Relevant bibliographies by topics / Teaching of tact

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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 of tact'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Teaching of tact"

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Bak, MY Savana, Ana D. Dueñas, Sarah M. Avendaño, Ariel C. Graham, and Tavon Stanley. "Tact instruction for children with autism spectrum disorder: A review." Autism & Developmental Language Impairments 6 (January 2021): 239694152199901. http://dx.doi.org/10.1177/2396941521999010.

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Tacts facilitate social interaction, and a strong tact repertoire can lead to the development of other verbal operants. For children with autism spectrum disorder (ASD), the development of a tact repertoire can reduce stereotypical and repetitive language and increase social communication, as functional language may reduce the amount of stereotypical vocal behavior that children engage in. However, teaching tact repertoires to children with ASD that maintain and generalize is difficult. The current study reviewed tact interventions for children with ASD from 2000 to 2019 to provide an overview of current tact interventions, their effectiveness, and the inclusion of intervention components that may promote maintenance and generalization of learned tacts in children with ASD. Fifty-one studies were included in the review. Of the studies that met criteria for effect size calculations 87.18% of the interventions showed excellent or high effect. Although many of the studies focused more on stimulus control to answer specific research questions, some studies implemented intervention components and procedures that could promote acquisition and generalization of learned tacts in children with ASD. We discuss implications and the need to increase research regarding tact intervention components that can increase generalization in children with ASD.
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Daniel, Ben Kei. "Empirical verification of the “TACT” framework for teaching rigour in qualitative research methodology." Qualitative Research Journal 18, no. 3 (2018): 262–75. http://dx.doi.org/10.1108/qrj-d-17-00012.

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Purpose The purpose of this paper is to present a framework intended to guide students and novice researchers in learning about the necessary dimensions for assessing the rigour of qualitative research studies. The framework has four dimensions – (T)rustworthiness, (A)uditability, (C)redibility and (T)ransferability. The development of TACT is informed by various discourses of rigour in the qualitative research methods literature. Results of an empirical verification of TACT suggests that postgraduate students and faculty learning qualitative research found the framework useful for learning rigour in qualitative research methods. TACT also serves as an important theoretical tool for setting directions for further discourses on teaching and learning critical aspects of rigour in qualitative research methodology. Design/methodology/approach The formal verification of the TACT started with a development of a rating tool. The tool consisted of a total of 16 items, 4 items per each dimension. The items were ranked on five-scale Likert points (1=very important, 2=important, 3=neutral, 4=less important, 5=not important). The instrument was piloted and tested for reliability revealing an overall Cronbach’s α (α=0.86), which indicates a good level of internal consistency (George and Mallery, 2003) among the dimensions. The tool was put online and sent out to participants enroled in workshops on “assessing rigour in qualitative research studies”. Findings Overall, participants found TACT to be a useful framework for learning different dimensions for assessing qualitative research. They saw various benefits associated with the use of the framework including providing a better process for undertaking and reporting outcomes of qualitative research and for exploring different dimensions of rigour. Participants also indicated that using TACT facilitates reflexivity and fosters dependability of research outcomes. They stated that TACT could help researchers think about their personal relationship with a phenomenon being studied as well as the quality of data collected. Others said that TACT allows researchers to think about achieving transference and gaining confidence in the research findings. Research limitations/implications TACT is best suited as a teaching toolkit in qualitative research methodology courses. It is also useful as a platform for fostering a shared language in undertaking peer-review of methodological dimensions of qualitative research studies. Practical implications Though a general framework for accessing rigour in qualitative research studies is highly desirable, the usefulness of TACT in rendering rigour is subject to a particular academic tradition. Social implications TACT facilitates the exploration of different dimensions for assessing the outcome of qualitative research. Originality/value TACT is a general framework drawn from the literature and teaching practice and empirically validated.
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Kralova, Eva. "Ethical issues in the teacher and the student relationship." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 3 (2018): 30–35. http://dx.doi.org/10.18844/prosoc.v5i3.3908.

