Relevant bibliographies by topics / Teaching method of Jesus

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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 method of Jesus'

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

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Journal articles on the topic "Teaching method of Jesus"

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Damarwanti, Seri. "Gaya “Permainan Kata dan Pernyataan yang Disalahpahami” Sebagai Cara yang Lebih Efektif dalam Berteologi Dibandingkan Dengan Gaya Tulisan Deklaratif dalam Tulisan Yohanes." SANCTUM DOMINE: JURNAL TEOLOGI 6, no. 2 (April 22, 2020): 59–82. http://dx.doi.org/10.46495/sdjt.v6i2.39.

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Jesus taught by various methods and they were emphasized specifically by every Gospel writer. John succeeded in founding a different model of Jesus' teaching from other Gospel writers, where he saw the element of misinterpreted words and statements as a deliberate act that Jesus created to make his hearers understand the meaning of his teaching more clearly and vividly than when Jesus used other methods. This paper describes descriptively about the study of words, the selection of words, the background context and the issues that accompany each event, as well as the teaching objectives correlated with the future fulfillment of Jesus' words, to help the readers understand that the teaching method used is the right method.
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Rantesalu, Marsi Bombongan, and Hesti Arista Dara. "PENERAPAN MODEL PEMBELAJARAN YESUS DALAM MATIUS 7:24-29 TERHADAP HASIL BELAJAR SISWA DI SMPN 12 KOTA KUPANG." EDULEAD: Journal of Christian Education and Leadership 1, no. 1 (June 9, 2020): 92–107. http://dx.doi.org/10.47530/edulead.v1i1.22.

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This research examines the learning model used by Jesus when preaching or teaching specifically found in Matthew 7: 24-29. There are several methods that Jesus uses in this section, namely: the lecture method, the method of storytelling and the method of parable. These methods were quite successful in Jesus' teaching as evidenced by the large number of followers who were amazed at him. In this study, we want to find out how the influence of the application of the method Jesus used on student learning outcomes. The method used in this study is a quantitative method with survey techniques. The research population was all of the ninth grade students in SMP Negeri 12 Kota Kupang with a total sample of 30 students. Data analysis was performed using statistical techniques with data analysis processes namely Descriptive Analysis, Test Requirements Analysis and Hypothesis Test. The results showed that the application of the Learning Method used by Jesus in Matthew 7: 24-29 had an effect on student learning outcomes at SMP Negeri 12 Kota Kupang by 40%.
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Tafonao, Talizaro. "Yesus Sebagai Guru Teladan dalam Masyarkat Berdasarkan Perspektif Injil Matius." Khazanah Theologia 2, no. 1 (April 30, 2020): 52–60. http://dx.doi.org/10.15575/kt.v2i1.8390.

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In this paper, the author studies Jesus as a model teacher in a society based on the perspective of the Gospel of Matthew. This study departs from the author's observation of the condition of the teachers at this time, where educators today no longer make Jesus as the main role model in carrying out their teaching duties. The method used is a qualitative research method, the author studies the text of Matthew's gospel to analyze the Bible's view of Jesus as a model teacher. The analysis process carried out by the author is to use a variety of reliable library and electronic sources to support the analysis of the author. The results of this study found that Jesus is a model teacher for the community with indicators Jesus teaches through His real life, Jesus in teaching is not boring, Jesus always starts teaching from the way of thinking His disciples and Jesus always has a good relationship with students his disciples.
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Runtung, Simon, and Rini Bunga. "KOMPETENSI PEDAGOGIK YESUS BERDASARKAN MATIUS 5-7 DAN IMPLEMENTASINYA DALAM PELAYANAN SEKOLAH MINGGU." Jurnal Misioner 1, no. 1 (April 17, 2021): 99–120. http://dx.doi.org/10.51770/jm.v1i1.11.

