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Relevant bibliographies by topics / Principles of Teaching and Learning

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Academic literature on the topic 'Principles of Teaching and Learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Principles of Teaching and Learning"

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Cardellini, Liberato. "Teaching and Learning Guiding Principles." Journal of Chemical Education 86, no. 2 (February 2009): 169. http://dx.doi.org/10.1021/ed086p169.1.

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Call, Mary Emily, and H. Douglas Brown. "Principles of Language Learning and Teaching." Modern Language Journal 72, no. 1 (1988): 69. http://dx.doi.org/10.2307/327571.

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Doyle-Scharff, Maureen. "AO principles of teaching and learning." Journal of Continuing Education in the Health Professions 25, no. 4 (2005): 297. http://dx.doi.org/10.1002/chp.44.

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Abdulkhayevich, Abdullayev Abduqayum, Shonasirova Zakhro Yuldashevna, and Mutalova Dilnoza Abdurashidovna. "Definition Of The Principles Of Teaching Preschool Children." American Journal of Social Science and Education Innovations 02, no. 12 (December 18, 2020): 93–99. http://dx.doi.org/10.37547/tajssei/volume02issue12-17.

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In the article discusses the definition of the principles of teaching preschool children. As we know, teaching and upbringing, the peculiar aspects of a single process have their own composition, their own specific methods, their material and psychological prerequisites. In the early stages of children's life, education and upbringing appear in a closer unity, and it is difficult to differentiate them, but as the child grows up, upbringing and education become more and more clearly differentiated. But this does not mean at all that teaching loses its educational power, and education ceases to be teaching. The principles of teaching are not once and for all accepted categories. As psychological and pedagogical science develops, they improve, acquiring a deeper justification (the principle of active learning, developing learning, etc.).

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Mammadova, S. "Communicative Language Teaching." Bulletin of Science and Practice 5, no. 12 (November 15, 2019): 393–96. http://dx.doi.org/10.33619/2414-2948/49/48.

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The purpose of this article is to provide an introduction to communicative language teaching (CLT) and to describe methodological principles that facilitate the language learning process. CLT furthermore takes a pragmatic or performance-based approach to learning. Its goal is to promote the development of real-life language skills by engaging the learner in contextualized, meaningful, and communicative-oriented learning tasks. CLT methodologies embrace an eclectic approach to teaching, which means they borrow teaching practices from a wide array of methods that have been found effective and that are in accordance with principles of learning as suggested by research findings in research in SLA and cognitive psychology. Its open-ended or principle-based approach allows for a great deal of flexibility, which makes it adaptable to many individual programmatic and learner needs and goals.

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Conner, Laneshia R., Sonyia Richardson, and April L. Murphy. "Teaching Note: Using Adult Learning Principles for Evidence-Based Learning in a BSW Research Course." Journal of Baccalaureate Social Work 23, no. 1 (January 1, 2018): 355–65. http://dx.doi.org/10.18084/1084-7219.23.1.355.

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Many social work students report experiencing feelings of anxiety and reluctance to engage in independent research. This article offers a framework for integrating adult learning principles into an undergraduate social work research course. We delineate the six principles of adult learning and describe course activities that facilitate this learning process. For each principle, we discuss implications for the classroom and related learning tasks. Using adult learning principles challenges and extends what is known about integrating the experience of adult learners in conjunction with improving student learning, including effectively communicating evidence-based practice.

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Herron, J. Dudley. "Author Reply: Teaching and Learning Guiding Principles." Journal of Chemical Education 86, no. 2 (February 2009): 169. http://dx.doi.org/10.1021/ed086p169.2.

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Batmanabane, Gitanjali. "Linking Lesson Plan to Teaching Learning Principles." Annals of SBV 2, no. 1 (2013): 28–29. http://dx.doi.org/10.5005/jp-journals-10085-2106.

