Relevant bibliographies by topics / Teacing

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teacing'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Teacing"

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AS, Hasbunallah, and Ahmad Rum Bismar. "METODE MENGAJAR DAN MOTIVASI TERHADAP HASIL BELAJAR KETERAMPILAN SERVIS FLATTENIS LAPANGAN(STUDI EKSPERIMEN PADA MAHASISWA FIK UNM MAKASSAR)." COMPETITOR: Jurnal Pendidikan Kepelatihan Olahraga 12, no. 1 (April 23, 2020): 21. http://dx.doi.org/10.26858/com.v12i1.13526.

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The aim of this experimental study was todetermine the effect of all teaching methods, part, mixed and motivation result learning toward of flat service skill courts tennis. Learning motivation is divided into two parts, namely high andlow.This research was conducted at Faculty of Sport ScienceState University of Macassar,the academic year 2014/2015. Experimental using factorial design method 2x3. The sample consisted of 60 students were divided into 6 groups, each consisting of 10 students. Data analysis technique is a two-way analysis of variance (ANOVA) followed by Tukey's test at a significance level of α= 0.05. The results of this study indicate that ( (1) overall teaching methods higher effect of the part teacing methods on learning outcomes flat tennis service skills (2) overall teaching methods lower effect of the part teacing methods on learning outcomes flat tennis service skills, (3) overall teaching methods lower effect of the part teacing methods on learning outcomes flat tennis service skills,(4) there is interaction between the overall teaching methods, part teaching methods and combined teaching methods and learning motivation outcomes flat tennis service skills,(5) overall teaching methods higher effect of the part teacing methods on learning outcomes flat tennis service skillsusing a high learning motivation, (6) overall teaching methods lower effect of the part teacing methods on learning outcomes flat tennis service skillsusing a high learning motivation, (7) part teaching methods lower effect of the combined teacing methods on learning outcomes flat tennis service skillsusing a high learning motivation, (8) overall teaching methods higher effect of the part teacing methods on learning outcomes flat tennis service skillsusing a low learning motivation, (9) overall teaching methods lower effect of the part teacing methods on learning outcomes flat tennis service skillsusing a low learning motivation, (10) part teaching methods lower effect of the combined teacing methods on learning outcomes flat tennis service skillsusing a low learning motivation.
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Olteanu, Gh. "On parasitology teacing in Romania." Parasitology International 47 (August 1998): 389. http://dx.doi.org/10.1016/s1383-5769(98)81202-6.

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Murtagh, Thomas P. "Teacing breadth-first depth-first." ACM SIGCSE Bulletin 33, no. 3 (September 2001): 37–40. http://dx.doi.org/10.1145/507758.377462.

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Baharudin, Ismail. "EFEKTIVITAS METODE PENGAJARAN BAHASA ARAB." Thariqah Ilmiah: Jurnal ilmu-ilmu kependidikan dan Bahasa Arab 6, no. 2 (September 29, 2020): 103–19. http://dx.doi.org/10.24952/thariqahilmiah.v6i2.2809.

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Arabic is the language of the holy book Quran for mankind. Altough the Arabic language in Indonesia is a foreign language, but for muslim should not make foreign language in his tounge. Arabic for a Muslim is the fundamental key to unclock the deepening of knowledge of the religion of Islam. With a key that he can learn the basic teachings of religion and also be able to know the basic teaching of his religion, history, science, and culture of Islam that had reached the lighthouse internasional civilization before crushed by modern civilization today.Language teaching purposes, according to its name to grow and develop language skills. Skilled language means listening, skilled reading, and skilled writing in Arabic is good and right. Arabic language teaching methods have four forms taught to students. Teaching is in Arabic in this study is teaching Istima’ (listening), teacing Kalam (speaking), teaching Qiro’ah (reading), and teaching Kitabah (writing).
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Nasaw, D. "On Teacing U.S. Cultural History to Graduate Students." Radical History Review 1996, no. 66 (October 1, 1996): 184–90. http://dx.doi.org/10.1215/01636545-1996-66-184.

