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Books on the topic 'Remote Learning Practices'

Author: Grafiati
Published: 5 June 2025
Last updated: 24 June 2025

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1

McMullen, Bill. Distance education in remote aboriginal communities: Barriers, learning styles and best practices. College of New Caledonia Press, 2003.

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2

Wilcox, Kristen C. Best practices from high-performing middle schools: How successful schools remove obstacles and create pathways to learning. Teachers College Press, 2009.

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3

I, Angelis Janet, ed. Best practices from high-performing middle schools: How successful schools remove obstacles and create pathways to learning. Teachers College Press, 2009.

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4

Wilcox, Kristen C. Best practices from high-performing middle schools: How successful schools remove obstacles and create pathways to learning. Teachers College Press, 2009.

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5

SMITH, Peter. Remote Teaching Good Practices: Tools to Support Remote Teaching and Learning. Independently Published, 2021.

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6

Dulany, Pete. E-Learning Made Easy: Best Practices and Teaching Techniques for Remote Learning Environments. Independently Published, 2020.

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7

Dattola, Ashley. Adapting Remote Learning Practices for Early Childhood and Elementary School Classrooms. IGI Global, 2021.

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8

Ruday, Sean, and Taylor M. Jacobson. Remote Teaching and Learning in the Elementary ELA Classroom: Instructional Strategies and Best Practices. Taylor & Francis Group, 2021.

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9

Ruday, Sean, and Taylor M. Jacobson. Remote Teaching and Learning in the Elementary ELA Classroom: Instructional Strategies and Best Practices. Taylor & Francis Group, 2021.

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10

Ruday, Sean, and Taylor M. Jacobson. Remote Teaching and Learning in the Elementary ELA Classroom: Instructional Strategies and Best Practices. Taylor & Francis Group, 2021.

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11

Courtney-Dattola, Ashley, ed. Handbook of Research on Adapting Remote Learning Practices for Early Childhood and Elementary School Classrooms. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8405-7.

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12

Courtney-Dattola, Ashley. Handbook of Research on Adapting Remote Learning Practices for Early Childhood and Elementary School Classrooms. IGI Global, 2021.

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13

Courtney-Dattola, Ashley. Handbook of Research on Adapting Remote Learning Practices for Early Childhood and Elementary School Classrooms. IGI Global, 2021.

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14

Courtney-Dattola, Ashley. Handbook of Research on Adapting Remote Learning Practices for Early Childhood and Elementary School Classrooms. IGI Global, 2021.

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15

Courtney-Dattola, Ashley. Handbook of Research on Adapting Remote Learning Practices for Early Childhood and Elementary School Classrooms. IGI Global, 2021.

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16

Ruday, Sean, and Jennifer Cassidy. Remote Teaching and Learning in the Middle and High ELA Classroom: Instructional Strategies and Best Practices. Taylor & Francis Group, 2021.

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17

Ruday, Sean, and Jennifer Cassidy. Remote Teaching and Learning in the Middle and High ELA Classroom: Instructional Strategies and Best Practices. Taylor & Francis Group, 2021.

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18

Ruday, Sean, and Jennifer Cassidy. Remote Teaching and Learning in the Middle and High ELA Classroom: Instructional Strategies and Best Practices. Taylor & Francis Group, 2021.

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19

Davis, Paula K. Diversity in Higher Education Remote Learning: A Practical Guide. Springer International Publishing AG, 2023.

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20

Daniela, Linda, and Anna Visvizi. Remote Learning in Times of Pandemic: Issues, Implications and Best Practice. Taylor & Francis Group, 2021.

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21

Remote Learning in Times of Pandemic: Issues, Implications and Best Practice. Routledge, 2021.

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22

Daniela, Linda, and Anna Visvizi. Remote Learning in Times of Pandemic: Issues, Implications and Best Practice. Taylor & Francis Group, 2021.

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23

Daniela, Linda, and Anna Visvizi. Remote Learning in Times of Pandemic: Issues, Implications and Best Practice. Taylor & Francis Group, 2021.

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24

Remote Lancer Computer Vision: The Comprehensive Guide Learning Practical on Computer Vision. Independently Published, 2021.

