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Journal articles on the topic 'The objectives of teaching'

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Published: 4 June 2021
Last updated: 17 February 2022

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1

Battistini, N. "Teaching objectives." Italian Journal of Neurological Sciences 14, S7 (October 1993): 557–62. http://dx.doi.org/10.1007/bf02336396.

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2

Kholmogorov, S. S. "Objectives of midwifery teaching." Journal of obstetrics and women's diseases 11, no. 7-8 (December 24, 2020): 870. http://dx.doi.org/10.17816/jowd117-8870-870.

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3

Grisham-Brown, Jennifer, Kristie Pretti-Frontczak, Mary Louise Hemmeter, and Robyn Ridgley. "Teaching IEP Goals an Objectives." Young Exceptional Children 6, no. 1 (October 2002): 18–27. http://dx.doi.org/10.1177/109625060200600103.

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4

Xusanxoja O’gli, Khusanov Khasanjon. "Objectives Of Teaching English As A Second Language In Uzbekistan." American Journal of Social Science and Education Innovations 02, no. 10 (October 30, 2020): 250–52. http://dx.doi.org/10.37547/tajssei/volume02issue10-41.

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The author of the article made an effort to analyse and illuminate the measures and efforts being done in the sphere of teaching foreign languages in Uzbekistan. In other words, the author endeavored to practically expose the presidential decree № 1875 on December 10, 2012 “On measures to further improvement of system of learning foreign languages.” along with the comprehensive importance of teaching and learning English in Uzbekistan.
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5

Chen, Yan, and Lingzhi Xu. "Problems in Setting Teaching Objectives and Countermeasures to Work out Teaching Objectives in College English Class." Barnard Education Review 2, no. 1 (January 15, 2021): 1–6. http://dx.doi.org/10.47744/ber.v2n1.2021.01.15.

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The professional competence of college English teachers in setting teaching goal has a direct impact on their teaching design level. Enhancing college teachers’ability in setting classroom teaching goal facilitates the improvement of their design level. By combining with the teaching design scheme of normal class, this paper defines the meaning of College English classroom teaching objectives,analyzes the problems that the college English teachers have in setting teaching objectives, and puts forward corresponding countermeasures to develop the college English teachers’ capability of setting teaching objectives, which are expected to promote college English teachers’ ability to design the activities for their class.
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Chen, Yan, and Lingzhi Xu. "Problems in Setting Teaching Objectives and Countermeasures to Work out Teaching Objectives in College English Class." Barnard Education Review 2, no. 1 (April 15, 2021): 1–6. http://dx.doi.org/10.47744/ber.v2n1.2021.04.15.

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The professional competence of college English teachers in setting teaching goal has a direct impact on their teaching design level. Enhancing college teachers’ ability in setting classroom teaching goal facilitates the improvement of their design level. By combining with the teaching design scheme of normal class, this paper defines the meaning of College English classroom teaching objectives, analyzes the problems that the college English teachers have in setting teaching objectives, and puts forward corresponding countermeasures to develop the college English teachers’ capability of setting teaching objectives, which are expected to promote college English teachers’ ability to design the activities for their class.
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7

Attar, Appalal. "ETHICS AND ENGLISH LANGUAGE TEACHING OBJECTIVES." Globus Journal of Progressive Education 9, no. 2 (February 15, 2020): 11. http://dx.doi.org/10.46360/globus.9.2.2020.11-14.

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8

Salaman, William. "Objectives and the Teaching of Composition." British Journal of Music Education 5, no. 1 (March 1988): 3–20. http://dx.doi.org/10.1017/s026505170000629x.

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The application of objectives to the teaching of music can be easy enough when the results expected are clearly understood in advance. However, when some of the responsibility for the outcome is placed in the hands of pupils, the formulation of objectives becomes more difficult. This article explores the problem and makes suggestions for the framing of objectives in relation to children's compositional work. In support of the argument, the findings of a short course in composing undertaken with two pupils are described with scores and taped examples serving as evidence. The article ends with suggestions for the assessment of pupils' compositions.
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9

Woodsworth, Judith. "Teaching Précis-Writing: Objectives and Methodology." Meta: Journal des traducteurs 33, no. 2 (1988): 274. http://dx.doi.org/10.7202/004617ar.

