Search results for 'Arts Study and teaching' (try it on Scholar)

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  1. M. O. Cheng-Lian (2011). A Comparative Study on College Vocal Teaching and Performance in China and Holland: A Case Study of the Teaching Model at Holland's ArtEZ Institute of the Arts. Journal of Aesthetic Education 2:012.
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  2. Christoph Flüeler (2008). Teaching Ethics at the University of Vienna : The Making of a Commentary at the Faculty of Arts (a Case Study). In István Pieter Bejczy (ed.), Virtue Ethics in the Middle Ages: Commentaries on Aristotle's Nicomachean Ethics, 1200 -1500. Brill
     
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  3.  7
    Nina Zaragoza (2002). Rethinking Language Arts: Passion and Practice. Routledgefalmer.
    In Rethinking Language Arts: Passion and Practice, Second Edition , author Nina Zaragoza uses the form of letters to her students to engage pre-service teachers in reevaluating teaching practices. Zaragoza discusses and explains the need for teachers to be decision-makers, reflective thinkers, political beings, and agents of social change in order to create a positive and inclusive classroom setting. This book is both a critical text that deconstructs the way language arts are traditionally taught in our schools (...)
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  4.  6
    David Best (1985). Feeling and Reason in the Arts. Allen & Unwin.
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  5.  1
    Daniel Vázquez (2014). Reflections on Tutoring Ancient Greek Philosophy: A Case Study of Teaching First-Year Undergraduates in the UK. Studying Teacher Education 10 (2):117-129.
    This is a case study of my reflections on teaching a first-year undergraduate tutorial on Ancient Greek Philosophy in the UK. This study draws upon the notion of reflective practice as an essential feature of teaching, in this case applied to Higher Education. My aim is to show how a critical engagement with my teaching practices and the overall learning experience modified, developed, or strengthened my practices, attitudes, and teaching philosophy during the course of (...)
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  6. Kearsley Stewart (2015). Teaching Corner: The Prospective Case Study. Journal of Bioethical Inquiry 12 (1):57-61.
    Over the past decade, global health has emerged as one of the fastest growing academic programs in the United States. Ethics training is cited widely as an essential feature of U.S. global health programs, but generally it is not deeply integrated into the global health teaching and training curricula. A discussion about the pedagogy of teaching global health ethics is long overdue; to date, only a few papers specifically engage with pedagogy rather than competencies or content. This paper (...)
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  7.  41
    Peter Abbs (1994). The Educational Imperative: A Defence of Socratic and Aesthetic Learning. Falmer Press.
    The outcome of this is explored, in detail, in relation to the teaching of literature, creative writing and drama.
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  8.  60
    Elliot W. Eisner (2005). Reimagining Schools: The Selected Works of Elliot W. Eisner. Routledge.
    Elliot Eisner has spent the last 40 years researching, thinking and writing about some of the key and enduring issues in Arts Education, Curriculum Studies and Qualitative Research. He has contributed over 20 books and 500 articles to the field. In this book, Professor Eisner has compiled a career-long collection of his finest pieces-extracts from books, key articles, salient research findings and major theoretical contributions-so the world can read them in a single manageable volume. Starting with a specially written (...)
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  9.  1
    Alain Kerlan (2004). L'art Pour Éduquer?: La Tentation Esthétique: Contribution Philosophique à l'Étude d'Un Paradigme. Presses de l'Université Laval.
    L'art pour éduquer, à l'âge des sciences et des techniques ?
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  10. Juha Varto (2009). Basics of Artistic Research: Ontological, Epistemological and Historical Justifications. University of Art and Design Helsinki.
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  11. Hongyu Zhou (2010). Kai Tuo Yu Chuang Jian: Tao Xingzhi Yu Zhongguo Xian Dai Wen Hua. Shandong Jiao Yu Chu Ban She.
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  12.  8
    Tom Børsen, Avan N. Antia & Mirjam Sophia Glessmer (2013). A Case Study of Teaching Social Responsibility to Doctoral Students in the Climate Sciences. Science and Engineering Ethics 19 (4):1491-1504.
    The need to make young scientists aware of their social responsibilities is widely acknowledged, although the question of how to actually do it has so far gained limited attention. A 2-day workshop entitled “Prepared for social responsibility?” attended by doctoral students from multiple disciplines in climate science, was targeted at the perceived needs of the participants and employed a format that took them through three stages of ethics education: sensitization, information and empowerment. The workshop aimed at preparing doctoral students to (...)
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  13. John Mahoney (1990). Teaching Business Ethics in the Uk, Europe, and the Usa: A Comparative Study. Athlone Press.
     
