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You searched for subject:( Didactic knowledge of content). Showing records 1 – 30 of 252966 total matches.

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1. Morais, Eliana Marta Barbosa de. O ensino das temáticas físico-naturais na geografia escolar.

Degree: PhD, Geografia Humana, 2011, University of São Paulo

Entendemos que o sentido da Geografia no currículo do ensino básico é a sua potencialidade para a formação de cidadãos críticos, autônomos e conscientes para… (more)

Subjects/Keywords: Ambiente; Conhecimento didático do conteúdo; Didactic Knowledge of the Content; Ensino de Geografia; Environment; Geography Teaching; Nature; Natureza; Physical-Natural Themes; Temáticas físico-naturais

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APA (6th Edition):

Morais, E. M. B. d. (2011). O ensino das temáticas físico-naturais na geografia escolar. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/8/8136/tde-13062012-122111/ ;

Chicago Manual of Style (16th Edition):

Morais, Eliana Marta Barbosa de. “O ensino das temáticas físico-naturais na geografia escolar.” 2011. Doctoral Dissertation, University of São Paulo. Accessed December 09, 2019. http://www.teses.usp.br/teses/disponiveis/8/8136/tde-13062012-122111/ ;.

MLA Handbook (7th Edition):

Morais, Eliana Marta Barbosa de. “O ensino das temáticas físico-naturais na geografia escolar.” 2011. Web. 09 Dec 2019.

Vancouver:

Morais EMBd. O ensino das temáticas físico-naturais na geografia escolar. [Internet] [Doctoral dissertation]. University of São Paulo; 2011. [cited 2019 Dec 09]. Available from: http://www.teses.usp.br/teses/disponiveis/8/8136/tde-13062012-122111/ ;.

Council of Science Editors:

Morais EMBd. O ensino das temáticas físico-naturais na geografia escolar. [Doctoral Dissertation]. University of São Paulo; 2011. Available from: http://www.teses.usp.br/teses/disponiveis/8/8136/tde-13062012-122111/ ;


University of Georgia

2. Kim, Ji Sun. Preservice teachers' knowledge of content and students in geometry.

Degree: PhD, Mathematics Education, 2011, University of Georgia

 The purpose of this study was to explore what kind of knowledge of content and students preservice teachers have with respect to geometry and how… (more)

Subjects/Keywords: knowledge of content and students

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APA (6th Edition):

Kim, J. S. (2011). Preservice teachers' knowledge of content and students in geometry. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kim_ji-sun_201105_phd

Chicago Manual of Style (16th Edition):

Kim, Ji Sun. “Preservice teachers' knowledge of content and students in geometry.” 2011. Doctoral Dissertation, University of Georgia. Accessed December 09, 2019. http://purl.galileo.usg.edu/uga_etd/kim_ji-sun_201105_phd.

MLA Handbook (7th Edition):

Kim, Ji Sun. “Preservice teachers' knowledge of content and students in geometry.” 2011. Web. 09 Dec 2019.

Vancouver:

Kim JS. Preservice teachers' knowledge of content and students in geometry. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Dec 09]. Available from: http://purl.galileo.usg.edu/uga_etd/kim_ji-sun_201105_phd.

Council of Science Editors:

Kim JS. Preservice teachers' knowledge of content and students in geometry. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/kim_ji-sun_201105_phd


University of Utah

3. Wiggins, Christine Marie. The development of expertise in reading and reading instruction: the continuum from preservice to advanced experienced teachers as measured by the literacy instruction knowledge scales written survey.

Degree: PhD, Educational Psychology, 2012, University of Utah

 The purpose of this study was to examine whether teachers with more teaching experience possess greater expertise with regards to content knowledge and pedagogical content(more)

Subjects/Keywords: Content knowledge; Developmental models; Expertise; Knowledge of reading; Pedagogical content knowledge; Teacher knowledge

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APA (6th Edition):

Wiggins, C. M. (2012). The development of expertise in reading and reading instruction: the continuum from preservice to advanced experienced teachers as measured by the literacy instruction knowledge scales written survey. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3513/rec/2440

Chicago Manual of Style (16th Edition):

Wiggins, Christine Marie. “The development of expertise in reading and reading instruction: the continuum from preservice to advanced experienced teachers as measured by the literacy instruction knowledge scales written survey.” 2012. Doctoral Dissertation, University of Utah. Accessed December 09, 2019. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3513/rec/2440.

