Spelling suggestions: "subject:"a.teaching"" "subject:"asreaching""
391 |
A study of presentation strategies of experienced and novice teachers their thoughts and actions /Ng, Siu-kai. January 1900 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 104-108). Also available in print.
|
392 |
Teaching assistant training : adult education principles and discussion group leadership /Miranda, Edwin. January 2004 (has links)
Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2004. / Includes abstract and vita. Includes bibliographical references (leaves 128-142).
|
393 |
Case studies of three teachers: a description and analysis of their planned adaptations in response to the results of an informal reading inventory. /Gray, Erika S. Unknown Date (has links)
Dissertation--The University of North Carolina at Greensboro, 2009. / Directed by Francine Johnston; submitted to the Curriculum and Instruction
|
394 |
The caring beliefs of three teacher educatorsPape, Dianne Rush, Goldstein, Lisa S., January 2004 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Lisa S. Goldstein. Vita. Includes bibliographical references.
|
395 |
The development of pedagogical content knowledge of a mathematics teaching intern the role of collaboration, curriculum, and classroom context /Stevens, Bridgette Bond Almond, January 2005 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2005. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (November 14, 2006) Vita. Includes bibliographical references.
|
396 |
Advanced Students' Resource Selection in Nearly-Novel SituationsSayre, Eleanor C. January 2005 (has links) (PDF)
No description available.
|
397 |
Measuring Student Understanding of Density, with Geological ApplicationsKlingler, Emily L. January 2006 (has links) (PDF)
No description available.
|
398 |
Comparing Student Performance on Isomorphic Math and Physics Vector RepresentationsVan Deventer, Joel January 2008 (has links) (PDF)
No description available.
|
399 |
Relevante geskiedenisonderrig in afgeleë gebiede : enkele onderrigstrategiee vir die intermediere skoolfaseVisagie, Clarence Vernon. 06 1900 (has links)
Text in Afrikaans / Relevante Geskiedenisonderrig in ajgelee gebiede: enkele onderrigstrategiee vir die
intermediere ~kooljase is 'n didakties-pedagogiese ondersoek na die grondliggende redes
waarom leerders geskiedenis nie as 'n relevante skoolvak beleefnie. Vanuit hierdie
kemprobleem is drie onderliggende subprobleme ge'identifiseer, naamlik:
•:• Geskiedenis is nie 'n relevante skoolvak nie;
•:• Intermediere leerders in afgelee gebiede ervaar geskiedenis nie as 'n relevante skoolvak
me, en
•:• Die gebruik van die konvensionele onderrigmetodes in geskiedenisonderrig is
onvoldoende om die relevansie van geskiedenis as 'n skoolvak vir leerders te verhoog.
Die ontwikkeling van vernuwende onderrigstrategiee in geskiedenisonderrig vir intermediere
leerders in ajgelee gebiede kan hulle dus help om die vakinhoud te verstaan, en tot lewenslange
en gemotiveerde leerders en burgers te ontwikkel. Die hipotese kan dus aanvaar word dat die
ontwikkeling van innoverende onderrigstrategiee die relevansie van geskiedenis vir die
intermediere leerders in afgelee gebiede kan verhoog. / Relevant history instruction in isolated areas: Some teaching strategies for the intermediate school phase is a didactic pedagogical investigation into the basic reasons why learners at school do not experience history as a relevant school subject. From this core problem, three underlying sub-problems were identified, namely:
•!• History is not a relevant school subject;
•!• Intermediate learners in isolated areas do not experience history as a relevant school subject, and
•!• The use of conventional teaching methods in history teaching is inadequate for increasing the relevance of history as a school subject for learners.
The development of innovative teaching strategies in history instruction for intermediate learners in isolated areas can therefore enable them to understand history as a relevant school subject and to develop into permanent and motivated learners and citizens. We can therefore
accept the hypothesis that the development of teaching strategies can increase the relevance of history teaching for intermediate learners at school in isolated areas. / Curriculum and Instructional Studies / M. Ed. (Didaktiek)
|
400 |
Gender issues embedded in the choice and training to teach of Israeli female studentsPeri, Pnina January 2000 (has links)
No description available.
|
Page generated in 0.0599 seconds