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10

Hughes, Yasmin. "SMART tips for setting teaching objectives." InnovAiT: Education and inspiration for general practice 10, no. 10 (August 9, 2017): 614–17. http://dx.doi.org/10.1177/1755738017720229.

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‘Doctor’, derived from Latin, means ‘teacher’. As doctors, we teach our patients, students and colleagues. The General Medical Council makes reference to this in ‘Good Medical Practice’, stating that as a doctor ‘you should be prepared to contribute to teaching and training doctors and students’. The importance of teaching is echoed in the RCGP curriculum. Despite its importance, not every doctor has the opportunity of formal training on how to become an effective teacher. This article presents a simple guide that doctors can use to plan teaching sessions.
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11

Hughes, Patricia. "Learning objectives for teaching and training." Advances in Psychiatric Treatment 5, no. 4 (July 1999): 305–10. http://dx.doi.org/10.1192/apt.5.4.305.

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“Everywhere increased complexity and mind-burdening terminology. What is the teacher to do? And more important, what can the poor student do, confronted with so much new knowledge and a Rabelaisian onomatomania?” (Osier, 1913).The publication of Tomorrow's Doctors(General Medical Council, 1993) opened our minds to the need for a more thoughtful and evaluated approach to education in medicine. The expansion of medical knowledge has shown no sign of slowing, which makes it imperative that we find ways to prioritise and organise what we teach so that students are given a clear structure. Learning objectives are one of the building blocks that give order to what we do with and for our students.
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12

DeLong, Matthew, Dale Winter, and Carolyn A. Yackel. "STUDENT LEARNING OBJECTIVES AND MATHEMATICS TEACHING." PRIMUS 15, no. 3 (January 2005): 226–58. http://dx.doi.org/10.1080/10511970508984119.

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13

Tursinbaevna, Djumabaeva Venera. "Goals And Objectives Of Teaching Reading Authentic Texts In A Modern Context." American Journal of Applied Sciences 02, no. 08 (August 20, 2020): 96–99. http://dx.doi.org/10.37547/tajas/volume02issue08-13.

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14

Bell, P. C., and C. Haehling von Lanzenauer. "Teaching objectives: the value of using cases in teaching operational research." Journal of the Operational Research Society 51, no. 12 (December 2000): 1367–77. http://dx.doi.org/10.1057/palgrave.jors.2601041.

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15

Bell, P. C., and C. Haehling von Lanzenauer. "Teaching Objectives: The Value of Using Cases in Teaching Operational Research." Journal of the Operational Research Society 51, no. 12 (December 2000): 1367. http://dx.doi.org/10.2307/254034.

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16

Faupel, A. "Curriculum Management (Part 2): Teaching Curriculum Objectives." Educational Psychology in Practice 2, no. 2 (July 1986): 4–15. http://dx.doi.org/10.1080/0266736860020202.

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17

Bailey, Byron J. "Teaching in the Clinic: Objectives and Style." Otolaryngology–Head and Neck Surgery 95, no. 1 (July 1986): 1–4. http://dx.doi.org/10.1177/019459988609500101.

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18

Steinberger, Peter. "Objectives of the Undergraduate Curriculum." News for Teachers of Political Science 46 (1985): 1–2. http://dx.doi.org/10.1017/s0197901900001768.

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While many political scientists have been concerned about teaching methods, teaching materials, and modes of teacher evaluation, relatively few have considered the more general question of the undergraduate political science curriculum itself. Specifically, what kinds of courses should we be teaching, what role should such courses play in a liberal arts education, and what factors should determine the overall structure of the political science curriculum at the undergraduate level?These questions relate further to the practical question of staffing a small department of political science. When vacancies arise, or when there's an opportunity to expand in a modest way, one is confronted with certain basic choices. In most circumstances, we confront these choices by thinking in terms of fields within our discipline.
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19

Siddiqui, Dr Mujibul Hasan. "Objective Based Evaluation of Teaching." Paripex - Indian Journal Of Research 2, no. 1 (January 15, 2012): 47–49. http://dx.doi.org/10.15373/22501991/jan2013/17.

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20

Shailaja, S., T. Satyanaraya, C. Goverdhan, and A. Srinivas. "Definite Aims and objectives of teaching english language." Indian Journal of Public Health Research & Development 9, no. 11 (2018): 726. http://dx.doi.org/10.5958/0976-5506.2018.01546.2.

