Successful methods of teaching English to bilingual children in Seattle public schools,

"This pamphlet reports the findings of one of the investigations undertaken during 1936-37 under the Project in Research in Universities of the Office of Education ... The project was financed under the Emergency Relief Appropriation Act of 1935 and conducted in accordance with administrative regulations of the Works Progress Administration." -Foreword.

A text-book of needlework, knitting, and cutting out : with methods of teaching /

Mode of access: Internet.

Methods of teaching modern languages: papers on the value and on methods of modern language instruction.

"References": p. 107-108.

A sewing course, comprising directions for making the various stitches and instruction in methods of teaching,

"Suggestive list of domestic art books": p. 128-133.

Standardized test evaluation of two methods of teaching human relations.

Mode of access: Internet.

An outline of the general regulations and methods of teaching in the male national model schools, for the use of the teachers in training.

Cover title.

Methods of teaching post Biblical history.

At head of title: Correspondence School for Religious School Teachers, conducted by the Jewish Chautauqua Society.

Self-reliance : a practical and informal discussion of methods of teaching self-reliance, initiative and responsibility to modern children.

Contains bibliographies.

Principles and methods of teaching geography,

"List of geographical books": p. 341-351.

Content and Methods of Teaching Literacy: The Effect of One-on-One Tutoring in Preservice Clinical Education in Two Low-Performing, Diverse School Settings on the Effectiveness of Preservice Teachers’ Reading Instruction

This is a study of preservice teachers’ ability to teach reading to struggling, diverse students, after participating in a school-embedded course incorporating a one-on-one tutorial directly supervised by reading experts. Changes in reading performance as well as plans to analyze changes in the preservice teachers will be discussed.

Using personal construct theory and narrative methods to facilitate reflexive constructions of teaching physical education

This paper reports on two lengthy studies in Physical education teacher education (PETE) conducted independently but which are epistemologically and methodologically linked. The paper describes how personal construct theory (PCT) and its associated methods provided a means for PETE students to reflexively construct their ideas about teaching physical education over an extended period. Data are drawn from each study in the form of a story of a single participant to indicate how this came about. Furthermore we suggest that PCT might be both a useful research strategy and an effective approach to facilitate professional development in a teacher education setting.

A survey of teaching and assessment methods employed in UK higher education programmes for HCI course

A survey of teaching and assessment methods employed in UK Higher Education programmes for Human-Computer Interaction (HCI) courses was conducted in April 2003. The findings from this survey are presented, and conclusions drawn.

An analysis of teaching methods for children who are deaf with multiple disabilities

This study analyzes the placement, services, and teaching methods of students who are deaf with additional disabilities. Through this analysis, these students are compared to students with multiple disabilities, not including deafness.

The Impact of Teaching Presence in Intensive Online Courses on Perceived Learning and Sense of Community: A Mixed Methods Study

This mixed methods concurrent triangulation design study was predicated upon two models that advocated a connection between teaching presence and perceived learning: the Community of Inquiry Model of Online Learning developed by Garrison, Anderson, and Archer (2000); and the Online Interaction Learning Model by Benbunan-Fich, Hiltz, and Harasim (2005). The objective was to learn how teaching presence impacted students’ perceptions of learning and sense of community in intensive online distance education courses developed and taught by instructors at a regional comprehensive university. In the quantitative phase online surveys collected relevant data from participating students (N = 397) and selected instructional faculty (N = 32) during the second week of a three-week Winter Term. Student information included: demographics such as age, gender, employment status, and distance from campus; perceptions of teaching presence; sense of community; perceived learning; course length; and course type. The students claimed having positive relationships between teaching presence, perceived learning, and sense of community. The instructors showed similar positive relationships with no significant differences when the student and instructor data were compared. The qualitative phase consisted of interviews with 12 instructors who had completed the online survey and replied to all of the open-response questions. The two phases were integrated using a matrix generation, and the analysis allowed for conclusions regarding teaching presence, perceived learning, and sense of community. The findings were equivocal with regard to satisfaction with course length and the relative importance of the teaching presence components. A model was provided depicting relationships between and among teaching presence components, perceived learning, and sense of community in intensive online courses.