Log in

Relevant bibliographies by topics / Discussion Teaching / Dissertations / Theses

To see the other types of publications on this topic, follow the link: Discussion Teaching.

Dissertations / Theses on the topic 'Discussion Teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Discussion Teaching.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Piyanukool, Surachai. "Effects of Teaching Reading Through Discussion of Text Structures." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3035/.

Full text

Abstract:

The purpose of this study was to investigate the effectiveness of teaching reading through discussion of text structures on students' reading comprehension. The design of the study was a Pretest-Posttest Control-Group Design. One hundred twenty-six sophomore and senior Thai college students majoring in English and attending afternoon English classes participated in the 10-week study and were randomly assigned to an experimental group and a control group. The experimental group received reading instruction in the characteristics of narrative and expository text structures and how to discuss the details of story by applying knowledge of text structures. The control group, on the other hand, read each story silently by themselves and answered comprehension questions. The posttest means of the two groups were compared, and a t test was used to test the significance difference of the means. The results did not reveal any differences between the means. The short time of the intervention may be a crucial factor that made the two strategies yield the same effects. However, the survey responses showed the participants liked reading through discussion of text structures more than reading by themselves.

APA, Harvard, Vancouver, ISO, and other styles

2

Miranda, Edwin. "Teaching assistant training : adult education principles and discussion group leadership /." Free full text is available to ORU patrons only; click to view:, 2004. http://wwwlib.umi.com/cr/oru/fullcit?p3131099.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Caey, Laura, James Fox, Jim Johnston, Pablo Juárez, Annette Little, and Blair Lloyd. "Roundtable Discussion Leader." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4173.

Full text

Abstract:

Please join us to enjoy lunch and conversation with select conference presenters with a small group of other attendees. Each presenter will host a table and facilitate discussion on a designated topic.

APA, Harvard, Vancouver, ISO, and other styles

4

Pavlika, Vasos. "A Discussion of different teaching strategies adopted during a Statistics tutorial." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-88200.

Full text

Abstract:

In this discusses four different approaches used during a statistics tutorial of a group of first year undergraduates studying computer science related degrees at the University of Westminster UK. The four approaches were each implemented in an attempt to keep the students interested in the statistics topics delivered. It was found that “Chalk and Talk” (i.e. board work) was not the best form of imparting knowledge to the students of the group as determined by student analysing feedback forms and generally observing student behaviour and listening to student comments over a number of years delivering statistics topics. The duration of each tutorial was two hours. The teaching strategies adopted were: a) A class quiz. b) Group explanation of material to members of the individual’s group. c) Group explanation of material to members of the entire class. d) Students teaching at the front of the class. Each of the methods will now be discussed with the relative merits and defects included for a comparison. It was found that each method worked better at the end of each module when the students were more familiar with the topics introduced on the module.

APA, Harvard, Vancouver, ISO, and other styles

5

Curran, Robert. "The wisdom of teaching : human experience and discussion in the classroom." Thesis, University of Ulster, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247750.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Swan, Malcolm. "Learning mathematics through reflection and discussion : the design and implementation of teaching." Thesis, University of Nottingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422765.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Warren, Amber N., and Natalia Ward. "Promoting Culturally and Linguistically Sustaining Teaching Through Online Discussion of Case Studies." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5944.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Gesner, Emily K. "Talking About Teaching: A professional development group for preservice secondary teachers." The University of Waikato, 2009. http://hdl.handle.net/10289/2792.

Full text

Abstract:

As teaching is a highly complex activity, so too is learning to teach. One pedagogy which has been shown to promote teacher learning is the use of small group discussion. This thesis examines the experiences of seven preservice secondary teachers at a New Zealand university who met weekly during their second practicum to discuss their experiences at their placement schools. Individual interviews conducted with five of the participants revealed that students felt positively about the weekly meetings. The preservice teachers appreciated 1) being able to hear about the experiences of other preservice teachers 2) tell others about their teaching 3) being able to seek advice and potential solutions to problems 4) the sense of personal connection and emotional support they gained during the weekly sessions. The students reported that the weekly meetings allowed them to think about their teaching from the perspective of others, and gave them time to reflect about their experiences while on practicum. This study situates these findings within the literature on initial teacher education and offers suggestions for future research using this pedagogy.

APA, Harvard, Vancouver, ISO, and other styles

9

Kuo, Shih Chih. "Teaching by discussion a case study of four professors' perspectives and pedagogical practices /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3342203.

Full text

Abstract:

Thesis (Ph.D.)--Indiana University, School of Education, 2008.
Title from home page (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0505. Adviser: Jerome C. Harste.

APA, Harvard, Vancouver, ISO, and other styles

10

Bernard, Rachel Marie. "Teacher Response to Instances of Student Thinking During Whole Class Discussion." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6489.