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Jesus Christ is the Great teacher of great influence. Every teacher who wants to be successful must learn from Jesus who has pedagogical competence based on Matthew 5-7. The purpose of this study was to find the reasons why Jesus 'pedagogical competence based on Matthew 5-7 had not had a maximum impact and to find the implementation of Jesus' pedagogical competence in Sunday school teaching at the KIBAID Church in Tombang Congregation. The research method used is qualitative with data collection techniques through observation and interviews. The informants involved were pastors, elders, Sunday school teachers, and parents. The results showed that the cause of Jesus' pedagogical competence based on Matthew 5-7 had not had a maximum impact on Sunday School teaching in the KIBAID Church of the Tombang Congregation due to lack of lesson planning preparation, lack of skill in choosing and using appropriate teaching strategies, lack of creativity in developing teaching methods. Therefore, it is necessary that Jesus' pedagogical competence based on Matthew 5-7 needs to be implemented with full love and attention to students, able to direct students, base teaching with prayer, and guide students to practice the truth.
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Snodgrass, Klyne. "Are the Parables Still the Bedrock of the Jesus Tradition?" Journal for the Study of the Historical Jesus 15, no. 1 (August 20, 2017): 131–46. http://dx.doi.org/10.1163/17455197-01501002.

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The parables of Jesus have long been considered the most reliable access to authentic teaching of Jesus. This conviction has been challenged recently by John Meier, who argues only four parables can confidently be assigned to Jesus, but Meier’s method is faulty and his conclusion unacceptable. I argue Jesus’ parables are the place we can be most confident about his teaching. There are reasons to be less suspicious of the tradition behind the Gospels and more suspicious of assumptions about authenticity criteria and the assured results of our discipline. The principle of multiple attestation, on which Meier relies heavily, is not a trustworthy criterion. The correlation of parabolic and nonparabolic material increases confidence about what Jesus taught. Further, no one was telling narrative parables like Jesus’ parables—certainly not in the church and not in early rabbinic parables. If Jesus did not tell these parables, who did?
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Tampenawas, Alfons Renaldo, Erna Ngala, and Maria Taliwuna. "Teladan Tuhan Yesus Menurut Injil Matius dan Implementasinya Bagi Guru Kristen Masa Kini." EDULEAD: Journal of Christian Education and Leadership 1, no. 2 (December 10, 2020): 214–31. http://dx.doi.org/10.47530/edulead.v1i2.44.

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AbstractThis article uses a qualitative method with a literature studi approach that discusses the example of Jesus for Christian teachers based on the Gospel of Matthew. A Christian teacher has a responsibility in teaching. The example of Jesus is the basis for the Christian teacher’s life in teaching. This article aims to look at how Jesus taught and set the example in the Gospel of Matthew and how it applies to Christian teacher today. The results of this study indicate that Jesus lived His teachings and became an example or pattern for His disciples, so that this study is expected to become a basis for every Christian teacher today to love the life of Jesus Christ and make Jesus the main principle of exemplary.AbstrakArtikel ini menggunakan metode kualitatif dengan pendekatan studi literatur yang membahas keteladanan Yesus bagi guru Kristen berdasarkan Injil Matius. Seorang guru Kristen memiliki tanggungjawab dalam pengajarannya. Keteladanan Yesus menjadi dasar untuk kehidupan guru Kristen dalam hal pengajaran. Artikel ini bertujuan untuk melihat bagaiamana Yesus mengajar dan memberikan teladan di dalam injil Matius dan implementasinya bagi guru Kristen masa kini. Hasil dari penelitian ini menunjukkan bahwa Yesus menghidupi pengajaranNya serta menjadi teladan atau pola bagi murid-muridNya, sehingga kajian ini diharapkan bisa menjadi suatu landasan bagi setiap guru Kristen di masa kini untuk menghidupi kehidupan Yesus Kritus dan menjadikan Yesus sebagai prinsip utama keteladanan.
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Lorenz, Karl. "Introduction to Jesuit Pedagogy in Colonial Brazil Humanist Education and the Ratio Studiorum/ Introdução à Pedagogia Jesuíta no Brasil Colonial. Educação Humanista e o Ratio Studiorum (Bilingual Edition)." Cadernos de História da Educação 17, no. 1 (May 16, 2018): 25. http://dx.doi.org/10.14393/che-v17n1-2018-3.

