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Books on the topic 'Concepts of University Teachers'

Author: Grafiati

Published: 18 April 2022

Last updated: 25 April 2022

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1

Calvani, Antonio, ed. Technological innovation and change in the university. Firenze University Press, 2003. http://dx.doi.org/10.36253/8884530849.

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It is by now common knowledge that one of the aspects upon which the survival of the University depends is how it will make the best possible use of the new technologies (e-learning). Despite the acceptance of this principle, difficulties arise when one attempts to proceed from the mere declaration to actually planning activities and putting them into effect. This research, the result of collaboration between teachers and researchers of the Educational Science and Engineering Faculties of the University of Florence, focuses on certain theoretical concepts and reference apparatus, bringing international literature to bear on the specific case of Italy.

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2

Shumilina, Vera, Galina Krohicheva, Yuliya Mezentseva, et al. Management of enterprises and organizations: problems and solutions. AUS PUBLISHERS, 2021. http://dx.doi.org/10.26526/monography_6180d1003e3fd1.15351579.

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At the present stage in the global information society, a new economic structure is being actively formed - digital. There is a digitalization of economic processes and the penetration of information technologies into all spheres of activity. There are new requirements for the sources of competitive advantages of enterprises and effective concepts of their functioning and management. This monograph is a collective work of teachers, students, graduate students, undergraduates of the Department of Economic Security, Accounting and Law, Don State Technical University, Rostov State Economic University RINH, Tula State University. It is devoted to the consideration of individual problems of management of enterprises and organizations.

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3

MacDonald, J. J. Thermodynamics for teachers: Basic concepts explained. Caledon Educational, 1994.

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4

Kobozeva, Nadezhda, and Vera Dunaeva. The quality of audit services: concept, methodology, tools. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1016909.

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In the monograph developed a scientifically grounded concept and methodological quality assurance of audit services. Used in the Russian practice the system of indicators of audit quality are not sufficiently effective due to the lack of a uniform conceptual apparatus in the field of audit quality, allowing you to combine the expectations of users, requirements of regulatory bodies and public auditing. The most urgent task of the present stage of development of audit activities is the development of holistic, taking account of national features of the concept of audit quality. For students undergraduate and graduate, auditors, specialists of bodies of state financial control and supervision of University teachers.

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5

Collins, David. Teaching concepts. Florida State Dept. of Education, 1985.

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6

Practical pointers for university teachers. Kogan Page, 1994.

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7

Mikryukov, Vladimir, and Sergey Ilyushin. Theoretical and methodological analysis of social risks of modern society. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1111372.

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The monograph is devoted to the problem of determining the place of social risks in modern society. The authors, using various philosophical concepts and approaches, conducted an analysis of social risks and developed a number of proposals for their accounting in public administration. It is addressed to university students, graduate students, teachers, risk researchers, as well as a wide range of inquisitive readers. It can be used in courses of disciplines in philosophy, sociology, etc.

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8

Essential assessment concepts for teachers and administrators. Corwin Press, 2001.

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9

Parker, James A. Concepts for computer education: Strategies for teachers. Kendall/Hunt Pub. Co., 1988.

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10

Dean, Webb L., ed. School law for teachers: Concepts and applications. Pearson/Merrill Prentice Hall, 2006.

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11

McMillan, James H. Basic assessment concepts for teachers and school administrators. ERIC Clearinghouse on Assessment and Evaluation, University of Maryland, 2000.

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12

1942-, Jolliffe F. R., and Glickman Leslie 1945-1991, eds. Teaching statistical concepts. Longman, 1992.

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13

Bernstein, Leonard. Concepts and challenges. Pearson/AGS Globe, 2007.

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14

Ahlström, Karl-Georg. The University and teacher training. [s.n.], 1988.

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15

Exploring Japanese University English teachers' professional identity. Multilingual Matters, 2012.

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16

Year 13 Mathematics/Science Teachers & Subject Specialists Workshop on "Learning to Use Concept Maps & Vee Maps" (1999 University of Samoa). A conceptual approach to teaching mathematics & science: Proceedings of the Year 13 Mathematics/Science Teachers & Subject Specialists Workshop on "Learning to Use Concept Maps & Vee Maps", February 8-10, 1999 held at the National University of Samoa. Edited by Afamasaga-Fuata'i Karoline and National University of Samoa. Science Faculty. National University of Samoa, Science Faculty, 1999.

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17

Gwyn, Edwards, Lopez-Real Francis J, and Kwan Tammy, eds. Learning in school-university partnership: Sociocultural perspectives. Routledge, 2008.

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18

Gracheva, Elena, and Ol'ga Boltinova. Legal regulation of financial control. Types, forms and methods of financial control and supervision. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1856390.

