasure. "Community-based clinical teaching." British Dental Journal 207, no. 4 (August 2009): 141. http://dx.doi.org/10.1038/sj.bdj.2009.730.

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16

Laing, Lory M., and James M. Howell. "Teaching community medicine: The community as the patient." Medical Teacher 16, no. 1 (January 1994): 71–81. http://dx.doi.org/10.3109/01421599409108260.

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17

Povoroznyuk, Roksolana, and Bogdana Kolodii. "TEACHING COMMUNITY INTERPRETING IN UKRAINE." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 34 (2018): 189–207. http://dx.doi.org/10.17721/2663-6530.2018.34.14.

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18

Claiborne and S. Lyn. "Teaching Writing as Community Activism." Transformations: The Journal of Inclusive Scholarship and Pedagogy 27, no. 1 (2017): 29. http://dx.doi.org/10.5325/trajincschped.27.1.0029.

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19

Herzberg, Bruce. "Community Service and Critical Teaching." College Composition and Communication 45, no. 3 (October 1994): 307. http://dx.doi.org/10.2307/358813.

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20

Brink, Darin, Deb Simpson, Byron Crouse, Jeffrey Morzinski, Douglas Bower, and Ruth Westra. "Teaching Competencies for Community Preceptors." Family Medicine 50, no. 5 (May 2, 2018): 359–63. http://dx.doi.org/10.22454/fammed.2018.578747.

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Анотація:
Background and Objectives: Although community physicians provide one-fourth of the outpatient training received in medical school, usually there is no formal training of the preceptor. Currently there is no agreed-upon list of teaching competencies for community physician-preceptors. Using a modified Delphi process, the authors aimed to identify core teaching competencies for community preceptors for use in training and evaluation. Methods: A medical educator and three faculty members with expertise in faculty development created a list of teaching competencies organized in five domains. These competencies were finalized through a multiround modified Delphi technique with key stakeholder groups including (1) nonphysician medical educators, (2) academic physicians involved in faculty development, (3) community physicians who regularly precept medical students, (4) family medicine residents, (5) third-year medical students in a 9-month-long longitudinal clerkship. Proposed competencies were retained if 70% of the participants ranked it as “very or extremely important.” Results: In the first round, 24 competencies were evaluated by 40 physician preceptors participating in a rural faculty development conference. These were refined, and four additional competencies were added by the cohort. Subsequent rounds utilized a survey approach with broader audiences resulting in a final list of 21 competencies in five domains. Conclusions: Five competency domains with 21 teaching competencies can now be used to guide community preceptors’ training and evaluation.
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21

Himelein, Melissa, Liz Passman, and Jessica M. Phillips. "College Teaching and Community Outreaching." American Journal of Health Education 41, no. 6 (November 2010): 368–78. http://dx.doi.org/10.1080/19325037.2010.10599166.

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22

Robinson, Sue. "Teaching Journalism for Better Community." Journalism & Mass Communication Quarterly 94, no. 1 (December 22, 2016): 303–17. http://dx.doi.org/10.1177/1077699016681986.

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23

Boss, Judith A. "Teaching Ethics through Community Service." Journal of Experiential Education 18, no. 1 (May 1995): 20–24. http://dx.doi.org/10.1177/105382599501800105.

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Анотація:
Community service learning, when combined with a program of ethics education, is an effective means of enhancing students' personal, social and moral development as well as their academic performance.
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24

Palmer, Parker J. "Teaching & Learning in Community." About Campus: Enriching the Student Learning Experience 2, no. 5 (November 1997): 4–13. http://dx.doi.org/10.1177/108648229700200503.

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Анотація:
As the pedagogical debate swings between the teacher-centered model, with its concern for rigor, and the student-centered model, with its concern for active learning, some of us are torn between the two, says Parker J. Palmer. In this essay, adapted from Chapter Five of his new book, The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life, he offers a third option: teachers bring students into a community of learning around the subject itself.
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25

SPLETE, HEIDI. "Strategies for Teaching Community Pediatrics." Pediatric News 39, no. 9 (September 2005): 80. http://dx.doi.org/10.1016/s0031-398x(05)70622-6.

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26

CHARPENTIER, BONNIE A. "Honoring Community College Chemistry Teaching." Chemical & Engineering News 88, no. 46 (November 15, 2010): 49. http://dx.doi.org/10.1021/cen-v088n046.p049.

