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Relevant bibliographies by topics / Teacher's guide

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Academic literature on the topic 'Teacher's guide'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 April 2022

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Journal articles on the topic "Teacher's guide"

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Stadler, Judith. "Teacher's guide." Journal of Nutrition Education 17, no. 4 (October 1985): 167. http://dx.doi.org/10.1016/s0022-3182(85)80101-1.

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Rickwood, Tony. "Electronics: Teacher's Guide." Electronic Systems News 1989, no. 3 (1989): 39. http://dx.doi.org/10.1049/esn.1989.0087.

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Pentecost, C. Houston. "A Teacher's Guide." Gifted Child Today 20, no. 5 (September 1997): 32–37. http://dx.doi.org/10.1177/107621759702000510.

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Nimmons, Phyllis B., Lynellyn D. Long, and Janet Spiegel-Podnecky. "In Print and Teacher's Guide." Modern Language Journal 72, no. 4 (1988): 467. http://dx.doi.org/10.2307/327773.

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Mourao, S. J. "The Primary English Teacher's Guide." ELT Journal 57, no. 4 (October 1, 2003): 411–13. http://dx.doi.org/10.1093/elt/57.4.411.

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Knowles, Mary Tyler. "The English Teacher's Internet Resource Guide." English Journal 85, no. 8 (December 1996): 91. http://dx.doi.org/10.2307/820053.

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Frankland, Jeffrey. "SMP 11-16 Teacher's Guide: Number." Mathematical Gazette 79, no. 484 (March 1995): 166. http://dx.doi.org/10.2307/3620042.

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Watson, Keith, and Jon Nixon. "A Teacher's Guide to Multicultural Education." British Journal of Educational Studies 34, no. 2 (June 1986): 212. http://dx.doi.org/10.2307/3121337.

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Macneill, John. "Produce a Quiz Show: Teacher's Guide." Mathematical Gazette 75, no. 471 (March 1991): 105. http://dx.doi.org/10.2307/3619005.

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Keates, Chris, and Margaret Adams. "A Newly Qualified Teacher's survival guide." 5 to 7 Educator 2009, no. 50 (February 2009): 32–41. http://dx.doi.org/10.12968/ftse.2009.8.2.37722.

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Dissertations / Theses on the topic "Teacher's guide"

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Speer, Mimi Zimmerman. "A teacher's guide and student workbook in operational Bible usage." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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Murray, Deanna Alice 1956. "A singer's and teacher's guide to the Lieder of Joseph Marx." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288773.

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This document examines the use of the Lieder of Joseph Marx for voice teachers and performers. The main thrust of the research, pedagogical use, leads to a study of Post-Wagnerian requirements for the voice and the use of Marx Lieder in developing vocal technique for the operatic literature of the late nineteenth and twentieth century. Influence of contemporary movements upon Marx such as the Jugendstil and the Lieder tradition are studied to help reveal artistic merit and pedagogical use. Marx's harmonic language is analyzed in relationship to artistic merit. The eight songs studied are: "Bitte," "Der bescheidene Schafer," "Waldseligkeit," "Valse de Chopin," "Errinerung," "Und gestern hat er mir Rosen gebracht," "Hat dich die Liebe beruhrt," and "Der Ton." A connection is drawn between pedagogical use, artistic merit and the performance of this literature in the song recital. An appendix is presented which suggest the possible programming ideas for relatively unknown Marx lieder.

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Lee, Shirley. "The Suzuki beginner : a teacher's guide to the Suzuki principles of violin /." Thesis, Connect to this title online; UW restricted, 1992. http://hdl.handle.net/1773/11383.

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Furey, Douglas John. "A learning resources teacher's guide to the production of Internet multimedia curriculum units." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36122.pdf.

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Hydbom, Kristina. "Utvecklingsmöjligheter för Malmö Högskolas lärarguide : Opportunities for improvement of Malmö University's teacher's guide." Thesis, Uppsala universitet, Institutionen för teknikvetenskaper, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-324766.