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The mutual interaction of teacher and student and observance of ethical principles in their communication are currently actual problem in the teaching process, including university study. In order to map the current situation in the application of ethical principles and pedagogical tact in the teaching, we realised long-term pedagogical survey in acad. years 2009/2010 and 2017/2018 (65/105 respondents, respectively). Respondents—students of the first year of Faculty of Medicine Comenius University in Bratislava evaluated the level of ethical principles observance and pedagogical tact during teaching and the quality of mutual communication teacher–student and student–teacher. The results of this survey are analysed in this paper.
 
 Keywords: Ethics, ethical principles in education, pedagogical tact, communication teacher—student.
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Cangelosi, Pamela R. "The tact of teaching RN-to-BSN students." Journal of Professional Nursing 20, no. 3 (2004): 167–73. http://dx.doi.org/10.1016/j.profnurs.2004.04.002.

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Deimling, Paula. "I Teaching Complaint and Adjustment Letters—and Tact." Bulletin of the Association for Business Communication 55, no. 4 (1992): 48. http://dx.doi.org/10.1177/108056999205500412.

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Löhr, Thaise, and Maria Stella Coutinho de Alcantara Gil. "Learning by Playing: Echo and Tact in Expanding the Verbal Repertoire of Infants." Paidéia (Ribeirão Preto) 25, no. 60 (2015): 77–84. http://dx.doi.org/10.1590/1982-43272560201510.

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To refer to an object or event by providing its corresponding name is an important acquisition in the learning of verbal behavior. The relationship between the spoken name and its referent, called tact, is considered essential in the expansion of verbal repertoires in children. This study aimed to teach tact to four institutionalized children, aged between 26 and 29 months, with reduced exposure to verbal stimulation. The procedure introduced playful characteristics into the teaching of tact and the required repertoire, which was the emission of echoic responses, through procedures typically used to teach verbal repertoire for children with language delay. All children learned to tact (and echo). The procedure was effective in increasing the echoic repertoire and promoting the acquisition of the tact repertoire. These results confirm the literature that considers learning echoic repertoire to be a requirement for the acquisition of tact.
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Hare, William, and Max van Manen. "The Tact of Teaching: The Meaning of Pedagogical Thoughtfulness." Canadian Journal of Education / Revue canadienne de l'éducation 17, no. 4 (1992): 454. http://dx.doi.org/10.2307/1495441.

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Palla, Linda, and Ann-Christine Vallberg-Roth. "Undervisande förskollärare i svensk förskola." Educare - vetenskapliga skrifter, no. 1 (January 8, 2020): 1–26. http://dx.doi.org/10.24834/educare.2020.2.1.

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The aim of this study was to use a didactical grounding to develop knowledge about teaching in Swedish preschools, with a focus on preschool teachers’ and managers’ written descriptions of teaching preschool teachers during 2018. This article examines what might constitute a teaching preschool teacher in the Swedish preschool, focusing specifically on preschool teachers’ didactical approach, knowledge, and practice. Multi-voiced didactical modelling was used to analyze 160 written reflections. The results highlight several characteristic components, such as awareness, presence, reflection, theoretical knowledge, goal-oriented planning, implementation, and follow-up. A picture emerges signifying didactical ambitions in tact with the curriculum but not fully in tact with the prerequisites of today’s preschool.
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Rinne, Ilona. "Pedagogic Being in a Neoliberal School Market: Developing Pedagogical Tact Through Lived Experience." Phenomenology & Practice 14, no. 1 (2020): 105–17. http://dx.doi.org/10.29173/pandpr29401.