Full text

Abstract:

While the use of student thinking to help build mathematical understandings in a classroom has been emphasized in best teaching practices, teachers still struggle with this practice and research still lacks a full understanding of how such learning can and should occur. To help understand this complex practice, I analyzed every instance of student thinking and every teacher response to that thinking during a high school geometry teacher's whole class discussion and used these codes as evidence of alignment or misalignment with principles of effective use of student mathematical thinking. I explored the teacher's practice both in small and large grains by considering each of her responses to student thinking, and then considered the larger practice through multiple teacher responses unified under a single topic or theme in the class discussion. From these codes, I moved to an even larger grain to consider how the teacher's practice in general aligned with the principles. These combined coding schemes proved effective in providing a lens to both view and make sense of the complex practice of teachers responding to student thinking. I found that when responding to student thinking the teacher tended to not allow student thinking to be at the forefront of classroom discussion because of misinterpretation of the student thinking or only using the student thinking in a local sense to help advance the discussion as framed by the teacher's thinking. The results showed that allowing student thinking to be at the forefront of classroom discussion is one way to position students as legitimate mathematical thinkers, though this position can be weakened if the teacher makes a move to correct inaccurate or incorrect student thinking. Furthermore, when teachers respond to student thinking students are only able to be involved in sense making if the teacher turns the ideas back to the students in such a way that positions them to make sense of the mathematics. Finally, in order to allow students to collaborate a teacher must turn the mathematics to the students with time and space for them to meaningfully discuss the mathematics. I conclude that the teacher's practice that I analyzed is somewhat aligned with honoring student mathematical thinking and allowing student thinking to be at the forefront of class discussion. On the other hand, the teacher's practice was strongly misaligned with collaboration and sense making. In this teacher's class, then, students were rarely engaged in sense making or collaborating in their mathematical work.

APA, Harvard, Vancouver, ISO, and other styles

11

Waltonen-Moore, Shelley. "A grounded theory of Online GROUP Development as seen in asynchronus threaded discussion boards." Akron, OH : University of Akron, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1185649473.

Full text

Abstract:

Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies-Secondary Education, 2007.
"August, 2007." Title from electronic dissertation title page (viewed 04/29/2008) Advisor, Qetler Jensrud; Committee members, Evangeline Newton, Denise Stuart, Sandra Coyner, John Savery; Interim Department Chair, Bridgie Ford; Dean of the College, Patricia A. Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

12

Davis, Kimberly. "CO-TEACHING: USING VIDEO TO IDENTIFY CURRENT PRACTICES AND PROMOTE TEACHER DISCUSSION IN MIDDLE SCHOOL MATHEMATICS CLASSROOMS." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2767.

Full text

Abstract:

ABSTRACT This study explored the co-teaching practices occurring within four middle school mathematics classrooms and the influence of video discussions on each co-teaching team. The study took place within three middle schools in central Florida. The study provides a clear picture of the current status of middle school co-taught mathematics classrooms. The research results were inconclusive in that the key components of co-teaching were not observed (co-planning, co-instructing and co-assessing) and the findings were similar to past co-teaching research indicating mixed results. Overall, concerns that emerged from the study were a lack of heterogeneous classrooms, clarity for the role of the special educator, inquiry-based based instruction, and individualization for behavioral and instructional needs. Encouraging findings were that teachers were willing to communicate to create richer content, instruction and assessment. In addition, one team showed overall growth and promise related to effective practices. From triangulation of the data teams were growing in the areas of communicating with each other, clarifying roles, building teacher relationships, and discussing student achievement. The hope for effective co-teaching lies in teams being given time to plan, dual preparation, and co-professional development to more effectively meet the needs of low achieving students and students with disabilities in mathematics classrooms. The findings from this study implicate that for co-teaching to be successful teachers need heterogeneous classrooms with both teachers having strong content knowledge, yet with clarity that the special educator's role is to provide individualized strategies for behavior and instruction while the general educator's role is to lead the content instruction. When this level of co-teaching emerges, perhaps further research will not be necessary.
Ph.D.
Department of Child, Family and Community Sciences
Education
Education PhD

APA, Harvard, Vancouver, ISO, and other styles

13

Vassilenko, Larissa. "Discussion as a teaching method in remedial English university classes in Lebanon : an evaluation." Thesis, University of Leicester, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427510.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Unwin, Adam Richard. "The role of online discussion in the context of the Master of Teaching (MTeach)." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020718/.

Full text

Abstract:

This research concerns the professional development of teachers in their first year of teaching. It seeks to find out more about how on line discussions (ODs) undertaken by teachers, as part of the MTeach, contributed to this development process. During the MTeach teachers in this study worked in online tutor groups. These were made up from teachers from different schools, phases (primary and secondary) and subjects. Their accounts of participation in the ODs, written towards the end of the first year of teaching together with interviews conducted with a selection of these teachers at a later stage in their career, formed the data gathered for the research. The research was guided by the main question: how have the ODs facilitated new teacher development within the context of the MTeach? It appeared that the ODs enabled new teachers to participate by writing for an audience of peers, and by providing a sense of community, which through an underlying practitioner focus developed their criticality. These new teachers developed a collegiality, reflexivity and an engagement with wider and longer term perspectives about their professional practice. The research concluded that the gains from the online discussions were the result of careful 'pedagogic design' at several levels. The overarching finding is that by foregrounding the situated experiences and interests of the teachers, a 'way in' is provided for them to understand more fully the complexities, dilemmas and strategies encountered in their own and others' professional practice.

APA, Harvard, Vancouver, ISO, and other styles

15

Coward, Barbara E. "ESL learners leading group discussion : an exploratory study." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29584.

