Relevant bibliographies by topics / Teaching literature analysis

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

Academic literature on the topic 'Teaching literature analysis'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Teaching literature analysis"

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Xouplidis, Panagiotis. "Teaching cats in Children’s Literature." Journal of Education Culture and Society 11, no. 2 (2020): 311–21. http://dx.doi.org/10.15503/jecs2020.2.311.321.

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Aim. The aim of the research is the comparative study of literary cat characters in Children’s Literature texts in Greek and Spanish and their instructive function in the transmission of social stereotypes.
 Methods. The research subscribes to the field of Literary Animal Studies based on the theory of Children’s Literature (Lukens, 1999) and through the intercultural perspective of Comparative Children’s Literature (O’Sullivan, 2005). Published children’s books from Greece, Spain and Spanish-speaking America were compared using textual analysis methods of Imagology (Beller & Leersen, 2007). Stereotyped variants were identified and organized in categories related to name, physical appearance, gender, behavior, and function of literary cat characters.
 Results. After examining a corpus of 37 books, 23 in Greek and 17 in Spanish (Argentina, Chile, Colombia, Mexico, Spain), textual analysis findings were compared, organized, and classified by language, country and readers’ age groups to locate that literary cat characters are usually pets or feral, and they remain consistently stereotyped as anthropomorphic and subversive. Cats with seven lives and magical powers are common perceptions, dominating in both cultural contexts, stereotypes extended to strong superstitions about black cats.
 Conclusions. In Children's Literature texts, cats are linguistically, literally, and socially defined literary constructs, can have usually human-like features, intercultural influences, and are potentially shaped by intertextual relations. They serve also as a narrative motif for the transmission of social values about non-human animals and the textual familiarization of nonadult readers with society’s cultural stereotypes.
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De Paiva Soares, Henrique, and Denise Ismênia Bossa Grassano Ortenzi. "Exploring literature in English teaching:." Revista da Anpoll 52, no. 1 (2021): 71–93. http://dx.doi.org/10.18309/ranpoll.v52i1.1529.

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With a purpose of investigating if a book club creates spaces for students to experience personal involvement through the fruition of art, this paper discusses the book club experience of the novel “Wonder” in a group of 18 upper-intermediate English students. The data were collected through 6 personal responses from each student; then, a quantitative analysis of the Halliday’s types of processes (2004) and a qualitative categorization concluded that they have shown personal involvement with the novel through their lexicon-grammatical choices. As an outcome, in 71% of the answers, students expressed themselves by verbal and mental cognitive functions, sharing personal beliefs and point of views that they had while interacting with the novel. Such answers exposed how relationships with the social-cultural background of the student leads to personal involvement with a literary text. It makes possible to conclude that once learning a language through reading, literature becomes a key point to activate the process of fruition of art and lead to a meaningful and unique process.
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Adinolfi, Paola, Ernesto D'Avanzo, Miltiadis D. Lytras, Isabel Novo-Corti, and Jose Picatoste. "Sentiment Analysis to Evaluate Teaching Performance." International Journal of Knowledge Society Research 7, no. 4 (2016): 86–107. http://dx.doi.org/10.4018/ijksr.2016100108.

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The aim of this work is to review a specific learning analytics method - sentiment analysis - in the field of Higher Education, showing how it is employed to monitor student satisfaction on different platforms, and to propose an architecture of Sentiment Analysis for Higher Education purposes, which trace and unify what emerges from the literature review. First, a literature review is carried out, which proves the widespread and increasing interest of the communities, of both scholars and practitioners, in the use of sentiment analysis in the field of Higher Education. The analysis, focused on three different e-learning domains, identifies weaknesses and gaps, and in particular the lack of a unifying approach which is able to deal with the different domains. Secondly, a prototype architecture – LADEL (Learning Analytics Dashboard for E-Learning) - is introduced, which is able to deal with the different e-learning domains. Some preliminary experiments are carried out, highlighting some limitations and open issues, as stimulus to continue the development of the platform.
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Martakis, K., K. Czabanowska, and P. Schröder - Bäck. "Teaching Ethics to Pediatric Residents: A Literature Analysis and Synthesis." Klinische Pädiatrie 228, no. 05 (2016): 263–69. http://dx.doi.org/10.1055/s-0042-109709.

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Agee, Jane M. "Readers Becoming Teachers of Literature." Journal of Literacy Research 29, no. 3 (1997): 397–431. http://dx.doi.org/10.1080/10862969709547966.