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21

Stehle, Sebastian, and Birgit Spinath. "Intended Course Objectives and Perception of Teaching Effectiveness." Psychology Learning & Teaching 13, no. 3 (January 2014): 205–17. http://dx.doi.org/10.2304/plat.2014.13.3.205.

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22

Davis, Gary A. "Objectives and Activities for Teaching Creative Thinking 1." Gifted Child Quarterly 33, no. 2 (April 1989): 81–84. http://dx.doi.org/10.1177/001698628903300208.

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23

Cappelletti, Mauro. "Comparative Law Teaching and Scholarship: Method and Objectives." Asia Pacific Law Review 3, sup1 (December 1994): 1–8. http://dx.doi.org/10.1080/18758444.1994.11788000.

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24

Cervellati, R., D. Perugini, L. Benedetti, and S. Quartieri. "Chemistry teaching objectives and innovative curricula in Italy." European Journal of Science Education 8, no. 3 (July 1986): 337–39. http://dx.doi.org/10.1080/0140528860080310.

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25

Balet Roca, Sebastián. "Applied linguistic, method and objectives in language teaching." Cuadernos de Investigación Filológica 6 (June 6, 2013): 53. http://dx.doi.org/10.18172/cif.1439.

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26

Diane Carson. "Is Style Everything?: Teaching That Achieves Its Objectives." Cinema Journal 48, no. 3 (2009): 95–101. http://dx.doi.org/10.1353/cj.0.0116.

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27

Benbassat, Jochanan, Bettine C. P. Polak, and Jonathan C. Javitt. "Objectives of teaching direct ophthalmoscopy to medical students." Acta Ophthalmologica 90, no. 6 (November 1, 2011): 503–7. http://dx.doi.org/10.1111/j.1755-3768.2011.02221.x.

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28

West, Stephanie. "The S.M.A.R.T.er Approach to Teaching Goals and Objectives." SCHOLE: A Journal of Leisure Studies and Recreation Education 22, no. 1 (April 2007): 49–56. http://dx.doi.org/10.1080/1937156x.2007.11949592.

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29

SCHEINMAN, MELVIN, MASOOD AKHTAR, PEDRO BRUGADA, PABLO DENES, HASAN GARAN, JERRY C. GRIFFIN, MICHEAL ROSEN, SANJEEV SAKSENA, and RAYMOND WOOSLEY. "Teaching Objectives for Fellowship Programs in Clinical Electrophysiology." Pacing and Clinical Electrophysiology 11, no. 7 (July 1988): 989–96. http://dx.doi.org/10.1111/j.1540-8159.1988.tb03943.x.

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30

Scheinman, Melvin, Masood Akhtar, Pedro Brugada, Pablo Denes, Hasan Garan, Jerry C. Griffin, Michael Rosen, Sanjeev Saksena, and Raymond Woosley. "Teaching objectives for fellowship programs in clinical electrophysiology." Journal of the American College of Cardiology 12, no. 1 (July 1988): 255–61. http://dx.doi.org/10.1016/0735-1097(88)90383-x.

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31

Bonner, Sarah E. "Choosing Teaching Methods Based on Learning Objectives: An Integrative Framework." Issues in Accounting Education 14, no. 1 (February 1, 1999): 11–15. http://dx.doi.org/10.2308/iace.1999.14.1.11.

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This paper develops a comprehensive framework for choosing teaching methods in accounting courses. Since teaching methods vary as to the conditions they can create and different types of learning objectives require different conditions for achievement, the premise guiding the framework is that the choice of teaching methods should be based primarily on the type of learning objective. The development of the framework yields two important conclusions. First, a single teaching method typically cannot create all the conditions necessary for a given learning objective. Second, learning objectives involving complex skills require teaching methods that promote active learning on the part of students, while learning objectives involving simpler skills can be achieved with more passive teaching methods. In practical terms, an accounting instructor needs to carefully employ multiple teaching methods to achieve all the learning objectives of a given accounting course, since these objectives likely encompass the full range of types of objectives.
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32

Dias, Deusira Nunes Di Lauro. "Linguistic variation as an object and objective of language teaching." Revista Científica Multidisciplinar Núcleo do Conhecimento 05, no. 07 (July 11, 2019): 29–36. http://dx.doi.org/10.32749/nucleodoconhecimento.com.br/education/objective-of-language-teaching.

