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.score: 243.0
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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.score: 243.0
     
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  3. Nina Zaragoza (2002). Rethinking Language Arts: Passion and Practice. Routledgefalmer.score: 225.0
    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. David Best (1985). Feeling and Reason in the Arts. Allen & Unwin.score: 201.0
     
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  5. Elliot W. Eisner (2005). Reimagining Schools: The Selected Works of Elliot W. Eisner. Routledge.score: 192.0
    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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  6. Alain Kerlan (2004). L'art Pour Éduquer?: La Tentation Esthétique: Contribution Philosophique à l'Étude d'Un Paradigme. Presses de l'Université Laval.score: 186.0
    L'art pour éduquer, à l'âge des sciences et des techniques ?
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  7. Peter Abbs (1994). The Educational Imperative: A Defence of Socratic and Aesthetic Learning. Falmer Press.score: 183.0
    The outcome of this is explored, in detail, in relation to the teaching of literature, creative writing and drama.
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  8. Juha Varto (2009). Basics of Artistic Research: Ontological, Epistemological and Historical Justifications. University of Art and Design Helsinki.score: 174.0
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  9. Hongyu Zhou (2010). Kai Tuo Yu Chuang Jian: Tao Xingzhi Yu Zhongguo Xian Dai Wen Hua. Shandong Jiao Yu Chu Ban She.score: 174.0
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  10. William Benedict Russell Iii (2007). Teaching the Holocaust with Online Art: A Case Study of High School Students. Journal of Social Studies Research 31 (2):35-42.score: 132.0
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  11. Deng Lan (2011). Study of Teaching Art Expected in Art Education. Journal of Aesthetic Education 4:016.score: 129.0
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  12. Thomas E. Peterson (2010). Badiou, Pedagogy and the Arts. Educational Philosophy and Theory 42 (2):159-176.score: 126.0
    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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  13. Julija Kiršienė & Charles F. Szymanski (2012). A Value-Based Approach to Teaching Legal Ethics. Jurisprudence 19 (4):1327-1342.score: 126.0
    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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  14. John M. Braxton (1999). Faculty Misconduct in Collegiate Teaching. Johns Hopkins University Press.score: 126.0
    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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  15. 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.score: 120.0
    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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  16. John Mahoney (1990). Teaching Business Ethics in the Uk, Europe, and the Usa: A Comparative Study. Athlone Press.score: 120.0
     
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  17. Louise Ammentorp (2007). Imagining Social Change: Developing Social Consciousness in an Arts-Based Pedagogy. Outlines. Critical Practice Studies 9 (1):38-52.score: 117.0
    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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  18. Lora T. Likova Christopher W. Tyler (2012). The Role of the Visual Arts in Enhancing the Learning Process. Frontiers in Human Neuroscience 6.score: 114.0
    Inspiration is an important aspect of the artistic experience, both for the artist and for the viewer of the work. Inspiration involves not only higher cortical circuitry but its integration with the deep brain structures such as limbic system and medial frontal structures, which are understood to mediate the experience of emotions, motivational rewards and the appreciation of the aesthetic values of the impinging stimuli. In this sense, inspiration can turn almost any occupation in life into an avocation, a source (...)
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  19. Glenn Parsons (2008). Teaching & Learning Guide For: The Aesthetics of Nature. Philosophy Compass 3 (5):1106-1112.score: 108.0
    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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  20. Mary Jeanne[from old catalog] File (1958). A Critical Analysis of Current Concepts of Art in American Higher Education. Washington, Catholic University of America Press.score: 99.0
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  21. Thomas Munro (1956). Art Education, its Philosophy and Psychology. New York, Liberal Arts Press.score: 99.0
     
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  22. Herbert Edward Read (1958/1961). Education Through Art. London, Faber and Faber.score: 99.0
     
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  23. Herbert Edward Read (1970). The Redemption of the Robot: My Encounter with Education Through Art. London,Faber.score: 99.0
     
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  24. Martin Schütze (1962). Academic Illusions in the Field of Letters and the Arts. Hamden, Conn.,Archon Books.score: 99.0
    pt. I. Metaphysical theories.--pt. II. Factualism.--pt. III. A new approach.
     