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The textbook prepared by the teachers of the Department of Financial Law of the Kutafin Moscow State Law University highlights the concept, types, forms and methods of financial control, its regulatory legal regulation. The problems related to the legal regulation of certain types of financial control are investigated. Such types of financial control as budget control, tax control, banking supervision, currency control are disclosed. The chapters contain questions for self-control, recommended literature. For students of the magistracy of legal and non-legal universities studying the legal regulation of financial control.

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19

Babu, A. Durvasa. Information generation and library use by university teachers. Gyan Pub. House, 1994.

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20

Bourner, Tom. Preparing and developing university teachers: An empirical study. Education Research Centre, University of Brighton, 2000.

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21

Retirement, Commission on College. Retirement ages for college and university personnel. The Commission, 1986.

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22

Khanna, Kirti. Role-structure of academics: A profile of university teachers. Jain Brothers, 1987.

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23

Khanna, Kirti. Role-structure of academics: A profile of university teachers. Jain Brothers, 1987.

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24

Nazarova, Nataliya, and Gennadiy Penin. Special pedagogy:Volume 1: History of special pedagogy. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1078993.

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The textbook presents the history of special pedagogy as an independent branch of scientific and pedagogical knowledge. Analyzes the development of scientific thought in special education from the standpoint of modern science and development of special education people with disabilities (prescientific period — beginning of XXI century). The main stages of the development of scientific knowledge in special pedagogy in connection with the formation of its individual branches are highlighted. The most important scientific ideas, concepts, and theories that have had a decisive influence on the development of special pedagogy and its branches are presented. For students of higher education institutions studying in the areas of bachelor's and master's degree "Special (defectological) education". It can be useful for graduate students and University teachers, researchers in the field of General pedagogy.

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25

Montana. Legislature. Office of the Legislative Auditor. Survey of university staffing and workloads, Montana University System. The Office, 1990.

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26

Nath, Janice L., Irma N. Guadarrama, and John Ramsy. Investigating university-school partnerships. Information Age Pub., 2011.

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27

Oketch, J. G. Self-concepts and attitudes towards teaching as predictors of effective teaching. Bureau of Educational Research, Kenyatta University, 1988.

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28

Evseeva, Yaroslava. Successful Aging: Sociological and Socio-Gerontological Concepts. Edited by Maia Yadova. INION RAN, 2020. http://dx.doi.org/10.31249/ustar/2020.00.00.

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The content and development of sociological and sociogerontological concepts of successful aging in Western countries in the second half of the XX - early XXI century are considered. Particular attention is paid to modern concepts of aging. For researchers, teachers, graduate students and university students.

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29

Queiroz, Sabrina. Mapas Mentais - Um novo conceito. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-148-6.

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This manual was created with the main objective of providing a study option for students who have the need to grasp a large amount of content in a short time, besides allowing the teacher to pass the desired content in a more objective and visual way. The whole method developed in the research entitled "Mind Maps – A new concept" offers the student a significant means of study, and the teacher a more dynamic and effective form of teaching. Students which want to get a place at University or specific schools, for instance, need to learn a lot of content in a short time, which causes the need to optimize this learning. Thus, it was concluded that the application of mind maps in the classroom would be the best way to solve this problem, both for students and teachers. For this, it is necessary to implement a new method in conjunction with existing pedagogical methods. We then created a new concept of mind maps. Thus, from research, the application of this methodology in class was developed, with the objective of facilitating the teacher's class and the student's learning; and a manual was created for the creation of mind maps in the classroom and outside it.

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30

Sobral, Rosely Cândida. A formação para docência em administração no Brasil: Os saberes docentes em uma Universidade de Fronteira. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-168-4.

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It investigates how teacher training in administration occurs in Brazil and the effects on teaching knowledge mobilized by teachers of a course, in a border context. The question that guides the research is: how is teacher training handled in academic master's programs in Brazil and what are the reflections on teaching knowledge at a border university? Based on the concepts of teacher training and the model of teaching knowledge proposed by Tardif (1991), he analyzes the academic master's programs in administration and offers teacher training courses in his curriculum. Conducts semi-structured interview with 03 management professors from the Unioeste campus in Foz do Iguaçu. It shows that teacher training is built by classroom practice, but that the teaching internship is important in this process. In curricular knowledge there is no look at local frontier issues. It concludes that the formation of the teacher in Administration does not happen in the Master's programs, since the professional and curricular knowledge are not enough for the construction of the pedagogical practice. Even in curricular analysis, there is no concern with frontier knowledge (local knowledge) because this is not valued, neither in the interviews, nor in the political pedagogical projects of the Administration courses, nor in the programs analyzed. The results point to a model of teacher education that considers plural knowledge and that rethinks the importance of teacher education in academic master's programs in administration in Brazil.

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31

Pennington, Michael. Appraisal for Language Teachers (Concepts Handbooks for Language Teachers). Trans-Atlantic Publications, 1994.

