Log in

Relevant bibliographies by topics / Teacher and learner roles / Books

To see the other types of publications on this topic, follow the link: Teacher and learner roles.

Books on the topic 'Teacher and learner roles'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 books for your research on the topic 'Teacher and learner roles.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse books on a wide variety of disciplines and organise your bibliography correctly.

1

Roles of teachers and learners. Oxford: Oxford University Press, 1987.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Wright, Tony. Roles of teachers and learners. Oxford: Oxford University Press, 1987.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

O’Hara, Hunter. Transcendent Teacher Learner Relationships. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-109-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Lamb, Terry, and Hayo Reinders, eds. Learner and Teacher Autonomy. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/aals.1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Jeff, Northfield, ed. Opening the classroom door: Teacher, researcher, learner. London [England]: Falmer Press, 1996.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Zintz, Miles V. The reading process: The teacher & the learner. 5th ed. Dubuque, Iowa: W.C. Brown, 1989.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Tickoo, Makhan L. Harold E. Palmer: From learner-teacher to legend. New Delhi: Orient Longman, 2008.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Maggart, Zelda R. The reading process: The teacher and the learner. 6th ed. Madison, WI: Brown & Benchmark, 1991.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

John, O'Hair Mary, ed. The reflective roles of the classroom teacher. Belmont, Calif: Wadsworth, 1996.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

Bingman, Beth. Teacher as learner: A sourcebook for participatory staff development. [Knoxville, Tenn.]: Tennessee Literacy Resource Center, Center for Literacy Studies, University of Tennessee Knoxville, 1995.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

11

Learner-centered principalship: The principal as teacher of teachers. Westport, Conn: Praeger, 1994.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

12

Nagle, James F. English learner instruction through collaboration and inquiry in teacher education. Charlotte, NC: Information Age Publishing, Inc., 2014.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

13

Darling-Hammond, Linda. Excellence in teacher education: Helping teachers develop learner-centered schools. Washington, D.C: NEA Professional Library, National Education Association, 1992.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

14

National Reading Conference (U.S.). Learner factors/teacher factors: Issues in literacy research and instruction. Edited by Zutell Jerry, McCormick Sandra, Caton Laurel L. A, and O'Keefe Patricia. Chicago, IL: National Reading Conference, 1991.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

15

Burke, Deirdre M. The Holocaust in education: An exploration of teacher and learner perspectives. Wolverhampton: University of Wolverhampton, 1998.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

16

Hewings, Martin. Teacher appraisal of learner utterances in the formal, elementary EFL classroom. Birmingham: University of Birmingham, 1985.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

17

Jane, Munro. Presence at a distance: The educator-learner relationship in distance education. University Park, PA: American Center for the Study of Distance Education, Pennsylvania State University, 1998.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

18

Cornelius-White, Jeffrey H. Learner-centered instruction: Building relationships for student success. Thousand Oaks: Sage Publications, 2009.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

19

Scardamalia, Marlene. Ethical models for exploitation of teacher-and-learner produced material: Final report. [Toronto: Institute of Child Study, Ontario Institute for Studies in Education, University of Toronto], 2001.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

20

Teaching on a tightrope: The diverse roles of a great teacher. Lanham, Md: Rowman & Littlefield Education, 2010.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

21

Conditions for EFL learning and professional development: Finland-Swedish learner and teacher perspectives. Åbo: Åbo Akademis förlag - Åbo Akademi University Press, 2008.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

22

Mathematical learning difficulties in the secondary school: Pupil needs and teacher roles. Milton Keynes [Buckingshamshire]: Open University Press, 1985.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

23

Wayson, William W. Sustaining improvement: The teacher's role in helping school systems learn. Washington, D.C: Educational Resources Information Center, 1990.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

24

Snow, Donald B. From language learner to language teacher: An introduction to teaching English as a foreign language. Alexandria, Va: Teachers of English to Speakers of Other Languages (TESOL), 2007.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

25

Grubb, W. Norton. Leading from the inside out: Expanded roles for teachers in equitable schools. Boulder, Colo: Paradigm Publishers, 2010.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

26

Lynda, Tredway, ed. Leading from the inside out: Expanded roles for teachers in equitable schools. Boulder, Colo: Paradigm Publishers, 2010.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

