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Books on the topic 'Periodic teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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1

Abbgy, Theodore S. Elements and the periodic table: What things are made of. [United States]: Mark Twain Media, 2001.

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2

Abbgy, Theodore S. Elements and the periodic table: What things are made of. [United States]: Mark Twain Media, 2001.

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3

David, Goforth, ed. The topology of the 2x2 games: A new periodic table / David Robinson, David Goforth. London: Routledge, 2005.

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4

Ballast, David Kent. Architectural education in the United States: Recent periodical literature. Monticello, Ill: Vance Bibliographies, 1987.

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5

Shaydenko, Nadezhda, and Svetlana Kipurova. Introduction to teaching activities. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1055432.

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The textbook is devoted to the first stage of professional growth of a teacher in a pedagogical university. The purpose of the teacher's profession in society and the corresponding requirements for the professional's personality are defined. The specifics of the teacher's work in different historical periods are revealed. Special attention is paid to the state policy in the field of education in modern Russia. A retrospective analysis of the development of teacher education in Russia is given, as well as the foreign experience of teacher training is described. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions, teachers and teachers.
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6

Gurrë e mendimit didaktik: Periodiku pedagogjik në gjuhën shqipe midis viteve 1945-1978. Prishtinë: Shkëndija, 2008.

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7

Cable, Carole. Recent trends in architectural education in Great Britain ; a survey of periodical literature, 1976-1986. Monticello, Ill., U.S.A: Vance Bibliographies, 1988.

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8

1945-, Suzuki Tai, Saitō Fumitoshi 1961-, and Tokiwa Tomoko 1967-, eds. Kin-gendai Nihongo seiseishi korekushon. Tōkyō: Kuroshio Shuppan, 2010.

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9

VandenBroeck, André. Breaking Through: A Narrative of the Great Work. San Francisco, USA: City Lights Books, 1996.

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10

Fridlender, Neḥemyah. Mi-mishnato shel Ramḥal. Bene Beraḳ: Neḥemyah Fridlender, 2013.

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11

Eikeland, Halvdan. Historieundervisning, historiebevissthet og politisk dannelse: Teori og praksis hos Karl-Ernst Jeismann og Annette Kuhn: En sammenliknende studie av historiedidaktiske konsjepsoner hos to sentrale vest-tyske didaktikere i perioden 1972-1987. [Trondheim]: Norges teknisk-naturvitenskapelige universitet, NTNU, 1999.

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12

Lectures on Judaism in the academy and in the humanities. Atlanta, Ga: Scholars Press, 1990.

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13

Bastianini, Guido, Walter Lapini, and Mauro Tulli, eds. Harmonia. Scritti di filologia classica in onore di Angelo Casanova. Florence: Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-173-7.

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The volume contains 77 original papers on classical philology, Greek and Latin literature, papyrology, written especially – upon invitation – by authoritative scholars from Italian and foreign universities. The topics range from Homer to the Late Antique period and include epic literature, epigrams, philosophy, historiography, theatre and critical-textual theory. As well as a homage to the Florence Greekist Angelo Casanova on occasion of his adieu to university teaching, the work is also – both owing to the prestige of the authors and the variety of the topics dealt with – an extremely loyal picture of the 'state of the art' of current antiquities studies.
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14

Lippi, Donatella, ed. Medicina, Chirurgia e Sanità in Toscana tra '700 e '800. Florence: Firenze University Press, 2008. http://dx.doi.org/10.36253/978-88-8453-788-1.

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Three Tuscan doctors, and three intriguing professional histories. The inventory of the papers of Pietro Betti, Carlo Burci and Vincenzio Chiarugi has made available an important archive heritage, which goes to supplement the partial knowledge deriving from the biographies and works of these figures who represented the bridge between the enlightened and revolutionary eighteenth century and the following century, taut between the claims of science and political and social influences. A great season for Medicine and Surgery is revisited through the voices of three important exponents of this period of knowledge and action, of a commitment – that is also contemporary – to care, to teaching and to research.
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15

Rabbi Joseph B. Soloveitchik on Pesach, Sefirat ha-Omer and Shavu'ot: = Me-afelah le-ʾor gadol. Jerusalem: Urim Publications, 2005.

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16

Elyashuv, Yosef Shalom. Halikhot ṿe-hanhagot: Purim. Yerushalayim: Halakhah ṿe-maʻaśe, 2004.

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17

Elyashuv, Yosef Shalom. Halikhot ṿe-hanhagot: Ben ha-metsarim. Yerushalayim: Halakhah ṿe-maʻaśeh, 2005.