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AbstractIn 1599 the Society of Jesus approved the Ratio atque Institutio Studiorum Societatis Iesu (Method and System of the Studies of the Society of Jesus). The document outlined policies and procedures on the administration, curriculum and teaching practices in its educational institutions in Europe and abroad. Part of the Ratio detailed a secondary program of studies in classical languages and literature. The subject of this study is the program of humane letters and the focus of the analysis is the professional behavior of the Jesuit teacher responsible for its implementation. This paper identifies the actions that a Brazilian Jesuit would have taken when teaching the humanities in a Brazilian college in the 17th and 18th centuries. His pedagogical actions and activities are inferred from the “Common Rules for the Teachers of the Lower Classes” of the Ratio Studiorum.Keywords: Society of Jesus. Ratio Studiorum. Curriculum. Teaching Practices.ResumoEm 1599 a Sociedade de Jesus aprovou o Ratio atque Institutio Studiorum Societatis Iesu ("Metodo e Sistema de Estudos da Companhia de Jesus”). O documento delineou as políticas, os procedimentos administrativos, os currículos e as práticas de ensino em suas instituições educacionais na Europa e no exterior. Uma parte da Ratio detalhou um programa de estudos das línguas e da literatura clássica. O objeto deste estudo é o programa das letras humanas e o foco da análise é o comportamento profissional do professor jesuíta responsável por sua implementação. Este trabalho identifica as ações que um jesuíta brasileiro teria demonstrado quando ensinando as humanidades em um colégio brasileiro nos séculos 17 e 18. Suas ações e atividades pedagógicas são inferidas das "Regras comuns para os professores das classes mais baixas" explicitadas no Ratio Studiorum.Palavras-chave: Companhia de Jesus. Ratio Studiorum. Currículos. Práticas de Ensino.ResumenEn 1599 la Compañía de Jesús aprobó el Ratio atque Institutio Studiorum Societatis Iesu ("Método y sistema de los estudios de la Compañía de Jesús"). El documento describe las políticas y procedimientos sobre la administración, el plan de estudios y las prácticas de enseñanza en sus instituciones educativas en Europa y en el extranjero. Parte del Ratio detalla un programa secundario de estudios en lenguajes clásicos y literatura. El tema de este trabajo es el programa de letras humanas y el enfoque del análisis es el comportamiento profesional del profesor jesuita responsable por su implementación. Este documento identifica las acciones que un profesor jesuita habría tomado al enseñar humanidades en un colegio brasileño en los siglos 17 y 18. Sus acciones y actividades pedagógicas se deducen de las "Reglas Comunes para los Profesores de las Clases Inferiores” del Ratio Studiorum.Palabras-clave: Compañia de Jesús. Ratio Studiorum. Plan de estudios. Prácicas de enseñanza.
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Seguin, Maja. "Would Jesus do in a Distance Learning Mode of Teaching?" Kairos 15, no. 1 (May 27, 2021): 54–61. http://dx.doi.org/10.32862/k.15.1.3.

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Several pedagogical considerations come with the transition from traditional to virtual teaching, and it is necessary to provide teachers with a potential approach to teaching and learning. This article gives an overview of the teaching methods Jesus used with a focus on parables, highlights the modern constructivist approach to teaching, and singles out characteristics of constructivism in Jesus’ teaching model. Combined, this presents a basis for practical advice in today’s context of online teaching, respectively in a virtual setting. The article highlights characteristics of Jesus as a teacher which present-day teachers can apply to their contexts and finishes with suggestions for further research.
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PaikEunMi. "Jesus’ Teaching Method by Using Parables and the Tasks of Critical Adult Learning." Journal of Christian Education in Korea ll, no. 47 (September 2016): 95–126. http://dx.doi.org/10.17968/jcek.2016..47.003.

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Siswantara, Yusuf. "Makna Kisah Panggilan Para Murid Yesus Bagi Metode Pendidikan Agama Kristen." Societas Dei: Jurnal Agama dan Masyarakat 8, no. 1 (April 26, 2021): 57–84. http://dx.doi.org/10.33550/sd.v8i1.197.