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Asy'ari, M. "Metode, Sistem dan Prinsip Pembelajaran Bahasa Arab yang Inovatif." An Nabighoh: Jurnal Pendidikan dan Pembelajaran Bahasa Arab 20, no. 02 (July 2, 2019): 288. http://dx.doi.org/10.32332/an-nabighoh.v20i02.1465.

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Arabic is the second language used in Indonesia. Therefore, the good and appropriate methods, systems and principles of learning may certainly contribute to the achievement of the goals of Arabic language teaching and learning activities. When a teacher does not apply the methods, systems, and principles correctly, teaching will not be effectively directed. Today, there are many interactive and innovative Arabic learning models and techniques that can be applied by the teachers. The suitability of the application of methods, systems and principles will certainly increase the students’ passion in learning Arabic simultaneously and continuously. The author has conducted a study of the existence of methods, systems and principles of Arabic learning that are considered the most effective. This type of research was descriptive research in which the researcher described the mechanism of a process. The innovative Arabic learning system are, among others, integrated systems, separation systems, and combined systems. While, the principle of innovative Arabic language learning is the principle of priority, the principle of accuracy, the principle of gradation, the principle of motivation, and the principle of validation. In the end, by combining these aspects, the purpose of learning Arabic will be achieved perfectly.

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Pllana, Duli. "Combining Teaching Strategies, Learning Strategies, and Elements of Super Learning Principles." Advances in Social Sciences Research Journal 8, no. 6 (June 27, 2021): 288–301. http://dx.doi.org/10.14738/assrj.86.10366.

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Blending teaching strategies, learning strategies, and elements of super learning principles increase learning outcomes tremendously in any case, situation, or academic subject. Employing teaching and learning strategies adequately impact on an interactive session (academic subjects or any field) to a great degree, enhance learners’ motivation significantly, improve self confidence and self esteem of learners considerably, and soar learning outcomes substiantly. It is impossible to combine all learning and teaching strategies (there are many techniques, and a small space time to incorporate them in one lesson or an academic subject.) in an academic subject entirely. Accordingly, strategic teaching or learning establishes skills or techniques in addressing a lesson or digesting information from the lesson. Also, learning results depend on the quantity and quality of combining learning and teaching strategies, and components of super learning principles. The greater the participation of mixing techniques or skills in a lesson, the greater are the positive results in the learning outcomes. Teaching and learning strategies, and superlearning elements are in a close relationship with each other; teaching strategies imply learning strategies and elements of super learning. Combination of the three ingredients play a crucial part in any lesson, academic subject, or general knowledge; mixing all these three components together wisely maximizes learning outcomes enormously.

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Dissertations / Theses on the topic "Principles of Teaching and Learning"

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Brock, Orion D. "Using Scientific Teaching Principles to Teach Genetic Modification." Capital University Honors Theses / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=caphonors1581601024384515.

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趙建豐 and TKF Chiu. "Design of learning objects for concept learning in algebra : effects of multimedia learning principles and an instructional approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/207173.

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DeVille, Randall C. "The Application of Adult Learning Principles in Effective Preaching." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1035.

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Evidence suggests that a disconnect is growing between the information provided in Christian sermons and the life challenges faced by those church attendees. To bridge that divide, the purpose of this study was to better understand the characteristics of a sermon that enhance learning for churchgoers in Christian churches. The guiding question focused on churchgoing adults' perception of the sermon. Additional sub questions explored the relationship of the principles of adult learning, communication theory, and ambient teaching with churchgoers' and preachers' experiences with sermons. A qualitative case study design included one-on-one interviews with 5 preachers, 5 focus groups with 9 churchgoing adults in each group, and observations of the physical characteristics of 5 worship centers. A constant comparative method was used to identify the key themes. The key themes that emerged were: (a) sermons should be applicable, challenging, and comprehendible and (b) the preacher must be perceived as authentic. The study contributes to positive social change by suggesting a model that preachers can use to improve the qualities and delivery of a sermon to affect listeners' lives in a positive way.