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27

Seabrook, M., T. Evans, and P. Booton. "Teaching students in the community." BMJ 309, no. 6954 (September 3, 1994): 612. http://dx.doi.org/10.1136/bmj.309.6954.612a.

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28

Bird, D. F. "Teaching students in the community." BMJ 309, no. 6963 (November 5, 1994): 1229. http://dx.doi.org/10.1136/bmj.309.6963.1229a.

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29

Deutsch, Susan, and André Ognibene. "ACP community-based teaching project." American Journal of Medicine 98, no. 6 (June 1995): 521–23. http://dx.doi.org/10.1016/s0002-9343(99)80008-4.

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30

Jones, David. "Join a Physics Teaching Community." Physics Teacher 46, no. 4 (April 2008): 251–52. http://dx.doi.org/10.1119/1.2895683.

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31

Benhuri, Gloria. "Teaching Community Telenursing with Simulation." Clinical Simulation in Nursing 6, no. 4 (July 2010): e161-e163. http://dx.doi.org/10.1016/j.ecns.2009.11.011.

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32

Ivanov, A. F., and A. E. Kondratenkov. "Concerns of the Teaching Community." Soviet Education 33, no. 2 (February 1991): 22–32. http://dx.doi.org/10.2753/res1060-9393330222.

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33

Shulman, Lee S. "Forum: Teaching as Community Property." Change: The Magazine of Higher Learning 25, no. 6 (December 1993): 6–7. http://dx.doi.org/10.1080/00091383.1993.9938465.

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34

Lee, Kyunghwa, and Daniel Walsh. "Independence and Community: Teaching Midwestern." Journal of Early Childhood Teacher Education 26, no. 1 (January 1, 2005): 59–77. http://dx.doi.org/10.1080/10901020590919022.

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35

Corbin, David E., and Marilyn M. Leach. "Teaching a Community Health Course." Journal of Physical Education, Recreation & Dance 56, no. 9 (December 1985): 56–62. http://dx.doi.org/10.1080/07303084.1985.10603829.

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36

Schneider, Jason. "Teaching grammar through community issues." ELT Journal 59, no. 4 (October 1, 2005): 298–305. http://dx.doi.org/10.1093/elt/cci058.

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37

LEFFORD, F., P. McCRORIE, and F. PERRIN. "A survey of medical undergraduate community-based teaching: taking undergraduate teaching into the community." Medical Education 28, no. 4 (July 1994): 312–15. http://dx.doi.org/10.1111/j.1365-2923.1994.tb02718.x.

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38

Anita, Nath, and Ingle GopaI. "From classroom to community: teaching Community Medicine in India." South-East Asian Journal of Medical Education 2, no. 2 (December 30, 2008): 5. http://dx.doi.org/10.4038/seajme.v2i2.476.

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39

Keeley, Meg, and Diane Pappas. "Teaching Community Pediatrics: A Community Resource Fair for Residents." Journal of Graduate Medical Education 2, no. 1 (March 1, 2010): 81–82. http://dx.doi.org/10.4300/jgme-d-09-00027.1.

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Анотація:
Abstract Background Pediatric residency programs are required to provide community and child advocacy experiences, but providing such community knowledge within the context of a busy, largely hospital-based training program can be challenging. Objective To assess the effectiveness of a community resource fair as a tool for increasing residents' knowledge of community-oriented care resources. Design/Methods We organized a community resource fair for pediatrics and family medicine residents. Exhibitors (n = 31) represented a wide range of pediatric resources. An anonymous preassessment and postassessment was administered. Results Thirty-two trainees participated in the resource fair. On the basis of the preassessment, 62% (8 of 13) of the pediatrics residents reported that they had little or no knowledge about community resources, while 38% (5 of 13) were neutral; none felt somewhat or very knowledgeable. After the fair, 91% (10 of 11) of residents felt somewhat knowledgeable and 9% (1 of 11) felt very knowledgeable about community resources. Of the resident participants, 92% (12 of 13) found this to be a “worthwhile experience.” Conclusions The community resource fair provides an interactive format that brings residents and community organizations face-to-face to discuss what services are offered and how they can work together to coordinate patient care.
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40

Outcalt, Charles L. "ERIC Review: Community College Teaching-Toward Collegiality and Community." Community College Review 28, no. 2 (October 2000): 57–70. http://dx.doi.org/10.1177/009155210002800204.

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41

Smith, Julia I., and Lena Chang. "Teaching Community Ecology as a Jigsaw." American Biology Teacher 67, no. 1 (January 2005): 31–36. http://dx.doi.org/10.1662/0002-7685(2005)067[0031:tceaaj]2.0.co;2.