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  14. Elie Holzer (2013). A Philosophy of Havruta: Understanding and Teaching the Art of Text Study in Pairs. Academic Studies Press.
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  15. E. F. Brattseva & P. Kovalev (2015). The Power of Case Study Method in Developing Academic Skills in Teaching Business English. Liberal Arts in Russiaроссийский Гуманитарный Журналrossijskij Gumanitarnyj Žurnalrossijskij Gumanitaryj Zhurnalrossiiskii Gumanitarnyi Zhurnal 4 (3):234.
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  16. John M. Braxton (1999). Faculty Misconduct in Collegiate Teaching. Johns Hopkins University Press.
    In Faculty Misconduct in Collegiate Teaching, higher education researchers John Braxton and Alan Bayer address issues of impropriety and misconduct in the teaching role at the postsecondary level. Braxton and Bayer define and examine norms of teaching behavior: what they are, how they come to exist, and how transgressions are detected and addressed. Do faculty members across various collegiate settings, for example, share views about appropriate and inappropriate teaching behaviors, as they share expectations regarding actions related (...)
     
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  17.  35
    Bruce A. Kimball (2013). Do the Study of Education and Teacher Education Belong at a Liberal Arts College? Educational Theory 63 (2):171-184.
    The question whether the study of education and teacher education belong at a liberal arts college deserves careful consideration. In this essay Bruce Kimball analyzes and finds unpersuasive the three principled rationales that are most often advanced on behalf of excluding educational studies, teacher education, or both from a liberal arts college. Specifically, Kimball argues that no principled definition of the conventional liberal arts disciplines excludes the study of education without barring other fields now regarded (...)
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  18.  7
    S. Parsons, P. J. Barker & A. E. Armstrong (2001). The Teaching of Health Care Ethics to Students of Nursing in the UK: A Pilot Study. Nursing Ethics 8 (1):45-56.
    Senior lecturers/lecturers in mental health nursing (11 in round one, nine in round two, and eight in the final round) participated in a three-round Delphi study into the teaching of health care ethics (HCE) to students of nursing. The participants were drawn from six (round one) and four (round three) UK universities. Information was gathered on the organization, methods used and content of HCE modules. Questionnaire responses were transcribed and the content analysed for patterns of interest and areas (...)
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  19.  12
    Jonathan E. Adler (1991). Critical Thinking, A Deflated Defense: A Critical Study of John E. McPeck's Teaching Critical Thinking: Dialogue and Dialectic. Informal Logic 13 (2).
    A critical study of McPeck's recent book, in which he strengthens and develops his arguments against teaching critical thinking (CT). Accepting McPeck's basic claim that there is no unitary skill of reasoning or thinking, I argue that his strictures on CT courses or programs do not follow. I set out what I consider the proper justification that programs in CT have to meet, and argue both that McPeck demands much more than is required, and also that it is (...)
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  20.  21
    Thomas E. Peterson (2010). Badiou, Pedagogy and the Arts. Educational Philosophy and Theory 42 (2):159-176.
    The essay distils from Badiou's writing a pedagogy based on his theories of knowledge and truth, as brought to bear on poetry and the arts. By following Badiou's implicit ontology of learning, which presupposes a dynamic and passionate engagement with a concrete situation, the essay argues that Badiou's view of modernity, in particular, contributes greatly to the educational topic, and offers an alternative teaching paradigm to the outmoded schools of criticism of the 20 th century. It also argues (...)
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  21.  5
    Theresa Gurl (2011). A Model for Incorporating Lesson Study Into the Student Teaching Placement: What Worked and What Did Not? Educational Studies 37 (5):523-528.
    This article describes a model for incorporating lesson study into the student teaching placement and reports on the success of the implementation of such a model with student teachers and their cooperating teachers (CTs). Student teachers had the opportunity to discuss many important ideas with each other and their CTs, including ?big ideas? of mathematics, and the anticipation of student questions and possible responses. Student teachers also had a built?in opportunity for peer observation on a regular basis and (...)
