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LB2371 .D3Great aspirations: the graduate school plans of America's college seniors


PL866.B55Japanese humor
PL677.6.U55 1994250 essential kanji for everyday use
PL575.L3 1998501 Japanese verbs: fully described in all inflections, moods, aspect
PL535.C55A handbook of colloquial Japanese
PL645.S22 1995The complete Japanese expression guide
PL539.I5 1996Colloquial Japanese: with important construction and grammar notes
HC465.H53 K63 1992Analyzing Japanese high technologies: the techno-paradigm shift
Z44.I54Atarashi kakikata (new writing, grades 1-6)
PL535.N3Basic Japanese course
PL535.N58 1966Basic Japanese for college students
PL677.6.B37 1995Basic kanji book
PL539.5.E5 D38Basic technical Japanese
PL535.J6Beginning Japanese
HQ682.H25Crested kimono: power and love in the Japanese business family
PL679.F28English romanized Japanese dictionary for practical conversation
PL539.M37 1993Essential Japanese: an introduction to the standard colloquial language
PL539.M3Exercises in Japanese conversation
PL535.N32 1966First lessons in Japanese
GR340.D65 1977Folk legends of Japan
PL539.R6 1961Fundamental spoken Japanese, with graduate exercises, conversation
PL535.M35A grammar of spoken Japanse
PL528.S33 1961A guide to reading and writing Japanese
PL535.D76 1993A handbook of Japanese usage
PL535.M33 1995Handbook of modern Japanese grammar
PL585.L26Japanese verbs and essentials of grammar : a practical guide
PL539.S39 1993Outrageous Japanese
PL539.D78Teach yourself Japanese


Changing university teaching: reflections on creating educational technologies

Changing University Teaching: Reflections on Creating Educational Technologies Terry Evans and Daryl Nation


Good teachers display enthusiasm for their subject, and a desire to share it with their students.

Good teachers encourage deep learning approaches, rather than surface approaches, and are concerned with developing their students' critical thinking skills, problem-solving skills, and problem-appreach behaviours.

Good teachers recognize the importance of context, and adapt their teaching accordingly; they know how to modify their teaching strategies according to the particular students, subject matter, and learning environment.

Good teachers demonstrate an ability to transform and extend knowledge, rather than merely transmit it; they draw on their knowledge of their subject, their knowledge of their learners, nad their general pedagogical knowledge to transform the concepts of the discipline into terms that are understandable to their students.

Good teachers are also good learners; for example, they learn through their own reading, by participating in a variety of professional development activities, by listening to their students, by sharing ideas with their colleagues, and by reflecting on classroom interactions and students' achievements.

Good teachers set clear goals, use valid and appropiate assessment methods, and provide high-quality feedback to their students.

Good teachers show respect for their students; they are interested in both their professional and their personal growth, encourage their independence, and sustain high expectations of them.