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Exploring teaching as an upper secondary school teacher through lived experience offers pedagogical insights that have been challenged over a period of 25 years, when neoliberal educational policies gradually transformed the conditions for teaching in Swedish schools. The article is grounded in the assumption that the teaching profession is complex and there are multiple tacit dimensions inherent in being and becoming a teacher. Several of these dimensions are captured by the notion of pedagogical tact and have to be learned through practice. However, over the past few decades, the implementation of neoliberal policies in the Swedish education sector have changed the conditions for teaching, and created an area of tension between the teacher’s pedagogical alignment and the educational practices influenced by neoliberal values. The aim of the study is to describe how the author experienced these tensions, and what they meant for her becoming and being a teacher in three different pedagogical sites: a higher education preparatory program, a vocational preparatory program, and in adult education. The description is grounded in the lifeworld phenomenological approach and carried out through personal narrative.
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Dass, Tina K., April N. Kisamore, Jason C. Vladescu, Kenneth F. Reeve, Sharon A. Reeve, and Catherine Taylor-Santa. "Teaching children with autism spectrum disorder to tact olfactory stimuli." Journal of Applied Behavior Analysis 51, no. 3 (2018): 538–52. http://dx.doi.org/10.1002/jaba.470.

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Dissertations / Theses on the topic "Teaching of tact"

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Stanley, Caleb R. "Evaluating the Effectiveness of the PEAK-E in Teaching Receptive Metonymical Tacts Using Stimulus Equivalence Training Procedures." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/1953.

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There currently exists limited published literature on methods for teaching complex verbal operants to individuals with autism. The purpose of the current study was to evaluate the effectiveness of the PEAK – E curriculum in teaching receptive metonymical tacts using stimulus equivalence training procedures to children with autism. The procedures described in the PEAK – E program 10P – Equivalence: Metonymical Tacts were replicated across three children diagnosed with autism using a multiple baseline experimental design. The results of the suggest that the procedures were effective in teaching receptive metonymical tacts, with all three participants achieving mastery criteria. The results support and extend on previous studies by providing an empirical demonstration of effective procedures to teach receptive metonymical tacts to children with autism. The current study adds to progress behavior analysis in the direction of a behavior analytic understanding of complex verbal behavior.
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Randall, Taylor. "Teaching Individuals with an ASD to Tact and Comment on Emotions: An Evaluation of OiGO©." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7897.

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Many individuals with an Autism Spectrum Disorder (ASD) have deficits in social skills (e.g., Church, Alisanski, & Amanullah, 2000;). More specifically, individuals with an ASD may have deficits in tacting and commenting on the emotions of others as well as their own (Hobson, 1986). One potential way to facilitate the acquisition of social skills by individuals with an ASD is through the use a social skill application. The OiGO© application was developed to offer a modality to allow individuals to appropriately tact and comment on emotions. The purpose of this study was to evaluate whether participants would learn to tact and comment on the emotional responding of other individuals using OiGO©. This study used a multiple baseline across participants with embedded probes design to assess the effects of OiGO© plus reinforcement on tacting and commenting vocally and through the use of the application. Correct vocal responding increased from baseline levels for one of three participants. In addition, all participants quickly met mastery criterion via OiGO© responding during the OiGO© plus reinforcement phase. Furthermore, responding during the generalization probes was variable. These results combined suggest that individuals with autism can quickly learn to use this application.
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Zurava, Rebecca Ann. "Inner Contradictions and Hidden Passages: Pedagogical Tact and the High-Quality Veteran Urban Teacher en Vue de Currere." [Kent, Ohio] : Kent State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1141249374.

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Thesis (Ph.D.)--Kent State University, 2006.<br>Title from PDF t.p. (viewed Sept. 12, 2006). Advisor: James G. Henderson. Keywords: urban education; autobiography; existential philosophy; cyberculture; curriculum studies; currere; high-quality teacher; veteran teacher; pedagogical tact. Includes bibliographical references (p. 353-380).
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Parker, Edward Donzell. "Tact Repertoires and Measures of Efficiency: Comparing the Effects of Two Behavioral Intervention Models with Students with Developmental Disabilities." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250704489.

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Amparo, Robin F. "Gaining Insight into Teaching: A Phenomenological Exploration of the Lived Experience of the Teachers of the Year." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/871.