Full text

Abstract:

Recent research in second language acquisition makes a strong argument for the importance of promoting language learning tasks in the classroom which allow students to engage in authentic information exchange for which the main focus is meaning. The current emphasis on language learning through meaningful use has highlighted the role of negotiation of comprehensible input in second language learning. This has led to a psychololinguistic rationale for advocating group work in the classroom. Discussion on a topical issue provides a specific and natural group work task for ESL learners to use language in a problem-solving and decision-making context. As well, this type of task provides a productive context in which to study the processes of effective language use and the strategies of competent language users. The research reported here is exploratory; this document reports on a case-study of eight adult learners enrolled in an English for Academic Purposes discussion course. Their performance in discussion leadership was ranked globally by instructor and class peers using a leadership criteria checklist. These two subjective rankings correlated highly and were used as a central indicator of leader effectiveness. The study investigated the question: how might we better understand a number of variables which relate to these global rankings? This was explored through objective measures of discourse, self-reported learning strategies, an integration index and a learning style preference measure, which were analysed statistically for correlation. Discourse variables were measured on data collected during the group discussions. Strategy use, integrative motivation and learning style flexibility were determined by analysing what the students reported in a semi-structured interview. Results showed that the global ranking correlated positively with the objective discourse measures and learning style flexibility, but not with learning strategy use nor with integrative motivation. Qualitative examination of two high achievers was conducted. These two detailed cases reinforced some aspects of quantitative findings, but also shed light on possible individual differences between high achievers. The findings from both quantitative and qualitative data are reported together with their implications for future work in this area.
Education, Faculty of
Graduate

APA, Harvard, Vancouver, ISO, and other styles

16

Bang, Hwa-Ja Park. "The Effect of Using Class Discussion as a Pre-Writing Activity in Teaching Composition to ESL Students." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332250/.

Full text

Abstract:

This study examines the effect of class discussion as a pre-writing activity on actual writing performance. The experiment was conducted with all the Level 3 and Level 4 students enrolled in the Intensive English Language Institute of North Texas State University in the Spring, 1986 semester. Cochrans C test was performed to test significant differences between groups at the beginning of this test. Multivariate analysis of variance tests were used to determine the treatment effect between and within groups, and a matched t-test was also utilized to analyze the difference within tests. Pearson product moment correlation coefficient was calculated to determine the relationship between the discussion activity score and the actual writing score. Analysis of covariance tests were used to determine which variance of discussion activities had greater effect on the actual writing score.

APA, Harvard, Vancouver, ISO, and other styles

17

Leung, Won-gay. "Reciprocal teaching to improve English reading comprehension of a group of form three students in Hong Kong." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35377392.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Chan, Pun-tak, and 陳本德. "Facilitating learning with network discussion forum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962245.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

McDonald, Jacquelin. "The role of online discussion forums in supporting learning in higher education." University of Southern Queensland, Faculty of Education, 2007. http://eprints.usq.edu.au/archive/00003588/.

Full text

Abstract:

[Abstract]: This study investigates the contribution of asynchronous, online discussion forums to student learning in an Australian, online postgraduate course. The study of online forums is an emerging field of research and therefore calls for a methodology suited to the context where knowledge and application is still at the exploration stage. Grounded theory – an open, qualitative methodology – was chosen as an appropriate method to explore the nature of the interaction in the online forums.The grounded theory analysis of the data revealed that participant interaction did generate instructional design knowledge across a range of conceptual levels. The study also showed that interaction was effectively facilitated through the use of asynchronous text-based forums, and that participants used the online interaction to build a learning community and to generate knowledge within the learning community. These findings, although from a small case study, help to justify the widespread use of discussion forums in higher education.The research findings revealed that participant interaction was a key component that enabled the teachers and learners to build and participate in an online learning community. The subcategories that emerged from participant interaction – teaching role, building a learning community and generating knowledge – were all contributing categories to the core category: interaction as a facilitator of learning. Research revealed that the teacher had an important role in managing and facilitating the interactive online learning environment, through both design and implementation of the course. The teaching role was complex and integral in the building of a learning community and facilitating knowledge generation.One outcome of particular interest for online researchers is that most of the categories that emerged from the data in this study strongly correlated to the categories in the Interaction Analysis Model (IAM); as well as categories identified by the Canadian Institute of Distance Education Research (CIDER), the research arm of the Centre for Distance Education at Athabasca University. The grounded theory approach in this study generated similar categories to CIDER and IAM, despite the research being conducted without any reference to categories existing in the literature. The correlation between the CIDER, IAM and my categories provides credibility to each set of research outcomes. Also, it can be argued that the correlation between findings of independently conducted research studies means that these categories can be more confidently generalised to other online contexts. While the CIDER categories are now being applied in a number of empirical studies, I suggest that further research in a range of contexts is required to confirm whether these are “the” important variables in online interaction.The grounded theory approach generated categories unique to this research and provided a framework for the design and implementation of interactive online learning. From these findings, the literature, and personal experience, recommendations are presented in regard to design principles, a design framework, and implementation strategies and tactics. The implications of online learning for institutional policy and practice are outlined, and a reflection on the online teaching role is presented – one that challenges some existing conceptions of a diminished role for online teachers. The debate surrounding the role of teaching in learning-centred pedagogy is an important discussion for higher education.

APA, Harvard, Vancouver, ISO, and other styles

20

Bagherian, Fatemeh. "An evaluation of Carleton Hotline for Administration and Teaching CHAT." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0019/NQ48324.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Chang, Po-lin Pauline, and 鄭寶連. "Effects of collaborative discussion on students' reading performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962191.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Davis, Kimberly E. Bryant. "Co-teaching using video to identify current practices and promote teacher discussion in middle school mathematics classrooms /." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002294.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Lam, Wai-ip Joseph, and 林偉業. "A study on argumentative ability of secondary school students in Hong Kong through argumentative group discussion inChinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B4723023X.

