Relevant bibliographies by topics / Teaching of tact

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  2. Dissertations / Theses
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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
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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 ri
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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 te
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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 u
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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, the
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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 implementat
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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
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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 par
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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 thes
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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
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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 a
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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 professionali
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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 gé
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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 per
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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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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 Staige
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