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Letteratura scientifica selezionata sul tema "Teaching styles"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 25 luglio 2025

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Articoli di riviste sul tema "Teaching styles"

Arora, Anshu Saxena, Reginald Leseane, and Mahesh S. Raisinghani. "Learning and Teaching Styles for Teaching Effectiveness." International Journal of Web-Based Learning and Teaching Technologies 6, no. 1 (2011): 1–13. http://dx.doi.org/10.4018/jwltt.2011010101.

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Students do not have homogeneous learning patterns, their learning styles and preferences vary, their cognitive abilities vary; similarly instructors employ different teaching methods. This research explores the linkages between learning and teaching styles by using the Felder-Solomon Index of Learning Styles and CORD’s teaching style inventories to match and expand the learning and teaching styles interpretation from the learners’ perspective. This research provides practical implications for educators to think about how their students learn and what would be the best instructional methods fo

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Chen, Guo-Hai, and David Watkins. "Can Student Ratings of Teaching be Predicted by Teaching Styles?" Psychological Reports 106, no. 2 (2010): 501–12. http://dx.doi.org/10.2466/pr0.106.2.501-512.

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The relationship between teaching styles and student ratings of teaching was examined at a Chinese university. 388 teachers (170 men, 218 women) were invited to fill out the 49-item Teaching Styles Inventory (Grigorenko & Sternberg, 1993). The inventory measures seven teaching styles: legislative, judicial, liberal, global, executive, conservative, and local. Scores from students' evaluations of teaching of courses for one semester were collected. Students' evaluation scores were significantly and negatively related to executive and conservative teaching styles of their teachers, while no

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Hasri, Kharis Sulaiman. "Analisis Gaya Mengajar Guru Dalam Proses Pembelajaran Al-Qur’an Hadis Di MAN 1 Kendari." Al-Riwayah : Jurnal Kependidikan 1, no. 1 (2021): 1–18. http://dx.doi.org/10.47945/al-riwayah.v1i1.330.

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The monotonous teaching style and cooking have made students ineligible for learning. While choosing the right teaching style is the key to an effective learning process. The purpose of this study was to examine the teaching style of teachers in learning the Qur'an Hadith in MAN 1 Kendari. The method used is a qualitative method. The results of this study indicate that the dominant teaching style used by teachers of the Qur'an in MAN 1 Kendari is that all the teachers of al-Al-Hadis use the classical teaching style. However, all teachers issue or integrate classical teaching styles with other

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Richard, M. Felder. "Learning and Teaching Styles." European Journal of Teacher Education 2017, no. 10 (2017): 11. https://doi.org/10.5281/zenodo.1000875.

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The ways in which an individual characteristically acquires, retains, and retrieves information are collectively termed the individual’s learning style. Mismatches often occur between the learning styles of students in a language class and the teaching style of the instructor, with unfortunate effects on the quality of the students’ learning and on their attitudes toward the class and the subject. This paper defines several dimensions of learning style thought to be particularly relevant to foreign and second language education, outlines ways in which certain learning styles are favored by the

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Richard, M. Felder. "Learning and Teaching Styles." European Journal of Teacher Education 2017, no. 10 (2017): 11. https://doi.org/10.5281/zenodo.1000889.

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Dunn, Kenneth John, and Edmund R. Frazier. "TEACHING STYLES." Journal of Reading, Writing, and Learning Disabilities International 6, no. 3 (1990): 347–67. http://dx.doi.org/10.1080/0748763900060313.

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Alhourani, Alaa. "A Match or a Mismatch between Student and Teacher Learning Style Preferences at King Abdullah Second School for Excellence in Jordan." International Journal of Asian and African Studies 3, no. 1 (2024): 53–61. http://dx.doi.org/10.32996/ijaas.2024.3.1.6.

