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Relevant bibliographies by topics / Teaching strategies

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Academic literature on the topic 'Teaching strategies'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 March 2023

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Journal articles on the topic "Teaching strategies"

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Rashidova, Nodira, Mashhura Shohidova, Hilola Yusupova, and Mashrabova Dilnoza. "Strategies For Teaching Listening." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 572–77. http://dx.doi.org/10.37547/tajssei/volume03issue04-93.

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This article discusses the importance of teaching listening strategies and using it during the lesson. Moreover it can define different useful ways for improving listening skills while learning foreign language.

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Rahim, Mohd Bekri. "Teaching Strategies in Mathematics." Journal of Advanced Research in Dynamical and Control Systems 12, SP8 (July 30, 2020): 671–76. http://dx.doi.org/10.5373/jardcs/v12sp8/20202569.

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Bhalli, Muhammad Asif, Abdul Sattar, and Midhat Asif. "TEACHING STRATEGIES." Professional Medical Journal 23, no. 05 (May 10, 2016): 614–19. http://dx.doi.org/10.29309/tpmj/2016.23.05.1593.

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Objectives: To determine preferences and perceptions of medical studentsabout teaching strategies in basic sciences years. Study design: Mixed method study. Placeand Duration: Khawaja Muhammad Safdar Medical College, Sialkot, from March 2014 toJuly, 2014. Methodology: A total of 77 medical students of 3rd year MBBS were selectedthrough non-probability convenient sampling for this study. A questionnaire to know abouttheir preferences and comments about teaching strategies was distributed to the students.A focus group discussion was also carried out to know in depth opinion of students aboutdifferent teaching strategies. Results: Mean age of the medical students was 22.75 ± 1.05years. Twenty one (27.3%) participants were males and 56 (72.7%) females. Out of 77 students,22 preferred interactive lectures; 16, small group discussion; 20 problem based learning, 10preferred demonstration on models. Only 01 students preferred one-way lecture as the bestteaching methodology.More female students (30.3% vs 23.8%) preferred interactive lecturesand more male (28.6% vs 17.8%) students preferred small group discussion as their teachingstrategies. Conclusion: Majority preferred interactive lectures (28.57%) and problem basedlearning (25.98%) as teaching strategies. Aligning our teaching strategies with preferences ofthe medical students will improve learning and academics.

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Enright, Brian. "Teaching Strategies." Childhood Education 62, no. 2 (November 1985): 148–50. http://dx.doi.org/10.1080/00094056.1985.10520243.

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Enright, Brian, and Jackie Smith. "Teaching Strategies." Childhood Education 62, no. 4 (March 1986): 296. http://dx.doi.org/10.1080/00094056.1986.10520256.

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Wassermann, Selma. "Teaching Strategies." Childhood Education 64, no. 2 (December 1987): 114–15. http://dx.doi.org/10.1080/00094056.1987.10521517.

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Wassermann, Selma. "Teaching Strategies." Childhood Education 63, no. 4 (April 1987): 293–94. http://dx.doi.org/10.1080/00094056.1987.10522377.

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Wassermann, Selma. "Teaching Strategies." Childhood Education 64, no. 4 (April 1988): 232–34. http://dx.doi.org/10.1080/00094056.1988.10521542.

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Petrovska, Irina. "Teaching Politeness Strategies." International Journal of Applied Language Studies and Culture 1, no. 1 (October 31, 2018): 126–36. http://dx.doi.org/10.34301/alsc.v1i1.9.

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This paper deals with the politeness strategies potential in subject specific fields and highlights the role of learning politeness strategies as a powerful cognitive tool fundamental to further enhancing the second language learner’s ability to cope with this specialized verbal characteristic in hospitality industry discourse. The paper explores the close interplay between social (extra-linguistic) and structural (linguistic) factors shaping the linguistic idiosyncrasies of English and Macedonian politeness strategies in hospitality industry discourse. It has been argued that the awareness of cross-cultural differences concerning politeness strategies may be exploited as a valuable teaching resource for classroom interaction.

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Stern, Sheri Blatt. "Creative Teaching Strategies." Journal of Continuing Education in Nursing 20, no. 2 (March 1989): 95–96. http://dx.doi.org/10.3928/0022-0124-19890301-12.

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Dissertations / Theses on the topic "Teaching strategies"

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Monaghan, Connie. "Effective strategies for teaching writing." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Niemi_A%20MITthesis%202007.pdf.

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Mustoe, Leslie. "Strategies for teaching engineering mathematics." Thesis, Loughborough University, 1988. https://dspace.lboro.ac.uk/2134/15428.