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Chamdar Nur. "Pelaksanaan Program Dirasah Islamiyah sebagai Upaya Peningkatan Kualitas SDM Masyarakat di Desa Sicini." WAHATUL MUJTAMA': Jurnal Pengabdian Masyarakat 1, no. 1 (June 1, 2020): 1–12. http://dx.doi.org/10.36701/wahatul.v1i1.123.

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One form of community service conducted by STIBA Makassar Community Service Program (KKN) students in Sicini Village, Parigi District, Gowa Regency, was implementation of Islamic education programs (Dirasah Islamiyah). The objective of this program was to enhance Islamic comprehension and competence of people in Sicini. The details of the Islamic learning program consisted of: (1) Presenting Islamic teacing in schools; (2) Basic teaching of Koran at TKA/TPA; (3) Tajwid learning; (4) Dirosa teaching; (5) Training for funeral; and (6) Tabligh Akbar. Outputs of the programs is a positive contribution in improving the comprehension and competence of human resources in muslim community in Sicini Village.
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Soleha, Soleha, Erika Setia Ningsih, and Siska Dwi Paramitha. "Strategi Guru Dalam Pembelajaran Pendidikan Agama Islam Terhadap Anak Berkebutuhan Khusus (Tunagrahita Sedang) Di SDLB Negeri Pangkalpinang." Tarbawy : Jurnal Pendidikan Islam 7, no. 1 (April 27, 2020): 79–87. http://dx.doi.org/10.32923/tarbawy.v7i1.1207.

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Fokus penelitian ini berkenan dengan strategi guru dalam pembelajaran Pendidikan Agama Islam terhadap Anak Tunagrahita Sedang di SLB Pangkalpinang. Dengan tujuan untuk mendeskripsikan tentang strategi guru PAI dalam proses pembelajaran dan kendala yang dihadapinnya. Jenis penelitian ini menggunakan penelitian kulitatif deskriptif dengan metode pengumpulan data melalui wawancara, observasi, dokumentasi, untuk jawaban dari rumusan masalah. Adapun hasil penelitiannya yaitu strategi yang digunakan guru dalam pembelajaran Pendidikan Agama Islam bagi Anak Tunagrahita Sedang di SLBN pangkalpinang yaitu Active Learning, Contextual Teacing Learning (CTL), Cooperative Learning, dan PAIKEM. Namun yang sering digunakan adalah Active Learning, Contextual Teacing Learning (CTL). Adapun kendala yang dihadapi guru dalam proses pembelajaran Pendidikan Agama Islam terdiri dari faktor internal dan eksternal. Faktor internal terdiri dari profesionalitas guru dalam berinteraksi terhadap Anak Tunagrahita Sedang. Kedua, faktor eksternal yang terdiri dari kondisi peserta didik dan fasilitas yang berada disekolah. The focus of this research deals with the teachers strategies in teacher learning of Islamic Studies to ward studies with Middle Mental Retardation of State Difable Elementary School Pangkalpinang. The objective is to discribe the strategies of Islamic Studies Teacher in teaching learning process and the problem on it. This research applied qualitative descriptive, the method of collecting data by interview, observation, documentation to answer the research problems. The result of the research is that the strategies used by the teachers in teaching learning Islamic Studies of Middle Mental Retardation in State Difable Elementary school Pangkalpinang are active Learning, Contextual, Teaching Learning, Cooperative Lerning, and PAIKEM ( is the Indonesia Shorten Term of Active, Inovative,Creative, Effective, and Fun Teaching Learning . But commonly used the Active Learning and Contextual Teaching Learning. The problem faces by teachers in the teaching learning of Islamic Studies consists of Internal and External factors. Internal factor is the teachers profesionalism in interacting with the students with Middle Mental Retardation. The second, eksternal factors is the students conditions and the school facilities.
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Sutarjo, J. "وسيلة الرسوم الهزلية (Komik) استخدام في تعليم مهارة القراءة." An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab 18, no. 2 (March 8, 2017): 221. http://dx.doi.org/10.32332/an-nabighoh.v18i2.336.