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33

Stará, Jana, and Karel Starý. "Using Learning Objectives when Teaching in Czech Primary Schools." Revija za elementarno izobraževanje 12, no. 4 (December 26, 2019): 229–48. http://dx.doi.org/10.18690/rei.12.4.229-248.2019.

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34

Hunt, Charles W. "Teaching Medical Sociology and AIDS: Some Ideas and Objectives." Teaching Sociology 18, no. 3 (July 1990): 303. http://dx.doi.org/10.2307/1317732.

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35

Lebedeva, Irina L. "Teaching Russian Culture via English: Implications, Objectives and Challenges." Polylinguality and Transcultural Practices 17, no. 4 (December 15, 2020): 535–41. http://dx.doi.org/10.22363/2618-897x-2020-17-4-535-541.

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The article focuses on the issues related to the specifics of teaching the Russian Culture via English course introduced as a part of Masters in Linguistics degree program at the Faculty of Foreign Languages and Area Studies of Lomonosov Moscow State University (MSU) in 2016. The need for the course stems from the fact that the era of pluricentric English calls for a new type of globally competent and competitive Russian linguists, teachers, and teacher trainers of English able to express their national identity as well as to transmit, promote, and teach national culture through English functioning as a lingua franca, specifically, through the national variety of English, that is Russian English. The course aims at fostering students’ national self-awareness and enhancing their ability to reflect upon their own culture, culture of others as well as culture in general. The article also tackles such aspects as the course syllabus and objectives, its teaching techniques, and materials, as well as challenges that students might face.
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36

Teherani, Arianne, Holly Nishimura, Latifat Apatira, Thomas Newman, and Susan Ryan. "Identification of core objectives for teaching sustainable healthcare education." Medical Education Online 22, no. 1 (January 2017): 1386042. http://dx.doi.org/10.1080/10872981.2017.1386042.

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37

Peñuelas, Lluís. "Teaching law in the European Community. Objectives and methods." International Journal of the Legal Profession 9, no. 2 (July 2002): 119–38. http://dx.doi.org/10.1080/09695950220141098.

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38

Messmer, James M. "TEACHING GI FLUOROSCOPY TO RADIOLOGY RESIDENTS USING LEARNING OBJECTIVES." Investigative Radiology 25, no. 12 (December 1990): 1364. http://dx.doi.org/10.1097/00004424-199012000-00093.

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39

Widdowson, Henry. "Linguistics, language teaching objectives and the language learning process." Pedagogical Linguistics 1, no. 1 (February 17, 2020): 34–43. http://dx.doi.org/10.1075/pl.19014.wid.

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Abstract Linguistics has always been taken as the authoritative frame of reference for how language is represented as a pedagogic subject, and as approaches to linguistic description have changed so accordingly have approaches to language teaching. But the purposes that determine what aspects of language are to be abstracted as relevant for linguistic description do not correspond with those of language pedagogy. What linguistics provides are ways of specifying what is to be taught as the eventual learning objective in relative disregard of the learning process, a process that it is the essential purpose of pedagogy to promote. An alternative to this customary objective driven approach, would be to focus not on acquiring competence in a particular and separate L2 but on extending the general capability for using language as a communicative resource that learners have already acquired in their L1. Such an approach effectively makes the primary objective of pedagogy the development of the learning process itself.
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40

Van Els, T. J. M. "Graded Objectives for Foreign Language Teaching in the Netherlands." ITL - International Journal of Applied Linguistics 67-68 (January 1, 1985): 217–46. http://dx.doi.org/10.1075/itl.67-68.14van.

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41

Yuk Ching, Sylvia Kivok Lai. "The Use of Supervision by Objectives in Fieldwork Teaching." Asia Pacific Journal of Social Work and Development 5, no. 2 (July 1995): 88–102. http://dx.doi.org/10.1080/21650993.1995.9755707.

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42

Garmashova, Irina. "Motives and Objectives of Teaching Russian in South Africa." Language Matters 28, no. 1 (January 1997): 118–41. http://dx.doi.org/10.1080/10228199708566123.

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43

Khan, Tamkin, Shyamala Hande, Sanjay Bedi, Tejinder Singh, and Vinay Kumar. "Learning Objectives." International Journal of User-Driven Healthcare 2, no. 3 (July 2012): 44–62. http://dx.doi.org/10.4018/ijudh.2012070105.

