Relevant bibliographies by topics / Taught

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Taught'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Taught"

1

Chase, Robert T. "Cell Taught, Self Taught." Journal of Urban History 41, no. 5 (2015): 836–61. http://dx.doi.org/10.1177/0096144215589949.

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Geoghegan, P., D. J. Sexton, L. Giblin, and A. O'Regan. "Taught a lesson by taut skin." BMJ 345, sep13 1 (2012): e5971-e5971. http://dx.doi.org/10.1136/bmj.e5971.

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Waldrep, G. C. "What David Taught & Where He Taught It." New England Review 34, no. 3-4 (2014): 30. http://dx.doi.org/10.1353/ner.2014.0002.

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Farris, Grace. "What Wasn't Taught." Annals of Internal Medicine 161, no. 12 (2014): 921. http://dx.doi.org/10.7326/m14-1657.

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Hayes, Sebastian. "Genius was taught." New Scientist 197, no. 2639 (2008): 18–19. http://dx.doi.org/10.1016/s0262-4079(08)60151-7.

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Weil, J. L. "Management Experientially Taught." Journal of Management Education 12, no. 3 (1988): 54–61. http://dx.doi.org/10.1177/105256298801200307.

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Letiche, Hugo. "Having Taught Postmodernists." International Studies of Management & Organization 22, no. 3 (1992): 46–70. http://dx.doi.org/10.1080/00208825.1992.11656585.

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Locke, Abigail. "`Natural versus Taught'." Journal of Health Psychology 14, no. 3 (2009): 435–46. http://dx.doi.org/10.1177/1359105309102200.

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Mallison, Mary B. "TAUGHT WITH MEANING." AJN, American Journal Of Nursing 85, no. 7 (1985): 767–70. http://dx.doi.org/10.1097/00000446-198507000-00001.

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Kwon, Diana. "Self-Taught Robots." Scientific American 318, no. 3 (2018): 26–31. http://dx.doi.org/10.1038/scientificamerican0318-26.

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Dissertations / Theses on the topic "Taught"

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Muck, Kátia Eliane. "How lessons are taught." reponame:Repositório Institucional da UFSC, 2013. http://repositorio.ufsc.br/handle/123456789/103303.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2010<br>Made available in DSpace on 2013-07-16T04:03:51Z (GMT). No. of bitstreams: 1 282344.pdf: 1082534 bytes, checksum: 7fe2a4f6262523b3626050a211ca91ab (MD5)<br>Given the importance of discourse to the construction of identities and social relations, this research investigated the discourse produced by an experienced teacher while teaching EFL to an early intermediate group of young adults. The present study aimed at (1) revealing how lessons are taught and how discourse is organized, drawing on Bernstein#s framework of Pedagogic Discourse (structured by Regulative and Instructional discourses), and (2) exposing the linguistic manifestation of part of this discourse so as to enable an understanding of how lessons are taught, drawing on Systemic Functional Linguistics. Data was gathered in the Extra-curricular Language course at UFSC during the observation and recording of 7 subsequent classes. The primary data comprise the transcription of one class of approximately 91 minutes, and the secondary data encompass a questionnaire administered to the students and researcher#s personal field notes. The transcription was coded and analyzed through the lenses of Pedagogic Discourse with part of the corpus being examined through Systemic Functional theory. The results revealed that lessons are taught favoring the regulative discourse and that the Teacher was successful in her role as teacher, being invested with authority, having a strong framing, power, and control over the students. Her use of the regulative discourse enhanced her role as a mediator, smoothed the progress of the instructional discourse, and seemed to have enhanced student#s learning opportunities. The linguistic choices revealed lessons mainly guided by actions, cognitions and verbalizations (material, mental, and verbal processes, respectively), and characterized as happening in a collaborative setting, with students and teacher sharing the responsibility for the teaching-learning process, and students having a more central role, as highlighted by the high amount of you-type participants. Her textual Theme choices presented a relevant role inasmuch as they indicated directions, established boundaries and organized the discourse employed on the lessons.<br>Dada a importância do discurso para a construção de identidades e relações sociais, esta pesquisa investigou o discurso produzido por uma professora experiente durante uma aula de inglês como língua estrangeira para uma turma de jovens adultos iniciantes no nível intermediário. Esse estudo objetivou (1) revelar como as lições são ensinadas e como o discurso está organizado, ambos baseados na teoria do Discurso Pedagógico; e (2) expor a manifestação linguística de parte desse discurso de maneira a possibilitar um entendimento de como as lições são ensinadas, usando a teoria da Linguística Sistêmica-Funcional (LSF). Os dados foram coletados no curso Extracurricular da UFSC durante a observação e gravação de 7 aulas subsequentes. Foram obtidos dados da transcrição de uma aula de aproximadamente 91 minutos, como dados primários, e de um questionário aplicado aos alunos e das anotações da pesquisadora, como dados secundários. A transcrição foi classificada e analisada usando a teoria do Discurso Pedagógico, sendo que parte do corpus foi também codificada e analisada através da LSF. Os resultados revelaram que as lições são ensinadas favorecendo o uso do discurso regulativo e que a professora foi vitoriosa no seu papel de professora, sendo investida de autoridade, tendo uma forte estrutura, poder e controle sobre os alunos. O uso do discurso regulativo melhorou sua função de mediadora, suavizou o discurso instrucional e pareceu ter aumentado as oportunidades de aprendizagem. As escolhas linguísticas revelaram que as lições são basicamente guiadas pelas ações, cognições e verbalizações (processos materiais, mentais, e verbais, respectivamente), e ocorrem num ambiente colaborativo, com alunos e professora dividindo a responsabilidade do processo ensinoaprendizagem, com os alunos tendo um papel mais centralizado. As escolhas do Tema textual apresentaram relevância no direcionamento das aulas, na delimitação e na organização do discurso empregado nas lições.
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Hogan, Jillian. "Ensemble Habits of Mind: Which are Taught (and Not Taught) in High School Music." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109221.