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25

Saha, Kakoli, and Yngve K. Frøyen. Learning Gis Using Open Source Software. Taylor & Francis Group, 2021.

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26

Saha, Kakoli, and Yngve K. øyen. Learning GIS Using Open Source Software: An Applied Guide for Geo-Spatial Analysis. Taylor & Francis Group, 2021.

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27

Saha, Kakoli, and Yngve K. øyen. Learning GIS Using Open Source Software: An Applied Guide for Geo-Spatial Analysis. Taylor & Francis Group, 2021.

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28

Saha, Kakoli, and Yngve K. Frøyen. Learning GIS Using Open Source Software: An Applied Guide for Geo-Spatial Analysis. Routledge, 2021.

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29

Learning GIS Using Open Source Software: An Applied Guide for Geo-Spatial Analysis. Taylor & Francis Group, 2021.

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30

McCutcheon, Russell T., ed. Teaching in the Study of Religion and Beyond. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350351103.

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Drawing on their wide experience in the undergraduate classroom, the contributors address basic but current issues in university teaching. This book provides practical commentary and invites instructors to consider how to address the learning needs of their students, while taking into account the wider structural requirements of administrations, governments, or credentialing agencies. Consisting of about forty, readable, short entries – on topics ranging from curriculum, grading, group work, digital humanities and large lectures, to learning management systems, office hours, online/remote courses, recruiting and seminars – this book provides a wealth of practical help and reassurance to teachers working with undergraduate students. This book is a valuable tool for early instructors in universities and colleges, showing them how to impact a class’s success. It provides a critical background on the issues involved whilst also offering suggestions on how to navigate the competing demands on teachers.
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31

Honorato, Hercules Guimarães. Relato de uma experiência acadêmica: O "eu" professor-pesquisador - Vol III. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-378-7.

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This study aims to present the plurality of the teacher’s perception, which emerges from the actions taken to minimize the difficulties that come up in remote education. Its relevance is found in the actions and reactions of those involved, and make up possibilities for generating public policies that motivate and foster quality education. The following research question guided this work: What lessons could be learned by those involved in their teaching practice after schools reopen? An exploratory research was carried out, by choosing the methodological approach of qualitative research. Data collection was performed using an online questionnaire, directed to teachers who worked in the classroom and started working in remote education. Sharing knowledge is complex and demands a variety of actions, interventions, processes that, however sophisticated the technology used, it certainly does not allow to develop all the strategies that the teacher uses in the classroom. Technologies help with physical distance. But we believe the exchange that happens naturally between teacher and student, and between student and student, exists only when everyone is in the same physical environment, under the same physical and human conditions, especially in basic education. The lessons learned: (i) improve our training or post-training with the introduction of disciplines related to digital and technological means; (ii) understand that remote education is a possibility to be applied in our teaching practice; (iii) include viable teaching, learning and assessment alternatives in the Political Pedagogical Project; (iv) at parent-teacher conferences or class meetings, seek to collect all possible observations, both positive and negative. We need to considerate new routes, minimize the questions that arise during practice, in order to adapt to the new technological strategies of the art of teaching.
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32

Behkamal, Bahareh. Long-Term Structural Health Monitoring by Remote Sensing and Advanced Machine Learning: A Practical Strategy Via Structural Displacements from Synthetic Aperture Radar Images. Springer, 2024.

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33

Oliveira, Eduardo Gasperoni de, Fernanda Pereira da Silva, Monica Roberta Devai Dias, 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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34

Easterbrooks, Susan R. Language Learning in Children Who Are Deaf and Hard of Hearing. 2nd ed. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197524886.001.0001.

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Language Learning in Children Who Are Deaf and Hard of Hearing: Theory to Classroom Practice is the long-awaited revision of the only textbook on primary language instruction written with classroom teachers of deaf and hard-of-hearing children in mind. It builds on the work of the previous version while providing access to the entire first version on a supplemental website. An important feature of this book is that it describes four real teachers and demonstrates the application of the concepts discussed with the children on their caseloads. Up-to-date chapters on theory of language learning, assessment, and evidence-based practice replace removed chapters. Chapters on English and American Sign Language structure and on the three major approaches (listening and spoken language, bilingual-bimodal instruction, and American Sign Language instruction) are updated. The chapters on teaching vocabulary and morphosyntax, how to ask and answer questions, and writing language objectives for individualized education plans are expanded. Specific examples of real cases are incorporated throughout the book. Finally, after a theoretical base of information on language instruction, many of the chapters provide language teachers with specific examples of how to answer the question: “What should I do on Monday?” The author avoids promoting one or another philosophy, presenting all and demonstrating the commonalities across classroom language instruction approaches for deaf and hard-of-hearing children.
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35

Arthur, Mary E., ed. Anesthesiology CA-1 Pocket Survival Guide. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190885885.001.0001.