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42

Thomas, M. Lori, Mary Katherine O'Connor, and F. Ellen Netting. "A FRAMEWORK FOR TEACHING COMMUNITY PRACTICE." Journal of Social Work Education 47, no. 2 (May 12, 2011): 337–55. http://dx.doi.org/10.5175/jswe.2011.200900081.

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43

Eilat-Tsanani, Sophia, M. Weingarten, M. Ben-Ami, Mordechai Dayan, and H. Tabenkin. "Teaching internal medicine in the community." Education for Health 28, no. 3 (2015): 205. http://dx.doi.org/10.4103/1357-6283.178606.

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44

Archer, Kimberly. "Looking at Education Differently: Community Teaching." Undergraduate Journal of Service Learning & Community-Based Research 10 (November 12, 2020): 1–3. http://dx.doi.org/10.56421/ujslcbr.v10i0.45.

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Анотація:
In the fall of 2019, as a participant in an innovative model of teacher preparation at Ball State University, I stepped out of my comfort zone and immersed myself in a extraordinary community. I went in expecting to teach students, but this experience provided so much more. I learned to expand my idea of what education is and what it should be. I learned how to be a community educator.
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45

Kroll, Keith. "Teaching in the Commercialized Community College." Radical Teacher, no. 93 (May 4, 2012): 12–21. http://dx.doi.org/10.5406/radicalteacher.93.0012.

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46

Kruger-Ross, Matthew. "Teaching Heidegger: A conversation in community." Heidegger Circle Proceedings 52 (2018): 14–19. http://dx.doi.org/10.5840/heideggercircle2018522.

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Анотація:
If, as Lovitt (1977) declares, “Heidegger is primarily a teacher,” then how can interpreting Heidegger’s thinking as acts of pedagogical relationality inform not only our understanding of his thinking but also who we are as teachers? Given the introduction of a new format for presentation, I am proposing an oral presentation and discussion to cultivate possible answers to this question. Attendees are profoundly teachers; it is a fundamental part of our scholarly lives. We teach who we are, and who we are has been influenced by our engaging with Heidegger’s thinking. In this conversation, we will share and reflect on our backgrounds as teachers and how we understand our teaching in connection to Heidegger’s philosophy and calls for a renewal in “thinking.”
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47

Waterston, Tony. "Constraints in Community Based Undergraduate Teaching." Medical Teacher 8, no. 3 (January 1986): 299–301. http://dx.doi.org/10.3109/01421598609036870.

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48

Muir, Jean. "Stress in the community: teaching relaxation." Nursing Standard 11, no. 51 (September 10, 1997): 36. http://dx.doi.org/10.7748/ns.11.51.36.s36.

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49

Calomo, Joseph M. "Teaching Management in a Community Pharmacy." American Journal of Pharmaceutical Education 70, no. 2 (September 2006): 41. http://dx.doi.org/10.5688/aj700241.

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50

Bentley, Erinn, Madison Workman, and Alex Overby. "Being “adopted” into a teaching community." International Journal of Mentoring and Coaching in Education 6, no. 3 (September 4, 2017): 228–41. http://dx.doi.org/10.1108/ijmce-03-2017-0016.

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Анотація:
Purpose In order to prepare new members of the education profession, it is imperative that teachers enter their classrooms with the confidence, knowledge, and skills to serve their students from day one. One method for preparing such teacher candidates or student teachers is through school-based field placements during their preparation program. The purpose of this paper is to describe one example of a yearlong field placement and the mentoring relationships that emerged among participants. Design/methodology/approach This qualitative study used the following data sources: focus group interviews among the teacher candidates, focus group interviews among the mentor teachers, field placement reflections and teaching analyses composed by the teacher candidates, and interviews conducted among teacher candidates and mentor teachers. Findings Analysis of the data revealed that the yearlong field placement promoted positive mentoring relationships between teacher candidates and their classroom teachers. Specifically the following themes emerged: the “adoption” of teacher candidates into the high school classrooms, risk-taking within the classrooms, the mentor teachers’ use of constructive feedback, and collaborative “mentoring-down-the-hall.” Originality/value In recent years, various scholars have investigated the impact of field placement experiences on teacher candidates; however, these studies have lacked a detailed analysis of how such experiences impacted mentoring relationships among candidates and their mentor teachers in a collaborative setting. This paper provides an in-depth study of the perceived experiences of mentor teachers and their candidates.
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