Dissertations / Theses: 'Teaching method of Jesus'

1

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

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2

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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4

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

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5

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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7

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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8

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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9

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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10

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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11

Jefford, Clayton N. "The sayings of Jesus in the teaching of the Twelve Apostles /." Leiden : E. J. Brill, 1989. http://catalogue.bnf.fr/ark:/12148/cb366628841.

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12

Haokip, Haokhongam. "Increasing awareness of Jesus' teaching methodology to enhance teaching by the faculty of Eastern Bible College /." Free full text is available to ORU patrons only; click to view:, 2004. http://wwwlib.umi.com/cr/oru/fullcit?p3150438.

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13

Ngo, Oanh T. "Jesus’ Teaching About Discipleship in the “Way Section” in Mark 8:22-10:52: A Challenge and Encouragement for Jesus’ Followers." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109201.

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Thesis advisor: Thomas D. Stegman
Thesis advisor: Matthew S. Monnig
Thesis (STL) — Boston College, 2021
Submitted to: Boston College. School of Theology and Ministry
Discipline: Sacred Theology

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14

Vierheller, Todd. "An exculpation of self defense based on the teaching and example of Christ." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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Park, Tae Soo. "Christology in the four Gospels a biblical response to the teaching of open theism /." Theological Research Exchange Network (TREN), 2004. http://www.tren.com.

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McMillan, Soren C. "An evaluation of Greidanus' expositional method with application to two Isaianic prophetic speech passages." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p001-1053.

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17

Henning, Richard Garth. "Teaching about the Lord Jesus Christ the Christological content of Paul's speeches in the Acts of the Apostles /." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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18

Hensley, Eric Charles. "The Direct Method of Teaching Latin." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/579266.

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This paper examines the Direct Method of language instruction and how it has been implemented in Latin pedagogy. It shows that the method has been used in Latin instruction throughout history and that it has been proven as an effective method. A section of textbook reviews also shows how the Direct Method has evolved and is used today in the classroom. Further, a study was conducted where direct methodology was used in a classroom setting which showed it as an effective means of instruction.

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Cotton, Reanna Leigh, and Reanna Leigh Cotton. "Teaching Inclusivity: The Cotton Method (AIR)." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/624952.

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Currently, diversity education is offered at college campuses across America, which gives young adults an open mindedness and creates an accepting environment so all students are recognized and respected that the K-12 public education system cannot provide. With the evolving diverse population of this country, it would follow that public education would integrate curriculum that fosters the same accepting environment in order for all students to feel welcomed in the classroom. This thesis looks at the effects that acceptance in the classroom can have on a student as well as a new method by Cotton, AIR, that is used in several workshop examples as well as resources for teachers looking to blend this into their teaching.

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Braun, Johann. "Equipping believers through preaching and teaching in the Umsiedler churches." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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21

Lukito, Daniel Lucas. "A critical analysis of the theological method and Christology of Choan-Seng Song." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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22

Klousia, William L. "Jesus' teaching concerning the final destiny of the wicked with special reference to annihilationism." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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23

Im, Seog-Soon. "Discipleship teaching : the example of Jesus and its relevance to the Korean Church today." Thesis, University of Wales Trinity Saint David, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683113.

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24

Ye, Zhen. "Using TPR Method in Teaching English Adjectives." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8744.

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The topic of this study is using Total Physical Response (TPR) in teaching English adjectives to 11-year-old pupils. The objective of this study is to investigate whether the TPR method is effective in teaching English adjectives. The researcher used a quasi-experiment to design this study. The population was the pupils aged 11 in a middle school in Kristianstad. 30 pupils were selected as samples and divided into two groups: one experimental group and one control group. The steps of this experiment were: (1) the experimental group was taught by the TPR method; (2) the control group and the experimental group were given the same post-test. In order to investigate whether there is a necessity to adopt new English vocabulary teaching technique for these pupils, two questionnaires were deliberated; the first questionnaire was for all testees and the second questionnaire was just for the experimental group. The result of the study showed the pupils’ achievements in the experimental group were improved by the TPR method. The mean score of the experimental group was much higher than that of the control group. The p-value of this test was 0.0002 less than 0.01 which showed strong evidence that the results were not achieved coincidentally. The effect size of this study was 2.59 more than 0.8 which indicated that the TPR method has significant effectiveness in teaching English adjectives. The questionnaires indicated that TPR was the new English vocabulary teaching technique that the pupils need.