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Mukenge, Tshimpo C. "Suburban High School Teachers' Teaching Styles, Teaching Experiences, and Acceptance of Edmodo." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7411.

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Southern U.S. teachers at suburban high schools can use Edmodo; however, teachers prefer traditional teacher-centered teaching methods. This quantitative correlative study explored teachers' technology acceptance in relation to teaching styles and experiences. Framing acceptance by Davis's technology acceptance model (TAM), research questions addressed the direct and moderating relationships between teaching style and the TAM variables related to using Edmodo and the direct and moderating relationships between teaching experiences and TAM variables. From 240 teachers at the high school, 45 completed an online survey (response rate of 18.75%). Descriptive statistics, ANOVA, and regression analyzed data. TAM could be verified for the entire sample; however, no significant direct relationship between teaching style and the TAM variables was found. Teaching style moderated the relationships within the TAM; these were stronger for teachers with a teacher-centered teaching style. No significant direct relationship existed between teaching experiences and TAM variables; a moderating effect on the relationships existed within the TAM. Among experienced teachers, ease of use was the strongest acceptance predictor, whereas perceived use was the strongest predictor among less experienced teachers. Results indicated teachers might develop a more student-centered teaching style, thus concentrating on technology's ease of use, rather than its potential utility. A policy recommendation could ensure teachers efficiently used technology to support student-centered learning. The application of the recommended policies might lead to teachers' more effective use of instructional technology, which might affect student learning and motivation.

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McCutcheon, Karen. "Online learning versus blended learning for teaching the principles of clinical supervision to undergraduate nursing students : an experimental study." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.695668.

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Aim. To explore the impact of an online learning versus a blended learning approach on undergraduate nursing students with regards to their motivation and attitudes in relation to clinical supervision and their knowledge and satisfaction with the teaching modality. Background. Traditional teaching methods in higher education have achieved much success and have a proven track record of graduate attainment. Contemporary online and blended learning teaching methods have less supporting evidence of success due to their emergent state of development. Design. An experimental study using a randomised control design Methods. This study was conducted from 1 st June 2013 - 1 st July 2013, with 125 undergraduate nursing students, intervention group (n=63), control group (n=62). Data was collected using a modified version of the Manchester Clinical Supervision Scale-36, a Multiple Choice Questionnaire and a training evaluation. The intervention group received clinical supervision training via a blended learning approach and the control group received online only clinical supervision training. Data was analysed using t-tests and multiple linear regressions. Thematic analysis was conducted on data retrieved from open ended questions included in the training evaluation. Results. The intervention and control groups reported statistically significant results with regards to knowledge (p=0.015) and satisfaction (p=0.001). No statistical difference was reported with regards to attitude and motivation towards clinical supervision. The training evaluation regression model reported a statistical significance, with a positive Beta value (0.339), which indicated a higher level of satisfaction related to teaching delivery (in a positive direction). The thematic analysis reported five themes which were all recognised as impacting on the students' level of satisfaction with the clinical supervision training. Conclusion. The evidence from this study suggests that blended learning does have added value when compared to full online learning in terms of student satisfaction and knowledge when teaching clinical supervision skills.

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Wilson, Lou Nell. "Using a model house for application of interior design principles." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/724951.

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The two major objectives of this creative project were to provide students a way to visualize and apply the elements and principles of design, and to aid in better comprehension and retention of the interior design principles. Both objectives were accomplished by: enables hands-on-experience in redecorating the interior to apply the principles of design, and (2) developing an appropriate unit plan, with accompanying lesson plans and activity sheets that can be used with the model house while teaching interior design.Applying new wall, window, and floor treatments will enable students to visualize as well as apply the interior design concepts. The unit plan provides activities as well as evaluations for the students to reinforce their knowledge of the interior design principles.
Department of Home Economics

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Asante, Edward Kwame. "Teacher professional learning in mentoring relationships : lessons from a Cooperative-Reflective model in Ghana." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7507/.