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Jesus is a teacher who sets an example of His teaching to the disciples. The story of the early disciples' vocation provides evidence that Jesus is expertise in personal development. This fact is a moral criticism issue that is not in line with religious values and a challenge to Christian religious education which means the Church work in the educational issue. Through a library research approach, this study aims to explore the pedagogical meaning and methods of Christian religious education in vocational stories (Matthew 4: 18-22, Markus. 1: 16-20, Luke 5: 1-14). The focus is on the pedagogical meaning, methodology and implementation of the teachings of Jesus in the vocational story. The result is an imaginative analogy, a term that affirms the educational meaning of Christian religious and educational methodology where the experience (in the light of) faith is accompanied by acts that are much more effective in Christian religious education. Keywords: Pedagogy; Educational Methods; Christian Religious Education; Disciples of Jesus.
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Dissertations / Theses on the topic "Teaching method of Jesus"

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Johnson, William J. "The teaching methods of Jesus a guide /." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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Kunz, Claiton André. "Ações parabólicas: uma análise do ensino de Jesus através de suas ações." Faculdades EST, 2006. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=14.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
O presente trabalho é uma análise de um dos métodos de ensino de Jesus. As chamadas ações parabólicas, empregadas pelos profetas do Antigo Testamento, também são utilizadas por Jesus Cristo. A pesquisa procura atestar este uso e estabelecer alguns critérios referentes ao mesmo. Na primeira parte são examinados alguns aspectos gerais que dizem respeito às ações parabólicas, como por exemplo, sua conceituação, seu uso, o propósito de serem utilizadas e algumas de suas características. Na segunda parte, são abordados alguns aspectos mais formais das ações, no que diz respeito à análise da forma, à historicidade, à intencionalidade e também à interpretação. Nesta parte, especialmente na análise da forma, são estabelecidos alguns critérios para a identificação de ações parabólicas. Finalmente, na terceira parte, é apresentada a ação parabólica da Maldição da Figueira, relatada por Marcos e Mateus, como exemplo. As ações parabólicas são um meio de pregação, mas constituem-se em si mesmo a própria proclamação.
This dissertation is an analysis of one of Jesus teachings methods. Parabolic actions, which were used by the Old Testament prophets, were also used by Jesus Christ. This research tries to attest this use and establish some criteria for its analysis. In the first part, some general aspects that they concern the parabolic actions are examined, as, for example, their conception, their use, the purpose for which they were used and some of their characteristics. In the second part, some formal aspects of the actions are examined, as, for example, literary form, historical analysis, intentional analysis and interpretation. In this part, especially in the analysis of the literary form, some criteria for the identification of parabolic actions are established. Finally, in the third part, by way of example, the parabolic action of the Cursing of the Fig Tree, as told by Marcos and Matthew, is analysed. Parabolic actions are a preaching method. But, much morethan an aid to preaching or a way of illustrating a message, they themselves are the messages.
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Olsen, Stephanie Wallace. "Implementing a Context-Based Teaching Curriculum for French Learners at the MTC." CLICK HERE for online access, 2000. http://contentdm.lib.byu.edu/u?/MTNZ,33128.

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Auvinen, Ville. "Jesus' teaching on prayer /." Åbo : Åbo Akademis Förlag, 2003. http://catalogue.bnf.fr/ark:/12148/cb391472496.

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Edwards, John C. "Jesus' atoning death as a probable teaching of the historical Jesus." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p001-1179.

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Graham, Keith Henry Charles. "Forgiveness in the teaching and ministry of Jesus." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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Makojevic, Dragan M. "Christology a survey of the teaching of Archimandrite Justin Popovic /." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Thompson, Michael Bruce. "The examples and teaching of Jesus in Romans 12.1-15.13." Thesis, University of Cambridge, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293006.

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Lee, Lu-Chia. "An investigation into the important teaching of Jesus in His last week in the world life-building driven disciple-training /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p078-0051.

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Kulp, Robert E. "The distinction between Biblical preaching and teaching as evidenced in the ministry of Jesus Christ." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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Books on the topic "Teaching method of Jesus"

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The method and message of Jesus' teachings. Louisville, Ky: Westminster/John Knox Press, 1994.