MLA Handbook (7th Edition):

Wiggins, Christine Marie. “The development of expertise in reading and reading instruction: the continuum from preservice to advanced experienced teachers as measured by the literacy instruction knowledge scales written survey.” 2012. Web. 09 Dec 2019.

Vancouver:

Wiggins CM. The development of expertise in reading and reading instruction: the continuum from preservice to advanced experienced teachers as measured by the literacy instruction knowledge scales written survey. [Internet] [Doctoral dissertation]. University of Utah; 2012. [cited 2019 Dec 09]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3513/rec/2440.

Council of Science Editors:

Wiggins CM. The development of expertise in reading and reading instruction: the continuum from preservice to advanced experienced teachers as measured by the literacy instruction knowledge scales written survey. [Doctoral Dissertation]. University of Utah; 2012. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3513/rec/2440


Univerzitet u Beogradu

4. Radojčić, Ružica D., 1963-. Структурно-садржинске и функционалне карактеристике дидактичких граматика руског језика у инословенској (српској и хрватској) говорној средини.

Degree: Filološki fakultet, 2017, Univerzitet u Beogradu

Примењена лингвистика - Методика наставе страних језика / Applied Linguistics - Foreign Language Teaching Methodology / Прикладная лингвистика - Методика преподавания иностранных языков

Предмет овог… (more)

Subjects/Keywords: teaching of a foreign (Russian) language; theory of textbooks; didactic grammar predication; outer structure; inner structure; didactic grammar content

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APA (6th Edition):

Radojčić, Ružica D., 1. (2017). Структурно-садржинске и функционалне карактеристике дидактичких граматика руског језика у инословенској (српској и хрватској) говорној средини. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:15067/bdef:Content/get

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Radojčić, Ružica D., 1963-. “Структурно-садржинске и функционалне карактеристике дидактичких граматика руског језика у инословенској (српској и хрватској) говорној средини.” 2017. Thesis, Univerzitet u Beogradu. Accessed December 09, 2019. https://fedorabg.bg.ac.rs/fedora/get/o:15067/bdef:Content/get.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Radojčić, Ružica D., 1963-. “Структурно-садржинске и функционалне карактеристике дидактичких граматика руског језика у инословенској (српској и хрватској) говорној средини.” 2017. Web. 09 Dec 2019.

Vancouver:

Radojčić, Ružica D. 1. Структурно-садржинске и функционалне карактеристике дидактичких граматика руског језика у инословенској (српској и хрватској) говорној средини. [Internet] [Thesis]. Univerzitet u Beogradu; 2017. [cited 2019 Dec 09]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:15067/bdef:Content/get.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Radojčić, Ružica D. 1. Структурно-садржинске и функционалне карактеристике дидактичких граматика руског језика у инословенској (српској и хрватској) говорној средини. [Thesis]. Univerzitet u Beogradu; 2017. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:15067/bdef:Content/get

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

5. Holm, Anna-Karin. Ämnes- och ämnesdidaktisk kunskap i förskolan : en webbenkätundersökning av pedagogers självskattningar.

Degree: Educational sciences, 2017, University of Gävle

  Innehållet i förskolans läroplan medför att de som arbetar med den behöver kunskaper inom många olika ämnesområden. Syftet med studien var därför att få… (more)

Subjects/Keywords: content knowledge/subject matter knowledge; curriculum; didactic strategies; didactics; pedagogical content knowledge; preschool; didaktik; didaktiska strategier; förskola; läroplan; ämnesdidaktik; ämneskunskap; Didactics; Didaktik

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APA (6th Edition):

Holm, A. (2017). Ämnes- och ämnesdidaktisk kunskap i förskolan : en webbenkätundersökning av pedagogers självskattningar. (Thesis). University of Gävle. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-26005

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Holm, Anna-Karin. “Ämnes- och ämnesdidaktisk kunskap i förskolan : en webbenkätundersökning av pedagogers självskattningar.” 2017. Thesis, University of Gävle. Accessed December 09, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-26005.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Holm, Anna-Karin. “Ämnes- och ämnesdidaktisk kunskap i förskolan : en webbenkätundersökning av pedagogers självskattningar.” 2017. Web. 09 Dec 2019.