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The aim of the study has been to examine how Malmö University’s teachers guide for student introduction can improve and become more useful to teachers during student introduction periods at the university. Through an online survey and semi structured interviews data has been collected and has been the foundation when addressing the three research question; 1. To what extent is the teacher’s guide used by the programme coordinators during the introduction? 2. How does the programme coordinators experience the teacher’s guide regarding availability, content and ease of use? 3. How can the teacher’s guide develop in order to improve the intercommunion between the resources teacher’s guide and teachers?The results show that at present time, the teacher’s guide is known to 67% of the responding programme coordinators (33 of 49), of which 71% have used the guide at least on one occasion. The most common use of the guide was as a checklist. Other findings where that there are room for improvements regarding how the teacher’s guide is introduced and communicated. Regarding the content only few adjustments where desired and the teacher’s guide’s ease of use was non-problematic. The study has resulted in four improvement proposals linked directly to the teacher’s guide, and an additional four improvement proposals linked to the future development of the teacher’s guide and its intercommunion with teachers.
Studiens syfte har varit att undersöka hur Malmö högskolas lärarguide för studentintroduktion kan förbättras och göras mer användbar för lärare under studentintroduktionsperioder vid högskolan. Utifrån en webbaserad surveyundersökning och semistrukturerade intervjuer har data samlats in för att besvara studiens tre frågeställningar; 1. I vilken utsträckning används lärarguiden av programansvariga under studenternas introduktionstermin? 2. Hur upplever programansvariga lärarguiden i hänseende till tillgänglighet, innehåll och användarvänlighet? 3. Hur kan lärarguiden utvecklas så att samverkan mellan resurserna lärarguiden och lärare förbättras?Resultat från studiens visade att guiden i dag är känd bland för 67% av de svarande programansvariga (33 av 49), av dessa hade 71% använt guiden vid minst ett tillfälle. Det vanligaste användningsområdet för guiden var som en checklista. Studien visar även att det finns mycket utrymme för förbättring rörande hur lärarguiden förmedlas och kommuniceras ut. Gällande guidens innehåll önskades enbart några få förändringar och användarvänligheten för guiden var oproblematisk. Studien har resulterat i fyra förbättringsförslag kopplat direkt till lärarguidens utformning. Ytterligare fyra förbättringsförslag kopplat till lärarguidens framtida utveckling och samverkan med lärare har även tagits fram i studien.

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Rotundo, Angela Rita. "A teacher's soulful inquiry, exploring professional development using The divine comedy as a guide." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58907.pdf.

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Corrigan, Caitlin. "How to help a teacher's guide to helping grieving elementary students in the classroom." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/836.

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In the United States alone, over 2 million (or a little more than 3%) of children are estimated to face the death of a parent before they turn 18 (Goodman, 2006)! The numbers only grow when the death of a grandparent, relative, sibling, or classmate are included. Death is a very real and lasting event. Most of these children will have to return to life as it was before in some way or another. For most of these children, that means returning to school. Sadly, in a teacher's undergraduate education they receive little or no formal training in how to help a child deal with tragedy or the death of a loved one. This leaves a major gap in a teacher's knowledge of how to help and of what they can do. The aim of this small study was to help bridge those gaps. In the study elementary school teachers, parents or caregivers of students who had lost a loved one while in elementary school and students who were grieving the loss of a loved one while in elementary school were recruited and asked to share about their experiences and personal knowledge of grieving in an elementary school setting. These participants were asked to answer a short survey and share their thoughts and feelings. Through surveys and interviews the researcher found that most students and parents were satisfied with the naturally response of teacher who intervened in students' lives during a time of grief. Communication was reported by all entities to be the most effective way to help; communication between home and school and between the teacher and the grieving student. From the responses of teachers, caregivers and students a quick reference guild was created that teachers can use in the classroom when they have a grieving student.
B.S.
Bachelors
Teaching, Learning and Leadership
Education

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Stone, Rebecca Jean. "A Teacher's Guide to Academic Reading: Focusing on the Academic Reading Demands of ESL Learners." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3882.