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In Ghana, two government commissioned committee reports and a major research study raised concerns about the quality of the country's teacher education programme. The quality deficiency was attributed to a disjuncture between the theory and practice of teaching. To bridge this theory-practice gap, the University of Education, Winneba, adopted a one-year school-based student internship as an innovative component of its 4-year teacher education programme for upgrading in-service teachers to replace the traditional 4-6 weeks teaching practice, with classroom teachers serving as mentors for student teachers. Since the heart of mentoring is the mentor-mentee relationship, this study explored in depth the mentor-mentee relationships of a Cooperative-Reflective model of mentoring adopted by the University of Education, Winneba, (UEW), Ghana, for its student teachers in an attempt to understand the nature of these professional relationships and how they facilitate teacher professional learning, growth and development. A qualitative ethnographic case study approach was used to study five cases of mentor-mentee relationships from the lived experiences of mentors and mentees involved in the University's student internship programme. The data were collected from interviews, observations, and document analysis. Trustworthiness of the research was ensured through the multiple sources of data, peer review, member checks, as well as the description of themes in the participants' own words. The study revealed that although the involvement of classroom teachers in the professional training of student teachers is a novelty in teacher education in Ghana, and a great departure from the old teaching practice, the programme has some conceptual and implementation challenges. First, the old conception of a hierarchical relationship between student teachers and their supervisors still persists contrary to the collegial, collaborative, reciprocal and critical reflective conceptions that underpin the UEW mentoring model. This is attributable to the lack of sensitivity to the socio-cultural and professional contexts in which the model is being implemented. The Ghanaian society is hierarchical; age is, therefore, equated with experience, respect, authority, and reverence. Fostering collegial relationships among mentors and mentees in this cultural context becomes problematic. Again, even in the Ghanaian teaching profession, inherent in the professional ethics is the respect for rank and social distance. It is, therefore, difficult for teachers of lower ranks to forge collegial relationships with those of higher ranks. Second, there is a dearth of direction and guidance on the selection of mentors and the matching of mentors and mentees. This results in the mentors and mentees going through the mechanics of the relationship without there being any substantive professional learning from their interactions. The current practice where the responsibility for the selection of mentors and the matching of mentors and mentees is vested in the heads of partnership schools/colleges results in instances of mismatch in terms of age, gender, experience, and personal chemistry. Third, the programme targeted the wrong type of student teachers; hence the superficial nature of the professional learning that occurred in the relationships. Since they were not novice teachers, but had teaching experiences ranging from five to twenty-seven years, they did not find the professional learning experience challenging enough. Finally, the programme did not envision that the collegial, collaborative and participatory learning strategies that are supposed to characterise the mentoring relationship are to have their parallels in the teaching and learning contexts of the mentoring dyad in schools and colleges in terms of a shift in pedagogy. The findings suggest that theoretical positions alone cannot provide sufficient basis or framework for the development of a mentoring programme. It must be based on the socio-cultural as well as the professional factors within the context of implementation since it is the interaction between particular mentors and particular mentees in their particular contexts that determines the type of relationship to be established and the type of professional learning that will result.

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Szabados, Cynthia Grassel. "Utilizing the principles and strategies of brain based learning in educating the deaf." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2405.

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McLeod, Clay. "The noble path of socially-engaged pedagogy: connecting teaching and learning with personal and societal well-being." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/3000.