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Huang, Caleb T. C. "Jesus' teaching on "entering the Kingdom of Heaven" in the Gospel according to Matthew (interpretation of selected Matthean texts and parables) /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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26

Majeed, Alan. "Middle Eastern Violin Method : A Method for Teaching and Transcribing Middle Eastern Music." Thesis, Kungl. Musikhögskolan, Institutionen för folkmusik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-3055.

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My project is first and foremost about developing a pedagogical method for teaching Middle Eastern folk and classical music on the violin. As a secondary goal, I want to know if my own playing could benefit from applying such a method and become more skilled in expressing myself artistically on my instrument. In order to achieve this, first, I have transcribed and notated music from different music styles of the Middle East, including Kurdish, Persian, Arabic and Turkish music and described the specific traits of these different styles. Then, I have created a method of how to represent different stylistically important elements in the music, e.g. the most popular ornaments used in this music, as well as finding new ways of representing them by new symbols. Finally, I have devised exercises for learning and perfecting these style elements, such as ornaments. There is no well-established method for teaching the Middle Eastern styles of violin playing (Eilenberg, 1993). This fact makes it challenging for students to learn and pass on the tradition. Unlike Western Classical music, Middle Eastern music involves using different modal systems, including scales with quarter tones. The modes and corresponding scales are called Maqam and there are a great many of them. (Todorov, 2018)A violinist playing this style of music, usually uses intricate ornamentations in playing on these scales when making an extemporization or improvisation on the maqam, called Taksim. Not having a method for this complicated music style, makes a new learner to rely solely on learning by ear and learn through imitation, which is today often performed by listening to recorded sources. In my personal experience, it took many years of careful listening and imitating to learn how to play Middle Eastern music on the violin. As an accomplished violinist and teacher, now I want to establish and develop my method so students can take advantage of it and learn this music more thoroughly, faster and become more accomplished in expressing themselves within the style. My hope is that this method will help preserve the Middle Eastern style of violin playing and make it easier to pass on to the next generations. Furthermore, the method will also help an interested foreigner to understand and potentially learn Middle Eastern music on the violin. Thus, my research interest is to investigate in what way I can describe, notate the pertinent stylistic elements of the music for to develop a ‘Method for oriental violin playing’, including notations, exercises, and teaching process, that can make a musician understand the Middle Eastern music styles and learn to play them. The ultimate aim is to pass the tradition easier and faster, giving aspiring violinists possibility to develop their violin playing within this field. Hopefully, from notating and transcribing these styles the tradition can be preserved. A specific question is also to investigate the usefulness of the method for groups of violins. Secondary research interest is to investigate how this work might influence the development of my own playing, in terms of technique and expressing. Summary of research questions: - How can I describe and notate the Middle Eastern violin styles with details? - What are the most important stylistic elements and techniques? - How can I teach this music? - How can I pass on the tradition faster and easier with the help of a method in a way that develops the field of Middle Eastern violin styles? - Can I develop my own playing and artistic skills by applying exercises for stylistic features?

Samai Hijaz Göksel Baktagir (Turkish) Bogazici Baki Kemanci (Turkish)

Alan Kamil – Violin

Feras Sharstan – Kanun

Saman Taha – Piano

Mårten Hillbom – Raqq and Cajon

Swedish folk music meets Kurdish folk music! (Kurdish and Swedish)

Alan Kamil – Violin

Tommy Lundberg – Violin

Pirozbe Nasir Razazi’s Song (Kurdish)

Violins:

Alan Kamil

Tommy Lundberg

Anna Ekborg

Sandra Arvman

Nichelle Johansson

Saman Taha – Piano

Mårten Hillbom – Cajon

Swan Lake Mojtaba Mirzadeh (Persian) Soran Badinan Dilshad Said (Kurdish)

Alan Kamil – Violin

Saman Taha – Piano

Nassam Aleyna el Hawa Rahbani Brothers – Fairouz (Arabic)

Alan Kamil – Violin

Feras Sharstan – Kanun

Saman Taha – Piano

Mårten Hillbom – Darbuka

Eshveh Bijan Mortazavi (Persian)

Alan Kamil – Violin

Saman Taha – Piano

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27

Yan, Hau-sim. "The effects of teacher efficacy on teaching method." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29791376.