Full text

Abstract:

香港教育在課程和評估等方面均十分重視學生口語或書面論辯的能力，不論是學習階段內的全港性系統評估，還是學生完成中學課程後所參加的中學會考 (2012年之前) 或文憑考試 (2012年後)，均要求學生參與小組討論，訓練並考核學生評價觀點的強弱、適當回應組員的觀點的能力。香港教師能夠引導學生綜合書面論辯篇章的組織，並指導學生提出理由支持自己的觀點，但少於培養學生如何理解乃至評價他人觀點的根據，以及回應並發展反駁的能力。學生能夠評價書面篇章內容，也能在教師指導下辨識作者觀點的理據，但在小組討論中建立相反觀點以說服持不同意見的其他成員，表現仍見不足。本研究旨在發展理論架構與分析程序，以分析中學生在中文小組討論中的論辯。為此，本研究探討了中文小組討論的論辯話語的特徵、學生表達觀點與理據所運用的策略、批判地回應對手的方式，特別是發展反駁、評價對手觀點與理據，以及表達與有衝突的觀點。十八名來自九所中學的中學畢業學生按學校與性別的分層隨機分配到三組六人組別中，參與時限為廿五分鐘的中文小組討論。他們須討論一項禁止學校小賣部售賣垃圾食物，並禁止學生?帶垃圾食物回校的措施是否合理。學生的討論經謄錄後，在質性分析軟體 (NVivo) 的輔助下，運用話語分析和非形式邏輯中的論辯理論分析，以發現學生在討論中建構論辯的模式，包括：意念、言語行為、論辯圖式、討論的四個中文小組論辯討論的四個層次、廿五項讓學生得以建構論辯並參與討論的言語行為、六種論辯圖式及發展反駁的相關批判問題、討論的五階段，特別是學生傾向於把相互矛盾的論點統合為沒有衝突的討論發展方向。本研究提出了理論架構與分析程序，把學生在中文小組討論的論辯歸類，以分析論辯的特徵。本論文所提供的研究程序、理論架構、分析程序，以及學生在中文小組論辯討論的表現，有助中國語文課程及其他課程中論辯教育的課程發展、教學設計與評估。最後，本論文探索了研究設計的優點與不足，並提出了日後繼續發展本研究的可能方向。 The ability of Hong Kong students to frame arguments in written and spoken exchanges in Chinese is afforded high priority in Hong Kong secondary schools and is strongly emphasised in the Hong Kong Curriculum. The ability to attend to points made in a discussion, to identify strengths and weaknesses in assertions and content and to make appropriate counter responses has been formally examined in the matriculation examination since 2007. Teachers are comfortable about developing students‘ competence in identifying micro- and macro-structures in text content, and in using these to support opinions expressed in writing. They are less assured about teaching students how to perceive the grounds for counter-arguments and making measured responses and rebuttals of what others in a group have said. Students are able to critically examine text content, to appreciate points advanced and to assemble these in written responses, but, partly due to the Confucian endorsement of avoiding confrontation and disharmony, senior secondary students are apprehensive about public discussions in which they are asked to formulate opposing points of view and persuasive arguments to peers who hold conflicting standpoints. The study set out to assist teachers by establishing a theoretical framework and procedure for analyzing students‘ contributions in group discussion in Chinese. To achieve this, it was necessary to investigate characteristics of discourse; to identify the strategies students employ in presenting reasoned points of view; to critically analyse the contributions of others, especially those presenting counter-arguments; to weigh the merits of opposing opinions; and to present propositions against those expressed by fellow group members. Eighteen final year secondary school students from nine schools were selected, randomly placed into stratified groups of six and asked to participate in twenty-five minute long group discussions of the merits of a school policy prohibiting the sale of junk food in the school canteen and bringing junk food into school. The students‘ utterances were transcribed and points of argument examined using conversational discourse analyses, the logic of the arguments advanced being analysed with the assistance of research software (NVivo). Patterns of argument formulations by the students in the discussions were found. Levels of idea units, speech acts, argumentative scheme and discussion were identified and twenty-five types of spoken exchanges enabling students to construct arguments during the group discussions were identified. Six types of argument shemes were found; and types of critical questions for stimulating justifications and rebuttals of what participants said in the discussions were noted. A five-stage process of presenting arguments in the discussions emerged, together with a tendency for the students to attempt to integrate disparate and heterogeneous points of view into homogeneous standpoints. The research proposes procedures for analyzing and categorising the arguments students raise in group discussion in Chinese, and a framework for developing teaching students how to formulate and sustain telling arguments as part of the Chinese Language Curriculum. The strengths and weaknesses of the research are set out and the implications for further research and current practice are discussed.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

APA, Harvard, Vancouver, ISO, and other styles

24

Chau, Wai-che, and 周偉志. "The effectiveness of student discussion in primary 6 mathematics lessons." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35325914.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Chen, Yen-Hsin. "The professional ethics of teaching : a philosophical discussion, with special reference to the thought of Isaiah Berlin." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/10020775/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Molnar, Amy. "Differences in Social, Teaching, and Cognitive presence: a comparison of two discussion formats in an online course." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429885926.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Choi, Siu-ping Almas, and 蔡少萍. "Negotiation of meaning in oral discussion tasks among L2 learners in aHong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B2705150X.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Stovall, Johnny Harold. "A Comparison of Recall by University Bible Students After Discussion and After Self-Study." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331955/.