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What qualities, skills, and knowledge produce quality teachers? Many stake-holders in education argue that teacher quality should be measured by student achievement. This qualitative study shows that good teachers are multi-dimensional; their effectiveness cannot be represented by students’ test scores alone. The purpose of this phenomenological study was to gain a deeper understanding of quality in teaching by examining the lived experiences of 10 winners or finalists of the Teacher of the Year (ToY) Award. Phenomenology describes individuals’ daily experiences of phenomena, examines how these experiences are structured, and focuses analysis on the perspectives of the persons having the experience (Moustakas, 1994). This inquiry asked two questions: (a) How is teaching experienced by recognized as outstanding Teachers of the Year? and (b) How do ToYs feelings and perceptions about being good teachers provide insight, if any, about concepts such as pedagogical tact, teacher selfhood, and professional dispositions? Ten participants formed the purposive sample; the major data collection tool was semi-structured interviews (Patton, 1990; Seidman, 2006). Sixty to 90-minute interviews were conducted with each participant. Data also included the participants’ ToY application essays. Data analysis included a three-phase process: description, reduction, interpretation. Findings revealed that the ToYs are dedicated, hard-working individuals. They exhibit behaviors, such as working beyond the school day, engaging in lifelong learning, and assisting colleagues to improve their practice. Working as teachers is their life’s compass, guiding and wrapping them into meaningful and purposeful lives. Pedagogical tact, teacher selfhood, and professional dispositions were shown to be relevant, offering important insights into good teaching. Results indicate that for these ToYs, good teaching is experienced by getting through to students using effective and moral means; they are emotionally open, have a sense of the sacred, and they operate from a sense of intentionality. The essence of the ToYs teaching experience was their being properly engaged in their craft, embodying logical, psychological, and moral realms. Findings challenge current teacher effectiveness process-product orthodoxy which makes a causal connection between effective teaching and student test scores, and which assumes that effective teaching arises solely from and because of the actions of the teacher.
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Franco, Rafaela de Melo. "Uma comparação de dois métodos para ensinar tato para crianças com Transtorno do Espectro Autista." Universidade Federal de Alagoas, 2018. http://www.repositorio.ufal.br/handle/riufal/3416.

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Identifying efficient methods for teaching language to children with Autism Spectrum Disorder (ASD) is important for clinical and educational practices. Two studies were conducted with the purpose of comparing two methods for teaching tacts: individual presentation and simultaneous presentation of three stimuli. An adapted alternating treatments design combined with a nonconcurrent multiple baseline across participants was used to compare the effects of these two methods. Four boys with ASD and ages between 3 and 9 years old, learned to tact 6 unfamiliar pictures, 3 through each method. In the individual presentation of stimuli method, one picture was presented in each trial. In the simultaneous presentation of stimuli method, 3 pictures were presented simultaneously in each trial. After criterion was met for each method, the emergence of the corresponding listener behavior was tested. In both studies, both methods resulted in the acquisition of tacts and the emergence of the corresponding listener behaviors. However, for two participants, the individual presentation of the stimuli was more efficient, in terms of the number of blocks to criterion achievement. For the other two participants, the difference in the number of blocks to criterion through each method was quite small. Variables such as the extra-experimental experience of the participants, the duration of the intertrial interval and the use of a progressive prompt delay procedure may have influenced the acquisition of the tacts through both methods.<br>CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>A identificação de métodos eficientes para o ensino de linguagem para crianças com Transtorno do Espectro Autista (TEA) é de grande importância para as práticas clínica e educacional. Dois estudos foram conduzidos com o objetivo de comparar dois métodos de ensino de tato: apresentação individual e apresentação simultânea de três estímulos. Um delineamento de tratamentos alternados adaptado combinado com uma linha de base múltipla não concorrente entre participantes foi utilizado para comparar os efeitos destes dois métodos de ensino. Quatro meninos com TEA e idades entre 3 e 9 anos aprenderam a tatear 6 figuras não familiares, 3 por meio de cada método. No ensino do tato com apresentação individual dos estímulos, uma figura foi apresentada a cada tentativa, já no ensino do tato com apresentação simultânea, três figuras foram apresentadas simultaneamente a cada tentativa. Após alcance de critério de aprendizagem em cada método, testou-se a emergência dos comportamentos de ouvinte correspondentes. Em ambos os estudos, os dois métodos de ensino resultaram na aprendizagem do tato e na emergência dos comportamentos de ouvinte. No entanto, para dois participantes, a apresentação individual dos estímulos foi mais eficiente, em termos do número de blocos necessários para alcance de critério. Para os outros dois participantes, a diferença no número de blocos necessários para alcance de critério com cada método foi bastante pequena. Variáveis como a experiência extraexperimental dos participantes, a duração do intervalo entre as tentativas e a utilização do procedimento de atraso progressivo de dica podem ter influenciado a aprendizagem dos tatos por meio de ambos os métodos.
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Dooley, Patrick. "Teaching online in a Global Pandemic : A Look at the Work involved." Thesis, Umeå universitet, Sociologiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-174495.