Vancouver:

Holm A. Ämnes- och ämnesdidaktisk kunskap i förskolan : en webbenkätundersökning av pedagogers självskattningar. [Internet] [Thesis]. University of Gävle; 2017. [cited 2019 Dec 09]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-26005.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Holm A. Ämnes- och ämnesdidaktisk kunskap i förskolan : en webbenkätundersökning av pedagogers självskattningar. [Thesis]. University of Gävle; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-26005

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universidad de Extremadura

6. Fernández Marchesi, Nancy Edith. El conocimiento didáctico del contenido sobre las actividades prácticas de laboratorio por indagación de profesores de Biología .

Degree: 2019, Universidad de Extremadura

 Esta tesis doctoral se llevó a cabo con la intención de realizar una contribución original al conocimiento del Conocimiento Didáctico del Contenido (CDC) sobre las… (more)

Subjects/Keywords: Conocimiento didáctico del contenido; Actividades prácticas de laboratorio por indagación; Profesores en formación; Educación Secundaria; Enseñanza de la Biología; Didactic knowledge of content; Practical laboratory activities by inquiry; Teachers in training; Secondary Education; Teaching Biology

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APA (6th Edition):

Fernández Marchesi, N. E. (2019). El conocimiento didáctico del contenido sobre las actividades prácticas de laboratorio por indagación de profesores de Biología . (Thesis). Universidad de Extremadura. Retrieved from http://hdl.handle.net/10662/9444

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fernández Marchesi, Nancy Edith. “El conocimiento didáctico del contenido sobre las actividades prácticas de laboratorio por indagación de profesores de Biología .” 2019. Thesis, Universidad de Extremadura. Accessed December 09, 2019. http://hdl.handle.net/10662/9444.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fernández Marchesi, Nancy Edith. “El conocimiento didáctico del contenido sobre las actividades prácticas de laboratorio por indagación de profesores de Biología .” 2019. Web. 09 Dec 2019.

Vancouver:

Fernández Marchesi NE. El conocimiento didáctico del contenido sobre las actividades prácticas de laboratorio por indagación de profesores de Biología . [Internet] [Thesis]. Universidad de Extremadura; 2019. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10662/9444.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fernández Marchesi NE. El conocimiento didáctico del contenido sobre las actividades prácticas de laboratorio por indagación de profesores de Biología . [Thesis]. Universidad de Extremadura; 2019. Available from: http://hdl.handle.net/10662/9444

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Arizona

7. Argueta, Arthur. Preservice Agriculture Teachers Development of Knowledge of Content and Students During Their Student Teaching Experience .

Degree: 2018, University of Arizona

 The central research question that guided this study was: how does PCK develop in the area of KCS within the unit of plant growth and… (more)

Subjects/Keywords: Knowledge of Content and Students; Pedagogical Content Knowledge; Preservice Agriculture Teachers; Student Teaching

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APA (6th Edition):

Argueta, A. (2018). Preservice Agriculture Teachers Development of Knowledge of Content and Students During Their Student Teaching Experience . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/628089

Chicago Manual of Style (16th Edition):

Argueta, Arthur. “Preservice Agriculture Teachers Development of Knowledge of Content and Students During Their Student Teaching Experience .” 2018. Masters Thesis, University of Arizona. Accessed December 09, 2019. http://hdl.handle.net/10150/628089.

MLA Handbook (7th Edition):

Argueta, Arthur. “Preservice Agriculture Teachers Development of Knowledge of Content and Students During Their Student Teaching Experience .” 2018. Web. 09 Dec 2019.

Vancouver:

Argueta A. Preservice Agriculture Teachers Development of Knowledge of Content and Students During Their Student Teaching Experience . [Internet] [Masters thesis]. University of Arizona; 2018. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10150/628089.

Council of Science Editors:

Argueta A. Preservice Agriculture Teachers Development of Knowledge of Content and Students During Their Student Teaching Experience . [Masters Thesis]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/628089

8. Barbosa, Barbara Peres. Educação a distância: a articulação das tecnologias digitais de informação e comunicação (TDIC) e os estruturantes didáticos (2002-2012).

Degree: Mestrado, Educação, 2015, University of São Paulo

Esta pesquisa investigou na produção acadêmica sobre EaD as questões emergentes do seu paradigma educacional em função da inserção das TDIC (Tecnologias Digitais de Informação… (more)

Subjects/Keywords: Ambiente virtual de aprendizagem; Conhecimento pedagógico do conteúdo das tecnologias; Distance education; Educação a distância; Estruturantes didáticos; Knowledge teachers; Saberes docentes; Structuring didactic; Technological pedagogical content knowledge; Virtual learning environment

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APA (6th Edition):

Barbosa, B. P. (2015). Educação a distância: a articulação das tecnologias digitais de informação e comunicação (TDIC) e os estruturantes didáticos (2002-2012). (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-25052015-110650/ ;

Chicago Manual of Style (16th Edition):

Barbosa, Barbara Peres. “Educação a distância: a articulação das tecnologias digitais de informação e comunicação (TDIC) e os estruturantes didáticos (2002-2012).” 2015. Masters Thesis, University of São Paulo. Accessed December 09, 2019. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-25052015-110650/ ;.