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Reading is on of the for skills tought in every foreign language teaching. It’s included to Arabic teaching in Indonesia as Muslim Language and foreign language for Indonesian. Arabic text it’s self is not interesting for students couse of the difference especially the letters and lingustics. Of course it needs the innovetions in running the teaching. For the young leaners comic is on of reading the students interested on. This writing concerns to describe about the comic as a media in teaching Arabic especially in reading. Understanding comic as a media in teaching Arabic starting from the concept of the comic, comic as a teaching media, applying teaching especially in reading Arabic text, and the benefits and the shortages of comic as teacing media. As the kind of reading, comic is very famous of the young people. Almost all of the children already have read it in their daily reading activities. Because of the interest of the children it is become a chance for the teachers to use this kind of reading to be an economical media and make the teaching more effective.
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Rendani, Feby, and Hartono Hartono. "Pengaruh Penerapan Pendekatan Reciprocal Teaching terhadap Kemampuan Komunikasi Matematis ditinjau dari Kemandirian Belajar Siswa SMP." JURING (Journal for Research in Mathematics Learning) 1, no. 2 (October 1, 2018): 161. http://dx.doi.org/10.24014/juring.v1i2.5395.

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Penelitian ini bertujuan untuk menyelidiki perbedaan kemampuan komunikasi matematis antara siswa yang diajar dengan pendekatan Reciprocal Teaching dengan siswa yang diajar dengan pembelajaran konvensional jika ditinjau dari kemandirian belajar siswa SMP Negeri 2 Bangkinang Kota. Penelitian ini merupakan penelitian quasi eksperimen serta desain yang digunakan adalah The Nonequivalent Pretest-Posttest Control Group Design. Teknik analisis data menggunakan uji-t dan anova dua arah (Two-Way Anova). Berdasarkan hasil analis data dapat diambil kesimpulan bahwa: 1) Terdapat perbedaan kemampuan komunikasi matematis antara siswa yang diajar dengan pendekatan Reciprocal Teacing dan siswa yang diajar dengan pembelajaran konvensional. Hasilnya di peroleh bahwa pada taraf signifikan 5% diperoleh . 2) Terdapat perbedaan kemampuan komunikasi matematis antara siswa yang diajar dengan pendekatan Reciprocal Teaching dan siswa yang diajar dengan pembelajaran konvensional jika ditinjau dari kemandirian belajar. Hasilnya diperoleh bahwa pada taraf signifikan 5% diperoleh dan 3) Tidak terdapat interaksi faktor pendekatan pembelajaran dan faktor kemandirian belajar terhadap kemampuan komunikasi matematis siswa. Hasilnya diperoleh bahwa pada taraf signifikan 5% diperoleh . Dengan demikian, secara umum dapat disimpulkan bahwa pendekatan Reciprocal Teaching berpengaruh terhadap kemampuan komunikasi matematis yang ditinjau dari kemandirian belajar siswa SMP Negeri 2 Bangkinang Kota.
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Mu'man, Mu'man, Yana Yana, and Yogi Iskandar. "TEACING TENSES IN WRITING A SCIENTIFIC PAPER THROUGH PEER TEACHING METHOD FOR FINAL YEAR UNIVERSITY STUDENTS IN COVID-19 ERA." PROJECT (Professional Journal of English Education) 4, no. 3 (May 11, 2021): 480. http://dx.doi.org/10.22460/project.v4i3.p480-487.

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The ability to write a research article is one of students’ obligation that must be mastered because final year university students are always faced to the final project especially writing an article to be published in national journal as one of the requirement to pass or graduate from the campus where she/he lectures. This research aims to identify the errors of using tenses in students’ articles. This research used the method of qualitative descriptive with test – pre-test and post-test as an instrument. Pre-test was done to measure how students understand the tenses with the functions while post-test was done after the result of pre-test needed to continue to the treatment in order to have a high good writing quality. After treatment was conducted, two groups still left three errors consisting of 33 from group 1 and 44 from group 3, and three groups left two errors consisting of 46 from group 2, 29 from group 4, and 15 from group five. From the result of post-test can be decided that peer teaching method is very effective to overcome students’ problem especially in understanding or mastering the use of tense in a research article. Keywords: Peer Teaching, Tenses, Scientific Paper
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Dissertations / Theses on the topic "Teacing"

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Philander, Elisca S. "A training needs analysis into map use in a military context." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52714.