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It is crucial to study learning and teaching styles because some studies have shown that a match between teaching and learning styles helps to enhance the learning process. So, teachers should identify their own teaching styles as well as their learning styles to obtain better academic achievement in the classroom. This study focuses on the students’ learning styles, teachers’ teaching styles, and whether there is a match or mismatch between student and teacher teaching style preferences in King Abdullah Second School for Excellence in Jordan. The results show that most tenth grade students at

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Nidup, Bodpa. "Impact of Teacher’s Teaching Styles on Students’ Academic Performance for Secondary Gradesin Jigme Sherubling Central School, Tashigang." Science Archives 05, no. 03 (2024): 22–29. https://doi.org/10.47587/sa.2024.5301.

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This study aimed to examine the various teaching styles employed by teachers and their impact on students' academic performance in Jigme Sherubling CS. The specific objectives were twofold: firstly, to determine the influence of teachers' teaching styles on students' achievement scores, and secondly, to investigate the correlation between teachers' teaching styles and students' academic performance. The study was conducted with 100 students from Jigme Sharubling CS, covering grades IX to XII, and twenty teachers. A Teaching Styles Survey was utilized to gather the necessary data. Subsequently,

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Chetty, Nithya Dewi Subramaniam, Lina Handayani, Noor Azida Binti Sahabudin, Zuraina Ali, Norhasyimah Hamzah, and Shahreen Kasim. "Learning styles and teaching styles determine students’ academic performances." International Journal of Evaluation and Research in Education (IJERE) 8, no. 4 (2019): 610. http://dx.doi.org/10.11591/ijere.v8i4.20345.

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Individuals learn in different ways using several learning styles, but lecturers may not always share material and learning experiences that match students’ learning preferences. Mismatches between learning and teaching styles can lead to disappointment with students are taking, and lead to underperformance among them. The aim of this study is to identify the learning styles of the students enrolled in Universiti Malaysia Pahang who were registered in Programming Technique course and to investigate the relationship between students’ learning styles and teachers’ teaching styles. Fi

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Lumbre, Angelina P., Ma Nympha Beltran-Joaquin, and Sheryl Lyn C. Monterola. "Relationship between Mathematics Teachers’ Teaching Styles and Students’ Achievement in Mathematics." Athens Journal of Sciences 10, no. 1 (2023): 9–30. http://dx.doi.org/10.30958/ajs.10-1-1.

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This study investigated the relationship between teaching styles of 30 grade 9 mathematics teachers and the achievement of their 1489 students. The Grasha Model of learning styles was adapted in the study. Results of the analysis indicated a significant relation between teaching style and student achievement based on students' highest mean percentage score. Approximately 39% of the total variance in students’ achievement is attributable to the difference between the teaching styles. Post hoc comparisons showed that students whose teachers exhibit the Expert style, as well as those whose teache

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Più fonti

Tesi sul tema "Teaching styles"

Pollick, Martha Florence Scanlin. "Teaching styles and learning styles : a comparative study /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1154479x.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993. Typescript; issued also on microfilm. Sponsor: Elizabeth M. Maloney. Dissertation Committee: Richard W. Wolf. Includes bibliographical references (leaves.

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Underwood, A. M. "Teaching styles in physical education." Thesis, University of Exeter, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.354263.

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TAVARES, Maria da Glória Guará. "A matter of style: looking at L2 teachers' teaching styles from the perspective of learning styles." Universidade Federal de Santa Catarina, 2004. http://www.repositorio.ufc.br/handle/riufc/19547.

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TAVARES, Maria da Glória Guará. A matter of style: looking at L2 teachers' teaching styles from the perspective of learning styles. 2004. 167f. Dissertação (Mestrado) - Universidade Federal de Santa Catarina - Programa de Pós-graduação em Letras/inglês e Literatura Correspondente, Santa Catarina, 2004. Submitted by anizia almeida (aniziaalmeida80@gmail.com) on 2016-09-09T11:37:38Z No. of bitstreams: 1 2004_dis_mggtavares.pdf: 622930 bytes, checksum: 559864164b07060c826e262be1a0c6b8 (MD5) Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-09-13T16:3

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Gray, Carole. "Teaching styles in higher art education." Thesis, University of Aberdeen, 1988. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=128434.

