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| LB2371 .D3 | Great aspirations: the graduate school plans of America's college seniors |
Japanese
| PL866.B55 | Japanese humor |
| PL677.6.U55 1994 | 250 essential kanji for everyday use |
| PL575.L3 1998 | 501 Japanese verbs: fully described in all inflections, moods, aspect |
| PL535.C55 | A handbook of colloquial Japanese |
| PL645.S22 1995 | The complete Japanese expression guide |
| PL539.I5 1996 | Colloquial Japanese: with important construction and grammar notes |
| HC465.H53 K63 1992 | Analyzing Japanese high technologies: the techno-paradigm shift |
| Z44.I54 | Atarashi kakikata (new writing, grades 1-6) |
| PL535.N3 | Basic Japanese course |
| PL535.N58 1966 | Basic Japanese for college students |
| PL677.6.B37 1995 | Basic kanji book |
| PL539.5.E5 D38 | Basic technical Japanese |
| PL535.J6 | Beginning Japanese |
| HQ682.H25 | Crested kimono: power and love in the Japanese business family |
| PL679.F28 | English romanized Japanese dictionary for practical conversation |
| PL539.M37 1993 | Essential Japanese: an introduction to the standard colloquial language |
| PL539.M3 | Exercises in Japanese conversation |
| PL535.N32 1966 | First lessons in Japanese |
| GR340.D65 1977 | Folk legends of Japan |
| PL539.R6 1961 | Fundamental spoken Japanese, with graduate exercises, conversation |
| PL535.M35 | A grammar of spoken Japanse |
| PL528.S33 1961 | A guide to reading and writing Japanese |
| PL535.D76 1993 | A handbook of Japanese usage |
| PL535.M33 1995 | Handbook of modern Japanese grammar |
| PL585.L26 | Japanese verbs and essentials of grammar : a practical guide |
| PL539.S39 1993 | Outrageous Japanese |
| PL539.D78 | Teach yourself Japanese |
Education
Changing university teaching: reflections on creating educational technologies
Changing University Teaching: Reflections on Creating Educational Technologies Terry Evans and Daryl Nationp58:
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.
I'd love to hear about any questions, comments, suggestions or links that you might have. Your comments will not be posted on this website immediately, but will be e-mailed to me first. You can use this form to get in touch with me, or e-mail me at sacha@sachachua.com .