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This book is a concise step-by-step ready reference manual which will help interns transition smoothly to life in the operating room (OR) as anesthesiology residents within the first few months. This survival guide will flatten the learning curve and improve the comfort level of trainees entering the OR for the first time. This Anesthesiology CA-1 Pocket Survival Guide, highlights information to seek out during the orientation period and lays out what to expect in the first clinical anesthesia year. It provides residents with easy-to-follow instructions for such common tasks as patient evaluation and pre-anesthesia care, and suggests how to obtain and organize a patient’s preoperative information to present to the attending anesthesiologist. The handbook also guides residents and trainees through the perioperative period and addresses crisis management as well as post-anesthesia care. The fundamentals of anesthesiology practice as well as specialty practice situations such as providing anesthesia in remote locations are introduced to the beginning anesthesiology resident. Time management and preparation for the anesthesiology BASIC examination and suggestions on how to strike a healthy work- life balance to avoid burn out early on in training are all laid out. The concept of continuous quality improvement focusing on improving the provision of care from one episode to the next is introduced to the learner. This book provides the foundation for a sound beginning in anesthesiology training.
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36

Macfarlane, Kirsten. Lay Learning and the Bible in the Seventeenth-Century Atlantic World. Oxford University PressOxford, 2024. http://dx.doi.org/10.1093/9780198933120.001.0001.

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Abstract Early modernity has long been seen as a crucial period in the history of biblical scholarship, witnessing rapid advances in studies of Hebrew, Greek, and the ancient Jewish and Christian past. Historians have devoted much attention to how these developments were received by the academic and clerical elite, and yet there is little research on their reception beyond such exclusive circles. Some have even argued that ordinary believers had no interest in the demanding world of elite scholarship. According to current narratives, the Protestant laity was preoccupied by practical piety, scripture reading, and devotional exercises, all of which were far removed from the dazzling polyglot erudition of the scholar. This monograph offers an alternative account of popular religion in early modernity by reconstructing a striking and unstudied community of seventeenth-century puritan immigrants to North America. Composed of tradespeople without a university education, this community offers unparalleled evidence for lay engagement with even the most abstruse and challenging concerns of contemporary biblical scholarship. Drawing on whatever resources they could find, this group taught themselves the languages of biblical criticism; immersed themselves in the most specialized questions of controversial theology; and then promulgated, through their hard-earned learning, an unprecedentedly inclusive vision of education, society, and the church. By recovering the lives and interests of this group, this book presents a new vision of lay puritanism in the Atlantic world, one marked by far greater ambition, critical thought, and intellectual boldness than ever before suspected.
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37

Majumdar, Saikat. The Amateur. Bloomsbury Publishing Inc, 2024. http://dx.doi.org/10.5040/9781501399909.

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Can ignorance, mistake, failure shape ways of reading, or do they disrupt its proper practice? What happens when the authority of modern education and culture places canonical western texts in the way of readers who live in worlds remote from their material contexts? The Amateur reads patterns of autodidactism and intellectual self-formation under systems of colonial education that are variously repressive, exclusionary, broken, or narrowly instrumental. It outlines the development of a wide range of writers, activists, and thinkers whose failed relationships with institutions of knowledge curiously enabled their later success as popular intellectuals. Bringing current debates around reading together with the history of higher education in the postcolony, it focuses on three primary locations: Black intellectuals in apartheid-era South Africa in the aftermath of the Bantu Education Act of 1953, 20th century Caribbean writers who sought to understand the disembodied legacy of the diaspora through accidental encounters with literature and history, and writers from late-colonial and postcolonial India whose disruptive self-formation departed from the administrative project of professionalizing a particular kind of colonial subject. Celebrating flawed and accidental forms of reading, writing, and learning along the periphery of the historical British Empire, Majumdar reveals an unexpected account of the humanities in the postcolony.
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38

Schrier, Karen. We the Gamers. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190926106.001.0001.