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Thesis (MA)--University of Stellenbosch, 2002.
ENGLISH ABSTRACT: The primary objective of the South African National Defence force is the protection of its citizens against external threats. The nature of the work, especially in operational situations, very often causes members of the SANDF to work in remote and unknown territory. The SANDF is composed of different units such as the army, air force and navy. All of these units typically control a specific aspect of the environment, especially in operational situations, and is very often also geographically spread over a large area. The battle commander would typically be in charge of all these units and must direct and control them efficiently towards achieving their assigned mission. In order to be an effective battle commander, the commander must thus be able to understand the terrain that his/her units are operating in, and maps are often the only information to base such understanding on. Map use is thus a critical success factor in effective battle command, and also for every member of the units navigating the often unknown terrain. The aim of the study is to conduct an investigation into the status quo of map use proficiency in the military, and specifically the South African National Army. The investigation comprises the following: • To conducting a detailed task analysis into map use in a military context, in order to establish specific map use functions and related skills regarded as critical in the military context. • The development of a proficiency test, taking the form of a questionnaire, based on the skills identified in the task analysis. Comparing the results of the questionnaire with map use skills identified in the task analysis, to determine the level of map use proficiency in military context. The secondary aims of the study comprise the following: • To investigate the level of map use training and determine if a need exists in term of additional map use training in the military, based on subjective opinions. • To investigate the level of computer literacy and the need for formal computer training in the military context. The key conclusions of the study are the following: • A gap between optimal and actual performance has been identified in terms of map use in the military context. • This gap can largely be attributed to insufficient structures and processes within the military context to facilitate effective map use.
AFRIKAANSE OPSOMMING: Die primêre doel van die Suid-Afrikaanse Nasionale Weermag is om die burgers van die land te beskerm teen eksterne gevare. Die aard van die werk veroorsaak dat soldate, tydens operasionele toestande, dikwels na onbekende en vreemde areas verplaas ten einde bogenoemde primêre doel te bereik. Die weermag bestaan tipies uit verskillende eenhede, wat elk gefokus is op die verrigting van spesifieke funksies, en dikwels geografies wyd versprei is. In gesamentlike operasies, is die operasie bevelvoerder tipies in beheer van die verskillende eenhede en moet hy toesien dat hul bewegings gekoordineer is ter bereiking van hul doel. Die operasie bevelvoerder, ten einde die doelwit effektief te bereik, moet in staat wees om die terrein waar die verskillende eenhede beweeg te ontleed, en effektief tot doelbereiking kan benut. Kaarte is een van die primêre bronne van inligting, ten einde die terrein te ontleed om dit sodoende tot voordeel te kan gebruik. Effektiewe gebruik van kaarte is dus 'n kritieke faktor wat bydra tot die sukses van die operasie bevelvoerder, asook vir feitlik elke lid binne die verskillende eenhede wat deur dikwels onbekende terrein moet navigeer. Die doelwitte van die studie is om 'n ondersoek in te stel na die status quo met betrekking tot kaart-gebruiksvaardigheid in die Suid Afrikaanse Nasionale Weermag. Die