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This thesis is an account of experiments into the teaching of mathematics to engineering undergraduates which have been conducted over twenty years against a background of changing intake ability, varying output requirements and increasing restrictions on the formal contact time available. The aim has been to improve the efficiency of the teaching-learning process. The main areas of experimentation have been the integration in the syllabus of numerical and analytical methods, the incorporation of case studies into the curriculum and the use of micro-based software to enhance the teaching process. Special attention is paid to courses in Mathematical Engineering and their position in the spectrum of engineering disciplines. A core curriculum in mathematics for undergraduate engineers is proposed and details are provided of its implementation. The roles of case studies and micro-based software are highlighted. The provision of a mathematics learning resource centre is considered a necessary feature of the implementation of the proposed course. Finally, suggestions for further research are made.

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Partin-Harding, Melissa C. "Innovative Teaching Strategies: Teaching Art Photography In The Digital World." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308282675.

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Buckley, Stephen John. "Planning and teaching compliant motion strategies." Thesis, Massachusetts Institute of Technology, 1987. http://hdl.handle.net/1721.1/14929.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1987.
MICROFICHE COPY AVAILABLE IN ARCHIVES AND ENGINEERING
Bibliography: leaves 170-176.
by Stephen John Buckley.
Ph.D.

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Chernets, M. "Teaching strategies to promote active learning." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13027.

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Evanshen, Pamela, and Susan Lewis. "Brainy Acts: Active Classroom Teaching Strategies." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4379.

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Benosa, Kathlyn Garcia. "Increasing comprehension strategies through reciprocal teaching." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3174.

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The purpose of the study was twofold. First, it describes two research-based instructional strategies that have been effective in increasing reading comprehension (reciprocal teaching and using readers' response journals). Second, a quasi-experimental research design was created to determine the educational impact of these two strategies on the reading comprehension levels of elementary-aged English Language Learners (ELLs). The data was collected from a low socioeconomic elementary school, specifically looking at a second grade classroom. The classroom demographic included eighteen students, ten of which were English Language Learners. Both informal and formal assessments were used to determine growth across time. The overall findings gleaned from the formal assessments revealed that the ELLs significantly increased their reading comprehension scores by 12%. Using both strategies has demonstrated not only the increase in reading comprehension with non-English speaking students but also with English-speaking students.

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de, Raadt Michael. "Teaching programming strategies explicitly to novice programmers." University of Southern Queensland, Faculty of Business, 2008. http://eprints.usq.edu.au/archive/00004827/.

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[Abstract]: The traditional approach to training novice programmers has been to provide explicit programming knowledge instruction but to rely on implicit instruction of programming strategies. Studies, reported in literature, have discovered universally poor results on standardised tests for novices studying under this traditional approach.This dissertation describes the explicit integration of programming strategies into instruction and assessment of novice programmers, and the impact of this change ontheir learning outcomes.An initial experiment was used to measure the performance of students studying under a traditional curriculum with implicitly taught programming strategies. Thisexperiment uncovered common flaws in the strategy skills of novices and revealed weaknesses in the curriculum. Incorporation of explicit strategy instruction wasproposed.To validate a model of strategies as being authentic and appropriate for novice instruction, an experiment with experts was conducted. Experts were asked to solvethree problems that a novice would typically be expected to solve at the end of an introductory programming course. Experts‟ solutions were analysed using Goal/PlanAnalysis and it was discovered that experts consistently applied plans, the subalgorithmic strategies suggested by Soloway (1986). It was proposed that plans could be adapted for explicit inclusion in an introductory programming curriculum.Initially a curriculum incorporating explicit strategy instruction was tested in an artificial setting with a small number of volunteers, divided into control andexperimental groups. The control group was taught using a simplified traditional curriculum and the experimental group were exposed to a curriculum which explicitly included programming strategies. Testing revealed that experimental group participants applied plans more than control group participants, who had been expected to learn these strategies implicitly. In interviews, experimental participants used strategy-related terminology and were more confident in the solutions they had created. These results justified a trial of the curriculum in an actual introductory programming course.When explicit instruction of programming strategies was incorporated into an actual introductory programming curriculum, novices achieved superior results whencompared to results from the initial experiment. Novices used strategies significantly more when these strategies were incorporated explicitly into instructional materialsand assessment items.This series of experiments focussed on explicitly teaching specific programming strategies rather than teaching problem-solving more generally. These experimentalresults demonstrate that explicit incorporation of programming strategies may improve outcomes for novices and potentially improve the potential of expertprogrammers in future.

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Wiebe, Cindee Mae. "Natural teaching strategies for child pragmatic language." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22737.pdf.

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Carlson, Joanne Landau. "DEMOCRATIC TEACHING STRATEGIES FOR SKIN CANCER PREVENTION." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275324.

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Books on the topic "Teaching strategies"

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Henderson, Jamie P., and Adam D. Lawrence. Teaching strategies. Hauppauge, N.Y: Nova Science Publishers, 2011.