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28

Van, der Post Leda. "A computing studio method for teaching design thinking." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1128.

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Current trends in technology have led to a need for creativity and innovation in the design of contemporary digital products and systems. This has resulted in design thinking and creative design process having a higher profile in digital design practice. In turn, this has impacted computing education, by creating a need for computing students to develop creativity and design thinking skills. Creative design is taught using design studio teaching methods, which require a culture, environment and activities that are different to the teaching methods used in traditional computing education. Some computing academics have implemented courses using aspects of studio teaching methods, but no clear guidelines for a computing academic without creative design experience to fully apply studio teaching methods in courses could be found. The reason for the change in the role of design in the digital domain and how it affected the needs of computing students was investigated and a comparison of typical design studio and computing teaching methods was conducted using a learning systems model adapted for this specific purpose. This led to an identification of areas that required further investigation, or gaps in the knowledge of how to adapt design studio methods for use within a traditional computing education environment. These gaps were used as the basis for identifying a set of research questions for an empirical study. An exploratory case study was conducted at the Nelson Mandela Metropolitan University to answer the research questions. Three computing academics implemented studio teaching methods within three separate modules, following provisional guidelines devised from the preliminary research. Feedback was collected from the lecturers and the students registered for the modules regarding their experiences. It was found that it would be possible for computing academics to implement aspects of a design studio approach within the existing computing environment. An explicit teaching method, termed the computing studio teaching method, was developed from the results of the case study. This teaching method aims to provide computing academics with little or no creative design experience with explicit methods for implementing modified design studio teaching methods in order to promote creativity and design thinking within traditional computing modules. This teaching method will be tested, validated and refined in future research.

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Yang, Jie. "Storytelling as a Teaching Method in ESL Classrooms." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8457.

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Until now, a lot of work has been done to explore methods for teaching English as a Second Language (ESL). Considering the nature of human beings as storytellers, teachers can use storytelling as a teaching method in English classrooms. The aim with this study is to discuss the storytelling teaching method adopted in ESL Classroom. The study is based on class observations on three Internet lessons, namely lessons of English vocabulary, grammar and spoken English. Videos on the Internet are wacthed and the narrative parts in these lessons are recorded. Previous studies related to this subject is on narration in the field of rhetoric and on methods for second language teaching and learning. Some earlier studies concern about children’s education and military training. The main focus of present study is to analyze stories told by the teacher in the three classes—what they consist of, what effects they would achieve, and how many types of stories are used. In a classroom setting, the teacher is the narrator, students are the audience. Five types of stories are used: stories that are made up by the teacher, cultural backgrounds, stories told with physical responses, personal experiences and everyday life experiences. Anyway, narration is helpful in making the teacher and students closer. Hopefully with the help of present study on the selected lessons, one can find out how teachers use narration in general classroom settings.

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Vanhoozer, K. J. "Stories and histories of Jesus : Biblical narrative, theological method and the hermeneutic philosophy of Paul Ricoeur." Thesis, University of Cambridge, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372277.

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31

Bushur, James G. "The flesh of Christ in the economy of salvation in the teaching of St. Irenaeus of Lugdunum." Online full text .pdf document, available to Fuller patrons only, 1998. http://www.tren.com.

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32

Cho, Ki-Joo. "Jesus the leader in the Gospels : an application to the Korean Church of his leadership as the prototype for christian leadership." Thesis, University of Wales Trinity Saint David, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683191.

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33

Mills, L. "Jesus, social reform and virtuoso religion : a study of Jesus' practice and teaching concerning wealth and poverty on the basis of selected Gospel passages and social-scientific approaches." Thesis, Canterbury Christ Church University, 2014. http://create.canterbury.ac.uk/13037/.