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18

Abraham Lincoln's most famous case: The Almanac Trial. Santa Barbara, California: Praeger, 2014.

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19

Jesus against the scribal elite: The origins of the conflict. Grand Rapids, Michigan: Baker Academic, a division of Baker Publishing Group, 2014.

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20

Zeit des zweiten Tempels, Zeit der Gerechtigkeit: Zur sozio-ökonomischen Konzeption im Haggai-Sacharja-Maleachi-Korpus. Frankfurt am Main: P. Lang, 1992.

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21

The nations that know thee not: Ancient Jewish attitudes towards other religions. New York: New York University Press, 1998.

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22

Facilitating Conceptual Change In Students Understanding Of The Periodic Table. Springer International Publishing AG, 2013.

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23

The effects of periodic prompting on selected teaching behaviors of physical education student teachers. 1987.

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24

Goforth, David. The Topology of 2 x 2 Games A New Periodic Table (Routledge Advances in Game Theory). Routledge, 2005.

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25

Educar para la paz: Periodicos para la paz. Madrid: Comunidad de Madrid, 1986.

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26

Hupper, William G. An Index to English Periodical Literature on the Old Testament and Ancient Near Eas. The Scarecrow Press, Inc., 1999.

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27

H, Wesdorp, ed. De Haalbaarheid van periodiek peilingsonderzoek: Een voorstudie op het gebied van het taalonderwijs in de lagere school. Lisse: Swets & Zeitlinger, 1986.

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28

Johnson, Brian. Du Bois on Reform: Periodical-based Leadership for African Americans. AltaMira Press, 2005.

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29

Johnson, Brian. Du Bois on Reform: Periodical-Based Leadership for African Americans. AltaMira Press, 2005.

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30

1973-, Johnson Brian, ed. Du Bois on reform: Periodical-based leadership for African Americans. Lanham, Md: AltaMira, 2005.

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31

1955-, Mulford Carla, ed. Teaching the literatures of early America. New York: Modern Language Association of America, 1999.

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32

Trowler, Paul. Accomplishing Change in Teaching and Learning Regimes. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198851714.001.0001.

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This book offers a new perspective on the professional world of higher education. Using social practice theory, it presents a practice sensibility rooted in concepts which illuminate teaching and learning contexts. The book takes the reader through the social processes occurring within higher education institutions which shape contexts and influence the direction of change; for leaders and managers, educational developers, change agents, and academics, this sensibility will help to identify the successful paths to changes for enhancement and the patterns of policy implementation likely to occur as teaching and learning is enhanced. For researchers of higher education, the practice sensibility offers new possibilities for meaningful research into teaching and learning issues. Teaching and learning regimes are a key focus of the book. As a family of practices performed by a workgroup in higher education over extended periods, they comprise a number of ‘moments’—characteristics derived from structural foundations which shape the workgroup’s practices and frameworks of meaning. These moments condition how teaching and learning is fundamentally understood, what its aims are thought to be, what is considered ‘normal’ practice, how individuals see themselves and others, and how power operates within the workgroup. The material context is significant in this, as are the backstories, personal histories, and institutional sagas. This book develops a completely new approach to Trowler’s concept of teaching and learning regimes. Using both his research and that of others in the field, it presents a more nuanced, fully developed, and sophisticated version of the concept which has great traction for empirical research, the management of change, and the enhancement of the student experience and learning outcomes.
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33

Dudoignon, Stéphane A. From Tribal to Global to … Tribal? Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190655914.003.0004.

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This chapter deals with the history of the emergence, development, triumph and present-day challenges of Deobandi madrasa teaching and of the politicisation of Sunni identity in Iran’s Baluch society, against the socioeconomic backgrounds reconstructed in the volume’s previous sections. It relates, notably, the origins of the Sarbaz nexus. It explores the centrality of the Sarbaz oasis in early modern Iranian Baluchistan; its connexions with the Baluch transnational labour emigration; British and Iranian support to Deobandi teaching during the Interwar period, as a bulwark against Soviet influence and communist ideology; the decisive role played after WWII by intermediary agents in Karachi and Pakistani Baluchistan for the propagation of Deobandi teaching in Iranian territory; and the special connexion of the Sarbazi nexus of ulama with the Isma‘ilzayi tribe and its allies in Baluch society.
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34

Hayes, Mary. Serving Time in “HELL”. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190611040.003.0016.