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The purpose of this study was to identify teaching styles in higher art education. The research was qualitative, and the methodology was one of triangulation, involving the views of lecturers, students, and the observer (author). Preliminary interviews with students and staff at one college provided the framework for the research and highlighted basic important variables in teaching art at college level. A 3D perspex model was designed to encourage lecturers to exteriorize and articulate in a visual/spatial way the various emphases they had in their teaching. The resultant form was a 3D 'conce

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Tai, Wing-yin, and 戴詠賢. "The impact of teaching styles on students' learning styles and career interests." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B49858786.

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This research aimed to investigate whether or not intellectual styles are value-laden and if they are malleable. This aim was achieved through understanding the types of intellectual styles that teachers and students prefer each other to use in the teaching-learning process. It was further achieved by examining whether or not teaching styles affect students’ learning styles and their career interests. This research employed a mixture of experimental and longitudinal designs as well as a combination of quantitative and qualitative procedures. It was composed of one pilot study and three main

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Papastamatis, Adamantios. "Teaching styles of Greek primary school teachers." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278909.

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Ruhnau, Kurt. "An analysis of learning outcomes of adult students learning styles versus teaching styles /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006ruhnauk.pdf.

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Mukenge, Tshimpo C. "Suburban High School Teachers' Teaching Styles, Teaching Experiences, and Acceptance of Edmodo." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7411.

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Southern U.S. teachers at suburban high schools can use Edmodo; however, teachers prefer traditional teacher-centered teaching methods. This quantitative correlative study explored teachers' technology acceptance in relation to teaching styles and experiences. Framing acceptance by Davis's technology acceptance model (TAM), research questions addressed the direct and moderating relationships between teaching style and the TAM variables related to using Edmodo and the direct and moderating relationships between teaching experiences and TAM variables. From 240 teachers at the high school, 45 com

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Callender, Christine. "Black teaching styles in multi-ethnic primary schools." Thesis, University of Reading, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262532.

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Seals, Xanthe Yvette. "The relationship between international college students' academic achievement and learning styles and instructors' teaching styles." Thesis, Grambling State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10188148.

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The purpose of this study was to identify the learning styles of international college students and instructional styles of their teachers in specific content areas to determine if relationships existed between the two. In addition, this study examined whether relationships existed between academic achievement, learning style, and teaching style, as well as between demographic factors, learning style, and teaching style. (Abstract shortened by ProQuest.)

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Più fonti

Libri sul tema "Teaching styles"

Jim, Treliving, North York Board of Education (Ont.). 4 MAT Project Committee, and Ontario Secondary School Teachers' Federation. Professional Development Committee, eds. Teaching & learning styles: 4MAT teaching and learning styles. Ontario Secondary School Teachers' Federation, 1987.

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Elisabeth, Hayes, ed. Effective teaching styles. Jossey-Bass, 1989.

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Underwood, Adrian Martin. Teaching styles in physical education. (s.n.), 1985.

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Huff, Patricia. Teaching & learning styles: Celebrating differences. Edited by Snider Ruth, Stephenson Susan 1948-, and Ontario Secondary School Teachers' Federation. Professional Development Committee. OSSTF, 1986.

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Michael, Orme, and Agency for Instructional Technology, eds. Integration of teaching strategies ; and, Individual teaching styles. Agency for Instructional Technology, 1985.

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Tomkinson, Bland. Learning in style: A study of university lecturers towards learning styles and their impact on teaching styles. Enterprise Centre for Learning and Curriculum Innovation, 1999.