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  25. 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.score: 98.0
    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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  26. Bruce A. Kimball (2013). Do the Study of Education and Teacher Education Belong at a Liberal Arts College? Educational Theory 63 (2):171-184.score: 96.0
    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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  27. 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.score: 96.0
    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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  28. 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).score: 96.0
    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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  29. 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.score: 96.0
    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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  30. Margaret A. Nash (2013). Cultivating Our “Musical Bumps” While Fighting the “Progress of Popery”: The Rise of Art and Music Education in the Mid-Nineteenth Century United States. Educational Studies 49 (3):193-212.score: 93.0
    This article seeks to understand the social and cultural factors that led to the introduction of music and art education in public schools, a process that began in the middle decades of the nineteenth century. Based on archival material, including institutional catalogues, school board reports, magazine articles, and tracts, I demonstrate that music and art held varied meanings in this period, one of the most important of which was denominational competition. One major element in a nationwide promotion of the (...) in the mid-nineteenth century was the revitalized Protestant contest for religious adherents in the wake of Catholic immigration. A second important, and often overlooked, aspect of music and art education was its vocational implications. Although some historians have relegated women's study of music and art to the reproduction of elite status, a significant aspect of these studies was vocational. In a world in which limited occupations were open to women, skill in music and art expanded women's options and, for some, made financial independence possible. In addition, although many of the factors involved in the rise of music and art education?such as nationalism, refinement, and health?were nongendered and applied to both women and men, the repercussions of these programs were quite gendered and may add to our understanding of the process by which the teaching force was feminized. (shrink)
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  31. Nigel Warburton (2004). Philosophy: The Essential Study Guide. Routledge.score: 90.0
    Philosophy: The Essential Study Guide is a compact and straightforward guide to the skills needed to study philosophy, aimed at anyone coming to the subject for the first time or just looking to improve their performance. Nigel Warburton, bestselling author of Philosophy: The Basics , clarifies what is expected of students and offers strategies and guidance to help them make effective use of their study time and improve their marks. The four main skills covered by the book (...)
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  32. Timothy Paul Westbrook (2012). An Investigation Into the Effects of Confucian Filial Piety in the Intercultural Christian Education Experience. Journal for the Study of Religions and Ideologies 11 (33):137-163.score: 90.0
    The internationalization of higher education is a growing reality in state and private universities. Theological schools that wish to impart religious values in addition to liberal arts and discipline specific curriculum may experience cultural barriers that prevent the successful teaching of religious ideologies. This study investigates the implications of the filial piety as a value that Chinese learners bring to Western classrooms and how the comparing of Confucian filial piety to similar values in biblical theology serves as (...)
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  33. Denis Collins, James Weber & Rebecca Zambrano (2013). Teaching Business Ethics Online: Perspectives on Course Design, Delivery, Student Engagement, and Assessment. [REVIEW] Journal of Business Ethics:1-17.score: 90.0
    The number of online courses in business schools is growing dramatically, but little has been published about teaching business ethics courses online. This article addresses key pedagogical design, delivery, student engagement, and assessment issues that should be considered when creating a high-quality, asynchronous online business ethics course for either undergraduate or graduate business student populations. Best practices are discussed within an integrative case study approach based on the experiences of a director of online faculty development and two accomplished (...)
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  34. Miklós Erdélyi, Sándor Hornyik & Annamária Szőke (eds.) (2008). Kreativitási Gyakorlatok, Fafej, Indigo: Erdély Miklós Művészetpedagógiai Tevékenysége, 1975-1986. Mta Művészettörténeti Kutatóintézet.score: 90.0
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  35. Yan Li (2006). Tō Kōchi No Geijutsu Kyōikuron: Seikatsu Kyōiku to Geijutsu to No Ketsugō = Tao Xingzhi and His Philosophy of Artistic Education. Tōshindō.score: 90.0