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This thesis is an articulation of how the principles of socially-engaged Buddhism, a spiritual practice rooted in the teachings of the historical Buddha that integrates Buddhist practice and social activism, can enrich and enhance contemporary educational practice. It discusses Buddhist epistemology, metaphysics, ontology, psychology, ethics, and practice and relates these things to holistic education, critical pedagogy, SEL, and global education. On the basis of the theoretical understanding represented by that discussion, it articulates several theoretical principles that can be practically applied to the practice of teaching and learning to make it resonate with the theory and approach of sociallyengaged Buddhism. In integrating the implications of Buddhist teachings and practices with teaching and learning practice, it draws from bell hooks’ notion of “engaged pedagogy” in order to articulate a transformational, liberatory, and progressive approach to teaching called “socially-engaged pedagogy.” Socially-engaged pedagogy represents the notion that teaching and learning can be a practical site for progressive social action designed to address the real problem of suffering, both in the present and in the future, as it manifests in the world, exemplified by stress, illness, violence, war, discrimination, oppression, exploitation, poverty, marginalization, and ecological degradation.

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Bilgin, Zikri. "Long-term Potentiation In Teaching Vocabulary In Foreign Language." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12611684/index.pdf.

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This thesis mainly intends to study and reach some conclusions related to major challenges concerning vocabulary teaching or learning, how vocabulary teaching can be improved, findings obtained from the studies in order to reach that purpose and to what extend the suggested alternative vocabulary techniques are effective. It is also aimed to outline the basic insights of the mind, storage, and retrieval from the literature involving linguistics and language teaching. Based on above mentioned background knowledge, it is also intended to derive some significant conclusions to improve the effectiveness and thus the quality of vocabulary teaching in language instruction. In accordance with the principles of the human memory, how we can alter current vocabulary instruction techniques and activities and what scholars offer language teachers and learners are dealt with in detail. So as to validate and prove the efficiency of suggested techniques and activities, a case study is carried out and findings are discussed at large. Additionally, interviews about vocabulary teaching have been carried out with the involved students and instructors and the obtained data has been evaluated. In the final part of the research, some implications and suggestion related to vocabulary teaching are provided along with the underlying rationale behind them aiming to increase the quality of teaching of lexical items and as a result to increase overall quality of language instruction.

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Books on the topic "Principles of Teaching and Learning"

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Principles of language learning and teaching. 5th ed. White Plains, NY: Longman, 2006.

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Principles of language learning and teaching. 4th ed. White Plains, NY: Longman, 2000.

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Principles of language learning and teaching. 3rd ed. Englewood Cliffs, N.J: Prentice Hall Regents, 1994.

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Brown, H. Douglas. Principles of language learning and teaching. 2nd ed. Englewood Cliffs, N.J: Prentice-Hall, 1987.

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Al-Bataineh, Adel T. The principles of learning and teaching. Champaign, Illinois: Common Ground Publishing, 2013.

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Principles of language learning and teaching. 2nd ed. Englewood Cliffs, N.J: Prentice-Hall, 1987.

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Tim, O'Brien. Differentiation in teaching and learning: Principles and practice. London: Continuum, 2001.

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Rivers, Wilga M. Ten principles of interactive language learning and teaching. Washington, DC (1619 Massachusetts Ave., N.W., Washington 20036): National Foreign Language Center at the Johns Hopkins University, 1989.

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CliffsTestPrep Praxis II: Principles of learning and teaching. Hoboken, NJ: Wiley Pub., 2006.

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Powerful principles of instruction. White Plains, N.Y: Longman Publishers USA, 1996.

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Book chapters on the topic "Principles of Teaching and Learning"

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Abbatt, Fred, and Rosemary McMahon. "Learning Principles and Teaching Techniques." In Teaching Health-Care Workers, 104–19. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-18046-2_9.

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Harmon, Keeley C., Joe Ann Clark, Jeffery M. Dyck, and Vicki Moran. "Principles of Teaching and Learning." In Nurse Educator's Guide to Best Teaching Practice, 17–26. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42539-9_2.

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Bowden, John A., and Pamela J. Green. "Integrity principles for the conduct of research." In Understanding Teaching-Learning Practice, 101–26. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6990-2_6.

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Macalister, John. "Applying Language Learning Principles to Coursebooks." In English Language Teaching Today, 41–51. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38834-2_4.

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Burnard, Philip. "Educational Principles and Curriculum Design in Experiential Learning." In Teaching Interpersonal Skills, 84–99. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-7104-3_5.