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With over 765,000 English-as-a-second-language (ESL) students studying in the United States, a greater understanding of the academic requirements and demands these students face while studying in the US is needed. Some of the biggest challenges they face include the amount of reading required and the various tasks employed with academic reading. University reading tasks require more than an understanding of the text. These tasks place a strong emphasis on text comprehension, summary, synthesis, and critical analysis. This is problematic as students, especially ESL learners, lack experience with academic tasks, and many additionally struggle with low metacognitive awareness, limited or low reading fluency, limited vocabulary, and difficulty understanding text organization. This article will present a research-informed website, A Teacher's Guide to Academic Reading, designed for teachers preparing ESL learners for the demands and difficulties of university reading. A Teacher's Guide to Academic Reading specifically informs teachers of academic reading demands and provides resources to help their learners develop fluent reading skills, critical reading skills, and general academic skills.

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Glover, Dawn. "The evaluation of environmental learning support materials : a case study of the AAWARE teacher's guide." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1008064.

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This evaluative case study investigates the use of a specific learning support materials (LSMs) package, Animal Awareness for World and Regional Education (AA WARE), in the natural sciences, intermediate phase. Schools with access to the resource were canvassed through questionnaires to assess overall use in relation to distribution via workshop versus hand delivery, class size, availability of alternate LSMs and lastly the level of exposure to the distributing organisation. Three case studies were undertaken at three different schools. Data was generated through observations and interviews with the teacher undertaking the lesson observed. The aim of the case studies was to gain greater insight into AAWARE in practice and the factors that facilitated the use of the resource by these teachers. The research indicates that while AAWARE has overcome some inhibitors of resource use, its potential within Outcomes-Based Education (OBE) and the Revised National Curriculum Statements (RNCS) has not been achieved so far, except in a few isolated cases. Factors enabling the use of the resource are its user-friendly design, availability in all three languages spoken by the majority of Western Cape learners and the integration with education policy. Workshops, although not necessary for the utilisation of AA WARE in part, could enhance the integrated nature of the resource and introduce teachers to the potential of using the resource as an entire unit as opposed to a collection of separate lesson plans. A relationship is seen between exposure to the distributing organisation, the personal interest in wildlife of the teacher and the use of AAWARE. Finally recommendations are provided to increase the use of AA WARE. It is suggested that the resource undergoes a more effective alignment to RNCS content (RNCS policy was not an issue) now that RNCS implementation is completed. Further workshops should be offered in the use of AA WARE. Lastly a long-term strategy should be developed to enthuse schools and teachers about the intentions, goals and appropriateness of the resource.

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Wilson, Wendy Elizabeth. "A case study of an elementary generalist teacher's trial implementation of an art curriculum guide." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28562.

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This study addresses the problem of how an elementary generalist teacher implements unfamiliar material, in this case a draft art curriculum, when provided with assistance from the researcher in the role of consultant. The following question was posed: To what extent are the following factors affecting implementation as outlined by Fullan (1982), evident in the implementation of a draft art curriculum guide by a generalist teacher: characteristics of the change, characteristics at the school district level, characteristics at the school level and characteristics external to the local system A review of literature undertaken on the status of art education reveals a scarcity of information providing a descriptive data base about current art teaching practices in Canada today, and reveals a discrepancy between theory and practice in art teaching. Carefully planned curriculum implementation was cited as one way to effect positive changes in art teaching. A review of literature also undertaken of the factors affecting implementation of new material in classrooms focused on the four areas cited above by Fullan (1982). The research involved a case study and field testing of materials with a Grade 4/5 elementary generalist teacher. Data collection included observation, interviewing and document analysis as part of an individualized research method using many of the techniques associated with participant observation, naturalistic observation, and ethnography. Fullan's (1982) factors affecting implementation were used to provide a structure from which the implementation and aspects of consultation provided could be analyzed. Some changes took place in regards to the teacher's use of the new curriculum and materials but there was not a significant implementation or change in teaching approaches, beliefs or use of new materials.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Books on the topic "Teacher's guide"

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1952-, Walker Darlyne, ed. Teacher's guide. Syracuse, N.Y: New Readers Press, 1994.

