Learning how to teach.

By Stenton Jh. 1973

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

Neural Architecture Optimization (2018, methodology): “Third, we plan to design better neural models from the view of teaching and learning to teach [13].”
Learning To Simulate (2018, background): “While (Fan et al., 2018) proposes a subset selection approach for altering the training data, we are actually creating new data.”
Replay in Deep Learning: Current Approaches and Missing Biological Elements (2021, neutral): “…has been shown to speed up the training of neural networks, while also leading to better generalization (Bengio et al., 2009; Graves, Bellemare, Menick, Munos, & Kavukcuoglu, 2017; Hunziker et al., 2019; Zhou & Bilmes, 2018; Fan, Tian, Qin, Li, & Liu, 2018; Achille, Rovere, & Soatto, 2018).”
Meta-Learning in Neural Networks: A Survey (2020, background): “tion probability [145] or neural network that picks instances [146] for inclusion in a minibatch.”
Open-world Learning and Application to Product Classification (2018, methodology): “For example, it has been used to learn an optimizer [17], to learn network configurations [18], to learn initial and easy-to-tune weights for few-shot learning [19, 20], to learn a teacher model that can guide training sample selection [21] and to learn a domain training corpus for word embeddings [”
Co-teaching: Robust training of deep neural networks with extremely noisy labels (2018, background): “Recently, such idea is applied to learn a proper curriculum for the training data [10] and deal with multi-labels [14].”
MentorNet: Learning Data-Driven Curriculum for Very Deep Neural Networks on Corrupted Labels (2017, methodology): “In parallel to CL, the sample weighting schemes were also studied in (Lin et al., 2017a; Wang et al., 2017; Fan et al., 2018; Dehghani et al., 2018).”
Improving Teacher Feedback During Active Learning (2014, background): “Although there is no agreement on the distinction between knowledge and beliefs in the existing research on teaching and teachers, beliefs are often seen as the filters through which new information or experiences are interpreted (Borko & Putnam, 1996).”
What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability (2008, result): “In contrast to previous descriptions of general pedagogical knowledge (e.g., Borko & Putnam, 1996; Shulman, 1987; Zeidler, 2002) we have not included classroom management and organization within this theme.”
Dice Loss for Data-imbalanced NLP Tasks (2019, background): “Besides, recent work (Jiang et al., 2017; Fan et al., 2018) proposed to learn a separate network to predict sample weights.”
An Examination of What Metaphor Construction Reveals about the Evolution of Preservice Teachers' Beliefs about Teaching and Learning. (2007, background): “Secondly, experience with schooling and instruction influences beliefs about children’s learning (Anning, 1988) and the role of teacher (Britzman, 1991), and are considered to be more powerful influences on beliefs than experiences afforded by teacher education courses (Brousseau, Book, & Byers, 198”
Relationships Between Class Size and Teaching: A Multimethod Analysis of English Infant Schools (2002, background): “Arends (1994) lists three functions of teaching: executive, interactive, and organizational.”
Becoming a teacher: student teachers’ experiences and perceptions about teaching practice (2012, background): “As a consequence, research and publications in this field have significantly increased, especially with regard to teaching practice, which has progressively been recognised as playing a determinant role in the teachers’ initial education and their early development (Arends 2009; Britzman 2003; Bullo”
NetTailor: Tuning the Architecture, Not Just the Weights (2019, background): “Other approaches use a teacher network to enhance the learning of a student network [12, 40].”
In search of the essence of a good teacher: towards a more holistic approach in teacher education (2004, background): “Various authors (e.g., Feiman-Nemser, 1983) state that teachers have themselves spent many years as students in schools, during which time they have developed their own beliefs about teaching, many of which are diametrically opposed to those presented to them during their teacher education.”
Field Placement Schools and Instructional Effectiveness (2015, background): “Long ago, Feiman-Nemser (1983) argued that teacher learning is an ongoing and essential part of teaching well across all career stages.”
Faculty of Color in Higher Education: Exploring the Intersections of Identity, Impostorship, and Internalized Racism (2014, background): “…of faculty of color is critical as they prepare students for various roles and purposes in society vis-à-vis the teaching of course content and other interactions (Borko, 2004; Borko & Putnam, 1996; Dancy & Brown, 2011; Darling-Hammond, 1994; Fishman, Marx, Best, & Tal, 2003; Tillman, 2001, 2003).”
More than a place to teach: exploring the perceptions of the roles and responsibilities of mentor teachers (2008, background): “…is viewed and how complex it can be is particularly critical in teacher education because many mentor teachers have a central role in shaping beginning teachers’ beliefs and practices and can significantly impact their learning (Cochran-Smith, 1991; Feiman-Nemser, 1983; Gless, 2006; Hawkey, 1997).”
Similarities and Differences in Teachers' Practical Knowledge About Teaching Reading Comprehension (2001, background): “In teaching research, there is no agreed-upon distinction between knowledge and beliefs as Borko and Putnam (1 996) found, but beliefs often seem to be viewed as “filters” through which knowledge is acquired (Calderhead & Robson, 1991). However, Pajares (1992) found in his review of studies on teach”
Teaching and Learning 21st Century Skills (2012, unknown): “104 Borko & Putnam, 1997; Darling-Hammond & McLaughlin, 1999.”