MLA Handbook (7th Edition):

Barbosa, Barbara Peres. “Educação a distância: a articulação das tecnologias digitais de informação e comunicação (TDIC) e os estruturantes didáticos (2002-2012).” 2015. Web. 09 Dec 2019.

Vancouver:

Barbosa BP. Educação a distância: a articulação das tecnologias digitais de informação e comunicação (TDIC) e os estruturantes didáticos (2002-2012). [Internet] [Masters thesis]. University of São Paulo; 2015. [cited 2019 Dec 09]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-25052015-110650/ ;.

Council of Science Editors:

Barbosa BP. Educação a distância: a articulação das tecnologias digitais de informação e comunicação (TDIC) e os estruturantes didáticos (2002-2012). [Masters Thesis]. University of São Paulo; 2015. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-25052015-110650/ ;


University of Georgia

9. Nixon, Ryan Stephen. Knowing science like a teacher: an exploration of the content knowledge of new science teachers.

Degree: PhD, Science Education, 2015, University of Georgia

 Teacher content knowledge is an important component of science teachers’ knowledge as it can influence classroom practice and the development of other forms of knowledge.… (more)

Subjects/Keywords: content knowledge

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APA (6th Edition):

Nixon, R. S. (2015). Knowing science like a teacher: an exploration of the content knowledge of new science teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/nixon_ryan_s_201505_phd

Chicago Manual of Style (16th Edition):

Nixon, Ryan Stephen. “Knowing science like a teacher: an exploration of the content knowledge of new science teachers.” 2015. Doctoral Dissertation, University of Georgia. Accessed December 09, 2019. http://purl.galileo.usg.edu/uga_etd/nixon_ryan_s_201505_phd.

MLA Handbook (7th Edition):

Nixon, Ryan Stephen. “Knowing science like a teacher: an exploration of the content knowledge of new science teachers.” 2015. Web. 09 Dec 2019.

Vancouver:

Nixon RS. Knowing science like a teacher: an exploration of the content knowledge of new science teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2019 Dec 09]. Available from: http://purl.galileo.usg.edu/uga_etd/nixon_ryan_s_201505_phd.

Council of Science Editors:

Nixon RS. Knowing science like a teacher: an exploration of the content knowledge of new science teachers. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/nixon_ryan_s_201505_phd


University of Pretoria

10. Sibuyi, Charles Duzephi. Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics.

Degree: Science, Mathematics and Technology Education, 2013, University of Pretoria

 This study investigated the pedagogical content knowledge supposedly held by two FET mathematics teachers from Mpumalanga Province as they taught quadratic functions in grade 11… (more)

Subjects/Keywords: Knowledge of learners’ conceptions; Knowledge of teaching strategies; Pedagogical content knowledge; Quadratic functions; Knowledge of the subject matter; UCTD

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APA (6th Edition):

Sibuyi, C. (2013). Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/30392

Chicago Manual of Style (16th Edition):

Sibuyi, Charles. “Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics.” 2013. Masters Thesis, University of Pretoria. Accessed December 09, 2019. http://hdl.handle.net/2263/30392.

MLA Handbook (7th Edition):

Sibuyi, Charles. “Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics.” 2013. Web. 09 Dec 2019.

Vancouver:

Sibuyi C. Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics. [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/2263/30392.

Council of Science Editors:

Sibuyi C. Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics. [Masters Thesis]. University of Pretoria; 2013. Available from: http://hdl.handle.net/2263/30392


University of Pretoria

11. [No author]. Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics .

Degree: 2013, University of Pretoria

 This study investigated the pedagogical content knowledge supposedly held by two FET mathematics teachers from Mpumalanga Province as they taught quadratic functions in grade 11… (more)

Subjects/Keywords: Knowledge of learners’ conceptions; Knowledge of teaching strategies; Pedagogical content knowledge; Quadratic functions; Knowledge of the subject matter; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2013). Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-12162012-171854/

Chicago Manual of Style (16th Edition):

author], [No. “Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics .” 2013. Masters Thesis, University of Pretoria. Accessed December 09, 2019. http://upetd.up.ac.za/thesis/available/etd-12162012-171854/.