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Teaching as Jesus taught. Grand Rapids, Mich: Baker Books, 1995.

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Education, Child. Stories from Jesus. Leamington Spa: Scholastic, 1999.

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Jesus as teacher. Cambridge [England]: Cambridge University Press, 1990.

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Patrick, Zukeran, ed. The apologetics of Jesus. Grand Rapids, MI: Baker Books, 2009.

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The wisdom & wit of Rabbi Jesus. Louisville, Ky: Westminster/John Knox Press, 1993.

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Rabbi Jesus: Learning from the master teacher. Macon, Ga: Smyth & Helwys, 1997.

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1920-, Gunn Angus M., and Horne Herman Harrell 1874-1946, eds. Jesus, the teacher: Examining his expertise in education. Grand Rapids, MI: Kregel Publications, 1998.

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Jesus as a teacher: A multidisciplinary case study. San Franscisco: International Scholars Publications, 1995.

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H, Kraft Charles. Communicating Jesus' way. Pasadena, Calif: William Carey Library, 1999.

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Book chapters on the topic "Teaching method of Jesus"

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Roso, Calvin G. "Effective Teaching and Jesus: Do Jesus’ Instructional Methods Align with Effective Teaching Research?" In The Pedagogy of Shalom, 157–69. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2987-5_12.

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Holmén, Tom. "Historical Method for Historical Jesus Research." In Jesus, quo vadis?, 61–92. Göttingen: Vandenhoeck & Ruprecht, 2018. http://dx.doi.org/10.13109/9783788733216.61.

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Major, Claire Howell, Michael S. Harris, and Todd D. Zakrajsek. "The Discussion Method." In Teaching for Learning, 53–105. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003038290-2.

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Major, Claire Howell, Michael S. Harris, and Todd D. Zakrajsek. "The Lecture Method." In Teaching for Learning, 1–52. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003038290-1.

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Walenta, Magdalena. "Research Method." In Second Language Learning and Teaching, 115–54. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04699-6_4.

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Kotas, T. J. "Teaching The Exergy Method To Engineers." In Teaching Thermodynamics, 373–85. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4613-2163-7_39.

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Brentano, Franz. "Chapter 7 as Imitator of Jesus." In The Teaching of Jesus and its Enduring Significance, 107–9. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68912-4_7.

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Curtis, Andy. "The Direct Method and the Audio-Lingual Method." In Methods and Methodologies for Language Teaching, 126–46. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-40737-5_6.

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Dillon, James J. "The Socratic Method." In Teaching Psychology and the Socratic Method, 19–26. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-349-95050-8_3.

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Yu, Chunhe, and Ying Bai. "A Traffic Light Detection Method." In Advanced Technology in Teaching, 745–51. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29458-7_104.

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Conference papers on the topic "Teaching method of Jesus"

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Aritonang, Hanna Dewi, Bestian Simangunsong, and Adiani Hulu. "Love Your Enemy: A Christian Response to Embrace Others." In International Conference of Education in the New Normal Era. RSF Press & RESEARCH SYNERGY FOUNDATION, 2020. http://dx.doi.org/10.31098/iceiakn.v1i1.240.

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This article addresses the issue of conflict between religious communities that cause enmity amid society. Hostilities must be overcome and resolved in accordance with the call of Christianity to live in love and peace. The study used the qualitative paradigm as the method of the research and the descriptive-analyses as the writing method by describing the research problems based on data collected from related publications.One of the powerful messages of Jesus's teaching is "Love your enemies." It’s one of the greatest challenges in life. Jesus Christ gave an important doctrine about loving the enemy because love is more powerful than evil, hurtful deeds. Loving the enemy means canceling hostilities and violence, but instead, it promises acceptance of each other. The title of this study is "love your enemies": A Christian Response to Embrace Others. As the title of this study is "love your enemies," the reason for the selection of this article is because the author sees that "loving the enemy is a commandment from God that must be obeyed. This research question emphasizes how to realize "loving the enemy" amid hostility. This paper argues that Jesus's command to love the enemy is a proper Christian lifestyle choice in the midst of hostility. We use CS Song thoughts, which elaborated with other scholars' views on theology, loving, and embracing others. The purpose of the research was to gain understanding and build a theological reflection on Jesus' commandment to love the enemy. In this article, we first briefly discuss the portrait of life among religious people in Indonesia. Secondly, we discuss the conflict between religious people in Indonesia. Finally, we apply the command of Jesus to love our enemy as a Christian lifestyle in the midst of hostility to construct harmony amid hostility. We propose the command of Jesus to ‘love your enemy’ as a response to establishing sustainable peace by embrace others. Finally, the Christians must become a loving community because God so loved us, and we also ought to love and embrace others.
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Sztekler, Karol, and Grzegorz Jodlowski. "CASE TEACHING METHOD - NEW TEACHING METHOD AT TECHNICAL UNIVERSITIES." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1811.