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  36. Zhenbin Nie (2006). Ru Xue Yu Yi Shu Jiao Yu =. Nanjing Chu Ban She.score: 90.0
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  37. Herbert Edward Read (1944). The Education of Free Men. London, Freedom Press.score: 90.0
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  38. Herbert Edward Read (1966). The Redemption of the Robot. New York[Trident Press].score: 90.0
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  39. Jost Schieren (ed.) (2008). Bildungsmotive in Kunst Und Wissenschaft. Athena.score: 90.0
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  40. Małgorzata Muszyńska (2000). Wizualne Analogie W Edukacji: U Podstaw Antropologicznej Koncepcji Kształcenia Studentów. Wydawn. Uniwersytetu Mikołaja Kopernika.score: 86.0
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  41. Junsan Sun (2006). Jiao Yu Guo Cheng de Mei Xue Yi Yun. Hunan Shi Fan da Xue Chu Ban She.score: 86.0
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  42. L. Lovett (2011). Mental Health, Psychiatry and the Arts: A Teaching Handbook. Medical Humanities 37 (2):129-130.score: 84.0
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  43. 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.score: 84.0
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  44. Ann Thomas Wilkins (2005). Using Visual Arts in Teaching Mythology. Classical World 98 (2).score: 84.0
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  45. Donald Nathan Levine (2006). Powers of the Mind: The Reinvention of Liberal Learning in America. University of Chicago Press.score: 81.0
    It is one thing to lament the financial pressures put on universities, quite another to face up to the poverty of resources for thinking about what universities should do when they purport to offer a liberal education. In Powers of the Mind, former University of Chicago dean Donald N. Levine enriches those resources by proposing fresh ways to think about liberal learning with ideas more suited to our times. He does so by defining basic values of modernity and then considering (...)
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  46. William Pinar (ed.) (1998). The Passionate Mind of Maxine Greene: "I Am-- Not Yet". Falmer Press, Taylor & Francis.score: 81.0
    Maxine Greene is arguably the most important philosopher of education in the US today, but until now she has not been the subject of sustained scholarly analysis and investigation. This study of Green's contribution is organized from several points of view: studies of her four books; studies of the intellectual and aesthetic influences upon her theory; and her influence on the various specialization within the broad field of education-the teaching of English, arts education, philosophy of education, curriculum (...)
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  47. Van R. Potter (1981). Bioethics: State-of-the-Art Books The Hastings Center: A Major Series of Studies on the Teaching of Ethics in Higher Education: I. The Teaching of Ethics in Higher Education: A Report by the Hastings Center The Hastings Center The Hastings Center: A Major Series of Studies on the Teaching of Ethics in Higher Education: IV. Teaching Bioethics: Strategies, Problems, and Resources K. Danner Clouser The Hastings Center: A Major Series of Studies on the Teaching of Ethics in Higher Education: VIII. Ethical Dilemmas and the Education of Policymakers Joel L. Fleishman Bruce L. Payne The Hastings Center: A Major Series of Studies on the Teaching of Ethics in Higher Education: IX. Ethics in the Undergraduate Curriculum Bernard Rosen Arthur L. Caplan Ethics Teaching in Higher Education Daniel Callahan Sissela Bok Bioethics: A Textbook of Issues George H. Kieffer A Search for Environmental Ethics: An Initial Bibliography Mary Anglemyer Eleanor R. Seagraves Catherine C. Le Maistre. [REVIEW] Bioscience 31 (2):172-172.score: 81.0
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  48. C. Perelman (1991). Pierre de La Ramée Et le Déclin de la Rhétorique. Argumentation 5 (4):347-356.score: 81.0
    This article provides a basic general introduction to Ramus, and evaluates his role in the history of logic and rhetoric, especially with relation to the study of argumentation. The author agrees with Ong and other historians of logic that Ramus is not to be taken seriously as a logician, and that his undoubted importance in the history of ideas is to be found elsewhere.Ramus advocates a belief in nature, experience and reason, and rejects the reliance on the authority of (...)
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  49. 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.score: 80.0
    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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  50. Philomena Horsley (2010). Teaching the Anatomy of Death: A Dying Art? [REVIEW] Medicine Studies 2 (1):1-19.score: 79.0
    Along with anatomical dissection, attendance at hospital autopsies has historically been seen as an essential part of medical education. While the use of the dead body for teaching purposes is losing favour in Australian medical schools, this shift is preceded by a significant decline in the rate of autopsies nationwide (and internationally). The decline of the autopsy has particular implications for pathology training where the capacity to perform an autopsy is a requirement. Rather than join the debates in medical (...)
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