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Baek, Eun-Ok, and Qi Guo. "Instructional Design Principles for Mobile Learning." In Handbook of Mobile Teaching and Learning, 1–22. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-642-41981-2_111-1.

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Zaidi, Shabih, and Mona Nasir. "Knowledge: Theories and Principles of Learning." In Teaching and Learning Methods in Medicine, 1–31. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06850-3_1.

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Baek, Eun-Ok, and Qi Guo. "Instructional Design Principles for Mobile Learning." In Handbook of Mobile Teaching and Learning, 717–38. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2766-7_111.

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Mehrabi Boshrabadi, Abbas, Mehran Oraee, Igor Martek, and M. Reza Hosseini. "Incorporating collaborative problem solving (CPS) principles in BIM education." In BIM Teaching and Learning Handbook, 282–93. London: Routledge, 2021. http://dx.doi.org/10.1201/9780367855192-22.

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Dinsmore, Thomas H. "2. Principles, parameters, and SLA." In Synthesizing Research on Language Learning and Teaching, 53–90. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/lllt.13.07din.

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Conference papers on the topic "Principles of Teaching and Learning"

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Roadknight, Chris, Prapa Rattadilok, and Uwe Aickelin. "Teaching Key Machine Learning Principles Using Anti-learning Datasets." In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2018. http://dx.doi.org/10.1109/tale.2018.8615252.

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Malyuga, Elena, Barry Tomalin, and Maria Ivanova. "TEACHING PROSODIC PHONETICS TO BUSINESS PEOPLE: KEY PRINCIPLES." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0880.

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Ortega-Zamora, Cecilia, Javier González-Sálamo, Cintia Hernández-Sánchez, Miguel Ángel González-Curbelo, and Javier Hernández-Borges. "TEACHING GREEN ANALYTICAL CHEMISTRY PRINCIPLES FROM A PRACTICAL APPROACH." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0241.

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Williams, P. John. "The principles of teaching and learning in STEM education." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2018: Proceedings of the 6th International Conference for Science Educators and Teachers (ISET) 2018. Author(s), 2019. http://dx.doi.org/10.1063/1.5093996.

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Melikyan, A. A., and A. K. Babloyan. "BASIC METHODOLOGICAL PRINCIPLES OF WORK ORGANIZATION IN THE FORMAT OF DISTANCE LEARNING AT THE UNIVERSITY." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.222-225.

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The work describes the methods and forms of the distance teaching format. The authors of the article analyze the basic methodological principles of distance learning in the system of higher education. Taking the principle of teacher-student communication as a basis for classifying distance learning methods, they propose to distinguish the main four types of distance learning methods, each of which is analyzed in this article.

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Owoc, Mieczyslaw, Leszek A. Maciaszek, and Krzysztof Hauke. "On Principles of Course Evaluation in Distance Learning Environment." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2371.

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Distance learning improves access to education and - in most cases - advances the quality of education delivery. Its key attributes are: openness, interactiveness and using multimedia teaching materials allowing: learning by anybody, at any place and anywhere. In order to assure high quality of learning, the offered courses should satisfy audience expectations and should convey knowledge in modern ways. To analysing teaching effectiveness we have evaluated a number of distance education courses. The paper describes evaluation aspects of distance learning environment and proposes the following criteria useful for this task: knowledge completeness, consistency and adequacy. Apart from knowledge passing, we have to deliver courses in an attractive form. We propose guidelines useful for evaluation of courses prepared in the LearningSpace (Lotus Notes application) environment s. The quality of education can be greatly improved by following these guidelines Two of the courses designed for MBA studies: "Business Plan Preparation” and " Management Decision Support Systems" illustrate the usability of the course evaluation method.

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Pears, Arnold, James Harland, Margaret Hamilton, and Roger Hadgraft. "Four Feed-Forward Principles Enhance Students' Perception of Feedback as Meaningful." In 2014 International Conference on Teaching and Learning in Computing and Engineering (LaTiCE). IEEE, 2014. http://dx.doi.org/10.1109/latice.2014.59.

