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About 10,000 papers for “teaching”
Moffatt, D. J., Jacobs, A. W., Metcalf, W. K. · UNI ScholarWorks (University of Northern Iowa) · 1971
The role of a modern Anatomy department is threefold (Metcalf, 1970): 1. To teach anatomy and its sub-disciplines, gross anatomy, neuroanatomy, microscopic anatomy and embryology, to people who wish to learn it. 2. To advance the science of anatomy-the structural basis of function. 3. To train graduate students for a future role as anatomy faculty.
Cited by 0Open access
Stuart Johnston · Mentoring & Tutoring Partnership in Learning · 1996
Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsStuart JohnstonStuart Johnston is a musician who is Head Teacher in Creative Arts at Bathurst High School. He shares with Jan Gerard, the principal of Bathurst High, an interest in the professional development of teachers.
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D. J. Moffatt, A. W. Jacobs, W. K. Metcalf · UNI ScholarWorks (University of Northern Iowa) · 1971
The role of a modern Anatomy department is threefold (Metcalf, 1970): 1. To teach anatomy and its sub-disciplines, gross anatomy, neuroanatomy, microscopic anatomy and embryology, to people who wish to learn it. 2. To advance the science of anatomy-the structural basis of function. 3. To train graduate students for a future role as anatomy faculty.
Cited by 0Open access
Price, D J · Europe PMC (PubMed Central) · 1976
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Price, D J · PubMed Central · 1976
Cited by 0Open access
D J Price · BMJ · 1976
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Raul N. Rodriguez · College Teaching · 1985
Two major responsibilities face universities that use teaching assistants in undergraduate courses. The first is to assure quality teaching. The second is to pro vide quality learning experiences for teaching assistants in an effort to improve their teaching performance. The first responsibility, that of assuring quality teach ing, makes it imperative for academic departments peri odically to evaluate the performance of teaching assis tants. Criteria selected to evaluate teaching performance should then be based on research about the relationship between specific teaching procedures and student achievement. The second responsibility, that of providing directed and planned learning experiences for teaching assis tants, obligates departments to offer training programs, which in turn need to be evaluated.
Cited by 4
Thomas E. Wartenberg · Teaching Philosophy · 2003
La recherche de l'auteur porte sur la maniere la plus efficace d'enseigner la philosophie dans l'enseignement superieur. L'auteur propose d'aborder la philosophie en formant les etudiants a l'enseignement de la philosophie pour des classes de college. Fort d'une premiere experience en la matiere, l'auteur a constate que former a l'enseignement de la philosophie dotait les etudiants de connaissances mieux maitrisees et plus profondes qu'un enseignement classique en philosophie. L'auteur pose alors ce constat comme hypothese de recherche.
Cited by 1
Mary Hames · Wits University Press eBooks · 2021
Cited by 5
Amanda Berry, John Loughran · 2010
Cited by 54
M.B. Coco Martín · Teaching Philosophy · 1975
Cited by 0
Digital Commons - Colby (Colby College) · 2017
Cited by 0Open access
Deborah Loewenberg Ball, Francesca M. Forzani · 2011
Cited by 80
Markelj, Neja, Rankel, Petra, Bizjak Slanič, Katarina et al. · Zenodo (CERN European Organization for Nuclear Research) · 2024
Would you like to learn more? If so, take a look at this mini-teaching pack! https://www.physed-academy.com/education/
Cited by 0Open access
Satu Tuomainen · Springer texts in education · 2023
Cited by 2
James H. Korn · American Psychologist · 1999
Cited by 8
Janise Hurtig · Palgrave Macmillan US eBooks · 2008
It was about 7:30 a.m., November 27, 1992, and there was a slight chill to the dry morning air as I strolled onto the patio with my morning coffee. Across the ravine, I watched as a group of farmers harvested cabbages, packing them in neat tight rows into wooden crates and piling them onto the back of a flatbed truck parked at the edge of the field. The slow, steady repetition of their motions, the tight orderliness of cabbage heads squeezed into the packing crates that were then tightly stacked up on the truck, was relieving in its predictability. The broad, repetitious rhythm of the field workers, their entire bodies—back, legs, arms, and hands—working in smooth unison to pull out, clean off and pack up the cabbage head, bore a strange resemblance and dissimilarity to the tight, circumscribed repetitive motions of students in the classroom as they took dictation—hunched over their notebooks, pushing the pencil onto the paper. I recalled the last class I had observed the week before: Ms. Gómez's Universal History class. In it, the teacher had listed on the board the five periods of human history, noted that we were now in the "contemporary" period (which came after the "modern period") and that this period was marked by the political development of democratic states around the world, and the economic development of technologically based production. "This is the historical period in which Venezuela finds itself today," Ms. Gómez told her students.KeywordsCoffee ShopMilitary CoupTeaching HistoryNewspaper HeadlineCabbage HeadThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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Sivasailam Thiagarajan · 1973
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Charles Moran · College Composition and Communication · 1981
Preview this article: Teaching Writing/Teaching Literature, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/32/1/collegecompositionandcommunication15919-1.gif
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Laura Gilliam · Berghahn Books · 2024
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