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This study demonstrates, by the application of a selection of social science models on a selection of gospel passages, the usefulness of those models for better understanding the teachings of the Jesus movement on wealth and poverty and what Jesus hoped to achieve by these teachings. It shows that sociological models are generally useful for approaching the gospels because they facilitate understanding by formulating new questions about ancient material and highlighting perhaps previously unnoticed themes or concerns. It further offers the opinion that the Virtuoso Religion model is the most useful for doing this and as such will be the most useful for providing an understanding of what Jesus envisioned for the future of society in anticipation of the imminent Kingdom. The model supports Jesus’ preaching on wealth and day-to-day expressions of those opinions as methods by which he might influence the attitudes of others, especially the rich and powerful, adjusting their focus from love of wealth to love for God and neighbour.

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Paim, Noêmia da Silva Veloso. "O movimento de Jesus e a doutrina dos apóstolos." Faculdades EST, 2015. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=666.

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Esta pesquisa busca identificar se a doutrina dos apóstolos mencionada em At 2.47 reflete os ensinamentos obtidos pelos apóstolos a partir do Movimento de Jesus, à luz do contexto canônico e extracanônico dos períodos do Antigo Testamento, Intertestamentário e do Novo Testamento, e se esses ensinos refletiram o processo formativo dos ensinos legados por Jesus no decorrer do período de três anos e meio de vida terrena do Mestre, resultando no Cristianismo. A primeira parte revela como Deus se comunica com seu povo. Para isso, entra em cena a figura do profeta, que vai discursar em favor de uma reaproximação do povo com o Deus da aliança. A promessa dada é no sentido de restaurar a comunhão desde que sejam abandonadas as práticas cultuais das nações vizinhas a Israel. A trilogia castigo-arrependimento-perdão é anunciada como condição de restauração da nação assolada por invasores. A segunda parte mostra como, ao serem removidos da terra, os israelitas passaram a ansiar pela restauração do reino de Israel e como o retorno do exílio é marcado pela esperança de um recomeço, no qual as promessas anunciadas pelos profetas se cumpririam e como o Senhor dos Exércitos novamente pelejaria por seu povo, tendo à frente um Libertador nos moldes de Moisés. Mostra como o Messias é aguardado com ansiedade e como o jugo romano acirra os ânimos nacionalistas. É o contexto em que surge na Palestina a figura de Jesus, em meio a um caldo cultural e a diversos segmentos religiosos que tinham uma interpretação própria das Escrituras judaicas. O Movimento de Jesus nasce na Galileia e, após a morte de seu líder, seus seguidores recebem a incumbência de prosseguir a mobilização em prol da implantação do Reino de Deus, e não se dirige mais apenas aos nacionais de Israel, mas a todos os povos e a todas as nações. A terceira e última parte revela como os seguidores de Jesus levaram adiante suas propostas: como se estabeleceram, como se organizaram e como disseminaram o legado de Jesus. Revela também os personagens que se destacaram após a ascensão de Jesus, e o papel de cada um na propagação do evangelho e na consolidação do Cristianismo, estrutura que se seguiu ao Movimento de Jesus.
This research seeks to identify if the doctrine of the apostles mentioned in Acts 2:47 reflects the teachings received by the apostles from the Jesus Movement, in the light of the canonical and extra canonical context of the Old Testament, Intertestamental and New Testament periods, and if these teachings reflected the formative process of the teachings left by Jesus during the three and a half year period of terrestrial life of the Master, resulting in Christianity. The first part reveals how God communicates with his people. For this, the figure of the prophet comes into play, which will discourse in favor of a re-approximation of the people with the God of the covenant. The promise given is in the sense of restoring the communion if the worship practices of Israels neighboring nations are abandoned. The trilogy punishment-repentance-forgiveness is announced as a condition for the restauration of the nation assailed by invaders. The second part shows how, upon their being uprooted from the land, the Israelites come to yearn for the restauration of the kingdom of Israel and how the return from the exile is marked by the hope for a new beginning, in which the promises announced by the prophets would be fulfilled and how the Lord of Hosts would once again fight for his people, having at the fore a Liberator in the patterns of Moses. It shows how the Messiah is anxiously awaited and how the Roman yoke exacerbates the nationalist tempers. It is in this context that the figure of Jesus emerges in Palestine in the midst of a cultural mix and various religious segments which had their own interpretation of the Jewish Scriptures. The Jesus Movement is birthed in Galilee and after the death of its leader, its followers receive the task of continuing the mobilization in favor of the implantation of the Kingdom of God, and it is no longer directed only toward the nationals of Israel but to all peoples and all nations. The third and last part reveals how the followers of Jesus carried on his proposals: how they established themselves, how they organized themselves and how they propagated the legacy of Jesus. It also reveals the characters which stood out after the ascension of Jesus and the role of each one in the propagation of the Gospel and in the consolidation of Christianity, the structure that followed the Jesus Movement.