Full text

Abstract:

Recall of expository prose after one of two learning techniques was determined. Pearson correlation did not discover a significant difference between the recall writings of the examinees who studied by discussion and those who studied by underlining. The significance of the difference between two proportions found that the group which underlined recalled significantly better than the group which discussed what they had read. This highly significant difference was almost identical when all synonyms from the Turbo Lightning computer program were considered correct recall and analyzed by the significance of the difference between two proportions.

APA, Harvard, Vancouver, ISO, and other styles

29

駱惠儀 and Wai-yi Begonia Lok. "Influence of online discussion on classroom learning: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256661.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Walsh, Jean 1975. "The student-teacher dialogue : an autobiographical discussion of choice, possibility and the teaching-self in the process of becoming." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31147.

Full text

Abstract:

This thesis is an investigation of the relationship between education, freedom and the teaching self. Adopting the paradigm of qualitative research, it integrates an autobiographical perspective in which, drawing on the author's experience and perceptions of the shortcomings of traditional teaching attitudes and practices, the thesis aims to explore concepts and approaches which identify possible educational alternatives. The writings of educational philosopher, Maxine Greene, provide the theoretical framework for this study. Based on central themes identified in her work, a theoretical analysis of the principal concepts of freedom, community, imagination, narrative and identity is provided.

APA, Harvard, Vancouver, ISO, and other styles

31

Janiszewski, Goodin Heather Isobel. "The use of deliberative discussion as a teaching strategy to enhance the critical thinking abilities of freshman nursing students." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117067881.

Full text

Abstract:

Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xi, 199 p.; also includes graphics. Includes bibliographical references (p. 115-129). Available online via OhioLINK's ETD Center

APA, Harvard, Vancouver, ISO, and other styles

32

Kyle, Judy A. "Investigating philosophical discussion with children as co-researchers : a case story of doing educative research using collaborative philosophical inquiry." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36776.

Full text

Abstract:

This thesis is about an investigation of how children with philosophical experience use philosophical discussion as a way of doing research. A Lawrence Stenhouse description of 'research' as "systematic and sustained enquiry made public" (Bridges 1996, p. 2) served as my starting point for what to count as 'research'. As an interpretive case story of children participating in research as co-researchers, this research is about how I engaged in an after-school Discussion Research Group co-research project with seventeen volunteer students from my Philosophy for Children classes. Our co-research was a methodological experiment in merging genres of research (Anderson, 1989) in which we adapted and combined Philosophy for Children and qualitative research techniques in a philosophical exploration of philosophical discussion. Bringing together the children's philosophical expertise and my interest in the use of qualitative research methodologies, I explored how and whether 'to do philosophy' is 'to do research'.
Using an open and systematic inquiry approach, I answer the dissertation research question in three ways: by demonstration, by surfacing philosophical inquiry research acts and by conceptual investigation. In a set of co-researching stories, I use document and verbatim transcribed data obtained from audio and video tapes of forty-eight co-research sessions to demonstrate the co-researcher children at work using their own voices. Using these data I surface philosophical inquiry research acts by identifying philosophical inquiry 'moves' the children use in the research context. And I present a conceptual investigation of research roles as a way of answering how the philosophical work the children co-researchers do can be seen as 'doing research'.
This investigation offers a textured portrayal of children using philosophical discussion as a way of doing research. It presents their work as a complex and comprehensive account of 'philosophical discussion'. It uses children's verbatim data to surface the philosophical in research thereby supporting my assertion that to do philosophy is to do research. It presents a conceptual refinement of a variety of research roles. And it presents a viable example of how philosophical and qualitative research methodologies can work together for mutual benefit.

APA, Harvard, Vancouver, ISO, and other styles

33

Ho, Kit-ching, and 何潔貞. "A brief discussion of the problems confronting Hong Kong primary school students in learning Putonghua and the remedialmeasures." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41261252.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Leung, Won-gay, and 梁韞璣. "Reciprocal teaching to improve English reading comprehension of a group of form three students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35377392.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Broderick, Jane Tingle, Seong Bock Hong, and G. Wohlford. "Teaching Teachers to Converse Productively with Students: a Study Using the Cycle of Inquiry System." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4196.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Dickfors, Erika. "Teaching Literature in English at High School Level : A Discussion of the Socio-Cultural Learning Theory vs the Transmission Theory." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-19793.

Full text

Abstract:

This essay discusses if teaching English literature in high school classes, in accordance with the socio-cultural learning theory, can be considered to promote language learning substantially better than teaching English literature in accordance with the transmission theory. This essay also investigates and compares how well teaching English literature, in accordance with each of these two learning theories, fulfills stipulations in the Swedish National Curriculum for high school courses English 5, 6 and 7. In order to show differences between the socio-cultural learning theory and the transmission theory there are presentations and discussions of different teaching strategies and learning tasks/exercises in accordance with each of these two learning theories. The base for argumentation in this essay is constituted by analytical and theoretical studies of teaching English literature in accordance with the socio-cultural learning theory and in accordance with the transmission theory. There are also theoretical studies of the Swedish National Curriculum (of high school courses English 5, 6 and 7) and previous empirical research and studies (which include teaching and/or language learning and the socio-cultural learning theory). This essay also includes a presentation and discussion of advantages and disadvantages for each learning theory.

APA, Harvard, Vancouver, ISO, and other styles

37

Schopf, Christiane, Andrea Raso, and Michael Kahr. "How to give effective explanations: Guidelines for business education, discussion of their scope and their application to teaching operations research." Gesellschaft für Fachdidaktik e. V, 2019. http://epub.wu.ac.at/6969/1/RISTAL_Schopf_Raso_Kahr_END.pdf.