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Teacher's guide. Oxford: Oxford University Press, 1998.

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Childs, Mary. Teacher's guide. [Cheltenham]: Thornes, 1992.

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National Endowment for the Arts. Teacher's guide. [Washington, D.C: National Endowment for the Arts, 2004.

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Barber, Jacqueline. Bubbleology: Teacher's guide. Berkeley, CA: Lawrence Hall of Science, University of California, 1986.

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Measuring: Teacher's guide. Nashua, N.H: Delta Education, 1988.

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inc, Encyclopaedia Britannica, and Holt, Rinehart, and Winston, inc., eds. Teacher's implementation guide. Chicago, Ill: Encyclopaedia Britannica, Inc., 2006.

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Kempe, Andy. A teacher's guide. London: Hodder andStoughton, 1994.

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Knott, Robert C. Ecosystems: Teacher's guide. Hudson, NH: Delta Education, 1993.

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Whitney, Bob. Photosynthesis: Teacher's guide. Toronto: TVOntario, 1987.

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Book chapters on the topic "Teacher's guide"

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Novak, Ryan J. "Teacher's Guide." In Teaching Graphic Novels in the Classroom, 1–3. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238669-1.

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Burkhart, Jerry. "Teacher's Guide." In Advanced Common Core Math Explorations Grades 5-8, 5–15. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232780-3.

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Burkhart, Jerry. "Teacher's Guide." In Advanced Common Core Math Explorations, 7–18. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232797-3.

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Fulton, Kristy. "Teacher's Guide." In Math Puzzles and Patterns for Kids, 5–46. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236504-1.

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Schulz, Karen K. "Teacher's Guide." In CSI Expert!, 1–4. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234012-1.

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Bemiss, Allison. "Teacher's Lesson Guide." In Hands–On Steam Explorations for Young Learners Grades Pre-K-2, 7–11. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235507-2.

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Javits, Jacob K., William Mary, Bruce A. Bracken, Joyce VanTassel-Baska, Lori C. Bland, Tamra Stambaugh, Valerie Gregory, et al. "Teacher's Guide to Content." In How the Sun Makes Our Day, 10–11. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235583-3.

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Thoresen, Kimberley, Kimberley L. Chandler, and William Mary. "Teacher's Guide to Content." In The Earth Beneath Our Feet, 8. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238775-3.

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Javits, Jacob K., William Mary, Bruce A. Bracken, Joyce VanTassel-Baska, Lori C. Bland, Tamra Stambaugh, Valerie Gregory, Cindy Holub, Denise Drain, and Joyce VanTassel-Baska. "Teacher's Guide to Content." In Budding Botanists, 9–11. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233381-3.

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Javits, Jacob K., William Mary, Bruce A. Bracken, Joyce VanTassel-Baska, Lori C. Bland, Tamra Stambaugh, Valerie Gregory, et al. "Teacher's Guide to Content." In Dig It! an earth and space science unit for high-ability learners in grade 3, 11–13. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234692-3.

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Conference papers on the topic "Teacher's guide"

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"Digit: A Teacher's Helper." In Study guide, chair Rimma Ivanovna Kirillova. TSNS Interaktiv Plus, 2020. http://dx.doi.org/10.21661/r-530507.