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This naturalistic case study focuses on 2 preservice students in a secondary language arts program. I wanted to know how their histories as readers and students of literature intersected with their secondary-school literature course and how their developing stances on teaching literature changed as they moved through their preservice teaching. Data collection included fieldnotes; audiotaped interviews; reading protocols; documents such as syllabi, handouts, and assignments; preservice students' portfolios, logs, lesson plans, and tests; and videotapes of the participants teaching literature during their preservice teaching. I made observations of additional classes, and I collected teaching logs, lesson plans, and other relevant artifacts. I used a constant-comparison analysis to produce grounded theory about the preservice experience. The data revealed two broad sources of knowledge that were important to the participants' entering perceptions on teaching literature: prior experiences with literature and preexisting conceptions of the role of a teacher. The ideas they brought with them were often in conflict with what they encountered in the preservice course. Their cases illustrate the impact of a secondary-literature course and preservice teaching on participants' ideas about teaching literature.
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Giraud, Françoise, and Olivier Saulpic. "Research-based teaching or teaching-based research." Qualitative Research in Accounting & Management 16, no. 4 (2019): 563–88. http://dx.doi.org/10.1108/qram-10-2017-0097.

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Purpose The relationship between research and teaching – sometimes referred to as the research–teaching nexus – is an important issue in education literature. However, although it is acknowledged that this question is specific to each discipline, it is rarely addressed in the management accounting (MA) literature. Outside MA, the literature focuses on the influence of research on teaching but rarely touches on the influence of teaching on research. This paper has two aims: to enhance the understanding of the research–teaching link in MA and to analyse the link from teaching into research. Design/methodology/approach The paper is based on a reflexive analysis of a case in which the content of a management control course progressively changed over a period of 15 years. The authors structure their description of the case using Dewey’s concept of inquiry. Findings This paper first shows that designing the content of this course was a form of research and it produced knowledge. This analysis also suggests that the influence of research on teaching can take other forms than introducing research results or methods into teaching; designing teaching content is nurtured by not only scientific considerations but also pedagogical considerations and lecturers’ values; and linking research and teaching raises different issues dependent on the stance adopted by MA scholars in their research. Research limitations/implications The academic community should seriously consider that knowledge can be produced in a teaching context, through the design of a teaching content. Originality/value This paper contributes to an inquiry process by documenting how course content is actually designed, which has not yet been done in the MA literature.
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Plummer, Thomas G. "Cognitive Growth and Literary Analysis: A Dialectical Model for Teaching Literature." Die Unterrichtspraxis / Teaching German 21, no. 1 (1988): 68. http://dx.doi.org/10.2307/3530747.

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SU, Yu. "An Analysis of Strategies for Teaching Ancient Literature in Higher Education." Journal of International Education and Development 4, no. 9 (2020): 15–19. http://dx.doi.org/10.47297/wspiedwsp2516-250003.20200411.

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Machado, Ana Maria, and Ana Albuquerque e Aguilar. "Teaching digital literature: Alice Inanimada em Portugal." Matlit Revista do Programa de Doutoramento em Materialidades da Literatura 8, no. 1 (2020): 217–40. http://dx.doi.org/10.14195/2182-8830_8-1_12.

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This article seeks to describe the development of the project “Inanimate Alice: translating digital literature in an educational context”, of the Centre for Portuguese Literature at the University of Coimbra. We will address the different stages of the project and the processes involved, namely, the translation of the first five episodes of the series, the translation and the creation of pedagogical materials adapted to the Portuguese curriculum, the applied research with episodes 1 and 2 of Alice Inanimada in two Portuguese schools, the data collection and analysis relating to the experience and reception of the work by students and teachers, and the teacher training course created to respond to the challenges of teaching a digital literary work, in partnership with the Portuguese National Reading Plan – PNL2027, thereby filling a gap in this area, in Portugal. In addition to a reflection on all the research stages, we will present the plans for the future of the project.
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Tugiyati, Tugiyati, Wiyanto Wiyanto, and Lisdiana Lisdiana. "Ethnopedagogic Based Teaching Materials Analysis For Senior High School Students: A Literature Riview." Journal of Innovative Science Education 9, no. 3 (2021): 56–64. http://dx.doi.org/10.15294/jise.v9i2.38367.