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Thesis advisor: Ellen Winner<br>Public polling and anecdotal evidence suggests that the general public greatly values music education. I argue that this is not because of content, discipline-specific skills like reading music notation or playing the trumpet, but because of the generalizable habits of mind, or broad thinking dispositions, that teachers teach in ensembles. Through analysis of systematic observation and interview data from multiple rehearsals of six band, choir and orchestra ensembles, eight Ensemble Habits of Mind emerged: Evaluate, Express, Imagine, Listen, Notice, Participate in Community, Persist, and Set Goals &amp; Be Prepared. Using methodology similar to that of parallel work identifying Studio Habits of Mind in visual arts education (Hetland et al., 2013), this study shows many similarities between habits of mind in the two disciplines. However, two habits of mind that were specifically sought out in observations because they are frequently reported in advocacy arguments, Use Creativity and Recognize More than One Correct Answer, were not observed even under broad inclusion criteria. Suggestions are given for the practical application of these findings and discussion of how this framework can simultaneously support the good thinking happening in traditional large ensembles while bolstering rationale that informal music learning and other means of student-centered music making should be included in music programs in order to advance students’ creative thinking and tolerance for ambiguity<br>Thesis (PhD) — Boston College, 2021<br>Submitted to: Boston College. Graduate School of Arts and Sciences<br>Discipline: Psychology
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Quinn, Dale. ""Bunny Lady" is Self-Taught Expert." College of Agriculture, University of Arizona (Tucson, AZ), 2006. http://hdl.handle.net/10150/295875.

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Ragonis, Noa. "Problem-solving strategies must be taught implicitly." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6464/.

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Problem solving is one of the central activities performed by computer scientists as well as by computer science learners. Whereas the teaching of algorithms and programming languages is usually well structured within a curriculum, the development of learners’ problem-solving skills is largely implicit and less structured. Students at all levels often face difficulties in problem analysis and solution construction. The basic assumption of the workshop is that without some formal instruction on effective strategies, even the most inventive learner may resort to unproductive trial-and-error problemsolving processes. Hence, it is important to teach problem-solving strategies and to guide teachers on how to teach their pupils this cognitive tool. Computer science educators should be aware of the difficulties and acquire appropriate pedagogical tools to help their learners gain and experience problem-solving skills.
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Shiel, Michael Thomas. "Developing leadership : learning what cannot be taught." Thesis, University of Hertfordshire, 2003. http://hdl.handle.net/2299/14299.