studie behels die volgende: • 'n Omvattende taak-analise ten opsigte van die gebruik van kaarte in die militêre konteks, om sodoende spesifieke funksies en verwante vaardighede te identifiseer wat as kritiek vir die militêr beskou word. • Om 'n vaardigheidstoets in 'n vraelys te inkorporeer, gebaseer op bogenoemde geïdentifiseerde kaart-gebruiksvaardighede. • Om die resultate van die vaardigheids-toets te vergelyk met dié geïdentifiseer in die taak-analise, om sodoende die vlak van kaartgebruiksvaardighede te bepaal in die militêre konteks. Die sekondêre doelwitte behels die volgende: • 'n Ondersoek na die vlak van kaart-gebruiksopleiding en om te bepaal of 'n behoefte bestaan na verdere kaart-gebruiksopleiding, gebaseer op subjektiewe opinies. • 'n Ondersoek na die vlak van rekenaargeletterdheid, en die behoefte aan rekenaar-opleiding. Die afleidings wat uit die studie gemaak kan word is die volgende: • daar bestaan 'n prestasie-gaping tussen optimale and werklike prestasie met betrekking tot die gebruik van kaarte in die militêre konteks, en • hierdie gaping kan grootliks toegeskryf word aan onvoldoende strukture binne die miliêre konteks, wat nie kaart-gebruiksvaardighede fasiliteer nie.
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Malatér, Luciani Salcedo de Oliveira. "What i am teaching, why i am teaching and also to whom i'm teaching." Florianópolis, SC, 2005. http://repositorio.ufsc.br/handle/123456789/101908.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.
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Neste estudo, estabeleço uma interface entre educação reflexiva de professores (Almarza, 1996; Celani, 2001; Gimenez e Cristovão, 2004; Telles, 2004b), Análise Crítica do Discurso (ACD) (Fairclough, 1989, 1992a, 1992b, 1995a, 2003) e Lingüística Sistêmico Funcional (LSF) (Halliday, 1994, 2004). Com essa perspectiva multi-teórica investigo o uso que duas licenciandas do Curso de Letras Português/Inglês fazem da lexicogramática da Língua Inglesa para construir significado. Meu objetivo é interpretar a construção discursiva que as participantes desta pesquisa produzem sobre o Curso de Licenciatura relacionando-o à sua auto-representação enquanto professoras de língua estrangeira e à sua prática docente. Os significados produzidos por Bizuka e Rulitz - minhas participantes de pesquisa - são explorados através da análise de seus textos. Uma análise da estrutura experiencial de transitividade revelou que, com relação à sua auto-representação, Bizuka é uma professora que ama, preocupa-se com o quê, o porquê e para quem ensinar, e ainda interessa-se em interagir com seus alunos enquanto seres humanos. Já Rulitz é uma professora que odeia, pois relaciona sua prática docente apenas às suas necessidades de sobrevivência, além de demonstrar um descontentamento com o curso de graduação e com alguns de seus professores educadores. O que pude observar, no discurso produzido por Bizuka e Rulitz, é que ambas não consideram o Curso de Licenciatura no qual estudaram como sendo um fórum eficaz para a formação de professores de Língua Inglesa, principalmente pela falta de oportunidades docentes. Como a ACD e a LSF investigam a linguagem em relação ao contexto social e consideram a interconexão entre micro-eventos e estruturas macro-sociais (Halliday, 1978; Fairclough, 1995a), os resultados desta pesquisa qualitativa sugerem que mais práticas colaborativas/reflexivas de ensino deveriam ser oferecidas ao longo do Curso de Letras, e que o discurso de futuros professores pode fornecer rico insumo para o planejamento das práticas pedagógicas de professores educadores.
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Allen-Masacek, Marjorie Kirsten. "Teaching ARTifacts: Teaching art with a cultural lens." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1925.