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Learning process at senior high school still based on textbook oriented. It makes students less concerned with the environment especially the school environment where they study. Such condition requires a real action to solve so that the level of environmental awareness of the students is increased. This study aims to determine the relevance of research on teaching materials, ethno pedagogics, and careness of environment character as well as the effectiveness of ethno pedagogic-based-teaching materials on careness of environment character for senior high school students based on literature review. This study uses the literature review method to obtain the data. Teaching materials provide added value when sourced from the environment around the school (ethnopedagogic). Ethnopedagogy–based-teaching materials will increase character cares for the environment of high school students.
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Dissertations / Theses on the topic "Teaching literature analysis"

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Almqvist, Whilma. "”I Want to Make Them Think” : An Analysis of Teachers’ Use of Dystopian Literature in the Swedish EFL Classroom." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-51060.

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This study aims to investigate the role of dystopian literature in the Swedish EFL classroom. In particular, it intends to investigate and analyze the method that Swedish EFL teachers use to employ this genre into the classroom, as well as the aim for the usage. The study is qualitative and has been carried out through the conducting of semi-structured interviews consisting of open-ended questions. The findings of the study show that there are a number of common aims and methods among the respondents.  The aim for the using of this particular genre was commonly to increase the students’ willingness to read by working with literature that would hopefully be appealing to them. Common methods for  using this genre of literature include discussions in different group-constellations, as well as employing films and shorter video clips as a complement to the standard literature used during lectures. Further findings show that teachers are inclined to adapt their teaching depending on the individual student groups. In other words, there is a tendency among the respondents to be flexible in their teaching, in order to favor students’ development in the English language.
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Bousted, Mary. "A socio-political analysis of the personal growth ideology of English teaching." Thesis, University of York, 1999. http://etheses.whiterose.ac.uk/10867/.

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Aljuhani, Hind S. "USING CORPORA IN A LEXICALIZED STYLISTICS APPROACH TO TEACHING ENGLISH-AS-A-FOREIGN-LANGUAGE LITERATURE." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/272.

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As a lingua franca across the globe, English plays a vital role in international communications. Due to rapid economic, political, and educational globalization, the English language has become a powerful means of communication. Therefore, English education is vital to the development of many countries around the world. Since 1932, the need for a lingua franca in Saudi Arabia developed as the country progressed politically, economically, and educationally. Now, English is important to Saudis’ economic, educational, and career development and success. Vocabulary is a major step in learning any language. By deepening students’ lexical knowledge, they will be able to use English accurately to express themselves. However, teaching words in isolation and through memorization is not highly effective; English-as-a-foreign-language (EFL) learners need to interact with the language and its usage in a more profound way. This can be done by integrating corpora and stylistics analysis in an EFL curriculum. The importance of stylistics analysis to literary texts in the EFL classroom lies in the way that EFL learners will be exposed to authentic language. At the same time they will get insight into how English is structured; and by accessing corpora, which provide a wide range of data for the analysis of stylistics, students will be able to compare the lexical and grammatical patterns in authentic texts. Also, it is important to introduce students to the different levels of English (i.e. semantic, lexis, morphology); this will enlarge EFL learners’ knowledge of English vocabulary and various grammatical patterns. This project offers an innovative perspective on how to teach English for EFL university-level students by using corpora in a lexicalized stylistics approach, which will enable EFL learners to acquire vocabulary by reading literary texts. This provides a rich environment of lexical items and a variety of grammatical patterns. This approach offers EFL learners analytical tools that will improve their linguistic skills as they interact with and analyze authentic examples of English and gain insight about its historical, social and cultural background.
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Karlén, Julia. "“teaching the wrong things”? : An Analysis of Ideology in Mitch Albom’s Tuesdays with Morrie." Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-41300.

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Than, Soe. "Teaching language-based approaches to literature in Thailand : an experimental study of the effectiveness of 'elementary' stylistic analysis and language-based approaches to teaching literature to EFL students at Assumption University, Thailand." Thesis, University of Nottingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416898.

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Liao, Pei-Jung. "Barriers to literature study : a pedagogical analysis of the problems in the teaching of English literature to Taiwanese students, based on Jane Austen's Pride and prejudice." Thesis, University of Nottingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410463.

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Thorsell, Malin. "”Den ultimata boken finns inte, jag har letat i 30 år” : En studie om hur gymnasielärare i svenska arbetar med kvinnliga författare verksamma 1900−1940." Thesis, Linnéuniversitetet, Institutionen för film och litteratur (IFL), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49514.