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This thesis explores leadership in a business setting and how it is learned, and the role that a teacher may play in the process of learning. The thesis draws on Stacey's theory of complex responsive processes of relating in organisations to present a view of leadership as skilled participation in an ongoing process of interaction rather than as an individualistic act. The theory is also used to take a view on the process of learning the skills of leadership. At the outset, the ideology of mainstream management, and how it is typically learned, is examined through the study of a narrative account in relation to relevant literature. A number of issues are explored which give rise to the author's dissatisfaction with current approaches. In subsequent sections, a number of typical teaching situations, a leadership workshop and a strategy workshop, are studied in narrative form and explored from the standpoint of Stacey's theory. The argument in the thesis is that while management is concerned with the coherence of action in an organisation, leadership is to do with willing and informed participation which derives from the shared meaning which is made of the situation in which the participants find themselves. What is different about the argument presented is that shared meaning arises, not from the act of an individual, but from the ongoing interaction of all participants. Not all participants in this interaction are the same; some will be more powerful, while some will be more skilful in discerning, making sense and interacting with other participants. To the extent that participants see an individual as skilled in this way, that person will be seen in a leadership role. These skills of leadership, and how they are learned, are explored with particular reference to Foulkes' theory of Group Analysis.
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Buntić, Clare Gordon. "Should patriotism be taught in state schools?" Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7927/.

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The teaching of progressive patriotism, as an inclusive, open-ended and interpretive project, is needed in state schooling to counter significant threats to modern liberal democracies. This thesis argues that various forms of civic education, with a particular focus on England over recent decades, have not been adequate. It is argued here that these conceptions of civic education have all, in various ways, failed to provide enough vital force to engage the young in our increasingly complex and demanding plural democracies. An important affective dimension has been missing. Recent civic education has also failed to be sufficiently liberal by promoting an exclusive sense of national solidarity. It is argued here that these failures need to be addressed given the levels of informed, critical democratic engagement needed in our complex modern democracies and the real and growing threats they face. For example, our increasingly diverse and unequal liberal societies, operating within an era of globalisation, have spawned a rise in chauvinistic and emotionally potent conceptions of exclusive national identity. What is needed to counter this threat is a conception of patriotic education that adheres to liberal principles whilst developing affective affiliation to the country through a liberal, multicultural, democratic national building project.
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Gorugantu, Swetha. "Malware Analysis Skills Taught in University Courses." Wright State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=wright1527083698607394.

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Hitt, Sara Beth, and Angela I. Preston. "Instructional Strategies for Content and Co-taught Classrooms." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4058.

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Presenters will share instructional strategies that can enhance academic content and efficiently address the academic needs of diverse learners by demonstrating how these approaches can be (a) used with all ages and abilities levels, (b) applied to a wide variety of content, and (c) easily integrated into a co-taught setting.
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Winston, Ebony Joy. "Gender and Diversity Topics Taught in Coamfte Programs." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26423.

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I conducted a mixed method study to explore how gender and diversity are being taught and defined at accredited marriage and family therapy programs. This research approach was explored through a feminist lens and within a systems theory framework, using both qualitative and content analysis methods. I examined course syllabi and interviewed faculty members that taught gender and diversity topics in their courses. I examined findings by program (masters and doctoral) and type of training (those that taught specific gender and culture courses and those that attempted to infuse gender and culture throughout the curriculum). The sample population consisted of syllabi from 21 masters and 18 doctoral training programs (ten each that taught specific courses in gender and diversity and eleven masters and eight doctoral courses that stated that they infuse gender and diversity throughout the curriculum). That is that there was variation in the topic areas that were explored when the specific courses content and infused course content were compared. There was a significant difference in the degree to which these topics were taught between the two program levels (Masters vs. Doctoral). However, the qualitative data reflected similarities in the teaching methods of both types of programs. Additionally, Twenty faculty members were interviewed, ten from a masterâ s and ten from doctoral programs. These faculty members were equally split between those representing infusion and specific courses. I constructed course summary tables of books, articles, course objectives and illustrative learning activities from each syllabus. The major implications of this study were that the experiences of the professors were explored and the studentâ s perspectives had been excluded. There was also little variation in the racial and gender characteristics of the professors<br>Ph. D.
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Bici, Herolinda. "Perceived Reality vs Taught Reality in Compulsory School." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36157.