MLA Handbook (7th Edition):

author], [No. “Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics .” 2013. Web. 09 Dec 2019.

Vancouver:

author] [. Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics . [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2019 Dec 09]. Available from: http://upetd.up.ac.za/thesis/available/etd-12162012-171854/.

Council of Science Editors:

author] [. Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics . [Masters Thesis]. University of Pretoria; 2013. Available from: http://upetd.up.ac.za/thesis/available/etd-12162012-171854/


Loughborough University

12. Herold, Frank. The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme.

Degree: PhD, 2013, Loughborough University

 This study is concerned with the development of subject knowledge in pre-service teachers of secondary physical education (PE) during their one year Physical Education Teacher… (more)

Subjects/Keywords: 371.1; Subject knowledge; Content knowledge; Pedagogical content knowledge; PCK; Communities of practice; Physical education; Initial teacher education; PE; PETE

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APA (6th Edition):

Herold, F. (2013). The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme. (Doctoral Dissertation). Loughborough University. Retrieved from https://dspace.lboro.ac.uk/2134/13618 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590540

Chicago Manual of Style (16th Edition):

Herold, Frank. “The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme.” 2013. Doctoral Dissertation, Loughborough University. Accessed December 09, 2019. https://dspace.lboro.ac.uk/2134/13618 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590540.

MLA Handbook (7th Edition):

Herold, Frank. “The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme.” 2013. Web. 09 Dec 2019.

Vancouver:

Herold F. The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme. [Internet] [Doctoral dissertation]. Loughborough University; 2013. [cited 2019 Dec 09]. Available from: https://dspace.lboro.ac.uk/2134/13618 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590540.

Council of Science Editors:

Herold F. The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme. [Doctoral Dissertation]. Loughborough University; 2013. Available from: https://dspace.lboro.ac.uk/2134/13618 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590540


Loughborough University

13. Herold, Frank. The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme.

Degree: PhD, 2013, Loughborough University

 This study is concerned with the development of subject knowledge in pre-service teachers of secondary physical education (PE) during their one year Physical Education Teacher… (more)

Subjects/Keywords: 371.1; Subject knowledge; Content knowledge; Pedagogical content knowledge; PCK; Communities of practice; Physical education; Initial teacher education; PE; PETE

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APA (6th Edition):

Herold, F. (2013). The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme. (Doctoral Dissertation). Loughborough University. Retrieved from http://hdl.handle.net/2134/13618

Chicago Manual of Style (16th Edition):

Herold, Frank. “The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme.” 2013. Doctoral Dissertation, Loughborough University. Accessed December 09, 2019. http://hdl.handle.net/2134/13618.

MLA Handbook (7th Edition):

Herold, Frank. “The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme.” 2013. Web. 09 Dec 2019.

Vancouver:

Herold F. The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme. [Internet] [Doctoral dissertation]. Loughborough University; 2013. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/2134/13618.

Council of Science Editors:

Herold F. The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme. [Doctoral Dissertation]. Loughborough University; 2013. Available from: http://hdl.handle.net/2134/13618


California State University – Sacramento

14. Cleveland, Lisa. Master???s of Social Work I and II students??? levels of knowledge regarding substance abuse and educational preparation.

Degree: MSW, Social Work, 2011, California State University – Sacramento

 This study explored the level of knowledge and educational preparation regarding substance abuse among Master???s of Social Work students. An exploratory survey research design was… (more)

Subjects/Keywords: Knowledge of substance abuse; MSW education; Content of substance abuse

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APA (6th Edition):

Cleveland, L. (2011). Master???s of Social Work I and II students??? levels of knowledge regarding substance abuse and educational preparation. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/987

Chicago Manual of Style (16th Edition):

Cleveland, Lisa. “Master???s of Social Work I and II students??? levels of knowledge regarding substance abuse and educational preparation.” 2011. Masters Thesis, California State University – Sacramento. Accessed December 09, 2019. http://hdl.handle.net/10211.9/987.

MLA Handbook (7th Edition):

Cleveland, Lisa. “Master???s of Social Work I and II students??? levels of knowledge regarding substance abuse and educational preparation.” 2011. Web. 09 Dec 2019.

Vancouver:

Cleveland L. Master???s of Social Work I and II students??? levels of knowledge regarding substance abuse and educational preparation. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10211.9/987.