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The aim of the study is to investigate how upper secondary school teachers of Swedish work with female authors writing in the period 1900–1940. The research questions concern how upper secondary school teachers work with the female authors, how their work interacts with steering documents and textbooks, whether the teachers show any similarities and differences in their work, and how female authors are treated in the textbooks and steering documents that are used. Semi-structured qualitative interviews were conducted with three upper secondary school teachers and one textbook per teacher was analysed together with the steering documents. The study reveals clear similarities and differences in the teachers’ work. The teachers work chronologically, period by period, and they deal with female authors in terms of a societal context, but they do not think that the work with women has any intrinsic value. Textbooks and steering documents have a central role to play in the teaching and are used together with other teaching material. The textbooks have an over-representation of male authors and the female authors are treated on their own, separated from the rest of the text and viewed in relation to male authors. The textbooks maintain a gender system where the man is the norm and the sexes are kept apart. The steering documents explicitly deal with female authors to a small extent and are shown to dictate of fundamental principles for what is considered valuable to consider in school work.
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Williams, Sandra June. "An analysis of the readings of cultural indicators embedded in children's literature texts." Thesis, Coventry University, 1998. http://curve.coventry.ac.uk/open/items/e4118f36-c711-b0ef-03d9-c63be4781495/1.

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The thesis identifies cultural indicators of Englishness through an analysis of readings of children's literature texts. These were taught on a children's literature course to Czech student-teachers at the Pedagogical Faculty, Brno in the Czech Republic from 1992 to 1995. The aim has been to identify cultural indicators of Englishness embedded in the texts and to reveal myths of national identity. This has been achieved by using a cross-cultural perspective whereby the Czech readings have been used to identify taken-for-granted aspects of English culture. The outcome has been to provide a paradigm for the exploration of culture in and through children's literature texts and to argue that children's literature should be incorporated into the Teaching of English as a Foreign Language and cultural studies for non-native speakers of English. In addition the methodological implications for the teaching of children's literature texts in the EFL classroom are discussed. The theoretical position which underpins the work is phenomenological in that it is an investigation of meanings. The readings by the Czech students and then the researcher were considered from two theoretical positions. An ethnographic perspective has been employed using the work of Geerz and Cohen to investigate the readings of three cohorts of Czech students who are outsiders to English culture. The reactions of the Czech students to the texts significantly reveal the legacy of the totalitarian system which began to end with the fall of the Berlin Wall in November 1989. Literary theory has been applied by the researcher to investigate the texts from an insider's perspective. Reader response theories involving the notion of the implied reader (Iser) and horizons of expectations (Jauss) are adopted to reveal and interrogate a culture's notions of childhood. It is established in the thesis that hitherto a sociological perspective has been taken with children's literature texts in the investigation of ideology with reference to class, race and gender. These have been oppositional readings which locate English children's literature as a site for the socialisation of children into the norms, values and beliefs of dominant society. It is argued in this thesis that by a careful investigation of the texts from a literary perspective and using the cross-cultural information gained, another view might be taken which is that English children's literature texts are less than normalising.
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Varga, Kate, and Ronja Cato. "A multimodal critical discourse analysis of Swedish teaching materials for English." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41075.

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Education in the Swedish school system should aim to assist pupils in the development of fundamental values. This study investigates to what extent different groups of people are represented within two textbooks for English language teaching (ELT), produced in Sweden and commonly used in Swedish schools and how these representations correlate with the values indicated in the curriculum. Additionally, this study explores if textbooks designed for ELT can be adapted and used as a resource in the Arts classroom for multimodal representation analysis. The study used a multimodal critical discourse analysis with a social semiotic approach to address these questions, looking at the textbooks' textual and visual elements. The result is addressed both quantitatively and qualitatively and showed that, while women were shown in active roles, white men were overrepresented in both the visual and textual representations and people of colour of both genders were underrepresented. The results imply that ELT textbooks have some ways to go in order to meet the representation demands that the curriculum sets and that more research needs to address how to more accurately and frequently represent different groups of people within ELT teaching materials.
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Granath, Simon. "Teaching literature in upper-secondary English class : A qualitative study of Swedish teachers' approaches and experiences." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-38332.