27

Ianacone, Taschek Laura, ed. The heart of teaching: Creating high-impact lessons for the adolescent learner. San Francisco, CA: Jossey-Bass, 2006.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

28

Mercogliano, Chris. Making it up as we go along: The story of the Albany Free School. Portsmouth, NH: Heinemann, 1998.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

29

Magnus, Persson, and Learning Teacher network, eds. Towards the teacher as a learner: Contexts for the new role of the teacher. Karlstad: The Learning Teacher Network, 2004.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

30

The role of affect in student learning: Learner response to teacher feedback on compositions. Ottawa: National Library of Canada, 1990.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

31

Bertrand, David. The role of affect in student learning: Learner response to teacher feedback on compositions. 1989.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

32

Teacher As Learner. Heinemann, 1985.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

33

Hooper, Daniel, and Natasha Hashimoto, eds. Teacher Narratives From the Eikaiwa Classroom: Moving Beyond "McEnglish". Candlin & Mynard ePublishing, 2020. http://dx.doi.org/10.47908/13.

Full text

Abstract:

This book includes 16 chapters written by current and former eikaiwa (English conversation school) teachers to illustrate a complexity within the eikaiwa profession that has been thus far largely ignored. Through teacher narratives, the authors explore the unique and often problematic world of eikaiwa to present a counter narrative to what the editors regard as blanket stereotyping of a multifaceted and evolving teaching context. Eikaiwa schools are found in virtually every city and town in Japan. They provide conversation and test-preparation classes for learners of all ages. Those attending eikaiwa may be looking to prepare for an overseas holiday or work placement, achieve a required TOEIC score for their company, or simply enjoy a new hobby and socialise with people from different cultures and backgrounds. Eikaiwa teachers often need to negotiate conflicting demands from students, parents, management, and society at large. Furthermore, opportunities for professional development are scarce and research on this context is virtually non existent. Despite the massive scale of the eikaiwa industry and the varied roles that teachers are required to fulfil within it, expatriate and ELT communities have also tended to stigmatise the work of eikaiwa teachers as being simplistic and uniform. As a result, many former eikaiwa teachers choose to “forget” their eikaiwa past and the way it shaped them as professionals. This volume provides an important opportunity for eikaiwa teachers to share their stories and for the editors to present a coherent and convincing case for the value that the experiences of working in English conversation schools has for our understanding of teaching and learning languages.

APA, Harvard, Vancouver, ISO, and other styles

34

Global Teacher Global Learner. Hodder & Stoughton, 1988.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

35

Yorkshire & Humberside Flexible Learning Project. and Wolds Enterprise Bureau, eds. Flexible teacher-flexible learner. York: Yorkshire & Humberside Flexible Learning Project, 1994.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

36

Butler, Melvin L. Performing Pannkotis Identity in Haiti. Edited by Jonathan Dueck and Suzel Ana Reily. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199859993.013.26.

Full text

Abstract:

This chapter focuses on transnational networks of Pentecostal practice. It explores the use of “Pannkotis” to identify musical practice among a variety of Haitian churches, including some tied historically to Protestant and Pentecostal organizations in the United States. It also discusses the author’s roles as a Western ethnomusicologist and a Pentecostal believer, reflecting on the power shifts in transnational engagement that shared faith can engender: the author was often not only a learner about Haitian Pentecostals themselves, but also a religious learner with them; at other times, by virtue of the “portable” religious capital of the author’s status as a Pentecostal minister, he was placed as a musical and religious teacher. The chapter points provocatively to the discontinuities the author experienced as an ethnomusicologist because of the understandings and beliefs he shared as a coreligionist with Haitian Pentecostals.

APA, Harvard, Vancouver, ISO, and other styles

37

Parini, Jay. The Art of Teaching. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169690.001.0001.