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Xu, Zhengguang, Wei Kui, Xiaojun Hei, and Wenqing Cheng. "Towards a student-centered lab design for learning principles of communications." In 2017 IEEE 6th International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2017. http://dx.doi.org/10.1109/tale.2017.8252382.

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Xu, Zhengguang, Wan Chen, Xiaojun Hei, and Xiaoyan Wang. "Design and Evaluation of SDR-based Labs for Learning Principles of Communications." In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2018. http://dx.doi.org/10.1109/tale.2018.8615253.

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Xu, Zhengguang, Wan Chen, Daiming Qu, Xiaojun Hei, and Wei Li. "Developing a Massive Open Online Lab Course for Learning Principles of Communications." In 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2020. http://dx.doi.org/10.1109/tale48869.2020.9368477.

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Reports on the topic "Principles of Teaching and Learning"

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.

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Jukes, Matthew C. H., Yasmin Sitabkhan, and Jovina J. Tibenda. Adapting Pedagogy to Cultural Context. RTI Press, September 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0070.2109.

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This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to togetherness, fairness, and cooperation; avoidance of embarrassment; and age-graded authority. We propose ways teaching activities can be adapted to take these behaviors into account while still adhering to fundamental principles of effective learning, including student participation in their own learning, teaching at the right level, and monitoring students as a basis for adjusting instruction. Such adaptations may be made most effective by engaging teachers in co-creation of teaching activities.

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Jagannathan, Shanti, and Dorothy Geronimo. COVID-19 and Education in Asia and the Pacific: Guidance Note. Asian Development Bank, January 2021. http://dx.doi.org/10.22617/tim200397.

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This guidance note underscores the potential of education technology (EdTech) solutions in transforming learning, teaching, and training systems during and after the coronavirus disease (COVID-19) pandemic. Since the COVID-19 outbreak, governments have been coping with and responding to many challenges posed by the closure of education institutions. Building on key principles and solutions proposed by several international agencies, the guidance note provides suggestions for developing countries in Asia and the Pacific to initiate reforms to improve quality, relevance, and inclusion in education. It is one of a series produced by the Asian Development Bank for key sectors and thematic areas.

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4

Daily, B., J. Loveland, and A. Whatley. Team learning center design principles. Office of Scientific and Technical Information (OSTI), June 1995. http://dx.doi.org/10.2172/90733.

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5

Laptinova, Yuliia. Unplugging in Language Learning and Teaching. Intellectual Archive, February 2020. http://dx.doi.org/10.32370/iaj.2280.

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Shebilske, Wayne L., and Kevin M. Gildea. Fundamental Principles in Adaptive Learning Technology. Fort Belvoir, VA: Defense Technical Information Center, February 2004. http://dx.doi.org/10.21236/ada421078.

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Woolf, Beverly, Elliot Soloway, William Clancey, Kurt VanLehn, and Dan Suthers. Knowledge-Based Environments for Teaching and Learning. Fort Belvoir, VA: Defense Technical Information Center, July 1990. http://dx.doi.org/10.21236/ada225619.

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Pierpoint, Peter. Using Problem Based Learning in Teaching Economics. Bristol, UK: The Economics Network, February 2001. http://dx.doi.org/10.53593/n614a.

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9

Jackson, C. Kirabo, and Elias Bruegmann. Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers. Cambridge, MA: National Bureau of Economic Research, August 2009. http://dx.doi.org/10.3386/w15202.

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10

DeWinter, Alun, Arinola Adefila, and Katherine Wimpenny. Jordan Opportunity for Virtual Innovative Teaching and Learning. International Online Teaching and Learning, with Particular Attention to the Jordanian Case. Coventry University, June 2021. http://dx.doi.org/10.18552/jovital/2021/0001.

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