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  22.  4
    Howard Brody & Peter Vinten-Johansen (1991). Teaching the History of Medicine by Case Study and Small Group Discussion. Journal of Medical Humanities 12 (1):19-24.
    A case-study, small-group-discussion (“focal problem”) exercise in the history of medicine was designed, piloted, and evaluated in an overseas course and an on-campus elective course for medical students. Results suggest that this is a feasible approach to teaching history of medicine which can overcome some of the problems often encountered in teaching this subject in the medical curriculum.
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  23.  3
    Julija Kiršienė & Charles F. Szymanski (2012). A Value-Based Approach to Teaching Legal Ethics. Jurisprudence 19 (4):1327-1342.
    Nowadays ethics plays a vital role in numerous professions. Due to social requirements and technical advances, changes in the accreditation rules in legal, economic, medical and engineering education have emerged in many countries, often requiring the inclusion of an ethics requirement in such professional programmes. In this work, the authors demonstrate that such changes are absolutely necessary in the legal profession in Lithuania. Specifically, the record low level of prestige of the judiciary and lawyers in the Lithuanian society and the (...)
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  24. Lawrence A. Tomei, James A. Bernauer & Anthony Moretti (2016). Developing a Center for Teaching Excellence: A Higher Education Case Study Using the Integrated Readiness Matrix. Rowman & Littlefield Publishers.
    Developing a Center for Teaching Excellence: A Case Study Using the Integrated Readiness Matrix builds on the 2015 text, Integrating Pedagogy and Technology: Improving Teaching and Learning in Higher Education with a focus on teaching in higher education. Developing a Center for Teaching Excellence is premised on our contention in the first book that, while individual faculty members can independently begin to use the IRM to improve their pedagogical and technological skills in their content areas, (...)
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  25. Joshua A. Miller & Daniel Harold Levine (2015). Reprobation as Shared Inquiry: Teaching the Liberal Arts in Prison. Radical Philosophy Review 18 (2).
    Respect for victims requires that we have social systems for punishing and condemning (reproving) serious crimes. But, the conditions of social marginalization and political subordination of the communities from which an overwhelming number of prisoners in the United States come place serious barriers in the face of effective reprobation. Mass incarceration makes this problem worse by disrupting and disrespecting entire communities. While humanities education in the prisons is far from a total solution, it is one way to make reprobation meaningful, (...)
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  26.  19
    Ellen Winner & Monica Cooper (2000). Mute Those Claims: No Evidence (yet) for a Causal Link Between Arts Study and Academic Achievement. Journal of Aesthetic Education 34 (3/4):11-76.
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  27.  4
    L. Lovett (2011). Mental Health, Psychiatry and the Arts: A Teaching Handbook. Medical Humanities 37 (2):129-130.
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  28. Ann Thomas Wilkins (2005). Using Visual Arts in Teaching Mythology. Classical World: A Quarterly Journal on Antiquity 98 (2).
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  29. Andrew Green (2006). University Challenge: Dynamic Subject Knowledge, Teaching and Transition. Arts and Humanities in Higher Education 5 (3):275-290.
    This article addresses the complex issue of lecturers’ subject knowledge and teaching. It explores the subject knowledge models of Banks, Leach and Moon and of Grossman, Wilson and Shulman . The article then delineates how these can be used in the development of robust teaching models of the subject. It also suggests how these models can be used to develop a scholarly view of teaching and how this may impact on student transition and development. The article emerges (...)
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  30.  16
    Kathryn Vaughn & Ellen Winner (2000). SAT Scores of Students Who Study the Arts: What We Can and Cannot Conclude About the Association. Journal of Aesthetic Education 34 (3/4):77-90.
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  31. B. Othanel Smith & Milton Otto Meux (1970). A Study of the Logic of Teaching.
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  32. John Arthur Passmore (1991). Serious Art a Study of the Concept in All the Major Arts.
     