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Cangelosi, James S. Systematic teaching strategies. New York: Longman, 1992.

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Amy, Driscoll, ed. Universal teaching strategies. 4th ed. Boston: Pearson/A & B, 2005.

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Greive, Donald. Teaching strategies & techniques. Cleveland, Ohio: Info-Tec, Inc., 1986.

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Amy, Driscoll, ed. Universal teaching strategies. Boston: Allyn and Bacon, 1992.

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Greive, Donald. Teaching strategies & techniques. Cleveland, Ohio: Info-Tec, Inc., 1986.

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Rockler, Michael J. Innovative teaching strategies. Scottsdale, Ariz: Gorsuch Scarisbrick, 1988.

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Amy, Driscoll, ed. Universal teaching strategies. 2nd ed. Boston: Allyn and Bacon, 1996.

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Teaching strategies & techniques. 2nd ed. Cleveland, Ohio: Info-Tec, Inc., 1991.

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E, Clow John, National Business Education Association, and Ewing Marion Kauffman Foundation, eds. Entrepreneurship teaching strategies. Reston, VA: National Business Education Association, 1998.

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Book chapters on the topic "Teaching strategies"

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Burns, Matthew K., and Christina H. Boice. "Teaching Strategies." In Encyclopedia of Cross-Cultural School Psychology, 973–77. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_421.

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Berman, Jeanette, and Lorraine Graham. "Teaching Strategies." In Learning Intervention, 184–204. Abingdon, Oxon; New York, NY: Routledge is an imprint of: Routledge, 2018. http://dx.doi.org/10.4324/9780203711675-10.

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Hattie, John. "Teaching strategies." In Visible Learning: The Sequel, 357–91. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003380542-13.

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Major, Claire Howell, Michael S. Harris, and Todd D. Zakrajsek. "Reading Strategies." In Teaching for Learning, 206–51. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003038290-5.

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Lamb, Martin. "Motivational Teaching Strategies." In The Palgrave Handbook of Motivation for Language Learning, 287–305. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28380-3_14.

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MacMillan, C. J. B., and James W. Garrison. "Erotetic Teaching Strategies." In Philosophy and Education, 122–45. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-3067-4_6.

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Miller, Wendy. "Selecting teaching strategies." In Strategies for Clinical Teaching in the Health Professions, 48–55. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003132509-4.

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Nicolazzo, Marian, and Noella M. Mackenzie. "Teaching writing strategies." In Understanding and Supporting Young Writers from Birth to 8, 189–211. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315561301-10.

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Leland, Christine H., Mitzi Lewison, and Jerome C. Harste. "Literature Response Strategies." In Teaching Children's Literature, 217–38. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003246947-10.

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Leland, Christine H., Mitzi Lewison, and Jerome C. Harste. "Literature Response Strategies." In Teaching Children's Literature, 219–46. Second Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315269627-10.

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Conference papers on the topic "Teaching strategies"

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Atsari, Fauzan. "Strategies in Vocabulary Acquisition." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.27.

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Corriveau, Jean-Pierre, and Wei Shi. "Teaching strategies to millenial students." In the International Academic Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1920778.1920799.

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Smith, Jacqueline. "Lightweight Strategies for Inclusive Teaching." In WCCCE '18: Western Canadian Conference on Computing Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3209635.3209647.

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Dai-you, Jiang. "Classroom teaching strategies creative abilities." In Education (ICCSE 2011). IEEE, 2011. http://dx.doi.org/10.1109/iccse.2011.6028760.

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Borovcnik, Manfred. "Intuitive strategies for teaching statistics." In Proceedings of the First Scientific Meeting of the IASE. International Association for Statistical Education, 1993. http://dx.doi.org/10.52041/srap.93502.

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Orciuoli, Affonso, and Pablo Baquero. "Teaching strategies for Digital fabrication." In XVIII Conference of the Iberoamerican Society of Digital Graphics - SIGraDi: Design in Freedom. São Paulo: Editora Edgard Blücher, 2014. http://dx.doi.org/10.5151/despro-sigradi2014-0069.

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Chernyakova, Yulia, and Irina Migdal. "VISUALIZATION STRATEGIES IN TEACHING CONTEXTS." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1205.

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Sadli, Noorazah, M. M. Mohamad, M. Mohamad, and A. Ahmad. "Teaching Entrepreneurship: Impartation of Entrepreneurial Characteristics in Teaching Strategies." In 2019 IEEE 11th International Conference on Engineering Education (ICEED). IEEE, 2019. http://dx.doi.org/10.1109/iceed47294.2019.8994910.

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Deng, Jie. "Research on Network Teaching Platform-based Personalized Teaching Strategies." In 2nd International Conference on Management Science and Industrial Engineering (MSIE 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/msie-13.2013.147.