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Ge, Shuna, and Yunrong Zhang. "PBL Teaching Method in Biochemistry Teaching." In CIPAE 2021: 2021 2nd International Conference on Computers, Information Processing and Advanced Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3456887.3456928.

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Jian Zhang and Mei Wang. "3Ds teaching method model." In 2011 International Conference on e-Education, Entertainment and e-Management (ICEEE). IEEE, 2011. http://dx.doi.org/10.1109/iceeem.2011.6137850.

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"Application of competition teaching method in basketball teaching." In 2017 International Conference on Advanced Education, Psychology and Sports Science. Francis Academic Press, 2017. http://dx.doi.org/10.25236/aepss.2017.110.

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Meng, Fanlei. "Research on Project Teaching Method of Logistics Teaching." In 2014 International Conference on Global Economy, Finance and Humanities Research (GEFHR 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/gefhr-14.2014.33.

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Yang, Xiaofei. "Application of Hybrid Teaching Method in English Teaching." In Proceedings of the 2nd Symposium on Health and Education 2019 (SOHE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/sohe-19.2019.60.

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"COMPARATIVE STUDY BETWEEN THE TRADITIONAL TEACHING METHOD AND THE ONLINE TEACHING METHOD." In SOCIOINT 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.46529/socioint.202154.

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"Research on Interactive Teaching Method in Oral English Teaching." In 2019 International Conference on Arts, Management, Education and Innovation. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/icamei.2019.098.

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"Application of Game Teaching Method in Children's English Teaching." In 2019 International Conference on Advanced Education, Service and Management. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v3.076.

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Reports on the topic "Teaching method of Jesus"

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Clayton, Jessica Ridgway, Leslie Davis Burns, Lorynn Divita, and Sheng Lu. Case Study Teaching Method: Bringing Concepts to Life. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8294.

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Buurman, Gary B., and Stuart Birks. An Interactive Group Teaching Method to Convey Economic Concepts. Bristol, UK: The Economics Network, August 2002. http://dx.doi.org/10.53593/n159a.

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Murphy, Robert. Educating U.S. Senior Military Leaders: Case Method Teaching in Action. Fort Belvoir, VA: Defense Technical Information Center, July 1998. http://dx.doi.org/10.21236/ada430525.

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Savell, Joel M., Paul T. Twohig, and Douglas L. Rachford. Empirical Status of Feuerstein's 'Instrumental Enrichment' as a Method of Teaching Thinking Skills. Fort Belvoir, VA: Defense Technical Information Center, June 1986. http://dx.doi.org/10.21236/ada177620.

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Hopfer, Elizabeth Newcomb, Lauren San Diego, Jo'ell Maree, Meeshay Williams Wheeler, Heather Colleran, and Devona L. Dixon. Digital Closets � An Engaging Method of Teaching Wardrobe Basics to Adults With Intellectual and Developmental Disabilities. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.11199.

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Hill, Jr, Kim Randall W., Zbylut Julia M., Gordon Michell R., Ward Andrew S., Vowels Jason N., and Christopher L. Learning the Lessons of Leadership: Case Method Teaching with Interactive Computer-Based Tools and Film-Based Cases. Fort Belvoir, VA: Defense Technical Information Center, March 2008. http://dx.doi.org/10.21236/ada479693.

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Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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Abstract:
The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.
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