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This paper examines how we discuss social issues in the L2 classroom under the guidelines of Lgr11. To answer this, I ask the following sub-questions; How are the overall goals of education and parts (see Appendix B) of the Curriculum for English currently perceived by English teachers? How are the social subjects in the L2 classroom currently handled? Thirdly, what kind of lesson plan can be implemented in the classroom context under the guidelines of Lgr11? Looking at past research and relevant documents along with the qualitative data and through a triangulation of evidence carried out consisting of semi-structured interviews, supported by netnography research I propose a lesson plan using the collaborative action research model. All data was collected through technical means such as Zoom, phone calls and Facebook groups. The results of the interviews with teachers have shown that there is a unity in some respects with similar interpretations of Lgr11 and the curriculum. As well as differences of views and approaches concerning social issues in the L2 classroom. Based on the netnography research findings, most tasks given consisted of receptive skills while productive skills were used less. The netnography also supported the interview findings in the claim that popular topics were used more, whereas unpopular topics were neglected significantly. CLIL as a method was found to be absent in most of the collected data with some exceptions.
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Books on the topic "Taught"

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Pataki, Libby. Artfully taught. Governor Nelson A. Rockefeller Empire State Plaza Art Collection, 1999.

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Yoga: Self-taught. Vikas, 1989.

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J, Hall Eugene. English self-taught. Prentice-Hall, 1987.

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Lysebeth, André van. Yoga self-taught. S. Weiser, 1999.

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Brown, Frank. They taught teacher. Greenleaf Classics, 1988.

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Pataki, Libby. Artfully taught 2. New York State Office of General Services, 2001.

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Brown, Tony. What Mama Taught Me. HarperCollins, 2009.

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Darroch, John. Chinese grammar self-taught. Asian Educational Services, 1999.

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Teach as he taught. Moody Press, 1987.

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Bloomer, Kim. Animals taught me that. CrossBooks, 2009.

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Book chapters on the topic "Taught"

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Popovskij, Vladimir, Alexander Barkalov, and Larysa Titarenko. "Taught Controlled Systems." In Lecture Notes in Electrical Engineering. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20614-6_8.

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Prentice, Alison, and Marjorie R. Theobald. "The Historiography of Women Teachers: A Retrospect." In Women Who Taught, edited by Alison Prentice and Marjorie Theobald. University of Toronto Press, 1991. http://dx.doi.org/10.3138/9781442683570-003.

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Grice, Francis. "What Mao Actually Taught." In The Myth of Mao Zedong and Modern Insurgency. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77571-5_2.

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Nussaume, Yann. "A Self-Taught Man." In Tadao Ando. Birkhäuser Basel, 2009. http://dx.doi.org/10.1007/978-3-0346-0381-2_3.

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Cranfield, Steven. "Being Taught by Leavis." In F. R. Leavis. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25985-7_7.

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Ryan, Ann Marie, Charles Tocci, and Seungho Moon. "Who Chooses What Is Taught?" In The Curriculum Foundations Reader. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-34428-3_5.

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Pattenden, Oliver. "Being Taught How to Hope." In Taking Care of the Future. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-69826-7_7.

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Kets de Vries, Manfred F. R. "Why Wisdom Can’t Be Taught." In Down the Rabbit Hole of Leadership. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92462-5_24.

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Costantino, Roselyn, Carol Rittner, Ruth Seifert, et al. "What Needs to Be Taught?" In Teaching about Rape in War and Genocide. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-49916-5_4.

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Purton, Campbell. "Focusing as a Taught Procedure." In Person-Centred Therapy. Macmillan Education UK, 2004. http://dx.doi.org/10.1007/978-0-230-21456-9_5.

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Conference papers on the topic "Taught"

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Dai, Wenyuan, Qiang Yang, Gui-Rong Xue, and Yong Yu. "Self-taught clustering." In the 25th international conference. ACM Press, 2008. http://dx.doi.org/10.1145/1390156.1390182.