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Montero, Eduardo, Fatima E. M. Alaoui, Maria Jesus Gonzalez-Fernandez, and Fernando Aguilar. "Teaching Thermodynamics to Electronic Engineers through active teaching strategies." In 2012 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2012. http://dx.doi.org/10.1109/educon.2012.6201071.

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Reports on the topic "Teaching strategies"

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Chen-Yu, Jessie. Sharing Strategies of Teaching an Introductory Textile Course. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-396.

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Yorke, Lynda, Simon Tate, and Martin Davis. New to teaching geography. Royal Geographical Society (with IBG), December 2021. http://dx.doi.org/10.55203/gvkz5128.

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Geography plays a crucial role in understanding our world. It makes a vital contribution to our knowledge of the rapidly changing environmental and social challenges facing us and how we should tackle them. Supporting them eﬀectively can present multiple opportunities and challenges for academic staﬀ. For those embarking on a career in geographical teaching and learning, recognising these issues, and developing a toolbox of strategies with which to address them is key to developing good teaching practice. This guide oﬀers a starting point for this process for graduate teaching assistants, teaching fellows and demonstrators.

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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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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.

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Guyon, Sarah. Experiences of Early Childhood Educators Working with Teaching Strategies GOLD(R): A Narrative Inquiry. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7209.

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Pérez, Francisco, and Alejandro Pérez. Journey through Colombian Co-Teaching Experiences. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.18.

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Co-teaching is defined as a collaborative method of instruction (Murawski & Hughes, 2009), which implies co-teaching partnerships where educators make and effort in terms of joint instructional decisions and share responsibility as well as accountability for student learning (Shumway et all., 2011). This working paper is intended to illustrate the state-of-the-art concerning the implementation of co-teaching in EFL settings in Colombia over the last two decades. This manuscript is based on documentary research, in which primary source data were collected from data bases, university repositories, journals, and official reports. As an outcome, we expect to unveil co-teaching strategies, co-teachers' roles as well as collaborative teaching benefits in EFL in general, and foreign language student-teachers’ education, in particular.

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Ajzenman, Nicolás, Gregory Elacqua, Diana Hincapié, Analia Jaimovich, Florencia López Bóo, Diana Paredes, and Alonso Román. Do You Want to Become a Teacher?: Career Choice Motivation Using Behavioral Strategies. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003325.

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Qualified teachers are a fundamental input for any education system. Yet, many countries struggle to attract highly skilled applicants to the teaching profession. This paper presents the results of a large-scale intervention to attract high performing high-school students into the teaching profession in Chile. The intervention was a three-arm email campaign which made salient three types of motivations typically associated with the teaching profession: intrinsic/altruistic, extrinsic, and prestige-related. The objective was to identify which type of message better appealed to high performing students to nudge them to choose a teaching major. The “intrinsic” and “prestige” arms reduced applications to teaching majors among high performers, while the “extrinsic” arm increased applications among low performers. A plausible interpretation could be that the “intrinsic” and “prestige” messages made more salient an issue that could otherwise be overlooked by high performing students (typically from more advantaged households), negatively impacting their program choice: that while the social value of the teaching profession has improved, it still lags behind other professions that are valued more by their families and social circles. In turn, the “extrinsic” arm made salient the recent improvements in the economic conditions of the teaching profession in Chile, thus appealing to low performing students who in general come from disadvantaged families and for whom monetary incentives are potentially more relevant. These results emphasize the importance of having a clear picture of the inherent motivations that could influence individuals career choice. Making salient certain types of motivations to the wrong target group could lead to undesired results.

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Karpova, Elena. Preparing Students for the Global Textile and Apparel Industries: Teaching and Learning Resources and Strategies. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1295.

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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, September 2022. http://dx.doi.org/10.16925/gcnc.23.

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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the series of proposals that arose along the research. Its main objective was to provide the teachers with the necessary conceptual knowledge and didactic strategies and resources to teach their students how to use that kind of online dictionary with higher degrees of ease, enjoyment, and efficiency, and, thus, to reduce the frequency of look up errors. This module offers a variety of digital resources, handouts, and hands-on and assessment activities that can greatly facilitate their job when teaching dictionary skills to their students.

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Lavadenz, Magaly. Think Aloud Protocols: Teaching Reading Processes to Young Bilingual Students. Center for Equity for English Learners, 2003. http://dx.doi.org/10.15365/ceel.article.2003.1.

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This digest describes the use of think-aloud protocols with young bilingual children. Qualitative findings from a small study with 12 first through third grade students in dual language programs demonstrated that think-alouds were used effectively with elementary school emergent bilingual learners. The evidence from this study suggests that instruction in reading strategies should be given to young bilingual students and that more research needs to be done in this area.

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