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Stump, Daniel H. Simms L. Moody. "A plan for teaching American Transcendentalism concept and method /." Normal, Ill. : Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9986991.

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Thesis (D.A.)--Illinois State University, 2000.
Title from title page screen, viewed May 16, 2006. Dissertation Committee: L. Moody Simms (chair), Niles R. Holt, Lawrence W. McBride, Frederick D. Drake, Steven E. Kagle. Includes bibliographical references (leaves 296-299) and abstract. Also available in print.

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Chun, Mi Hyun. "Developing a somatic teaching method for Korean traditional dance /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488192447430171.

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37

Almasoudi, Bandar M. "Problem-Based Learning as a Teaching Method Versus Lecture-Based Teaching in Respiratory Therapy Education." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/rt_theses/13.

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ABSTRACT BACKGROUND: Although Problem-based learning (PBL) approach is a common teaching technique in medical education, its use in the field of respiratory therapy is somewhat controversial. With so many programs adopting PBL strategies, it is important to examine whether there are differences between PBL and traditional teaching approaches in regards to learning outcomes. Therefore, the purpose of this study was to investigate if there are any significant differences between PBL and lecture-based program students in their cognitive abilities in mechanical ventilation. METHODS: Two universities with BS programs in respiratory therapy were chosen—one uses PBL (15 participants) and on uses lecture-based method (24 participants). All 39 participants were given10 multiple-choice questions related to mechanical ventilation derived from the NBRC RRT written exam forms (C & D) as a pre and a post test. RESULTS: The dependent t-test showed a significant difference between the pre and post test of the lecture-based and the PBL groups, resulting in a p value of 0.006 and 0.025 respectively. The independent t-test showed a significant difference in the pre-test favoring the lecture-based group (p = 0.039). However, the independent t-test showed no significant difference in the post-test (p=0.085) CONCLUSIONS: PBL is increasing in popularity despite the fact that studies of its efficacy have been thus far inconclusive. This study has shown PBL to be effective, but not significantly more effective than traditional lecture-based methods in regards to objective test scores.

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Lee, Hon-yiu. "The role of information technology in resource-based learning : a case study of a Hong Kong secondary school /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25474583.

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39

Powers, John Steven. "Teaching relational evangelism techniques in the local church based upon the model of Jesus using selected passages in the Gospel of John." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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40

Koepp, Ronna Adema Fredrickson William E. "The effect of using a two-string teaching method versus a four-string teaching method on the performance of beginning fourth-grade orchestra students." Diss., UMK access, 2004.

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Thesis (M.M. Ed.)--Conservatory of Music. University of Missouri--Kansas City, 2004.
"A thesis in music education." Typescript. Advisor: William E. Fredrickson. Vita. Title from "catalog record" of the print edition Description based on contents viewed Feb. 27, 2006. Includes bibliographical references (leaves 46-47). Online version of the print edition.

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Wechsler, Michelle Powell. "To Teach as Jesus Would| Inclusive Education in one Catholic Elementary School." Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560380.

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Throughout the history of Catholic schools in Los Angeles, the mission of Catholic schools and the Archdiocese governing its schools has been clear: Catholic schools must strive to serve children with varied learning needs. However, despite calls for inclusion from the Vatican, the United States Conference of Catholic Bishops, and efforts from trained administrators and professionals to help facilitate inclusion in schools, Catholic inclusive programs are not able to include all learners.