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Green, Elizabeth Anne. "Learning Before Teaching: Metacognitive Benefits of Teaching Expectancy." Marietta College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1389362993.

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Macknight, Vicki Sandra. "Teaching imagination." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/7035.

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This thesis is about the teaching imagination. By this term I refer to three things. First, the teaching imagination is how teachers define and practice imagination in their classrooms. Second, it is the imagination that teachers themselves use as they teach. And thirdly, it is the imagination I am taught to identify and enact for doing social science research.
The thesis is based upon participant-observation research conducted in grade four (and some composite grade three/four) classrooms in primary schools in Melbourne, a city in the Australian state of Victoria. The research took me to five schools of different types: independent (or fee-paying); government (or state); Steiner (or Waldorf); special (for low IQ students); and Catholic. These five classrooms provide a range, not a sample: they suggest some ways of doing imagination. I do not claim a necessary link between school type and practices of imagination. In addition I conducted semi-structured interviews with each classroom’s teacher and asked that children do two tasks (to draw and to write about ‘a time you used your imagination’).
From this research I write a thesis in two sections. In the first I work to re-imagine certain concepts central to studies of education and imagination. These include curriculum, classrooms, and ways of theorizing and defining imagination. In this section I develop a key theoretical idea: that the most recent Victorian curriculum is, and social science should be, governed by what I call a logic of realization. Key to this idea is that knowers must always be understood as participants in, not only observers of, the world.
In the second section I write accounts of five case studies, each learning from a different classroom teacher about one way to understand and practice imagination. We meet imagination as creative transformation; imagination as thinking into other perspectives; imagination as representation; imagination as the ability to relate oneself to the people and materials one is surrounded by; and imagination as making connections and separations in thought. In each of these chapters I work to re-enact that imagination in my own writing. Using the concept of the ‘relational teacher’, one who flexibly responds to changing student needs and interests, I suggest that some of these imaginations are more suitable to a logic of realization than others.
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Marks, Lori J., and D. Montgomery. "C0-Teaching." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/3723.

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Merriman, Carolyn S. "Teaching Intensive." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8419.

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Merriman, Carolyn S. "Teaching Intensive." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8431.

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Crowder, Julie. "Teaching Mourning." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/215.

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Abstract TEACHING MOURNING By Julie Ann Crowder, MAE A thesis submitted in partial fulfillment of the requirements for the degree of Master of Art Education at Virginia Commonwealth University. Virginia Commonwealth University, 2011 Major Director: Sara Wilson McKay, Ph.D. Interim Department Chair and Associate Professor, Art Education As a researcher I sought to understand the following research questions: 1) What were the official policies and protocols that went into effect at William Fox Elementary School after the murder of the Harvey family in January of 2006? 2) What were the experiences of the staff and parents at William Fox Elementary School after the murder of the Harvey family? 3) What critiques and or suggestions do the employees and parents have of the personal or official policies or protocols, which were carried out after the murder of the Harvey family? The purpose of this research was layered. This research was necessary in order to create an accurate picture of the difficult emotional reactions of teachers attempting to teach students how to mourn while mourning themselves. Additionally, this study identified how teachers were able to continue about the business of every day life and education when they were dealing with difficult emotional issues. Participants at William Fox Elementary experienced the tragic death of the Harvey family on New Year’s Day 2006. This research illuminated possible new ways of looking at mourning, the public/media, and ways of handling these difficulties. This research could lead to the creation of new policies or protocols that would better serve the mourning populations in schools, which lose members to violence. The members of this study were William Fox Elementary employees or parents who were on present during and after the Harvey murders. Special attention was given to the IRB process. Seven participants who had a great deal of contact with Stella were selected. The PTA-funded Art Explosions teacher, Stella Harvey’s classroom teacher, the principal, the guidance counselor, a parent, the music teacher, and the librarian were all participants. Significant findings include: the importance of the speed and selection of information given to adults at the time of a tragedy, and the child information networks that form when children are not completely informed. Additionally a variety of information and thoughts are given on the subject of mourning, both public and private. Implemented and suggested healing techniques were investigated. Lastly, several uncomfortable issues that arose, such as race and rage were explored.
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Nase, Holly A. "Balanced teaching the role of caring in effective teaching /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/HNase2007.pdf.

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Books on the topic "Teacing"

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Early development and leadership: Building the next generation of leaders. New York: Routledge, 2011.

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Lorenz, Matthias N. Film im Literaturunterricht: Von der Frühgeschichte des Kinos bis zum Symmedium Computer. Freiburg im Breisgau: Fillibach, 2010.

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Learning, Alberta Alberta. Field crop production technician. Edmonton]: Alberta Learning, 2000.