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Instructors teaching the History of the English Language (HEL) will well recognize the challenge of covering its broad chronological scope. Additionally, convenient fictions about discrete historical periods and the uniformity of linguistic changes across synchronic varieties make chronological organization of a HEL course a problematic device. This chapter speaks to how an instructor could engage students in thinking critically about HEL’s chronological conventions by framing the course around a specific diachronic textual tradition. The author offers a practical example: a sequence of exercises based on vernacular translations of the “Shepherd Psalm.” Additionally, the chapter demonstrates how an instructor teaching HEL to literature students can get them to attend more closely to questions about language.
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35

Quack, Joachim Friedrich. On the Regionalization of Roman-Period Egyptian Hands. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198768104.003.0008.

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In earlier periods of Egyptian history, cursive writing tends to display a certain degree of uniformity all over the country, and it is difficult to localize a hieratic text just on the basis of its writing style. Beginning in the Ptolemaic period and even more so in Roman imperial times, indigenous Egyptian scripts tend to become regionalized to such a degree that, for relatively well-known places, the attribution of an unprovenanced item simply on the basis of the individual hand can become a viable option. Even places of comparatively limited distance can develop seriously different features in orthography as well as preferred sign forms. The most likely explanation is that there was no super-regional centre setting standards to be emulated all over the country. Thus, teaching Egyptian writing was purely a local tradition taking place in the temple schools, and local habits could grow freely.
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36

Webb, Ruth. Schools and Paideia. Edited by Daniel S. Richter and William A. Johnson. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199837472.013.9.

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Education (paideia) was central to the development of what is now called the Second Sophistic, but surprisingly little attention was paid to the subject in the contemporary texts. This omission may have been deliberate, a way of implying that the status of pepaideumenos or educated man was acquired through sociability rather than by tuition. This chapter outlines what we know about the teaching of grammar and rhetoric in the schools of the imperial period from witnesses, like Philostratus, Lucian, and Aelius Aristides, and from the surviving manuals. Emphasis is placed on the relationship between this teaching and its methods and the performances and writings of the sophists. Its role in the creation of a common culture shared by its recipients is also discussed.
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37

An Index to English Periodical Literature on the Old Testament and Ancient Near. The Scarecrow Press, Inc., 1992.

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38

Hupper, William G. An Index to English Periodical Literature on the Old Testament and Ancient Near. The Scarecrow Press, Inc., 1990.

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39

An Index to English Periodical Literature on the Old Testament and Ancient Near. The Scarecrow Press, Inc., 1988.

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40

An Index to English Periodical Literature on the Old Testament and Ancient Near. The Scarecrow Press, Inc., 1990.

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41

An Index to English Periodical Literature on the Old Testament and Ancient Near. The Scarecrow Press, Inc., 1994.

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42

Hupper, William G. An Index to English Periodical Literature on the Old Testament and Ancient Near. The Scarecrow Press, Inc., 1998.

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43

An Index to English Periodical Literature on the Old Testament and Ancient Near. The Scarecrow Press, Inc., 1989.

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44

Dekker, Jeroen J. H., ed. A Cultural History of Education in the Renaissance. Bloomsbury Publishing Plc, 2020. http://dx.doi.org/10.5040/9781350035102.

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Education was the fuel for the communication and knowledge society of the Renaissance. This period saw increasing investments in educational institutions to meet the growing demand for literacy in the context of a religiously divided Europe with growing cities and emerging central governments. An essential resource for researchers, scholars, and students in history, literature, culture, and education, A Cultural History of Education in the Renaissance presents essays that examine the following key themes of the period: church, religion and morality; knowledge, media and communications; children and childhood; family, community and sociability; learners and learning; teachers and teaching; literacies; and life histories.
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45

Clarke, Peter. Western Canon Law in the Central and Later Middle Ages. Edited by Heikki Pihlajamäki, Markus D. Dubber, and Mark Godfrey. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198785521.013.14.

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This chapter explores a significant period in the formation, teaching, and application of canon law. Firstly, it marked the emergence of a universal body of Western canon law which remained in force among Catholics down to 1917; and the chapter will survey recent scholarly debate about the development of this corpus of canon law. Secondly, universities appeared and established the systematic teaching and study of canon (and civil) law. Canon law collections were often compiled in this milieu, and university teachers produced commentaries and other literature on this law, which influenced how it was interpreted and applied in practice. Thirdly, regular church courts emerged across Western Europe as forums for settling disputes and prosecuting crimes that came under canon law. These courts formed an international hierarchy with the papal Curia at its apex, the highest ecclesiastical court of appeal, and stretching down to bishops’ and archdeacons’ courts at diocesan level.
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46

Beal, Joan. Starting from Now. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190611040.003.0018.