Using qualitative research with semi-structured interviews, focus group, and document review, this study uses the framework of ableism and disability studies to research and analyze the two questions regarding inclusive practices in one Catholic elementary school that has had a program running for five years. The research questions are as follows: 1) What are St. Mary teachers' beliefs, experiences, and perceptions about disability and inclusive education? 2) What do St. Mary teachers and administrators think are the best ways to foster acceptance of inclusive education in the school?

Despite the fact that Catholic educators recognize that Catholic schools, as a matter of social justice, should be teaching all children, it is challenging and frustrating for them. Due to a lack of resources and support, limited exposure and experience of people with disabilities, and technical special education training, even the most dedicated, talented, and sympathetic Catholic educators wanting to serve children with special needs have difficulty doing so. Reasons relating to inconsistent teacher training, beliefs and experiences that students with special needs are "trouble," limited resources, and teachers' perceptions of fairness, time, and equity, all contribute to teachers' frustration and limitations when including learners with special needs in their classrooms.

The significance of this research study lies in documenting a Catholic school's experience of developing, evolving, and establishing a working model of an inclusion program in one Los Angeles Catholic elementary school. To this end, this study provides larger contextual data to those in similar Catholic school settings across America about Catholic teacher training and the implementation of inclusive practices in Catholic schools. Also, this study hopes to further the discussion in the field of Catholic education about the right(s) of all Catholic children, regardless of ability, to a Catholic education, since, according to the Vatican, that it is a matter of human dignity that they receive a spiritual and emotional education as well as one that is appropriately academic.

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Nordheimer, Swetlana. "Chapter-spanning Review: Teaching Method for Networking in Math Lessons." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80786.

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Central to this article is networking in math lessons, whereby concentration is placed on the construction of a student-focused teaching method for the networking of mathematical knowledge in the lower secondary. Firstly, normative standards and descriptive results will be compared. Secondly, several already existing teaching methods for networking in math lessons will be added to the method of „chapter-spanning task variation“. Using this method, attention is be placed on the integration of mathematical content and specific social netowrk-form (e.g. teacher led classes, group-work etc.). This paper will be concluded with the presentation of the testing of the method in the school context).

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Mavrommati, Theodora D. "A pictographic method for teaching Greek spelling to dyslexic children." Thesis, Bangor University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297716.

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Embury, Dusty C. "Does Co-Teaching Work? A Mixed Method Case Study Evaluation of Co-Teaching as an Intervention." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275919855.

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Trotter, Andrew Hugh. "Understanding and stumbling : a study of the disciples' understanding of Jesus and his teaching in the Gospel of Matthew." Thesis, University of Cambridge, 1987. https://www.repository.cam.ac.uk/handle/1810/250904.

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The dissertation is a redaction-critical study of Matthew's portrayal of the disciples' understanding of Jesus and his teaching. After surveying current views of the question, the introduction states why the subject is important and why the author feels it has been inadequately handled. Working presuppositions are expressed. The main body of the thesis consists of two sections. The first explores many of the narratives in which it appears Matthew has redacted his sources in favour of making the disciples understand Jesus. The section begins with a chapter on the notion of understanding in background literature to Matthew. Chapters follow which investigate Matthew's depiction of the disciples as those who understand the parables and other teachings of Jesus and partially understand his person and mission. The motives for Matthew's redaction are a primary focus of these chapters. Conclusions are reached concerning the portrayal of the disciples in Matthew vis-a-vis their portrayal in Mark and other Matthean sources. The second section of the thesis looks at the as yet unexplored dimension of the disciples' lack of understanding of Jesus, particularly as it relates to their 'stumbling' over his person. Again a chapter is devoted to the background literature concerning the notion of stumbling in order to establish that there is a noetic element in the concept; then, several chapters explore passages in Matthew which show the disciples misunderstanding Jesus and stumbling at his teaching. This lack of understanding is portrayed so thoroughly by the evangelist that the disciples not only stumble at Jesus but become stumbling blocks themselves, first for Jesus, and potentially for other members of the Christian community. A short summary chapter, explaining some conclusions to be drawn from the work and suggesting avenues of further needed exploration, concludes the work.