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The reasons for incorporating literature in foreign language classrooms range from increased language proficiency and gaining cultural experience to increasing literary knowledge. In Swedish upper-secondary school, literature inclusion is advocated by the course curriculum, but with few specifics as to how teachers should approach it. This study investigates how teachers approach literature teaching, what their ideals for their teaching are, and what difficulties they experience when teaching. These questions were addressed in semi-structured interviews with seven upper-secondary school teachers. The data was analyzed using Content Analysis. The results show that the teachers viewed the role of literature as a way to enhance students’ social and cultural awareness, as well as their language proficiency. The teachers emphasized maintaining and cultivating students’ interests by choosing literature that contain themes relatable and interesting to students, as well as by enthusing students when introducing the texts. When working with the texts the most common assignments and exercises were based on literary analysis and subjective student reflection. The biggest constraint perceived by the teachers were unmotivated and uninterested students. A possible conclusion to be drawn from the research is that it is increasingly important for teachers to connect to students’ needs and interests when incorporating literature. A suggestion for further research is therefore to investigate students’ perceptions and experiences with literature in English class. In addition, the efficiency of literature teaching approaches needs to be researched, as this area is fairly unexplored.
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Books on the topic "Teaching literature analysis"

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Response & analysis: Teaching literature in secondary school. 2nd ed. Heinemann, 2004.

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Probst, Robert E. Response and analysis: Teaching literature in junior and senior high school. Boynton/Cook, 1988.

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Structure and meaning in conversation and literature. University Press of America, 1999.

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Investigating English discourse: Language, literacy and literature. Routledge, 1997.

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Salvner, Gary. Literature festival: Ten cooperative learning games designed to stimulate literary analysis. Interaction Publishers, 1991.

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Guido, Maria Grazia. Voice and poetic discourse: A pilot study in stylistics and English literature teaching. Congedo, 1995.

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Vinz, Ruth. Composing a teaching life: Partial, multiple, and sometimes contradictory representations of teaching and learning literature. National Council of Teachers of English, 1993.

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Peter, Smagorinsky, and Smith Michael W. 1954-, eds. The language of interpretation: Patterns of discourse in discussions of literature. National Council of Teachers of English, 1995.

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T, McEvoy Brenda, ed. The literature review. 2nd ed. Corwin Press, 2012.

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Kumar, Suresh. Stylistics and language teaching. Kalinga Publications, 1988.

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Book chapters on the topic "Teaching literature analysis"

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Echevarría, Megan Mercedes. "A Comparative Analysis of Two Online Videoconferencing Initiatives for Conversational Practice with Native Speakers." In Teaching Language and Teaching Literature in Virtual Environments. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1358-5_9.

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Giralt, Marta, and Liam Murray. "Reflexion, Analysis and Language Practice: From Individual Critical Thinking to Collaborative Learning Using Blogs in a Literature Class." In Teaching Language and Teaching Literature in Virtual Environments. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1358-5_15.

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Zhang, XiuLi. "Research on Medieval English Literature Teaching Based on Data Analysis." In Advances in Computer Science, Environment, Ecoinformatics, and Education. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23357-9_2.

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Subitha, G. V. "Continuous Professional Development (CPD) and Teacher Change in India and South Asian Nations: An Analysis of Literature and Policy Documents." In Teaching and Teacher Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26879-4_4.

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Rauschert, Emily S. J. "Teaching How Scientific Consensus Is Developed Through Simplified Meta-analysis of Peer-Reviewed Literature." In Learner-Centered Teaching Activities for Environmental and Sustainability Studies. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28543-6_9.

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Röhl, Sebastian. "Effects of Student Feedback on Teaching and Classes: An Overview and Meta-Analysis of Intervention Studies." In Student Feedback on Teaching in Schools. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_9.

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AbstractBased on a comprehensive literature review of student feedback intervention studies in schools, this chapter provides an overview of found effects on teachers and teaching. The first part summarizes the self-reported cognitive, affective, and motivational effects of student feedback on teachers, which can subsequently lead to behavioral changes in the classroom. In the second part, the focus is on the extent to which these behavioral changes are perceived by students. For the first time, a meta-analysis of changes in students’ perceptions of teaching was carried out for the 18 existing longitudinal studies for this purpose. A small but significant positive weighted mean effect size of d=0.21 for students’ perceived improvement of teaching quality was found, while more in-depth analyses pointed to a beneficial effect of individual support measures for teachers regarding reflection and subsequent development of teaching. Implications for further research and practical implementation of student feedback in schools are discussed.
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Reyes-Rojas, Josep, and Michael Cabanillas-Carbonell. "Analysis of the Impact of ICT on Virtual Teaching and Learning: A Review of the Scientific Literature 2011–2020." In Proceedings of Sixth International Congress on Information and Communication Technology. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1781-2_43.