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The aim of this study is to analyse the process of teaching on line amongst Swedish high school teachers. The empirical material for the study is based on four one-hour qualitative interviews with high school teachers who taught a range of subjects between them. The teachers interviewed all worked in the same high school in Mid Sweden and they were compelled to teach online as part of a series of measures deployed by the Swedish Government in response to the COVID19 global pandemic. The interview data were analysed with the help of Anselm Strauss’ pragmatist-interactionist notion of work and articulation work, and with the help of the concept of tacit knowledge. The study shows the range and nature of the extra work tasks engaged in by the teachers when teaching online. It also highlights the difficulties teachers had in communicating with students in an online setting, where they were unable to put their tacit classroom skills to use. Teachers felt that their professional practice depended on creative and spontaneous classroom communication, and that such classroom interaction was necessary for successful pupil outcomes. The study highlights that the online environment did not allow for this creative and spontaneous classroom practice. In the online environment teachers could not pick up cues from learners. Teachers’ ability to perform professionally was thereby compromised by the online environment. Further research into teachers’ methods for online teaching is required.
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Peng, Yanping [Verfasser]. "How a pre-service teacher acquires tacit knowledge of teaching from practice: the process of becoming a teacher / Yanping Peng." Berlin : Freie Universität Berlin, 2016. http://d-nb.info/1099952239/34.

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Lewis, Marian. "The dynamics, implications and effects of knowledge creation in professional learning communities: three case studies." University of Southern Queensland, Faculty of Education, 2003. http://eprints.usq.edu.au/archive/00001459/.

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Australia faces many challenges in a globalised and rapidly changing world. Schools are increasingly being given responsibility for ensuring the future economic, social and political wellbeing of the nation and its successful transition into the knowledge age. Teachers have the responsibility of educating their students for an as yet unknown future. To meet these complex professional challenges, teachers need to become creators rather than consumers of knowledge. Through engaging in knowledge creation work teachers can re-image their work, reconceptualising the meaning of teacher professionalism. The study explores understandings of knowledge creation that emerge from the experiences of three Queensland schools engaged in IDEAS, a process of whole-school renewal which focuses on the work of teachers. In each case, through collaborative effort, the teachers created new knowledge. How this happened, what was achieved, the dynamics of the relationship between individual and group learning, and the subsequent impact on practice varied from case to case. The nature of the knowledge created was strongly influenced by contextual factors such as the dominant organisational paradigm, socio-emotional climate, cognitive processes, leadership and organisational coherence. In each school extensive data were gathered through in-depth interviews, artefact and document collection, and participant observation, particularly of IDEAS related activities. The story of each school and its engagement with IDEAS – constructed from the accounts of the teachers – is told to provide a basis for understanding knowledge creation in each context. In the final stage of analysis, cross-case comparisons are made to provide a more generalised understanding of knowledge creation processes and the factors which impact on the nature of the knowledge produced. The findings indicate a link between the creation of knowledge in the three schools and a re-imaging of teachers’ work.
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Yediyildiz, Melih Burak. "L'enseignement du turc en tant que langue étrangère en France : état des lieux, développement, enjeux." Thesis, Strasbourg, 2018. http://www.theses.fr/2018STRAG034/document.