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Larsson, Malin. "Cultural Capital through Novels in English : Is There One Sovereign Teaching Method when Teaching Novels in English?" Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-33634.

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This thesis researches how six of the English teachers in the public upper-secondary schools in Växjö teach novels in English and how their methods influence the gaining of cultural capital for the students. The cultural capital theory is based on Pierre Bourdieu and what he states about cultural capital being one of the factors that may allow a person to shift social status without having any economic capital. Another matter that Bourdieu addresses is that school is one of the institutions where cultural capital may be gained (Bourdieu “Practical Reason” 19). Because school is the one common ground students have, it is the one place where they all have the same chance of developing, regardless of social status. The connection between gaining cultural capital and novels in English is explained with the theory of John Guillory and what he states about English novels being a part of cultural capital. The novels that the school possesses and uses form a school canon that does not only reflect the school’s values but its culture as well (Guillory 38). When the students read these novels they therefore gain the cultural capital that the school reflects. How well this cultural capital is gained depends on the teachers and their methods. The study has been conducted by interviewing two English teachers from each of the three schools about their methods and choice of novel. The analysis has uncovered that all the teachers have similar methods and the variations that exists depends on the students they have. Consequently the amount of knowledge and cultural capital gained by the students depends on what kind of students the teacher has and which method he/she therefore chooses to use.

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Warrington, Keith. "The teaching and praxis concerning supernatural healing of British Pentecostals, John Wimber and Kenneth Hagin, in the light of an analysis of the healing ministry of Jesus as recorded in the Gospels." Thesis, King's College London (University of London), 1999. https://kclpure.kcl.ac.uk/portal/en/theses/the-teaching-and-praxis-concerning-supernatural-healing-of-british-pentecostals-john-wimber-and-kenneth-hagin-in-the-light-of-an-analysis-of-the-healing-ministry-of-jesus-as-recorded-in-the-gospels(ce4d6ed5-4eff-4fa4-8f35-bb2d984eddcc).html.

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Lacarte, Rodríguez Agustina. "El uso de la literatura en el Integral Language Teaching Method." Doctoral thesis, Universitat Abat Oliba CEU, 2016. http://hdl.handle.net/10803/398372.