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Learning, Alberta Alberta. Irrigated field crop production technician. Edmonton]: Alberta Learning, 2000.

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Chah. Everything is teaching us: [a collection of teachings]. Warburton East: The Sangha Bodhivana Monastery, 2004.

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The teacher in international law: Teachings and teaching. 2nd ed. Dordrecht: M. Nijhoff, 1987.

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Lachs, Manfred. The teacher in international law: Teachings and teaching. 2nd ed. Dordrecht: Nijhoff, 1987.

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Trautmann, Nancy M. Composting in the classroom: Scientific inquiry for high school students. Dubuque, Iowa: Kendall/Hunt Pub., 1998.

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Teaching sustainablility, teaching sustainably. Sterling, Va: Stylus Pub., 2012.

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Kato, Sharleen L. Teaching. Tinley Park, Ill: Goodheart-Willcox Company, 2010.

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Book chapters on the topic "Teacing"

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Miller, Paul Allen. "Teaching Literature, Teaching Commitment." In The New Public Intellectual, 45–59. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1007/978-1-137-58162-4_3.

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Hurtig, Janise. "Teaching History, Teaching Crisis." In Coming of Age in Times of Crisis, 115–31. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230617247_5.

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Minton, David. "Teaching Methods — Teaching Skills." In Teaching Skills in Further & Adult Education, 112–35. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-12278-3_17.

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Parker, Ian. "Teaching." In Psychoanalysis, Clinic and Context, 31–40. Milton Park, Abingdon, Oxon; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429031991-4.

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Fogarty, Laurel. "Teaching." In Encyclopedia of Animal Cognition and Behavior, 1–5. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47829-6_1872-1.

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Calnan, James. "Teaching." In The Hammersmith 1935–1985, 91–103. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-011-6358-3_11.

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Johnson, Bethany C., David DiLillo, and Calvin P. Garbin. "Teaching." In Handbook of Clinical Psychology Competencies, 573–608. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-0-387-09757-2_21.

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Joldersma, Clarence W. "Teaching." In A Levinasian Ethics for Education's Commonplaces, 43–60. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137415493_4.

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Keßler, Jörg-U., Mathias Liebner, and Fethi Mansouri. "Teaching." In Studying Processability Theory, 148–55. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/palart.1.12tea.

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Semenza, Gregory M. Colón. "Teaching." In Graduate Study for the Twenty-First Century, 102–34. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979346_7.

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Conference papers on the topic "Teacing"

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Murtagh, Thomas P. "Teacing breadth-first depth-first." In the 6th annual conference. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/377435.377462.

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sitorus, Herowati, Rogate Artaida Tiarasi Gultom, Megawati Manullang, Manusiar Hernawati Sitorus, and Roy Charly Sipahutar. "University Student's Perception of Jeremiah in New Normal Era: The controversy of Jeremiah's Calling as A Prophet." In International Conference of Education in the New Normal Era. RSF Press & RESEARCH SYNERGY FOUNDATION, 2020. http://dx.doi.org/10.31098/iceiakn.v1i1.242.

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This article describes how a great prophet, Jeremiah, who was chosen by God, worked among the Israelites who were living in exile. During his ministry, he received a lot of criticism from other prophets; there was a conflict in the news. In writing this article, a constructive theological approach was carried out for students in understanding the differences in the teachings conveyed by Jeremiah and the other prophets. This approach will explain how the content of Jeremiah's teaching is a message of peace that can be received by the Israelites as immigrants in a foreign land. How do students, as newcomers to a new place, adapt to the new context and lifestyle to feel peace?
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Vallet, Nathalie, Inge Somers, and Michel Corthaut. "Competence-based learning and societal awareness: Building up experiences within the discipline of interior architecture." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8012.