Full text

Abstract:

Giving effective instructional explanations is one of the most important teacher competences. Recent di dactic literature provides, however, little insight on teacher explanations. In our previous work we devel- oped guidelines for designing comprehensible explanations in the field of business (teacher) education, which are along general lines transferable to other subject areas and target audiences. In this article, we first compare our guidelines to the state of research in general and mathematics didactics. We then in vestigate their applicability to teaching operations research at university level, based on interviews with professors of the international operations research community.

APA, Harvard, Vancouver, ISO, and other styles

38

Fox, James J., John Wheeler, Pamela J. Mims, Cathy Galyon Keramidas, Kimberly D. Hale, and M. Michaels. "Issues in Early Childhood/Early Childhood Special Education: Questions, Answers, & Discussion Forum." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/212.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Suydam, Theresa L. "A comprehensive literature review and discussion of recommended teaching practices for use in a multicultural training program or educational classroom environment." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008suydamt.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Backer, David I. "The Distortion of Discussion." Thesis, 2014. https://doi.org/10.7916/D8GX48QX.

Full text

Abstract:

This dissertation addresses a common, but troubling, educational interaction: when a facilitator (whether teacher, professor, or organizer) announces that a discussion will take place about some subject or question, but proceeds to speak at length and field questions regarding that subject. In this case, a controlled and unequal form of interaction known as recitation has occurred, though the interaction was called a "discussion" at the outset. Since discussion, as a form of interaction, connotes democracy, equality, and freedom, this interaction (where recitation passes for discussion) is distorted. After a survey of discussion's many pedagogical meanings, a Marxist theoretical approach--primarily drawing from Louis Althusser and Valentin Voloshinov--is used to critique the distortion of discussion. From the Voloshinovian perspective, the aforementioned distortion composes and iterates the social formation known as neoliberal capitalism. A psychoanalytic theoretical approach is then used to propose a new concept of discussion that works against this neoliberal distortion, one founded on Jacques Lacan's early concept of dehiscence. The dissertation concludes with suggestions for dehiscent facilitation practices, calling for greater emphasis on the form of interaction (as opposed to content) when working for social and political change.

APA, Harvard, Vancouver, ISO, and other styles

41

DAI, XIANG-FEN, and 戴湘芬. "Discussion on Dividing ABC Teaching Method into the Design of Geometry Teaching." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/zfkbet.

Full text

Abstract:

碩士
國立臺南大學
教育學系課程與教學教學碩士班
107
This study aims to investigate the influence of differentiated ABC model on the instructional design in middle school geometry. The research method is quasi-experimental research. The research subjects are the anonymous 9th grade students in a middle school in the Kaohsiung City, with 24 people in the experimental group and 15 people in the control group. The subjects in the experimental group are assigned to a total 20 middle school math courses with differentiated ABC model in 7 weeks and each class is 45 minutes. The two groups use the same material: the lesson one of the 9th grade middle school math textbook in the first semester (Han Lin Publishing), selected by the middle school during the research period. Before and after the classes, the students in those two groups take midterm math exams and Mathematics Self-Efficacy Scales. The results are shown as follows: 1. The differentiated ABC model on the instructional design in middle school geometry not significantly influences the learning achievement of the 9th grade middle school students in mathematics. 2. The differentiated ABC model on the instructional design in middle school geometry not significantly influences the 9th grade middle school students’ performance in the mathematics self-efficacy. Through the above research results, several suggestions are provided as the references for the educators using the differentiated ABC model on the instructional design in middle school geometry in the future.

APA, Harvard, Vancouver, ISO, and other styles

42

Lin, Chi-jen, and 林繼任. "Discussion-Kid: A Dialog-based Computer Assisted Teaching Environment." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/64616626464776486934.

Full text

Abstract:

碩士
國立中央大學
資訊及電子工程研究所
83
The system described in this thesis assumes the role of a learning companion who tries to stimulate the students' thinking process by providing different viewpoints. The teaching domain is not a well-defined one and multiple solutions are possible. Everybody can have his/her own view. Therefore, students need to develop ideas of their own and expose themselves to different points of view. The goal of the system is to provide students something new and to help them develop their own opinions. In this dialog-based teaching environment, we focus on the realization of dialog strategies. The system must be able to provide different viewpoints to stir up students' thinking and offer them some new opinions to extend their view. The system searchs for conflicting connotations to provide different viewpoints and introduces topic sentences to offer students some new opinions. In addition, the system sets the learning companion to respond according to some ideology, so that the content of the conversation can be focused.

APA, Harvard, Vancouver, ISO, and other styles

43

Huang, Chung-chieh, and 黃仲傑. "Discussion In Importing Of Teaching e-Portfolio System Platform." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/44974172197179024668.

Full text

Abstract:

碩士
國立雲林科技大學
資訊管理系碩士班
99
The purpose of this study is through the use of teaching e-portfolio platform experience to explore the impact of teaching e-portfolio platform differences into a key factor and the main reason. from the model of the Unified Theory of Acceptance and Use of Technology (UTAUT). After the research, this study indicates that there are three components that influenced the degree of Behavioral Intention include perceived easy of use, performance expectancy and social influence. But facilitating conditions is not significant to the use behavioral. In addition, this study made the following recommendations by the analysis of moderating variable: 1.Increase promoting awareness of the system & import the actual performance of case. 2.Enhance the system function & Reduce difficulties in using. 3.Develop peer groups & Gather team vision. 4.Organize promoting activities & Provide professional assistance. 5.Create a policy of system importing through the analysis of this research.