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In this chapter, I present two case studies from my teaching of Late Modern English (roughly covering the period 1700–1900) at two UK universities, chosen on the basis of positive feedback from former students. The first demonstrates how the OED online can be used as a resource for the detailed investigation of lexical innovation in a specific period. The second illustrates the use of databases including ECCO and the Oxford Dictionary of National Biography to present a more nuanced view of eighteenth-century English grammars. In both cases, the emphasis is on student-led research and teamwork, and the case studies are illustrated with successful examples of students’ work.
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47

Greenspahn, Frederick E., ed. Early Judaism. NYU Press, 2018. http://dx.doi.org/10.18574/nyu/9781479896950.001.0001.

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The Dead Sea Scrolls, ancient inscriptions, and Jewish books preserved within various Christian communities demonstrate that Jewish identity took a variety of forms in the period following that described in the Hebrew Bible. However, the teachings of only one of these groups – the rabbis – became normative. This was also the period during which prayer and synagogues emerged as a widespread practice. It was also at this time that the foundation for the eventual break with Christianity, which began as a form of Judaism, was laid. Remarkably, several of the features from this Second Temple period are shared with our modern times.
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48

Whitman, Glenn. Motivating the Twenty-first-Century Student with Oral History. Edited by Donald A. Ritchie. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195339550.013.0031.

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This article focuses on the teaching of oral history in the twenty-first century. The article discusses the importance of educators when it comes to teaching oral history to students. According to this article educators can bring into the classrooms and programs of the twenty-first century a historical process once used by Thucydides to chronicle the Peloponnesian Wars, and use that process to challenge students with learning opportunities. The student-oral historian has many roles to play like preservation, and publication of the past and present for future generations, a revelation that emerges as they consider the variety of oral history projects being conducted at all levels. Classroom oral history projects generally fall into one of two categories: those that focus on individual biographical/life review interviews, and those that deal with a particular period or place following the oral history training method which allows students to understand the challenges associated with oral history as a methodology.
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49

Tröhler, Daniel, ed. A Cultural History of Education in the Age of Enlightenment. Bloomsbury Publishing Plc, 2020. http://dx.doi.org/10.5040/9781350035164.

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The Age of Enlightenment is characterized by a growing belief in the human capacity to change the world. This volume shows how the educational endeavors of the period contributed in their diversity to a thoroughly educationalized culture around 1800, the very foundation of the modern nation state, which then developed into the long 19th century. An essential resource for researchers, scholars, and students in history, literature, culture, and education, A Cultural History of Education in the Age of Enlightenment presents essays that examine the following key themes of the period: church, religion and morality; knowledge, media and communications; children and childhood; family, community and sociability; learners and learning; teachers and teaching; literacies; and life histories.
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50

Oliveira, Eduardo Gasperoni de, Fernanda Pereira da Silva, Monica Roberta Devai Dias, Adriana Aparecida de Lima Terçariol, Agnaldo Keiti Higuchi, Amanda Fernandes da Fonseca, Ana Paula Bacchiega Prestes, et al. Cultura digital no contexto educacional: Um olhar entre tendências e desafios para o século XXI. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-399-2.

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Digital Culture is conceived as all kinds of knowledge, habits, values and skills acquired by human beings that are built and shared in the digital environment. In this sense, the collection Digital Culture in the Educational Context: a view between trends and challenges for the 21st century brings relevant theoretical and empirical notes around what the National Common Curricular Base – BNCC – whose competence is to stimulate the critical use of technological resources, inserting both educators and students in pedagogical practices in order to learn and dominate the digital universe. The first part of the work is dedicated to Theoretical Approaches, bringing notes about Media Education with the pandemic period and what has impacted the educational scenario, both in student learning and in the performance of teaching professionals. Therefore, the reader is asked: If remote education is educational chloroquine? It also brings relevant considerations about Information and Communication Technologies applied to Distance Education and Hybrid Education, such as: Literacy in Mathematics, as well as the use of computers and gamification combined with education. Finally, with the Digital Universe, it brings an alert regarding the impacts of cyberbullying. Entitled Narratives of Experiences, the second part of the collection covers various teaching experiences with respect to the Digital Age. Among them, in elementary school, it brings challenges in the process of Literacy and Literacy practices and the teaching perception in relation to Specialized Educational Service. Considerations are made about various pedagogical resources in times of adversity. Among them: the Youtube channel of storytelling, collaborating with the reinvention of teachers in Elementary Education; and, in Higher Education, the relevance of Hybrid Education the joint application of Sole and the Google Classroom. In addition to the teaching experience, finally, testimony of the dilemmas and challenges of managerial activity in the school segment of Early Childhood Education are brought up
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