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By means of the bachelor proof, students of interior architecture of the University of Antwerp (Faculty of Design Sciences) are stimulated to design interiors for real-life public libraries in view of particular societal challenges. During three subsequent years the teaching staff elaborated a set of learning objectives and activities that jointly form a competence-based learning process focussed on the development of the societal awareness of design students. In this paper we report on the intermediate experiences of the teachning staff and the students as indicated by a set of mainly qualitative data. In short it concerns four lessons learned relating to the over- and underestimation of (i) disciplinary filters, (ii) comfort-zones, (iii) motivating complexities and (iv) copy-cat behavior.
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Luo, Jun, and Yulan Yu. "Application of Closed Cycle Progressive Teaching Mode of qInternet + teachingq in Vocational Colleges." In 2018 8th International Conference on Social science and Education Research (SSER 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/sser-18.2018.57.

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Emre, Emir Omer. "THE TRAINING PROCESS OF TEACHING ASSISTANTS WHO MOSTLY TEACH PUPILS WITH SEND IN MAINSTREAM CLASSROOMS." In 7th Teaching & Education Conference, London. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.007.003.

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Fűzi, Beatrix. "SHOULD WE AND CAN WE MOTIVATE UNIVERSITY STUDENTS? – THE ANALYSIS OF THE INTERPRETATION OF THE ROLE AND THE TEACHING METHODS OF UNIVERSITY TEACHERS." In 7th Teaching & Education Conference, London. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.007.004.

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Galindo, José, and Patricia Galindo. "TEACHING COMPUTER PROGRAMMING FOR INDUSTRIAL ENGINEERING WITHOUT TEACHER." In 7th Teaching & Education Conference, London. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.007.005.

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Herdan, Agnieszka, and Magdalena Maria Stuss. "SHAPING THE COMPETENCES OF GRADUATES OF HIGHER EDUCATION FOR THE NEEDS OF THE EU LABOUR MARKET - CASE STUDY OF BUSINESS SCHOOL STUDENTS." In 7th Teaching & Education Conference, London. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.007.006.

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Igbineweka, Victor. "LEVEL OF QUOTA SYSTEM POLICY IMPLEMENTATION AND ACCESS TO FEDERAL UNIVERSITIES IN NIGERIA." In 7th Teaching & Education Conference, London. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.007.007.

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Iguodala, Wilfred. "ASSESSING THE COST OF FREE PRIMARY EDUCATION POLICY IN NIGERIA AND THE QUESTION OF SUSTAINABILITY." In 7th Teaching & Education Conference, London. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.007.008.

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Reports on the topic "Teacing"

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Birdi, Alvin. Teaching with Webinars. Bristol, UK: The Economics Network, February 2019. http://dx.doi.org/10.53593/n3150a.

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Kruse, Amy, Michael Becker, and Kristy Tipton. Alternate Reality Teaching: OurSpace. Fort Belvoir, VA: Defense Technical Information Center, May 2014. http://dx.doi.org/10.21236/ada605455.

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Kruse, Amy, Michael Becker, and Michael Richard. Alternate Reality Teaching: OurSpace. Fort Belvoir, VA: Defense Technical Information Center, June 2012. http://dx.doi.org/10.21236/ada562629.

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Mearman, Andrew. Teaching Heterodox Economic Concepts. The Economics Network, June 2007. http://dx.doi.org/10.53593/n229a.

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Sedgwick, John. Research and Classroom Teaching. Bristol, UK: The Economics Network, February 2007. http://dx.doi.org/10.53593/n629a.

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Geerling, Wayne. Teaching Economics through Multimedia. Bristol, UK: The Economics Network, June 2011. http://dx.doi.org/10.53593/n1298a.

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Mearman, Andrew. Integrating teaching and research. Bristol, UK: The Economics Network, December 2006. http://dx.doi.org/10.53593/n630a.

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Kaplan, Todd R. Combining Research and Teaching. Bristol, UK: The Economics Network, January 2007. http://dx.doi.org/10.53593/n628a.

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Mash, Richard. Tutorial Teaching in Economics. Bristol, UK: The Economics Network, June 2005. http://dx.doi.org/10.53593/n570a.

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Volpe, Guglielmo. Teaching with Case Studies. The Economics Network, September 2002. http://dx.doi.org/10.53593/n497a.

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