Council of Science Editors:

Cleveland L. Master???s of Social Work I and II students??? levels of knowledge regarding substance abuse and educational preparation. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/987


University of Pretoria

15. Reynolds, Marie Susanna Johanna. Mathematics teachers' reflection in the context of lesson study and the development of their knowledge for teaching.

Degree: MEd, Science, Mathematics and Technology Education, 2016, University of Pretoria

 Questions have been raised about what constitutes effective continuous professional development. Short-term training initiatives for in-service teachers have had limited success as agents of change.… (more)

Subjects/Keywords: UCTD; Lesson Study; Content of reflection; Level of reflection; Knowledge Quartet

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APA (6th Edition):

Reynolds, M. S. (2016). Mathematics teachers' reflection in the context of lesson study and the development of their knowledge for teaching. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60976

Chicago Manual of Style (16th Edition):

Reynolds, Marie Susanna. “Mathematics teachers' reflection in the context of lesson study and the development of their knowledge for teaching.” 2016. Masters Thesis, University of Pretoria. Accessed December 09, 2019. http://hdl.handle.net/2263/60976.

MLA Handbook (7th Edition):

Reynolds, Marie Susanna. “Mathematics teachers' reflection in the context of lesson study and the development of their knowledge for teaching.” 2016. Web. 09 Dec 2019.

Vancouver:

Reynolds MS. Mathematics teachers' reflection in the context of lesson study and the development of their knowledge for teaching. [Internet] [Masters thesis]. University of Pretoria; 2016. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/2263/60976.

Council of Science Editors:

Reynolds MS. Mathematics teachers' reflection in the context of lesson study and the development of their knowledge for teaching. [Masters Thesis]. University of Pretoria; 2016. Available from: http://hdl.handle.net/2263/60976


University of Pretoria

16. Mazibe, Ernest Nkosingiphile. Teaching graphs of motion : translating pedagogical content knowledge into practice.

Degree: MEd, Science, Mathematics and Technology Education, 2017, University of Pretoria

 This study investigated the comparison between captured and revealed Pedagogical Content Knowledge (PCK) about graphs of motion. The aim of the study was to explore… (more)

Subjects/Keywords: Topic Specific Pedagogical Content Knowledge; Content Representations; Graphs of motion; Teaching strategies; UCTD

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APA (6th Edition):

Mazibe, E. (2017). Teaching graphs of motion : translating pedagogical content knowledge into practice. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/62885

Chicago Manual of Style (16th Edition):

Mazibe, Ernest. “Teaching graphs of motion : translating pedagogical content knowledge into practice.” 2017. Masters Thesis, University of Pretoria. Accessed December 09, 2019. http://hdl.handle.net/2263/62885.

MLA Handbook (7th Edition):

Mazibe, Ernest. “Teaching graphs of motion : translating pedagogical content knowledge into practice.” 2017. Web. 09 Dec 2019.

Vancouver:

Mazibe E. Teaching graphs of motion : translating pedagogical content knowledge into practice. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/2263/62885.

Council of Science Editors:

Mazibe E. Teaching graphs of motion : translating pedagogical content knowledge into practice. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/62885


University of Arizona

17. McNall, Sarah Elizabeth. South Western Agriculture Teachers' Mathematical Content Knowledge .

Degree: 2019, University of Arizona

 The purpose of this study was to determine South Western agriculture teacher’s mathematical content knowledge. Mathematics and science are both essential to the field of… (more)

Subjects/Keywords: Agriculture Teachers; Content Knowledge; Mathematical Content Knowledge

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APA (6th Edition):

McNall, S. E. (2019). South Western Agriculture Teachers' Mathematical Content Knowledge . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/633166

Chicago Manual of Style (16th Edition):

McNall, Sarah Elizabeth. “South Western Agriculture Teachers' Mathematical Content Knowledge .” 2019. Masters Thesis, University of Arizona. Accessed December 09, 2019. http://hdl.handle.net/10150/633166.

MLA Handbook (7th Edition):

McNall, Sarah Elizabeth. “South Western Agriculture Teachers' Mathematical Content Knowledge .” 2019. Web. 09 Dec 2019.

Vancouver:

McNall SE. South Western Agriculture Teachers' Mathematical Content Knowledge . [Internet] [Masters thesis]. University of Arizona; 2019. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10150/633166.