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La recherche que nous présentons s'appuie sur l'observation du turc langue étrangère, examiner les développements et les enjeux concernant cette langue en France. Le système d'enseignement secondaire en France propose l'apprentissage d'une quinzaine de langues dites académiques. Douze de ces langues sont enseignées comme première langue vivante étrangère. L'enseignement du turc, introduit en 1994 dans le programme de l'enseignement secondaire français par un décret du ministère. Il est dispensé dans le programme d'enseignement de langues vivantes étrangères, sous le contrôle de l'inspecteur général responsable du turc au ministère de l'éducation nationale français. Les élèves ont la possibilité de choisir le turc comme première langue pour l'examen du baccalauréat. Pour mener à bien notre travail, nous nous appuierons sur les publications concernant notre sujet. Nous examinerons aussi les établissements et les instituts (les ministères de l'éducation nationale de France et de la Turquie, le département d'études turques de l'université de Strasbourg, INALCO, l'inspection générale de l'éducation nationale, etc.) à l'égard de notre sujet<br>The secondary education offers the learning of fifteen so-called academic languages. Twelve of these languages are taught as the first living foreign language. The teaching of turkish, was introduced in 1994 in the curriculum of French secondary education by a decree of the Ministry. It's taught in foreign language teaching program, under the control of the general inspector responible of Turkish language at the French Ministry of education. Students have the opportunity to choose theTurkish as the first language for the baccalaureate exam. To carry out our work, we will rely on the publications related to our subject. We will also examine institutions, institues ( the Ministries of National education of France and Turkey, The Turkish studies Departement in the university of Strasbourg, INALCO, The General inspectorate of National Education, etc.) with regard to our subject
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Books on the topic "Teaching of tact"

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The tact of teaching: The meaning of pedagogical thoughtfulness. State University of New York Press, 1991.

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Thornhill, Susanna M. Steeg, Ken Badley, and Kristen Badley. Generating Tact and Flow for Effective Teaching and Learning. Routledge, 2020. http://dx.doi.org/10.4324/9781003111306.

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The teachings of Ezra Taft Benson. Bookcraft, 1988.

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toʻ, Yo Cha rā. Samuddarā vamʻʺ tacʻ thvā. Rai ʼOṅʻ Cā pe, 2000.

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Sándor, Nagy. Az oktatástechnológia funkciója a pedagógiai integrációban: Hol tart az oktatástechnológia? Oktatástechnológiai Tárcaközi Tudományos és Koordináló Tanács, 1986.

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Transmettre ou communiquer: Une théorie de l'enseignement, en tant que media. Harmattan, 2000.

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Tant qu'il y aura des élèves. Éditions du Seuil, 2004.

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Lippi, Donatella, ed. Medicina, Chirurgia e Sanità in Toscana tra '700 e '800. Firenze University Press, 2008. http://dx.doi.org/10.36253/978-88-8453-788-1.

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Three Tuscan doctors, and three intriguing professional histories. The inventory of the papers of Pietro Betti, Carlo Burci and Vincenzio Chiarugi has made available an important archive heritage, which goes to supplement the partial knowledge deriving from the biographies and works of these figures who represented the bridge between the enlightened and revolutionary eighteenth century and the following century, taut between the claims of science and political and social influences. A great season for Medicine and Surgery is revisited through the voices of three important exponents of this period of knowledge and action, of a commitment – that is also contemporary – to care, to teaching and to research.
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Wilczyńska, Weronika. La compréhension orale en langue étrangère en tant que construction du sens. Wydawn. Nauk. Uniwersytetu im. A. Mickiewicza, 1993.

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Maṅʻ, Khaṅʻ. Ya neʹ lū ṅayʻ myāʺ puiṅʻ chuiṅʻ ra maññʻʹ soʹ tacʻ khyoṅʻʺ. Rā Praññʻʹ Cā pe, 2012.

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Book chapters on the topic "Teaching of tact"

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Thornhill, Susanna M. Steeg, Ken Badley, and Kristen Badley. "Introduction and Invitation." In Generating Tact and Flow for Effective Teaching and Learning. Routledge, 2020. http://dx.doi.org/10.4324/9781003111306-1.

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Thornhill, Susanna M. Steeg, Ken Badley, and Kristen Badley. "Theoretical Framework and Methodology." In Generating Tact and Flow for Effective Teaching and Learning. Routledge, 2020. http://dx.doi.org/10.4324/9781003111306-2.