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Kevin, Crouse, Dixon Bryan, Treliving Jim, North York Board of Education (Ont.). 4 MAT Project Committee, and Ontario Secondary School Teachers' Federation. Professional Development Committee, eds. Teaching & learning styles: 4 MAT teaching and learning styles : a unit of study for general level science. Ontario Secondary School Teachers' Federation, 1987.

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Lovering, Matthew. Optimizing different learning styles. Films for the Humanities & Sciences, 2004.

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Lazare, Gerald. Mindscapes: Teaching for multiple intelligences. Educational Services Committee, OSSTF, 1997.

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Ejide, Ben. Effective teaching through students' learning styles: Understanding intelligence. Snaap Press, 2011.

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Capitoli di libri sul tema "Teaching styles"

Tubić, Tatjana, and Kamile Hamiloğlu. "Linking Learning Styles and Teaching Styles." In Becoming a Teacher Educator. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-8874-2_10.

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Chandler, Kim. "Teaching Popular Music Styles." In Teaching Singing in the 21st Century. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8851-9_4.

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Bowen, David. "Teaching and learning styles." In Benjamins Translation Library. John Benjamins Publishing Company, 1994. http://dx.doi.org/10.1075/btl.5.26bow.

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Baguley, Margaret, Patrick Alan Danaher, Andy Davies, et al. "Learning and Teaching Styles." In Educational Learning and Development. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137392848_8.

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Mayne, Peter. "Teaching and Learning Styles." In 16-19. Routledge, 2022. http://dx.doi.org/10.4324/9781003291107-7.

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Li, Lynne N. "Cultural Learning Styles and Teachers' Teaching Styles." In Cultural Learning Styles in Language Education. Routledge, 2022. http://dx.doi.org/10.4324/9780429280061-8.

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Cocchiarella, Luigi. "Educating by Image. Teaching Styles vs Learning Styles." In The Visual Language of Technique. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-05326-4_1.

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Clarkson, Austin. "Teaching Styles/Learning Styles: The Myers Briggs Model." In Voices from the Classroom, edited by Janice Newton, Jerry Ginsburg, Jan Rehner, Pat Rogers, Susan Sbrizzi, and John Spencer. University of Toronto Press, 2001. http://dx.doi.org/10.3138/9781442603059-021.

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Mitchell, Barry S. "Learning Styles in Anatomy Teaching and Learning." In Teaching Anatomy. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08930-0_3.

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Richlin, Laurie. "Styles of Learning and Teaching." In Blueprint for Learning. Routledge, 2023. http://dx.doi.org/10.4324/9781003443292-12.

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Atti di convegni sul tema "Teaching styles"

Espada, María, Mark Byra, Nikolaos Digelidis, Feng-Min Wei, and Robin Deng-Yau Shy. "SPECTRUM OF TEACHING STYLES EDUCATIONAL CURRICULUM: MASSIVE OPEN ONLINE COURSES (MOOC)." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0781.

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De Silva, D. I., and K. S. N. Athukorala. "Advancing Online Education: An Interactive Framework for Aligning Teaching Methods with Learning Styles." In 2024 International Conference on Innovative Computing, Intelligent Communication and Smart Electrical Systems (ICSES). IEEE, 2024. https://doi.org/10.1109/icses63760.2024.10910891.

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Dražić, Ivan, Vanja Čotić Poturić, Maja Gligora Marković, and Sanja Čandrlić. "ENHANCING THE TEACHING PROCESS: A CASE STUDY USING HONEY & MUMFORD LEARNING STYLES." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.2280.

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Jewels, Tony, Carmen de Pablos Heredero, and Marilyn Campbell. "Does Technology Impact on Teaching Styles or Do Teaching Styles Impact on Technology in the Delivery of Higher Education?" In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2792.

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Although there are many teaching styles in higher education, they can usually be reduced to two: the traditional, on campus attendance, lecturing, student-passive style and the newer, distance education, self-paced, student-active style. It is the contention of this paper, illustrated by two case studies of one Spanish and one Australian university, that the differences in technology seem to have evolved due to these different teaching styles. On the other hand, both institutions seem to be in the same stage of technological implementation, although the technological product appears different.