Council of Science Editors:

McNall SE. South Western Agriculture Teachers' Mathematical Content Knowledge . [Masters Thesis]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/633166


Universidade do Rio Grande do Norte

18. Cavalcante, Candice Alves de Souza. Aplicações das atividades estruturadas de Skemp para a construção do conhecimento matemático .

Degree: 2007, Universidade do Rio Grande do Norte

 The present study constitutes a discussion about the application of Structured Activities to the construction of the mathematical knowledge, proposed by Richard Skemp. The discussion… (more)

Subjects/Keywords: Atividades estruturadas; Construção do conhecimento; Exigências didático-pedagógicas; Realidade educativa; Structured activities; Construction of knowledge; Didactic-pedagogic requirements; Educational reality

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APA (6th Edition):

Cavalcante, C. A. d. S. (2007). Aplicações das atividades estruturadas de Skemp para a construção do conhecimento matemático . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/16040

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cavalcante, Candice Alves de Souza. “Aplicações das atividades estruturadas de Skemp para a construção do conhecimento matemático .” 2007. Thesis, Universidade do Rio Grande do Norte. Accessed December 09, 2019. http://repositorio.ufrn.br/handle/123456789/16040.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cavalcante, Candice Alves de Souza. “Aplicações das atividades estruturadas de Skemp para a construção do conhecimento matemático .” 2007. Web. 09 Dec 2019.

Vancouver:

Cavalcante CAdS. Aplicações das atividades estruturadas de Skemp para a construção do conhecimento matemático . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2007. [cited 2019 Dec 09]. Available from: http://repositorio.ufrn.br/handle/123456789/16040.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cavalcante CAdS. Aplicações das atividades estruturadas de Skemp para a construção do conhecimento matemático . [Thesis]. Universidade do Rio Grande do Norte; 2007. Available from: http://repositorio.ufrn.br/handle/123456789/16040

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Université de Bordeaux I

19. Brunel, Stéphane. Étude des activités collaboratives de conception en tant que situation d'apprentissage : application à l'ingénierie des produits et à l'ingénierie didactique : Contribution of the high energy X-ray diffraction on the phases transformations study. Application to titanium alloys.

Degree: Docteur es, Sciences physiques et de l'ingénieur. Productique, 2008, Université de Bordeaux I

Cette thèse aborde la problématique de la génération des connaissances au cours de la phase de conception et plus particulièrement en conception collaborative. Il est… (more)

Subjects/Keywords: Conception; Génération des connaissances; Ingénition; Ingénierie des produits; Ingénierie didactique; Design; Knowledge generation; Ingenition; Engineering of the products; Didactic Engineering

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APA (6th Edition):

Brunel, S. (2008). Étude des activités collaboratives de conception en tant que situation d'apprentissage : application à l'ingénierie des produits et à l'ingénierie didactique : Contribution of the high energy X-ray diffraction on the phases transformations study. Application to titanium alloys. (Doctoral Dissertation). Université de Bordeaux I. Retrieved from http://www.theses.fr/2008BOR13680

Chicago Manual of Style (16th Edition):

Brunel, Stéphane. “Étude des activités collaboratives de conception en tant que situation d'apprentissage : application à l'ingénierie des produits et à l'ingénierie didactique : Contribution of the high energy X-ray diffraction on the phases transformations study. Application to titanium alloys.” 2008. Doctoral Dissertation, Université de Bordeaux I. Accessed December 09, 2019. http://www.theses.fr/2008BOR13680.

MLA Handbook (7th Edition):

Brunel, Stéphane. “Étude des activités collaboratives de conception en tant que situation d'apprentissage : application à l'ingénierie des produits et à l'ingénierie didactique : Contribution of the high energy X-ray diffraction on the phases transformations study. Application to titanium alloys.” 2008. Web. 09 Dec 2019.

Vancouver:

Brunel S. Étude des activités collaboratives de conception en tant que situation d'apprentissage : application à l'ingénierie des produits et à l'ingénierie didactique : Contribution of the high energy X-ray diffraction on the phases transformations study. Application to titanium alloys. [Internet] [Doctoral dissertation]. Université de Bordeaux I; 2008. [cited 2019 Dec 09]. Available from: http://www.theses.fr/2008BOR13680.