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Thornhill, Susanna M. Steeg, Ken Badley, and Kristen Badley. "Stories of Pure Enjoyment." In Generating Tact and Flow for Effective Teaching and Learning. Routledge, 2020. http://dx.doi.org/10.4324/9781003111306-3.

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Thornhill, Susanna M. Steeg, Ken Badley, and Kristen Badley. "Stories of Forgetful Attention." In Generating Tact and Flow for Effective Teaching and Learning. Routledge, 2020. http://dx.doi.org/10.4324/9781003111306-4.

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Thornhill, Susanna M. Steeg, Ken Badley, and Kristen Badley. "Stories of Teachers' Decision-Making." In Generating Tact and Flow for Effective Teaching and Learning. Routledge, 2020. http://dx.doi.org/10.4324/9781003111306-5.

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Thornhill, Susanna M. Steeg, Ken Badley, and Kristen Badley. "Stories of Time Flying." In Generating Tact and Flow for Effective Teaching and Learning. Routledge, 2020. http://dx.doi.org/10.4324/9781003111306-6.

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Thornhill, Susanna M. Steeg, Ken Badley, and Kristen Badley. "Stories of Student Feedback." In Generating Tact and Flow for Effective Teaching and Learning. Routledge, 2020. http://dx.doi.org/10.4324/9781003111306-7.

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Thornhill, Susanna M. Steeg, Ken Badley, and Kristen Badley. "Stories About Steps Teachers Take." In Generating Tact and Flow for Effective Teaching and Learning. Routledge, 2020. http://dx.doi.org/10.4324/9781003111306-8.

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Thornhill, Susanna M. Steeg, Ken Badley, and Kristen Badley. "Big Ideas from Short Stories." In Generating Tact and Flow for Effective Teaching and Learning. Routledge, 2020. http://dx.doi.org/10.4324/9781003111306-9.

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Arduin, Pierre-Emmanuel, Michel Grundstein, Brice Mayag, Elsa Negre, Camille Rosenthal-Sabroux, and Inès Saad. "The Importance of Tacit Knowledge When Teaching Suddenly Online." In Lecture Notes in Business Information Processing. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85977-0_3.

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Conference papers on the topic "Teaching of tact"

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Dandan Wei and Lexing Qiu. "Research on the application of instructional tacit resources platform in teaching." In 2010 International Conference on Artificial Intelligence and Education (ICAIE). IEEE, 2010. http://dx.doi.org/10.1109/icaie.2010.5641110.

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Ma, Lin. "Analysis on Existence and Transmission of Tacit Knowledge in Sports Teaching." In 2015 International Conference on Education Technology and Economic Management. Atlantis Press, 2015. http://dx.doi.org/10.2991/icetem-15.2015.41.

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Abdullah, Mohd Faizal Nizam Lee, and Lena Vimalanandan. "Mathematical knowledge for teaching: Making the tacit more explicit in mathematics teacher education." In PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON EDUCATION, MATHEMATICS AND SCIENCE 2016 (ICEMS2016) IN CONJUNCTION WITH 4TH INTERNATIONAL POSTGRADUATE CONFERENCE ON SCIENCE AND MATHEMATICS 2016 (IPCSM2016). Author(s), 2017. http://dx.doi.org/10.1063/1.4983887.

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Ahmad, Mazida, Azida Zainol, Norida Muhd Darus, Zaharin Marzuki, and Fauziah Baharom. "A conceptual framework of tacit knowledge transfer for problem based learning teaching method in system analysis and design course." In 2011 IEEE Conference on Open Systems (ICOS). IEEE, 2011. http://dx.doi.org/10.1109/icos.2011.6079256.

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Reports on the topic "Teaching of tact"

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Kottmann, Andrea. Unravelling tacit knowledge: Engagement Strategies of Centres for Excellence in Teaching and Learning. Center for Higher Education Policy Studies, 2017. http://dx.doi.org/10.3990/4.2589-9716.2017.03.

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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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