APA, Harvard, Vancouver, ISO, and other styles

44

Mahfood, Stephanie Lynn. "The dynamics of student teaching : bringing paraeducators into the discussion /." 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3314844.

Full text

Abstract:

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008.
Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1735. Adviser: James Halle. Includes bibliographical references (leaves 97-101) Available on microfilm from Pro Quest Information and Learning.

APA, Harvard, Vancouver, ISO, and other styles

45

Chen, Cheng-Kung, and 陳慶寬. "The Discussion on the Assistance Teaching of Teachers Using Blogs." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/98954615796570916020.

Full text

Abstract:

碩士
國立屏東科技大學
技術及職業教育研究所
96
This research aims to investigate the discussion on the assistance teaching of teachers using blogs. Research analysis focuses on the current status of teachers using blogs；the external variables affect the Technology Acceptation Model； the Technology Acceptation Model can explain and forecast the actual use of teachers using blogs. Research observations were obtained by questionnaire. The questionnaire was designed according to related literature reviews, and 300 were selected as research samples who using blogs as the assistance teaching. Eventually, 208 valid questionnaires had been returned, which came to be a return rate by 69.3%. Data was analyzed by SPSS 12.0 for Windows and the hypotheses were verified by Hotelling's T2-test ,one-way analysis of variance (ANOVA), Prudut-moment correlation, and regression analysis. Following research findings were obtained: 1. The teacher between 20-39 years old is superior to the teacher over 50 years old in perceived ease of use. 2. The teachers of administration are superior to the homeroom teachers in perceived ease of use and attitude toward using . 3. The teacher who used the network under 20 years old is superior to the teacher 31-50 years old in perceived ease of use. 4. The teacher using the network time over 3 hours is superior to the teacher using the network time under 2 hours every day in perceived ease of use, attitude toward using and intention to use . 5. The teacher participated in the studying information of the network more than 9 hours every semester is superior to the teacher participated in the studying information of the network under 3 hours in perceived ease of use and actual use. 6. In perceived ease of use, perceived usefulness, attitude toward using , intention and actual use are among closely related. 7. In perceived ease of use, perceived usefulness, attitude toward using and intention to use can predict actual use. According to the aforementioned findings, I proposed a few concrete suggestions to the education authorities, school administrators and educators.

APA, Harvard, Vancouver, ISO, and other styles

46

Lai, Huei-hsun, and 賴慧珣. "Gendered Teaching Position—Work situations of male and female teachers in Administrative and Teaching Professional Discussion." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/16929708135884537966.

Full text

Abstract:

碩士
國立中正大學
教學專業發展數位學習碩士在職專班
98
With “feminism” as the research approach in this study, the qualitative research approach, interviews, and document analysis were adopted. And through purposive sampling, nine male and female teachers from four public elementary schools in Hsinchu County and Hsinchu City were selected as the study subjects. The study aimed at probing into the context of gender-based teaching on the job site in order to analyze the teaching culture in the gender-based workplace, the gender stratification leads and manages the organization structure of teachers, the school’s regime of gender grasps the effect of “professional” and “semi-professional ” , and the sexual double standards for the male and female teachers when it comes to marriage and career from a gender political perspective. The four conclusions in this study include: 1.In terms of teacher culture and gender scenario, the male and female elementary school teachers are under the notion that men are breadwinners, and women are housekeepers. (1) The male teachers became teachers only because they had no other choice, but the female teachers had high hopes of landing the jobs. (2) The teachers’ gender culture and plight are based on the notion that men are breadwinners (e.g. engaged in educational business) and women are housekeepers (e.g. engaged in teaching or motherhood). 2. The plight of teaching presents the horizontal or vertical gender division of labor. (1) The masculinity (senior-grade elementary school teacher) and femininity (low-grade elementary school teacher) horizontal segmentation job assignments were observed during the arrangement of teachers. (2) The assignment of school duties shows vertical segmentation that the male teachers were assigned administrative positions and the female teachers were assigned teaching positions. (3) In terms of job promotions, “the Glass Elevator Effect” applied to the male teachers. On the contrary, the female teachers were held back by their misconceptions such as the “glass wall,” “trap door,” and the self-hypnosis type of “female advantage.” 3. The gender regime in school has bring up the situation that “administration is masculine and professional” and “teaching is feminine and semi-professional.” (1) The gender regime in school manipulation promotion opportunities and has reinforced the gender tilt. (2) The gender stratification is separated into opposites: masculine/administration is professional; feminine/teaching is semi-professional, which resulted in deepened gender class distinctions. 4. The masculine gender regime in school disparage the femininity. (1) The masculine gender regime in school has given rise to the plight of the feminine temperament. (2) The masculine gender regime in school has promoted the formation of female beauty as a capital. (3) The double standards by manipulation of the regime of gender caused the male and female teachers who started on the same track to end up with different marriage and career outcomes.

APA, Harvard, Vancouver, ISO, and other styles

47

MIN, CHIANG CHIA, and 江嘉敏. "Research of key questions in the mathematics teaching of discussion～Take speed teaching as an example." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/hc2qg9.