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Raina, Rajat, Alexis Battle, Honglak Lee, Benjamin Packer, and Andrew Y. Ng. "Self-taught learning." In the 24th international conference. ACM Press, 2007. http://dx.doi.org/10.1145/1273496.1273592.

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Garyfallidou, D. M., and G. S. Ioannidis. "Energy concept taught using ICT." In 2011 14th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2011. http://dx.doi.org/10.1109/icl.2011.6059596.

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Feamster, Nick, and Alexander Gray. "Can great research be taught?" In the 39th SIGCSE technical symposium. ACM Press, 2008. http://dx.doi.org/10.1145/1352135.1352294.

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Sulyok, Csaba, Andrew McPherson, and Christopher Harte. "Corpus-taught Evolutionary Music Composition." In European Conference on Artificial Life 2015. The MIT Press, 2015. http://dx.doi.org/10.7551/978-0-262-33027-5-ch102.

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Gemmeke, Jort F. "The self-taught vocal interface." In 2014 4th Joint Workshop on Hands-free Speech Communication and Microphone Arrays (HSCMA). IEEE, 2014. http://dx.doi.org/10.1109/hscma.2014.6843243.

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Bookstein, Abraham. "Performance of self-taught documents." In the 9th annual international ACM SIGIR conference. ACM Press, 1986. http://dx.doi.org/10.1145/253168.253220.

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Ai Hoa, Tran Thi. "Can Humor Competence Be Taught?" In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008218903890396.

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Yang, Pan, Haoran Zhao, Lin Qi, and Guoqiang Zhong. "Self-taught recovery of depth data." In 2015 Asia-Pacific Signal and Information Processing Association Annual Summit and Conference (APSIPA). IEEE, 2015. http://dx.doi.org/10.1109/apsipa.2015.7415479.

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Coleman, J. N., F. P. Burns, D. J. Kinniment, T. J. Butler, and A. M. Koelmans. "A self-taught computer engineering course." In the first Australasian conference. ACM Press, 1996. http://dx.doi.org/10.1145/369585.369587.

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Reports on the topic "Taught"

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Hodges, Ancel B. Ethics: Can It Be Taught. Defense Technical Information Center, 2016. http://dx.doi.org/10.21236/ad1007246.

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Marjanovic, Matthew, Brian Scassellati, and Matthew Williamson. Self-Taught Visually-Guided Pointing for a Humanoid Robot. Defense Technical Information Center, 2006. http://dx.doi.org/10.21236/ada450328.

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Weichert, Robert S. Leadership Theory Taught in Air Force Distant Learning Programs. Defense Technical Information Center, 2013. http://dx.doi.org/10.21236/ada590284.

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Wright, T. S. Evaluation of Machine Guarding course taught in Richland, Washington, September 1--3, 1992. Office of Scientific and Technical Information (OSTI), 1993. http://dx.doi.org/10.2172/10136742.

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Wright, T. S. Evaluation of Machine Guarding course taught in Richland, Washington, September 1--3, 1992. Office of Scientific and Technical Information (OSTI), 1993. http://dx.doi.org/10.2172/6714933.

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Wright, T. S. Evaluation of injury/illness recordkeeping pilot course taught in Cincinnati, Ohio, September 23, 1992. Office of Scientific and Technical Information (OSTI), 1993. http://dx.doi.org/10.2172/10140921.

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Wright, T. S. Evaluation of injury/illness recordkeeping pilot course taught in Cincinnati, Ohio, September 23, 1992. Office of Scientific and Technical Information (OSTI), 1993. http://dx.doi.org/10.2172/6692816.

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Wright, T. S. Evaluation of injury/illness recordkeeping pilot course taught in Richland, Washington, January 15, 1992. Office of Scientific and Technical Information (OSTI), 1992. http://dx.doi.org/10.2172/5671069.

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Wright, T. S. Evaluation of injury/illness recordkeeping pilot course taught in Richland, Washington, June 18, 1992. Office of Scientific and Technical Information (OSTI), 1992. http://dx.doi.org/10.2172/6883047.

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Wright, T. S. Evaluation of injury/illness recordkeeping pilot course taught in Richland, Washington, June 18, 1992. Office of Scientific and Technical Information (OSTI), 1992. http://dx.doi.org/10.2172/10112386.

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