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Reimers, Fernando M. "Learning from Teaching Graduate Students How to Design Climate Change Education Programs." In Education and Climate Change. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_7.

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AbstractThis chapter discusses lessons learned engaging my graduate students in education policy analysis at the Harvard Graduate School of Education in designing climate change education curricula in partnership with educational institutions around the world. Studying those programs developed by my students, I draw out seven cross-cutting themes about what such an approach yields for students, for the educational institutions they partnered with and for my own institution, while drawing parallels between those curricula and the graduate course in comparative education policy analysis in which these curricula were developed. In addressing those themes the chapter revisits some of the central arguments presented in the introductory chapter about the urgency and the challenges of enhancing the effectiveness of climate change education, and some of the key conclusions of critical reviews of the literature on education and climate change about the limitation of existing approaches to the subject.Those themes are: Educating students to address climate change is about engaging them in active problem solving, not contemplation. While learning from doing is valuable, to advance the field of climate change education, it is necessary to conceptualize and theorize practice. The need to think broadly about learning outcomes in climate change education The power of contextually situated learning A Signature project-based pedagogy to Change Climate through Education Augmenting the capacity for climate change education among teachers and schools The limitations of infusing climate change education in existing courses The chapter concludes examining some blind spots in the climate change curricula presented in the book and drawing parallels between the education response to the COVID-19 Pandemic of 2020 and the education response to Climate Change.
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Muslim, Arham, Mohamed Amine Chatti, and Mouadh Guesmi. "Open Learning Analytics: A Systematic Literature Review and Future Perspectives." In Advances in Analytics for Learning and Teaching. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41099-5_1.

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Sergis, Stylianos, and Demetrios G. Sampson. "Teaching and Learning Analytics to Support Teacher Inquiry: A Systematic Literature Review." In Learning Analytics: Fundaments, Applications, and Trends. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52977-6_2.

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Conference papers on the topic "Teaching literature analysis"

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Arono, Arono. "Abstract Thesis Analysis in Linguistics, Literature, and Language Teaching Fields." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.10.

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Li, Yan. "Analysis of English and American Literature Teaching in Perspective of Cognitive Poetics." In 2016 International Conference on Economy, Management and Education Technology. Atlantis Press, 2016. http://dx.doi.org/10.2991/icemet-16.2016.47.

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Chen, Qingyun. "Analysis of Chinese Language and Literature Teaching Based on Computer Multimedia Technology." In 2021 2nd International Conference on Mental Health and Humanities Education（ICMHHE 2021）. Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210617.157.

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Zulfa, Az Zahra Qatrunnada, and Eri Kurniawan. "Move Analysis of English Language Teaching Research Article Abstracts in National Journal." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.016.

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Ali, Mad, and Asep Sopian. "The Integrative Teaching Problem of Arabic Morphosyntax - Descriptive Analysis Study on Integrative Sharaf-Nahwu Teaching of Arabic Language." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007175007800785.

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Savon Meras, Patricia. "Does English language teaching in Japanese universities relate with internationalization of higher education? An English language curriculum needs analysis evaluation." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l31254.

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Chen, Ying. "Analysis of the Penetration of English and American Literature in College English Teaching." In International Conference on Education, Management, Computer and Society. Atlantis Press, 2016. http://dx.doi.org/10.2991/emcs-16.2016.442.

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Trisanti, Novia. "Assessment Literacy Analysis on Designing Classroom Language Test." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.26.

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Purnomo, Budi. "Politeness Strategies and Norms in Waiter-Consumer Communication at Student Cafes: A Sociopragmatic Analysis." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.73.

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Zaid, Abdul, Imam Bahroni, and Ahmad Haq. "An Application of Arabic Language Teaching Based on Error Analysis Theory." In Proceedings of the 2nd International Conference on Language, Literature and Education, ICLLE 2019, 22-23 August, Padang, West Sumatra, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.19-7-2019.2289474.

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Reports on the topic "Teaching literature analysis"

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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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Abstract:
This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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