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32

Carter. Concepts of Mathematics for Elementary Teachers. Addison Wesley Publishing Company, 1998.

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33

Economics: Concepts and Applications (Teachers Edition). Steck Vaughn, 1992.

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34

Blij, H. J. de. Geography - Regions & Concepts 6e - Teachers Manual. John Wiley & Sons Inc, 1992.

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35

Bernstein, Leonard. Energy [Teachers Edition] (Concepts and Challenges). Globe Fearon - Pearson Learning Group, 2004.

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36

Differentiation (Concepts Handbooks for Language Teachers). Nelson Thornes Ltd, 1998.

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37

Teachers Discovering HyperStudio: Concepts and Integration. Course Technology, 1999.

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38

Creativity (Concepts Handbooks for Language Teachers). Nelson Thornes Ltd, 1995.

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39

Holliday, Berchie. Advanced Mathematical Concepts: Teachers Wraparound Edition. Glencoe/Mcgraw-Hill, 2004.

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40

Taylor, Torsello Carol, Ackerley Katherine, Castello Erik, and Università di Padova, eds. Corpora for university language teachers. Peter Lange, 2008.

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41

Cox, Bill. Practical Pointers for University Teachers. Routledge, 2013. http://dx.doi.org/10.4324/9781315041452.

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42

Cummins. Geometry Concepts and Applications: Teachers Wraparound Edition. Glencoe/Mcgraw-Hill, 2004.

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43

Algebra Concepts and Applications: Teachers Wraparound Edition. Glencoe/Mcgraw-Hill, 2001.

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44

Cummins. Algebra Concepts and Appllications: Teachers Annotated Edition. Glencoe/Mcgraw-Hill, 2004.

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45

Connecting Math Concepts Level a Teachers Guide. SRA, 1992.

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46

Geometry Concepts and Applications: Teachers Wraparound Edition. 3rd ed. Glencoe/Mcgraw-Hill, 2003.

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47

Algebra Concepts and Applications: Teachers Wraparound Edition. 2nd ed. Glencoe/Mcgraw-Hill, 2003.

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48

Davies, Brian, and Turner Nevitt, eds. Thomas Aquinas's Quodlibetal Questions. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190069520.001.0001.

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Thomas Aquinas was one of the most significant Christian thinkers of the middle ages and ranks among the greatest philosophers and theologians of all time. In the mid-thirteenth century, as a teacher at the University of Paris, Aquinas presided over public university-wide debates on questions that could be put forward by anyone about anything. The Quodlibetal Questions are Aquinas’s edited records of these debates. Unlike his other disputed questions, which are limited to a few specific topics such as evil or divine power, Aquinas’s Quodlibetal Questions contain his treatment of hundreds of questions on a wide range of topics—from ethics, metaphysics, philosophy of mind, and philosophy of religion to dogmatic theology, sacramental theology, moral theology, eschatology, and much more. And, unlike his other disputed questions, none of the questions treated in his Quodlibetal Questions were of Aquinas’s own choosing—they were all posed for him to answer by those who attended the public debates. As such, this volume provides a window onto the concerns of students, teachers, and other interested parties in and around the university at that time. For the same reason it contains some of Aquinas’s fullest, and in certain cases his only, treatments of philosophical and theological questions that have maintained their interest throughout the centuries.

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49

Holub, Barbara, Klaus Himpsl-Gutermann, Katharina Mittlböck, Monika Musilek-Hofer, Andrea Varelija-Gerber, and Nina Grünberger, eds. lern.medien.werk.statt Hochschullernwerkstätten in der Digitalität. Verlag Julius Klinkhardt, 2021. http://dx.doi.org/10.35468/5904.

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The volume "lern.medien.werk.statt" is dedicated to the discussion of university learning workshops about their different concepts and their different self-image. In addition, the focus is explicitly on the topic of university learning workshops and digitality. Theoretical and conceptual connections between the discourses on learning workshops and media education will be explored, as well as possible incompatibilities, in an attempt to answer the following questions: - How can digital media be systematically integrated as tools to support free experimentation in learning workshops? - How can media education and in particular the use of digital media be meaningfully integrated into learning workshop concepts? - How does the work with (digital) media in the learning workshop practice take shape in concrete terms? The series " Lernen und Studieren in Lernwerkstätten – Impulse für Theorie und Praxis" is edited by Barbara Müller-Naendrup, Hartmut Wedekind, Markus Peschel and Eva Franz. The editors Barbara Holub, Klaus Himpsl-Gutermann, Monika Musilek-Hofer, Andrea Varelija-Gerber, Nina Grünberger work at the Institute for Interdisciplinary Education (IBS) at the Vienna University of Teacher Education. Katharina Mittlböck (formerly also PH Vienna) works at the University of Innsbruck.

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50

Alters. Concepts for Healthy Living, Fayetteville State University. Thomson Brooks/Cole, 1998.

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