Full text

Abstract:

碩士
國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
95
This research is probing into a teacher while using the mathematics teaching of discussion mainly, make use of key questions to strengthen the mathematics concept, achieve the purpose that the concept deepens, and take speed unit as an example, and carry on the research of key questions. Study and take action research as the core carry on one - year teaching, divided into leading one, core one and examining one. Leading one lies in understanding student's state mainly, select several units to carry on the mathematics teaching of discussion, in order to improve teacher's question skill, try the key question, to enter the speed unit core one, the core utilizes the teaching notes of the key question to be designed, strengthen the use of the key question in one, probe into the key question grasping and effect in the speed unit, in examining one finally, examine and observe each course continuously, understand the effect that key question is implemented in the mathematics teaching of discussion. The result of study is found, the teacher knows during the process of implementing mathematics teaching of discussion that must grasp the teaching goal first, learn via student person who suppose orbit carry on activity plan, assess student should learn knowledge that get, it and can't deepen place at concept not going on “ repeating, reacting, explaining, challenge, question “,etc. skill. In addition, the result of study is found too, students fear mathematics however, come from the deficiency on mathematics confidence correctly mainly, it is unable to get the fulfillment, so the teacher, while trying the mathematics teaching of discussion, use more words of person who encourage too, raise between student and to like mathematics. So is it improve key suggestion respect of questions wanting to study, is it is it deploy question contrast form to draft in advance to want, it grasp teaching scene, further want more not using “ repeat “, “ challenge “ with “ question “, lack “ explain “ it with reflect, look over the dialogue that is used in one's own classroom and communicate after class finallying, as the improvement basis next time. The researcher presents the on-the-spot state of teaching herein, expect to be able to be regarded as and used the reference of key questions in the mathematics teaching of discussion.

APA, Harvard, Vancouver, ISO, and other styles

48

Decker, Mark Lowry. "Assessing the mindfulness attributes of teaching assistants assigned as discussion facilitators." 2013. http://hdl.handle.net/2152/21344.

Full text

Abstract:

This study investigated the relationship between student ratings of teaching and the mindfulness attributes of teaching assistants in freshmen courses consisting mostly of discussion. Regression analyses were run to determine whether teaching assistant data (n = 19), related to their teaching efficacy, trait mindfulness, mindfulness practices, self-compassion, and teacher concerns, were predictive of student ratings of teaching assistants' combined scores on three concatenated Likert-scale evaluation items--the teaching assistant is kind and respectful of me, is patient with my questions, and is receptive to my questions. As modeled, there was no significant relationship between these teaching assistant characteristics and the components that were examined. A subset of the population (n = 6), participated in follow-up interviews. A comparative and interpretative analysis of the interview data followed, which examined the teaching assistant narratives using the following variables as filters--teaching efficacy, trait mindfulness, mindfulness practices, self-compassion, and teacher concerns--in addition to the metacognitive constructs of Knowledge of Cognition and Regulation of Cognition. Overall, the interview component of the study found that teaching assistants who could better articulate their teaching processes and instructional goals reported purposefully engaging in the internal and external dialogic processes of instruction. Moreover, interview analysis suggests that teaching assistant evaluations were a poor means of assessing instructional skills, aptitude, or performance. In addition, while the tools used in this study, the Five Facet Mindfulness Questionnaire, the Mindfulness Process Questionnaire, the Self-Compassion, Scale, the Teacher's Sense of Efficacy, and the Teacher's Concerns Checklist, might reliably assess attributes of good instructors, they do not appear to capture the whole essence of one's instructional narrative. Whether it is through interviews, or intricate scenarios, instructional evaluation, especially when its purpose is to improve instruction, should have a qualitative and reflective component.
text

APA, Harvard, Vancouver, ISO, and other styles

49

Lin, Su Ching, and 林素靜. "An Action Research On Story Discussion Teaching For A Preschool Teacher." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/84743724238289106345.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

林美蓉. "Discussion of Supporting Elementary School Teachers’ Cognitive Knowledge of towards Students’ Fraction Misconceptions through Case Discussion of Mathematics Teaching." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/54090425173172028306.

Full text

Abstract:

碩士
國立新竹教育大學
數理教育研究所數學教育教學碩士班
102
The purpose of this study was to explore how the case discussion of mathematics teaching supports elementary teachers’ cognitive changes of toward students’ fraction misconceptions. Researchers established case discussion groups of mathematics teaching at school, collected relevant information of four elementary school teachers by conducting cases discussion and a pretest and a posttest through their participation in six math case discussions. The study found four elementary teachers’ cognitive change toward students’ fraction misconceptions through mathematics teaching case discussion were : (1) when interpreted students’ wrong problem-solving types, teachers could note students’ prior knowledge, graphic representation capabilities, fractional calculus capabilities and question-forming design, thus thinking about problem-solving strategies and misconceptions that students may arise; (2) when identified whether the problem-solving strategies were right or wrong, teachers’ focus of viewing wrong problem solving strategies shifted from whether the answer is right or wrong to the interpretation of the problem-solving process, and they also knew that the problem-solving strategy of fractions division “molecular ÷ numerator, denominator ÷ denominator” was correct; (3) when explained student’ cause of error, teachers could conduct exploration from students’ learning experience, problem-solving steps and semantic structure of question formation; (4) when found error and corrected strategies, teachers could propose targeted and diversified corrective strategy and propose specific teaching strategies to create concepts at the same time. In addition to these four points mentioned above, teachers can also take the initiative to understand students’ cognitive knowledge and examine their past teaching experiences through case discussion of mathematics teaching.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!