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  33. Joseph S. Freedman (1999). Philosophy and the Arts in Central Europe, 1500-1700 Teaching and Texts at Schools and Universities. Monograph Collection (Matt - Pseudo).
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  34. Howard Gardner (1973). The Arts and Human Development a Psychological Study of the Artistic Process.
     
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  35. Minoru Kiyota & Hiroshi Sawamura (1998). Japanese Martial Arts and American Sports the Historical and Cultural Background on Teaching Methods : Proceedings of the 1996 United States-Japan Conference. Nihon University.
     
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  36. John Wilson (1981). One of the Richest Gifts an Introductory Study of the Arts From a Christian World-View.
     
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  37.  1
    Randi L. Sims (2000). Teaching Business Ethics: A Case Study of an Ethics Across the Curriculum Policy. Teaching Business Ethics 4 (4):437-443.
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  38.  3
    Rudolf Arnheim (1983). The Power of the Center: A Study of Composition in the Visual Arts. Journal of Aesthetics and Art Criticism 41 (4):448-450.
    Rudolf Arnheim has been known, since the publication of his groundbreaking _Art and Visual Perception_ in 1974, as an authority on the psychological interpretation of the visual arts. Two anniversary volumes celebrate the landmark anniversaries of his works in 2009. In _The Power of the Center_, Arnheim uses a wealth of examples to consider the factors that determine the overall organization of visual form in works of painting, sculpture, and architecture. _The Dynamics of Architectural Form_ explores the unexpected perceptual (...)
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  39.  13
    Gregory Pence (1995). Case Study in the Ethics of Teaching Philosophy. Teaching Philosophy 18 (2):165-166.
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  40.  43
    Glenn Parsons (2008). Teaching & Learning Guide For: The Aesthetics of Nature. Philosophy Compass 3 (5):1106-1112.
    Traditionally, analytic philosophers writing on aesthetics have given short shrift to nature. The last thirty years, however, have seen a steady growth of interest in this area. The essays and books now available cover central philosophical issues concerning the nature of the aesthetic and the existence of norms for aesthetic judgement. They also intersect with important issues in environmental philosophy. More recent contributions have opened up new topics, such as the relationship between natural sound and music, the beauty of animals, (...)
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  41.  18
    Robert Makus (1996). Response to Gregory Pence's Case Study in the Teaching of Ethics. Teaching Philosophy 19 (3):280-282.
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  42.  2
    Harold Issadore Sharlin, Stephen G. Brush, Harold L. Burstyn, Sandra Herbert, Michael S. Mahoney & Nathan Sivin (1975). A Study and Critique of the Teaching of the History of Science and Technology. Interim Report by the Committee on Undergraduate Education of the History of Science Society. [REVIEW] Annals of Science 32 (1):55-70.
    The history of science and technology has been a scholarly discipline with little attention given to the special needs of undergraduate teaching. What needs to be done to transform a discipline to an undergraduate subject? Suggestions include using the relation between science and technology as well as the role of interpreters in formulation of the popular world view. Relations with science and history departments are considered. Curriculum materials are surveyed with some recommendations for correcting deficiencies.
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  43.  1
    Katherine Bull (2014). The Art Student as Data Capturer: Engaging Multimedia Technology in Teaching Drawing to Visual Arts Students at a Tertiary Level. Technoetic Arts 12 (2):251-262.
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  44.  3
    Jane Coughlan & Stephen Swift (2011). Student and Tutor Perceptions of Learning and Teaching on a First‐Year Study Skills Module in a University Computing Department. Educational Studies 37 (5):529-539.
    The level of student preparedness for university?level study has been widely debated. Effective study skills modules have been linked to supporting students? academic development during the transition phase. However, few studies have evaluated the learning experience on study skills modules from both a student and staff perspective. We surveyed 121 first?year students and seven tutors on a study skills module on an undergraduate computing programme. The aspects in which the students? and tutors? views diverge provide insights (...)
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  45.  1
    Louise Ammentorp (2007). Imagining Social Change: Developing Social Consciousness in an Arts-Based Pedagogy. Outlines. Critical Practice Studies 9 (1):38-52.
    This paper is a study of a social-justice, arts-based literacy curriculum in a low income, working-class, predominately African-American school district in Newark, New Jersey. Participating students studied photography and poetry of established artists and took and developed their own photographs accompanied by written narratives. As a part of the curriculum students also wrote poetry and analytical essays. I present my findings within the context of a Vygotskian pedagogical approach that takes social consciousness and metaphor as its central concepts. (...)
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  46. R. Daniel & L. Daniel (2013). Enhancing the Transition From Study to Work: Reflections on the Value and Impact of Internships in the Creative and Performing Arts. Arts and Humanities in Higher Education 12 (2-3):138-153.
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  47. Charles Fowler (1996). Strong Arts, Strong Schools: The Promising Potential and Shortsighted Disregard of the Arts in American Schools. Oxford University Press Usa.
    At a time when Americans are increasingly concerned with finding jobs and economic stability, supporting families, and surviving in the global economy, many consider the arts to be a luxury, a frivolous distraction which entices students away from real learning. In Strong Arts, Strong Schools, Charles Fowler argues that, far from a luxury, the arts are a vitally important part of our society and our schools. Speaking directly to educators, policy makers, and parents alike, Fowler presents a (...)
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  48. Louise T. Higgins & Kerry Sheldon (2001). Teaching of Mandarin in an English Comprehensive School: A Case Study. Educational Studies 27 (2):109-127.
    A group of English children in a rural comprehensive are learning Mandarin, taught by a Chinese teacher. This article describes the background to this development and follows three cohorts of students, giving the pupils' views about learning Chinese and why they chose it. As a psychologist who has interests in education and who is also a part-time student of Chinese, the author welcomed the chance to share the pupils' experience. In the final cohort, sensation-seeking tendencies and intellectual achievement responsibility were (...)
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  49. L. -A. Perryman (2008). Book Review: The Nature of the Beast: Cultural Diversity and the Visual Arts Sector. A Study of Policies, Initiatives and Attitudes 1976 2006, Richard Hylton. Bath: ICIA, 2007. 168 Pp. ISBN 0 86197 136 1, 14.95. [REVIEW] Arts and Humanities in Higher Education 7 (1):97-103.
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  50. B. Walmsley (2013). A Reflective Perspective on the Challenges Facing Research-Led Teaching in the Performing and Creative Arts. Arts and Humanities in Higher Education 12 (2-3):222-233.
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