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To deal with the lack of basic health care in India competency based training is the need of the hour (MCI, 1997). Use of learning objectives (LOs) in alignment with assessment ensures competency in the must know areas. In this paper the authors discuss the use of LOs in the enhancement of teaching-learning process. It is organized into seven sections that deal with the advantages, potential disadvantages, and strategies to overcome the problems with LOs as a tool. In particular, the philosophical and technical objections to the use of LOs are dealt with in detail by appropriate examples. They discuss the link between LOs and Bloom’s taxonomy of learning, Miller’s pyramid, and the need to make LOs developmental and congruent with assessment. The methodology for determining appropriate LOs is discussed in detail. Lastly the ABCD, Mager’s and Kern’s methods of writing objectives and limitations of each are discussed. The authors conclude that LOs are an important tool for competency based training and the current inability to come up with “perfect” LOs should not be a barrier to at least reach “good.” Like all other educational tools, LOs have to be improved incrementally based on student feedback recognizing that students are the best teachers of their “teachers.”
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44

Murray, Jeffrey W. "Articulating Learning Objectives for an Undergraduate Teaching Assistant Program: Merging Teaching Practicum, Leadership Seminar, and Service Learning." Journal of the Scholarship of Teaching and Learning 15, no. 6 (December 8, 2015): 63–77. http://dx.doi.org/10.14434/josotl.v15i6.19099.

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Since its inception in 2009, the Undergraduate Teaching Assistant Program (in the Department of Focused Inquiry at Virginia Commonwealth University) has evolved and expanded into an amalgamation of three distinct but overlapping elements: (i) teaching practicum, (ii) leadership seminar, and (iii) service learning experience. But only recently have we begun to fully and systematically itemize and map the precise learning objectives of the program. This task is particularly important, and particularly challenging, as the program merges learning objectives typically associated with each of the aforementioned elements. This essay seeks to more fully and more systematically articulate the precise learning objectives of this program, first by collating the observations and best practices of faculty who participate in the program into a list of seven skill sets and twenty-one subordinate classroom activities and modes of engagement, second by wedding those results with the “ABC” framework of experiential learning discussed by Carver (1996), and third by further mapping specific learning objectives within that framework through a process of triangulation. It is hoped that this process can be deployed in any similar undergraduate teaching assistant or peer mentoring program in order to reveal the interconnections among various programmatic elements and particular learning objectives.
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45

Mosston, Muska. "Tug-O-War, No More: Meeting Teaching-Learning Objectives Using the Spectrum of Teaching Styles." Journal of Physical Education, Recreation & Dance 63, no. 1 (January 1992): 27–56. http://dx.doi.org/10.1080/07303084.1992.10604083.

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46

Odiljon, Mirzamahmudov. "About The Concept Of Methodology Of Teaching Geography." American Journal of Social Science and Education Innovations 02, no. 11 (November 30, 2020): 521–26. http://dx.doi.org/10.37547/tajssei/volume02issue11-89.

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47

Rieselbach, Richard E., Ted Epperly, Gregory Nycz, and Paul Rockey. "Teaching Health Centers Can Meet Objectives for State Medicaid Innovation." Journal of Graduate Medical Education 10, no. 3 (June 1, 2018): 362–66. http://dx.doi.org/10.4300/jgme-d-18-00371.1.

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48

LINK, MARK S., CHARLES ANTZELEVITCH, ALBERT L. WALDO, AUGUSTUS O. GRANT, JOHN P. DIMARCO, MARK E. JOSEPHSON, FRANCIS E. MARCHLINSKI, et al. "Clinical Cardiac Electrophysiology Fellowship Teaching Objectives for the New Millennium." Journal of Cardiovascular Electrophysiology 12, no. 12 (December 2001): 1433–43. http://dx.doi.org/10.1046/j.1540-8167.2001.01433.x.

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49

Tremmel, Robert. "Teaching the Writing Process—What Are the Goals and Objectives?" NASSP Bulletin 71, no. 501 (October 1987): 58–64. http://dx.doi.org/10.1177/019263658707150117.

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50

Oud-de Glas, Maria. "Foreign Language Needs Analysis and Objectives for Foreign Language Teaching." Dutch contributions to AILA '93 46-47 (January 1, 1993): 222–37. http://dx.doi.org/10.1075/ttwia.46-47.20gla.

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