Teacher Education

Displaying 701 - 750 of 1019 in reverse chronological order

#	Title	Date	Summary
701	Professional; pupil, teacher, and teaching in the middle grades, XIX, the sixth year Normal Eyte 18:20, p.309	02/19/1908	Profiles a student in the sixth grade.
702	Professional; pupil, teacher, and teaching in the middle grades, XVIII, the sixth year Normal Eyte 18:19, p.299	02/12/1908	Profiles how a student progresses through elementary school.
703	Professional; pupil, teacher, and teaching in the middle grades, XVII, the sixth year Normal Eyte 18:18, p.281	02/05/1908	Describes how a student progresses through elementary school.
704	Professional; pupil, teacher, and teaching in the middle grades; XV--the sixth year Normal Eyte 18:16, p.247	01/22/1908	The sixth grade is a period of transition for students both mentally and physically.
705	Professional; pupil, teaching, and teaching in the middle grades; XIV--the fifth year Normal Eyte 18:15, p.233	01/15/1908	The foundations of teaching are love, courage, and justice.
706	Professional; pupil, teacher, and teaching in the middle grades; XI--the fifth year Normal Eyte 18:11, p.172	11/20/1907	Discusses whether or not a teacher should encourage student emulation of other students.
707	Professional; pupil, teacher, and teaching in the middle grades; X--the fifth year Normal Eyte 18:10, p.151	11/13/1907	Students imitate what their teacher does; teachers should challenge the students to think more thoroughly; teachers should have a mastery of grammar and speech.
708	Professional; pupil, teacher, and teaching in the middle grades; IX--the fifth year Normal Eyte 18:9, p.137	11/06/1907	Believes it is the fifth grade teacher's job to fill the students' minds with facts to be habitually recited; the fifth grade teacher should study the fear instincts of the students.
709	Professional; pupil, teacher, and teaching in the middle grades; VIII--the fifth year Normal Eyte 18:8, p.121	10/30/1907	Fifth grade students should be well-prepared to read texts on their own; they should also start writing poetry.
710	Professional; pupil, teacher, and teaching in the middle grades; vii; the fourth grade teacher at work Normal Eyte 18:7, p.103	10/23/1907	Fourth grade students should receive less direct instruction from their teachers and be more responsible for their learning through reading textbooks.
711	Professional; pupil, teacher, and teaching in the middle grades; VI; the teacher and teaching in the fourth grade Normal Eyte 18:6, p.86	10/16/1907	The fourth grade teacher should encourage students to explore geography beyond their own experiences.
712	Professional; pupil, teacher, and teaching in the middle grades; V; the teacher and teaching in the fourth grade Normal Eyte 18:5, p.74	10/09/1907	The fourth grade teacher's knowledge of geography should vastly exceed that of her students; she should continue building knowledge for herself; she should have the English language mastered.
713	Professional; pupil teacher, and teaching in the middle grades; IV; the pupil in fourth grade Normal Eyte 18:4, p.53	10/02/1907	A good fourth grade teacher will be knowledgeable about literature and expose his or her students to a wide variety of work in that area.
714	New school of education Normal Eyte 18:4, p.63	10/02/1907	University of Iowa has new school for the training of high school and college teachers.
715	Professional; preliminary discussion, XXXV; pupil, teacher, and teaching in the middle grades; the pupil in the fourth grade Normal Eyte 18:3, p.38	09/25/1907	Fourth grade teachers should focus more on the development of the learner than the subject being taught.
716	Professional; Preliminary Discussion XXXV; pupil, teacher, and teaching in the middle grades; the pupil in fourth grade Normal Eyte 18:2, p.18	09/18/1907	Fourth graders are starting to develop their personalities.
717	Professional; preliminary discussion XXXV; pupil, teacher, and teaching in the middle grades Normal Eyte 18:1, p.3	09/11/1907	Instructors need to study theory as well as practice it.
718	Professional; waste in Iowa school rooms XXXV Normal Eyte 17:35, p.553	06/05/1907	The eleventh article dealing with elementary physics in the eighth grade.
719	Professional; waste in Iowa school rooms XXXIV Normal Eyte 17:34, p.534	05/29/1907	The tenth article dealing with elementary physics in the eight grade, this time discussing static electricity and heat.
720	Professional; waste in Iowa school rooms XXXIII Normal Eyte 17:33, p.520	05/22/1907	The ninth installment of elementary physics in the eighth grade, this time discussing magnetism.
721	Professional; waste in Iowa school rooms XXXII Normal Eyte 17:32, p.506	05/15/1907	The eighth column dealing with elementary physics in the eighth grade, this time dealing with the action of forces.
