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Books on the topic 'Sequence of teaching-learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Psillos, Dimitris, and Petros Kariotoglou, eds. Iterative Design of Teaching-Learning Sequences. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7808-5.

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2

Schleuter, Stanley L. A sound approach to teaching instrumentalists: An application of content and learning sequences. 2nd ed. New York: Schirmer Books, 1997.

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3

Teaching Teenagers: Model Activity Sequences for Humanistic Language Learning. London, England: Longman Publishing Group, 1997.

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4

Schmitt, Norbert. Formulaic Sequences: Acquisition, Processing And Use (Language Learning & Language Teaching). John Benjamins Pub Co, 2004.

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5

Schmitt, Norbert. Formulaic Sequences: Acquisition, Processing and Use (Language Learning & Language Teaching, 9). John Benjamins Publishing Co, 2004.

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6

Schmitt, Norbert. Formulaic Sequences: Acquisition, processing and use (Language Learning & Language Teaching, 9). John Benjamins Publishing Co, 2004.

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7

Schleuter. A Sound Approach to Teaching Instrumentalists: An Application of Content and Learning Sequences. 2nd ed. Schirmer, 1996.

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8

Puchta, H., and M. Schratz. Teaching Teenagers: Model Activity Sequences for Humanistic Language Learning (Pilgrims Longman Resource Books). Longman Publishing Group, 1993.

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9

Schleuter. A Sound Approach to Teaching Instrumentalists: An Application of Content and Learning Sequences. Schirmer, 1996.

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10

Arabic L2 Interlanguage: Syntactic sequences, agreement and variation. Routledge, 2015.

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11

Psillos, Dimitris, and Petros Kariotoglou. Iterative Design of Teaching-Learning Sequences: Introducing the Science of Materials in European Schools. Springer, 2016.

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12

Kozlov, Denis. Athens and Apocalypse: Writing History in Soviet Russia. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199225996.003.0019.

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This chapter traces the early emergence of official Marxist historiography in the USSR under the leadership of M. N. Pokrovskii, and its 1930s’ Stalinization. The late 1930s had a formative impact on the Soviet historical profession. It was then that the official academic culture of research and teaching took shape, definitive scholarly works and textbooks were published, and important subterranean intellectual currents emerged. These years also ineradicably affected historians’ lives, thoughts, and memories. They marked the peak of mass arrests and executions, when history professors and students disappeared overnight without trace. Moreover, in the late 1930s, the Soviet historical profession was going through a conservative shift, under Joseph Stalin’s close supervision. Instead of theorizing, students were to study history in chronological sequence, learning names, dates, and events. The chapter then examines the further development of history-writing in the post-war era, before the Soviet experiment came to an abrupt end in the early 1990s.
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13

Constructivist Oriented Lessons: The Learning Environments And The Teaching Sequences (Europaische Hochschulschriften. Reihe XI, Padagogik, Bd. 915.). Peter Lang Publishing, 2004.

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14

Widodo, Ari. Constructivist Oriented Lessons: The Learning Environments And The Teaching Sequences (Europaische Hochschulschriften. Reihe XI, Padagogik, Bd. 915.). Peter Lang Pub Inc, 2004.

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15

author, Pirie Wendy, and McCarthy Cheryl author, eds. Move, play, and learn with smart steps: Sequenced activities to build the body and the brain (birth to age 7). Free Spirit Publishing, 2016.

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