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El presente trabajo intenta cubrir una carencia existente en el ámbito de los estudios académicos acerca del potencial de la literatura en lengua inglesa para la formación lingüística, cultural y ética del alumno no nativo. En primer lugar, este tema no ha recibido suficiente tratamiento desde el punto de vista teórico, pero sobre todo, llama la atención el hecho de que no exista un número relevante de materiales docentes del inglés como segunda lengua de cierto nivel de profundidad y elaboración que pongan en práctica este potencial. Así pues, partiendo de los trabajos teóricos preexistentes que, a pesar de la mencionada escasez de los mismos constituyen un buen punto de partida para nuestra reflexión, se propone un modelo práctico de una metodología docente que permite aprovechar de un modo óptimo la obra literaria (adecuándola a la edad y al nivel del idioma del alumno) como vehículo de transmisión del conocimiento del idioma, de la cultura que conforma el sustrato costumbrista de la trama del relato elegido y, especialmente en el caso de las obras clásicas, de las virtudes y los valores presentes en la dimensión ética y axiológica del relato. A este método le hemos denominado como Integral Language Teaching Method y el contenido principal del presente trabajo consiste en describir dicho método, así como dar ejemplos de su aplicación, objetivos que determinan el carácter práctico de la tesis. En ésta, tras una elaboración del estado de la cuestión en relación con los estudios sobre la enseñanza del inglés a través de la literatura (relativamente escasos, tal como ya se ha dicho) se propone el desarrollo de tres unidades didácticas, como ejemplo de la aplicación de la metodología propuesta, y se finaliza con la presentación de un trabajo de campo consistente en la puesta en práctica de dichas unidades didácticas en un centro educativo. El modo de enseñar la lengua extranjera ha sido objeto de estudio a lo largo de los años, pues la adquisición y el dominio de la misma requiere de metodologías efectivas de acuerdo con las necesidades del alumnado en cada momento. El uso de la literatura como medio para la enseñanza del inglés tiene su razón de ser en los numerosos beneficios que presenta, tanto para los alumnos más pequeños como para los estudiantes más avanzados. Entre ellos, se puede mencionar, aparte de la adquisición lingüístico-semántica, la creatividad, el conocimiento cultural, la capacidad de concentración o la imaginación, aspectos que no están directamente vinculados con el aprendizaje de la lengua y, sin embargo, lo favorecen sustancialmente. Ante la iniciativa de utilizar la literatura como vehículo para la enseñanza de lenguas extranjeras, se plantea la siguiente pregunta: ¿aprenderán los estudiantes más con esta metodología que con una más tradicional? Para dar respuesta a esa pregunta, se ha seguido una metodología de trabajo práctica basada en el enfoque comunicativo y en el trabajo cooperativo. En lo referente al primero, los estudiantes aprenderán la lengua extranjera a través de actividades que fomentan la interacción en inglés entre alumnos para la realización de las distintas actividades. Éstas tienen como objetivo desarrollar en el estudiante la capacidad crítica, la actitud creativa, el conocimiento de la historia y la literatura, el aprendizaje y asimilación de los valores, la resolución de problemas vinculados no solamente con el mundo literario, sino también con la realidad en la que viven, a la vez que ponen en práctica las competencias básicas establecidas por las autoridades educativas, como son la la expresión escrita, la comprensión lectora, la comprensión y expresión oral (tal y como se explicará detalladamente más adelante). Aunque el número de obras literarias que podrían servir para el propósito de ilustrar nuestra propuesta metodológica es muy grande, merece la pena insistir que la selección de los tres relatos no ha sido casual, sino que se realizó de una forma meditada y obedeciendo con rigor a una serie de criterios, pues es la base en la que se sustentan las unidades didácticas que se presentarán más adelante. En primer lugar, las tres novelas están protagonizadas por niños, lo cual invita al lector a identificarse con los personajes. En segundo lugar, las tres novelas destacan por los valores que en ellas se promueven. Asimismo, las tres cuentan con un hilo conductor común: la resiliencia. Se ha tenido muy en cuenta este valor, pues es positivo que los alumnos lo conozcan y aprendan sobre él. En tercer lugar, se trata de tres obras clásicas que aportan riqueza en cuanto al estilo, al ámbito lingüístico-semántico e histórico. El presente trabajo, tal como se ha dicho, tiene carácter eminentemente práctico y su objetivo es la puesta en práctica en el aula. Por este motivo, se ha llevado a cabo un trabajo de campo en un colegio concertado de Barcelona. Durante trece semanas los estudiantes de este colegio han podido trabajar mediante la metodología propuesta y realizar las actividades más relevantes del proyecto. Se presentará, por tanto, todo el trabajo de campo realizado.

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Andersson, Emilia, and Moa Danielsson. "Naturskolan- en metod till lärande? : Outdoor teaching - A method for learning?" Thesis, Mälardalen University, Department of Biology and Chemical Engineering, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-575.

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The purpose of this essay is to find an answer to whether the methodology used by the Naturskolan conduces to learning and also if the Naturskolan, as a method of its own, leads to an increased interest in natural science for the pupils participating in the classes at the Naturskolan.

The method which has been used to reach the results of the study is a quantitative opinion poll. The results reached through the study has been compared to previous research in the subject. Deeper studies were made to examine however the interest of the pupils was influenced by their visit at the Naturskolan.

The results of the study show an increase of interest in natural science after visiting the Naturskolan. It also shows that the teachers’ interest in natural science and outdoor pedagogy has increased by the visit at the Naturskolan.

Through this study we came to the conclusion that the Naturskolan is a good method to learning.

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Dun, Yiu-kwong, and 鄧耀光. "A study of Chen Yuan's (1880-1971) historical method and teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31949897.

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Dissertations / Theses on the topic 'Teaching method of Jesus'

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