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J Kovacic, Zlatko. "A Comparison of Learning and Teaching Styles - Self-Perception of IT Students." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2826.

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This paper presents the results of an empirical study of the learning styles of a group of computing students and the teaching styles of their tutors at The Open Polytechnic of New Zealand. This study of learning styles is based on Kolb’s learning model and the Felder-Soloman learning style instrument. To identify how close students’ learning styles match the teaching styles of their tutors we have used two indicators: the self-perception of the students about the proximity of their learning styles and the teaching styles of their tutors and a Euclidean distance measure between students’ and t

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Dmitrichenkova, S. V. "Learning Styles And Teaching Methods." In Topical Issues of Linguistics and Teaching Methods in Business and Professional Communication. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.02.6.

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Jones, Karl O., and Juliet M. V. Reid. "Modifying teaching to address thinking styles." In the 2007 international conference. ACM Press, 2007. http://dx.doi.org/10.1145/1330598.1330682.

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Elova, Dilrabo. "THE IMPORTANCE OF SPEECH STYLES IN CREATING THE OFFICIAL INFORMATION STYLE OF THE UZBEKI LANGUAGE." In TEACHING UZBEK LANGUAGE ABROAD: THEORY AND PRACTICE OF EDUCATION. Alisher Navo'i Tashkent state university of Uzbek language and literature, 2024. http://dx.doi.org/10.52773/tsuull.conf.2024.16.4/wlma5471.

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The Internet is a task that cannot be postponed to achieve the (natural language) place of the Uzbek language in the digital world and national information and search systems. This creates the need to develop information-search systems, including materials specific to Uzbek speech culture in national corpora, and a system that allows searching for them based on various symbols. This article discusses methods, tools and materials for practical use of the language, as well as their preparation.

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Wu, Jiangqin, Lanfen Lin, Sanyuan Zhang, and Yuntao Qian. "Discussion about teaching styles of discerete mathematics." In 2009 4th International Conference on Computer Science & Education (ICCSE 2009). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228333.

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Kapadia, Rajiv J. "Teaching and learning styles in engineering education." In 2008 IEEE Frontiers in Education Conference (FIE). IEEE, 2008. http://dx.doi.org/10.1109/fie.2008.4720326.

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Rapporti di organizzazioni sul tema "Teaching styles"

Bynum, Nora, Georgina Cullman, Margret Domroese, Carol Fialkowski, and Eleanor J. Sterling. Student-Active Teaching Techniques. American Museum of Natural History, 2009. http://dx.doi.org/10.5531/cbc.ncep.0027.

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This module introduces a variety of methods for active teaching and learning, guided by research on learning models and styles. Studies show that active teaching and learning techniques engage students and help them to understand and apply what they learn. This module covers learning models to guide teachers in engaging their students and introduces a variety of methods for active teaching: interactive lectures, discussions, case studies, collaborative learning (group work and peer teaching), and classroom and field exercises.

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Garrick, Marcia. Elementary Teachers' Perceptions of Their Instructional Styles in the Teaching of Conflict Resolution. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1131.

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Konovalenko, Yurii, Svitlana Garkavenko, Tetiana Derkach, and Oksana Morgulets. Demand and Learning Environment to Provide English-Language Learning at Technical Universities in Ukraine. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4463.

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The paper aimed to study the readiness of the existing e-learning environment for the organisation of English-language learning among Ukrainian and international students on the example of a technical university in Ukraine. The need for English-language training was explored by interviewing students with keen interest, level of English proficiency, motivation, preferred forms of learning, and a willingness to incur additional costs for such learning. About two-thirds of those surveyed showed interest in English-language education. About one-third of the students surveyed have the necessary lev

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Holt, Sierra B. Using Costume Collection Artifacts for Historic Style Trends Teaching Modules. Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1834.