Full text

Abstract:

Becoming an effective teacher can be quite painful and exhausting, taking years of trial and error. In The Art of Teaching, writer and critic Jay Parini looks back over his own decades of trials, errors, and triumphs, in an intimate memoir that brims with humor, encouragement, and hard-won wisdom about the teacher's craft. Here is a godsend for instructors of all levels, offering valuable insight into the many challenges that educators face, from establishing a persona in the classroom, to fostering relationships with students, to balancing teaching load with academic writing and research. Insight abounds. Parini shows, for instance, that there is nothing natural about teaching. The classroom is a form of theater, and the teacher must play various roles. A good teacher may look natural, but that's the product of endless practice. The book also considers such topics as the manner of dress that teachers adopt (and what this says about them as teachers), the delicate question of politics in the classroom, the untapped value of emeritus professors, and the vital importance of a settled, disciplined life for a teacher and a writer. Parini grounds all of this in personal stories of his own career in the academy, tracing his path from unfocused student--a self-confessed "tough nut to crack"--to passionate writer, scholar, and teacher, one who frankly admits making many mistakes over the years. Every year, thousands of newly minted college teachers embark on their careers, most with scant training in their chosen profession. The Art of Teaching is a perfect book for these young educators as well as anyone who wants to learn more about this difficult but rewarding profession.

APA, Harvard, Vancouver, ISO, and other styles

38

A, Camilleri, and Council of Europe. European Center for Modern Languages., eds. Introducing learner autonomy in teacher education. Strasbourg: Council of Europe, 1999.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

39

From Master Teacher to Master Learner. Solution Tree, 2007.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

40

Snow, Don. From Language Teacher to Language Learner. Teachers of English to Speakers of Other Languages, Inc., 2007.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

41

Dueck, Jonathan. Music as Shared Space in Mennonite Development Work in Chad. Edited by Jonathan Dueck and Suzel Ana Reily. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199859993.013.9.

Full text

Abstract:

This chapter highlights negotiations of meanings a Western church worker encountered in a Chadian congregation. For many mainline churches, “missions agencies,” focused on proselytization, are not the sole or even primary mode of outreach; “development agencies,” focused on local economic and social development, complement them. These two types of agencies are tied, through institutional memories in Western and African churches, to the cultural, including musical, practices of missions. The chapter retells the story of a Western development worker who frames her role as “learner” but finds she is understood as missionary “teacher” and is asked to teach and not learn music. Music is a persistent indicator of a history of missionary interactions between Chadian and Western Christians that lends meanings to and constrains present-day transnational interactions between them; it can provide a shared space of practice that is not contiguous with the “meanings” of the music under discussion.

APA, Harvard, Vancouver, ISO, and other styles

42

O'Hara, Hunter. Transcendent Teacher Learner Relationships: The Way of the Shamanic Teacher. BRILL, 2015.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

43

Introducing Learner Autonomy in Teacher Education: 1999. Council of Europe Publishing, 2000.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

44

D, John Loughran. Opening The Classroom Door: Teacher, Researcher, Learner. Routledge, 1996.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

45

Maggart, Zelda R., and Miles V. Zintz. Reading Process: The Teacher and the Learner. 6th ed. William C. Brown, 1992.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

46

McGrath, Ian, Terry Lamb, and Barbara Sinclair. Learner Autonomy, Teacher Autonomy: Future Directions (ELTR). Longman, 2000.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

47

Harden, Ronald M., and Pat Lilley. Eight Roles of the Medical Teacher. Elsevier - Health Sciences Division, 2018.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

48

Fung, C. Victor. Foundations of Yijing. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190234461.003.0002.

Full text

Abstract:

Yijing lays a foundation for classic Confucianism and classic Daoism. It presents the central concepts of yin and yang, an organismic worldview, change, unchanging principles, easy concepts, and simple operations. Humans are at the center in observing the universe, trying to understand it, to avoid adversity, and to promote prosperity. The author presents the phenomena of music and music education as explained by concepts found in Yijing. The yin and yang dyad can be applied to musical and music educational settings to explain musical motions, musical roles of individuals, and the natures of the musical activities and musical events. In music education settings, events are constantly changing due to changes in context, the teacher, and the learner, yet they are connected and synchronized.

APA, Harvard, Vancouver, ISO, and other styles

49

Terry, Lamb, and Reinders Hayo, eds. Learner and teacher autonomy: Concepts, realities, and responses. Amsterdam: John Benjamins Pub. Co., 2008.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

50

Terry, Lamb, and Reinders Hayo, eds. Learner and teacher autonomy: Concepts, realities, and responses. Amsterdam: John Benjamins Pub. Co., 2008.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!