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The world is in crisis. The people of the world are all connected, and rely on one another to make ethical decisions and to solve civic problems together. Ethics and civics have always mattered, but it is becoming more evident how much they matter. Teaching ethics and civics is essential to the future. This book argues that games can encourage the practice of ethics and civics. They can help people to connect, deliberate, reflect, and flourish. They can help people to reimagine systems and solve problems. Games are communities and public spheres. Like all communities, they may encourage care, connection, and respect. They may also be used for hate, disinformation, and exclusion. Games reveal humanity’s compassion as well as its cruelty. We the Gamers provides research-based perspectives related to why and how people should play, make, and use games in ethics, civics, character, and social studies education. The book also shows how people are already engaging in ethics and civics through games. It systematically evaluates how to use games in classrooms, remote learning environments, and other educational settings, with consideration to different audiences and standards. This book also provides tips and guidelines, as well as resources, activities, and case studies. It includes examples of all different types of games—virtual reality, mobile, computer, and card games, and big-budget commercial games, indie games, and more. How can people play and design a new world, together?
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39

Greenberg, Jayne D., Nichole D. Calkins, and Lisa S. Spinosa. Designing and Teaching Fitness Education Courses. Human Kinetics, 2022. http://dx.doi.org/10.5040/9781718222755.

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Fitness education is often overlooked for various reasons: no equipment, no weight room, large class size, or lack of professional development. Designing and Teaching Fitness Education Courses provides real solutions for all these issues. This book offers secondary-level physical educators innovative ideas, practical answers, and guidance in implementing fitness education programming that will meet the needs of all students. Designing and Teaching Fitness Education Courses is packed with highly useful tools and resources: • 211 instructional photos showing exercises and stretches that require no equipment and are easily adapted for varying abilities • 18 pacing guides that form a week-by-week blueprint for implementing a semester-long fitness education course • A robust online resource with ◦ all 18 pacing guides, as well as a blank template for developing your own; ◦ 139 video demonstrations of all the book’s exercises and stretches; ◦ PowerPoint presentations to show in PE classes, including video demonstrations of the book’s exercises and stretches; and ◦ teacher aids and student handouts, including assignments, assessments, posters, and a 12-week personal fitness plan Teachers can use the pacing guides to develop a semester-long fitness education course that can be implemented in either a traditional or block schedule. These guides offer objectives, class discussion topics, activities, assessments, and teaching strategies for each week of an 18-week semester. All topics in the guides are aligned with SHAPE America’s National Standards and Grade-Level Outcomes for K–12 Physical Education. The authors guide teachers in addressing the following priorities within a fitness education course: social and emotional learning; behavior modification principles and adherence to fitness activities; social cognitive theory; classroom management; student safety; equity, diversity, and inclusion; and social justice. Designing and Teaching Fitness Education Courses also includes a detailed chapter on nutrition education written by internationally recognized sport nutritionist Lisa Dorfman, who provides teachers a wealth of information to integrate into fitness courses. Teachers will learn how to integrate a quality fitness education curriculum into any setting (rural, urban, or suburban) and any learning model (remote, hybrid, or in-person learning). Designing and Teaching Fitness Education Courses is organized into three sections: • Part I presents both theoretical and practical knowledge of fitness education; its importance in a standards-based curriculum; pedagogical and content knowledge considerations; nutrition, wellness, and consumer issues; and the general components of fitness education. • Part II focuses on various components of fitness education: flexibility, strength, and cardiorespiratory fitness. This part includes stretching and muscular strength and endurance workouts, illustrated with photos in the book and videos in the online resource. • Part III guides readers in enabling students to participate in community fitness and activity events to support the development of lifelong fitness habits. Through Designing and Teaching Fitness Education Courses, teachers will be able to provide appropriate fitness activities that will lead to the elevated health and wellness of students and a greater appreciation for participating in lifelong activities. Note: A code for accessing HKPropel is included with all new print books.
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