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Aiyar, Yamini, Kwame Akyeampong, Masooda Bano, et al. Purpose, Pressures, and Possibilities: Conversations about Teacher Professional Norms in the Global South. Edited by Yue-Yi Hwa. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-misc_2022/06.

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To explore the complex norms that influence the teaching profession in the Global South, this book brings together 14 interviews with 28 interlocutors who have wide-ranging expertise, alongside three discussant-style essays.

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TETINA, S. V., Yu V. GUTROVA, I. E. ZHIDKOVA, et al. BUSINESS DIDACTIC GAME "INDIVIDUAL METHODOLOGICAL STYLE OF TEACHER'S ACTIVITY". SIB-Expertise, 2022. http://dx.doi.org/10.12731/er0543.17032022.

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Abstract: the proposed business didactic game is aimed at developing the creative attitude of the teacher to his own professional activity. The motivational material of a business didactic game allows the teacher to understand that his activity has sometimes elusive pedagogical algorithms and strategies, the totality of which can be called such a concept as an individual methodological style of activity. In addition to pedagogical strategies, this concept reflects the unique psychological qualities of the individual, which allow the teacher to influence the quality of the acquired knowledge. I

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Kemper Patrick, Susan, Linda Darling-Hammond, and Tara Kini. Educating teachers in California? What matters for teacher preparedness? Learning Policy Institute, 2023. http://dx.doi.org/10.54300/956.678.

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Over the past decade, California has revised its standards for teacher preparation and credentialing and invested in high-retention pathways for entering teaching. As part of its new accreditation system, the California Commission on Teacher Credentialing (CTC) administers surveys to program completers who apply for their preliminary teaching credentials. This analysis examines survey responses of almost 60,000 completers from 2016–17 to 2020–21. California has a growing and increasingly diverse pool of teacher preparation graduates, and more than 90% rated their programs positively. Clinical

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Escobar Hernández, José Carlos. Working paper PUEAA No. 15. Teaching Spanish to Japanese students: The students’ profile, their needs and their learning style. Universidad Nacional Autónoma de México, Programa Universitario de Estudios sobre Asia y África, 2022. http://dx.doi.org/10.22201/pueaa.013r.2022.

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This paper focuses on the Japanese students’ learning process when they study Spanish as a second language. First, it mentions some students’ profile characteristic and their interests in learning a new language. Second, it describes the learning language system in Japan, the students’ behavior in the language classes, and which activities they prefer to do in class. In addition, it describes different kinds of learning methods that could be applied depending on the students’ interests and cultural differences. Finally, the author considers that teaching Spanish to Japanese students raises sev

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BIZIKOEVA, L. S., and M. I. BALIKOEVA. SOMERSET MAUGHAM - MASTER OF CREATING CHARACTERS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-2-111-121.

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Purpose. The goal of the present article is to study various means of creating a literary character. Analyzing the creative work of a famous English writer William Somerset Maugham and basing on the story «The Kite» an attempt is made to scrutinize Maugham’s peculiar style and lexico-stylistic devices he employs to create the main female characters of the story «The Kite». The main methods used in the research are: the method of contextual analysis and the descriptive-analytical method. Results. The results of the research revealed that the peculiar characteristic of the protagonists of the st

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Arif, Sirojuddin, Rezanti Putri Pramana, Niken Rarasati, and Destina Wahyu Winarti. Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/117.

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Despite the growing attention to the importance of learning culture among teachers in enhancing teaching quality, we lack systematic knowledge about how to build such a culture. Can demand-driven teacher professional development (TPD) enhance learning culture among teachers? To answer the question, we assess the implementation of the TPD reform in Jakarta, Indonesia. The province has a prolonged history of a top-down TPD system. The top-down system, where teachers can only participate in training based on assignment, has detached TPD activities from school ecosystems. Principals and teachers h

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