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Hartono, Arif, and Ristiana Purwandari. "Improvement of Teacher Professional Competence by Teacher's Guide Book Making Learning Media." In Proceedings of the 1st International Conference on Social Sciences, ICONESS 2021, 19 July 2021, Purwokerto, Central Java, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.19-7-2021.2312475.

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Morales López, Yuri, Marianela Alpízar Vargas, Ana Lucía Alfaro Arce, and Vicenç Font-Moll. "Noticing and analysis of pedagogical practices in mathematics." In I Congreso Internacional de Ciencias Exactas y Naturales. Universidad Nacional, 2019. http://dx.doi.org/10.15359/cicen.1.88.

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The purpose of this presentation is to show elements associated to the study and analysis of pedagogical practices used by mathematics teachers, taking into consideration different approaches and conceptions derived from theories related to the role of the math teacher. The project highlights the need to use different strategies to analyze the processes occurring in the activities and tasks organized and implemented by the teacher. One of the main tasks in teacher training is to promote the capacity to noticing on the pedagogical activity, where noticing is understood as an inherent process to improve the quality of classroom management. In addition, different analysis models should be compared using examples and experiential practices and the different theories and research projects developed in this field related to this type of analysis. Knowing what happens in the classroom is a task inherent to the math teacher. For sure, if the teacher does not understand or is even able to perceive what is happening in the class, improvement actions are very difficult to implement. Consequently, math teachers must develop the capability of analyzing their pedagogical activity and the related elements. It is not about isolating variables and looking for causal relationships, but rather about understanding the teacher’s activity as the center of the multiple situations occurring in the classroom, which may be known more in depth, if the attention is focused on the organization, ordering, and execution of the tasks planned by the teacher. It must also be understood that the competence of analyzing mentioned here is not an isolated activity without an effect. Such analysis must be approached from an active perspective where scenarios are generated to mitigate complex situations or to value an approach different than the one happening in the classroom. Being aware that there are many aspects to analyze (most likely almost everything that happens is analyzable), we must take a stand on which situations are highly related to what happens in our classroom and which could eventually happen. With such a wide spectrum, some questions that need to be addressed are: What is important in the math education activity and who defines what is important? What elements are of interest to math teachers? How does the analysis conducted relate to the different models of the teacher's knowledge? How does our previous experience influence the assessments we make? How do we distinguish elements of interest to analysis? What is the relationship between reflecting and analyzing? At what stages of the teacher’s activity is an analysis required? What is the ultimate purpose of analyzing teaching activities? What competencies or skills are related to the analysis? What types of analysis are appropriate (content, cognitive, media, among others)? How can we balance the actions derived from the analyses we conduct? From all these questions the most important one that can guide the study of this reflection would be: What should be assessed in pedagogical activities and what is the objective of analyzing such pedagogical activities in math education?

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Franzoni, Ana Lidia, Francisco Cervantes-Perez, and Gloria Robles. "Teacher's Guide for Selecting Proper Digital Technology to Support Didactic Strategies Compatible with Students' Learning Styles." In 2013 IEEE 13th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2013. http://dx.doi.org/10.1109/icalt.2013.112.

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Ross, Julia, and Taryn Bayles. "Work in progress — Lessons learned during teacher professional development pilot program — Impact on curriculum teacher's guide development & future professional development institute." In 2010 IEEE Frontiers in Education Conference (FIE). IEEE, 2010. http://dx.doi.org/10.1109/fie.2010.5673268.

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Pardo García, Cristina, Vicent Caballer-Tarazona, and María Caballer-Tarazona. "Rubrics for academic dissertation assessment. Does peer assessment work?" In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8835.