722	Professional; waste in Iowa school rooms XXXI Normal Eyte 17:31, p.487	05/08/1907	The seventh column dealing with elementary physics in the eighth grade, this time having to do with energy.
723	Professional; waste in Iowa school rooms Normal Eyte 17:30, p.471	05/01/1907	The sixth column dealing with elementary physics in the eighth grade this time dealing with the relationships between laws and principles.
724	Professional; waste in Iowa school rooms Normal Eyte 17:29, p.457	04/24/1907	The fifth article dealing with elementary physics in the eighth grade.
725	Professional; waste in Iowa school rooms XXVIII Normal Eyte 17:28, p.436	04/17/1907	The fourth column dealing with elementary physics in the eighth grade, continuing with the discussion about the center of gravity.
726	Professional; waste in Iowa school rooms XXVI Normal Eyte 17:26, p.408	04/03/1907	Elementary physics in the eighth grade II.
727	Professional; waste in Iowa school rooms Normal Eyte 17:25, p.389	03/27/1907	Elementary physics in the eighth grade.
728	Professional; waste in Iowa school rooms XXIV Normal Eyte 17:24, p.375	03/20/1907	The system and the teacher III.
729	Professional; waste in Iowa school rooms XXIII Normal Eyte 17:23, p.356	03/06/1907	Continuation of last week's topic, the system and the teacher. Asks the question should the teacher be a missionary?
730	Professional; waste in Iowa school rooms XXII Normal Eyte 17:22, p.343	02/27/1907	The system and the teacher VIII.
731	Professional; waste in Iowa school rooms XX Normal Eyte 17:21, p.326	02/20/1907	The VII installment of making things automatic in school, this time discussing the command of history.
732	Professional; waste in Iowa school rooms XX Normal Eyte 17:20, p.308	02/13/1907	Continuation of the subject of making things habitual for students before they leave school, this installment talks of making history automatic.
733	Professional; waste in Iowa school rooms XIX Normal Eyte 17:19, p.292	02/06/1907	Part five in the ongoing series discussing making things habitual before students leave school, this time describing how to make language automatic.
734	Professional; waste in Iowa schools XVIII Normal Eyte 17:18, p.277	01/30/1907	Continuation of the third part dealing with making geographical ideas automatic before leaving school.
735	Professional; waste in Iowa school rooms XVII Normal Eyte 17:17, p.264	01/23/1907	The third part of Professor Bender's essay, dealing with making things habitual before leaving school deals with geography becoming automatic to students.
736	Professional; waste in Iowa school rooms XVI Normal Eyte 17:16, p.246	01/16/1907	A continuation of the last column that talked about making things automatic or habitual for children before leaving school.
737	Professional: waste in Iowa school rooms XV Normal Eyte 17:15, p.229	01/09/1907	Trying to make things habitual for students before they leave school.
738	Professional; waste in Iowa school rooms XIV Normal Eyte 17:14, p.213	12/19/1906	Speaks of the need for leadership in the schools.
739	Professional: waste in Iowa school rooms XIII Normal Eyte 17:13, p.198	12/12/1906	Gratitude owed but seldom given.
740	Professional; waste in Iowa school rooms XII Normal Eyte 17:12, p.181	12/06/1906	The sixth article dealing with arithmetic, improved vs. cumbersome tools.
741	Professional; waste in Iowa school rooms XI Normal Eyte 17:11, p.163	11/21/1906	Fifth article about arithmetic, perplexing percentage.
742	Professional; waste in Iowa school rooms X Normal Eyte 17:10, p.150	11/14/1906	Fourth article about arithmetic, division and denominate numbers.
743	Professional: waste in Iowa schools IX Normal Eyte 17:9, p.132	11/07/1906	Professor Bender discusses the importance of teaching multiplication and division.
744	Professional: waste in Iowa schools VIII Normal Eyte 17:8, p.116	10/31/1906	Second article dealing with arithmetic, multiplication.
745	Professional; waste in Iowa school rooms VII Normal Eyte 17:7, p.100	10/24/1906	Talks of waste in the arithmetic classes
746	Professional; waste in Iowa school rooms VI Normal Eyte 17:6, p.84	10/17/1906	Constructive imagination not being properly employed in education.
747	Professional: waste in Iowa school rooms V Normal Eyte 17:5, p.69	10/10/1906	Discusses whether or not imagination in the classroom is a good thing
748	Professional: Waste in Iowa school rooms IV Normal Eyte 17:4, p.51	10/03/1906	Discusses what can be done to prepare children for new classes.
749	Professional; waste in Iowa school rooms III Normal Eyte 17:3, p.37	09/26/1906	Outlines what can be done to improve Iowa school rooms.
750	Notes on music Normal Eyte 17:3, p.39	09/26/1906	C. A. Fullerton believes that music teachers would benefit from special training.