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In the recent context of student-centered learning, they are more involved in the whole learning process, while the teacher is only a guide through their learning. This implies that students must be also involved in the assessment process. Following this idea, the peer assessment tries to give the students the opportunity to be in the evaluator position and maybe experience a reflexion about the criteria, what an external person sees in what he/she has to assess. When students have the role of assessing their classmates work, they pay more attention to the content and formal details of the presentation; therefore they can easily identify key points involved in an academic dissertation. This is a good opportunity to actively learn some basic transversal skills for any kind of presentation. Under this context, we present in this paper a comparison of the marks given by both students and teachers, to the same academic dissertation. In addition, we provide the rubric provided to students as a guide for the assessment. As results show, the students’ final decision to assess their peers’ work is quite close to the teacher’s decision. Only light differences were identified, on average, students gave a slightly higher mark to their classmates than the teacher did. However, a correlation on students and teacher marks was found.

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Greitāns, Kārlis, and Dace Namsone. "IN-SERVICE SCIENCE TEACHERS’ PROFESSIONAL DEVELOPMENT TARGETED TO PROMOTE STUDENT UNDERSTANDING OF CORE SCIENTIFIC CONCEPTS." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.49.

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This review study includes 19 articles from 2016 to 2021 focusing on in-service science teachers’ professional development targeted to promote student conceptual understanding. The present study is guided by the following research question: “What characterizes high-quality in-service science teachers’ professional development targeted to promote student conceptual understanding?” The review indicates that such classroom practices as modelling, questioning, and arguing from evidence are perspective ways to develop student conceptual understanding in science classrooms. A mixture of input, application, and reflection; long-term involvement of participants; focus on the question how to foster transfer from teacher professional development into participants’ everyday work characterize high quality teacher professional development interventions that develop and support inquiry practices. Results suggest that teacher professional development that is sensitive to teacher learning needs is a way to develop student conceptual understanding. Keywords: in-service teacher professional development, science teacher education, student conceptual understanding, teacher learning

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Silva, Deivid Eive, Marialina Corrêa Sobrinho, and Natasha Malveira Valentim. "TAEP4.0: Teacher Assistance Educational Process Based in the Context of Education 4.0." In Workshops do Congresso Brasileiro de Informática na Educação. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/wcbie.2021.218165.

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This dissertation presented an educational process to assist Basic Education teachers in preparing classes with technological resources, focusing on the skills and competencies necessary for Education 4.0 called TAEP4.0 (Teacher Assistance Educational Process). The ADDIE model was used to guide the development and evaluation of TAEP4.0 through studies. The results indicated that TAEP4.0 could increase teachers' knowledge and interaction with the characteristics of Education 4.0, such as integrating Computing and Informatics into classes and encouraging 21st-Century skills and competencies. In general, it is believed that TAEP4.0 can contribute to the advancement of Education 4.0, mainly in schools with few resource options.

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Hao, Yi. "Learning through guided imagery: A comprehensive teachers’ guide for a balanced approach in preschool settings." In The International Conference on Teaching, Learning and Education. Acavent, 2019. http://dx.doi.org/10.33422/ictle.2019.03.160.

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Motloung, Amos, and Lydia Mavuru. "TEACHING LIFE SCIENCES USING SECOND LANGUAGE: HOW DO TEACHERS COPE?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end007.

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Language plays a pivotal role in science teaching and learning as it serves as both the medium through which the teachers and learners think and also communicate in the classrooms. Science and Life sciences in particular comprises of a unique scientific language register with a lot of technical words and terms borrowed from other languages other than English. Previous researchers acknowledged the difficulty teachers face when teaching science in a language different from their own and that of the learners. Consequently, the current study explored the various ways in which English-second-language Life Sciences teachers taught Life Sciences in order to mitigate language difficulties for themselves and those of their learners. The study was guided by the research question: how does English as a second language influence teacher practices when teaching Life Sciences to grade 12 learners? Using a qualitative research design, six Life Sciences teachers with various levels of teaching experience, two novices, two relatively experienced and two very experienced teachers, were purposefully selected from six different schools. The assumption was that teachers at various levels of experience may have different experiences of teaching the subject in a second language. Each teacher was observed once whilst teaching the same topic to grade 11 Life Sciences learners to establish their teaching practices. Incidences of learner engagement with the content, teacher-learner and learner-learner interactions were captured and scored using the Reformed Teaching Observation Protocol rubric. Lesson observations were suitable for data collection as they allowed the researcher to examine even non-elicited behaviour as it happened. The findings indicated that language difficulties were prevalent and affected both teachers and learners in engaging with the concepts at hand. For instance, most of the teachers whether experienced or not, struggled to explain and elaborate vital Life Sciences concepts in a comprehensible manner due to lack of proficiency in the language of instruction. The teachers mostly utilised code-switching as it enabled them to explain and elaborate scientific terms and processes in both English and their home languages. Because learners were allowed to express themselves in their home languages, the level of interaction also increased. In addition, teachers used transliteration and demonstrations as teaching strategies that also reduced the challenges of using English as a medium of instruction. The study informs both pre-service and in-service teacher development programmes.

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Reports on the topic "Teacher's guide"

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Mas Garcia, Xavier, María José Angulo Valdearenas, Cristina Girona Campillo, Loles González García, Toni Martínez-Aceituno, Marta Merino Rubio, and Bel Palou Vives. Teacher's guide to using Google Apps at the UOC. Universitat Oberta de Catalunya, November 2018. http://dx.doi.org/10.7238/elc.googleappsuoc.2019.

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Roddick, J. A. Capsule geology of the Vancouver area and teacher's field-trip guide. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2001. http://dx.doi.org/10.4095/212831.

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Roddick, J. A., and J. Luternauer. GSC teacher's field-trip guide to the geology of the Vancouver area. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1994. http://dx.doi.org/10.4095/194969.

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Schwartz, Brian. The distribution of an illustrated timeline wall chart and teacher's guide of 20th century physics. Office of Scientific and Technical Information (OSTI), December 2000. http://dx.doi.org/10.2172/771360.

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Piper, Benjamin, Yasmin Sitabkhan, Jessica Mejia, and Kellie Betts. Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. RTI Press, May 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0053.1805.

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This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.

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anon. Wind Energy Teachers Guide. Office of Scientific and Technical Information (OSTI), January 2003. http://dx.doi.org/10.2172/836696.

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McGee, Steven, Randi McGee-Tekula, and Jennifer Duck. Does a Focus on Modeling and Explanation of Molecular Interactions Impact Student Learning and Identity? The Learning Partnership, April 2017. http://dx.doi.org/10.51420/conf.2017.1.

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The Interactions curriculum and professional development program is designed to support high school teachers in their transition to the physical science Next Generation Science Standards. Through curriculum materials, an online portal for delivering the digital materials, interactive models of molecular phenomena, and educative teacher guide, teachers are able to support students in bridging the gap between macroscopic and sub-microscopic ideas in physical science by focusing on a modeling and explanation-oriented exploration of attractions and energy changes at the atomic level. During the fall semester of the 2015-16 school year, The Learning Partnership conducted a field test of Interactions with eleven teachers who implemented the curriculum across a diverse set of school districts. As part of the field test, The Learning Partnership examined the impact of teachers’ inquiry-based teaching practices on student learning and identification with the scientific enterprise. The results indicate that students had statistically significant growth in learning from the beginning to end of unit 2 and that the extent to which teachers engaged students in inquiry had a positive statistically significant influence on the growth rate and a statistically significant indirect impact on students’ identification with the scientific enterprise.

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Mahat, Marian, and Wesley Imms. Innovative Learning Environments and Teacher Practices: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/11343.241885.

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Mahat, Marian, and Wesley Imms. Teacher Mind Frames and Belief Systems: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/124324.

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Schustrom, Bill, Reed Kuennen, and Raymond C. Shearer. Miller Creek Demonstration Forest ecology activities - a teachers supplement to the field guide. Ft. Collins, CO: U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station, 1998. http://dx.doi.org/10.2737/rmrs-gtr-15.

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