Council of Science Editors:

Brunel S. Étude des activités collaboratives de conception en tant que situation d'apprentissage : application à l'ingénierie des produits et à l'ingénierie didactique : Contribution of the high energy X-ray diffraction on the phases transformations study. Application to titanium alloys. [Doctoral Dissertation]. Université de Bordeaux I; 2008. Available from: http://www.theses.fr/2008BOR13680

20. Riviere, Olivier. Continuité des connaissances d’énumération et conséquences sur les savoirs : mieux comprendre les difficultés des élèves confrontés à des problèmes d’énumération : The continuity of the enumeration’s knowledge and its theorical consequences : a better understanding of the difficulties of students facing enumeration’s problems.

Degree: Docteur es, Sciences de l'education, 2017, Clermont Auvergne

Des travaux de didactique des mathématiques, conduits par Briand, ont permis de montrer l’existence de connaissances spécifiques d’organisation dans le domaine des problèmes concernant le… (more)

Subjects/Keywords: Didactique des mathématiq; Théorie des situations; Énumération; Connaissances; Savoirs; Mathematics education; Theory of didactic; Enumeration; Knowledge

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APA (6th Edition):

Riviere, O. (2017). Continuité des connaissances d’énumération et conséquences sur les savoirs : mieux comprendre les difficultés des élèves confrontés à des problèmes d’énumération : The continuity of the enumeration’s knowledge and its theorical consequences : a better understanding of the difficulties of students facing enumeration’s problems. (Doctoral Dissertation). Clermont Auvergne. Retrieved from http://www.theses.fr/2017CLFAL027

Chicago Manual of Style (16th Edition):

Riviere, Olivier. “Continuité des connaissances d’énumération et conséquences sur les savoirs : mieux comprendre les difficultés des élèves confrontés à des problèmes d’énumération : The continuity of the enumeration’s knowledge and its theorical consequences : a better understanding of the difficulties of students facing enumeration’s problems.” 2017. Doctoral Dissertation, Clermont Auvergne. Accessed December 09, 2019. http://www.theses.fr/2017CLFAL027.

MLA Handbook (7th Edition):

Riviere, Olivier. “Continuité des connaissances d’énumération et conséquences sur les savoirs : mieux comprendre les difficultés des élèves confrontés à des problèmes d’énumération : The continuity of the enumeration’s knowledge and its theorical consequences : a better understanding of the difficulties of students facing enumeration’s problems.” 2017. Web. 09 Dec 2019.

Vancouver:

Riviere O. Continuité des connaissances d’énumération et conséquences sur les savoirs : mieux comprendre les difficultés des élèves confrontés à des problèmes d’énumération : The continuity of the enumeration’s knowledge and its theorical consequences : a better understanding of the difficulties of students facing enumeration’s problems. [Internet] [Doctoral dissertation]. Clermont Auvergne; 2017. [cited 2019 Dec 09]. Available from: http://www.theses.fr/2017CLFAL027.

Council of Science Editors:

Riviere O. Continuité des connaissances d’énumération et conséquences sur les savoirs : mieux comprendre les difficultés des élèves confrontés à des problèmes d’énumération : The continuity of the enumeration’s knowledge and its theorical consequences : a better understanding of the difficulties of students facing enumeration’s problems. [Doctoral Dissertation]. Clermont Auvergne; 2017. Available from: http://www.theses.fr/2017CLFAL027


University of Georgia

21. Kilic, Hulya. Pedagogical content knowledge of preservice secondary mathematics teachers.

Degree: PhD, Mathematics Education, 2009, University of Georgia

 The purpose of this study was to investigate how a methods course and its associated field experience supported the development of pedagogical content knowledge for… (more)

Subjects/Keywords: pedagogical content knowledge

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APA (6th Edition):

Kilic, H. (2009). Pedagogical content knowledge of preservice secondary mathematics teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kilic_hulya_200908_phd

Chicago Manual of Style (16th Edition):

Kilic, Hulya. “Pedagogical content knowledge of preservice secondary mathematics teachers.” 2009. Doctoral Dissertation, University of Georgia. Accessed December 09, 2019. http://purl.galileo.usg.edu/uga_etd/kilic_hulya_200908_phd.

MLA Handbook (7th Edition):

Kilic, Hulya. “Pedagogical content knowledge of preservice secondary mathematics teachers.” 2009. Web. 09 Dec 2019.

Vancouver:

Kilic H. Pedagogical content knowledge of preservice secondary mathematics teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 Dec 09]. Available from: http://purl.galileo.usg.edu/uga_etd/kilic_hulya_200908_phd.

Council of Science Editors:

Kilic H. Pedagogical content knowledge of preservice secondary mathematics teachers. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/kilic_hulya_200908_phd


University of KwaZulu-Natal

22. Ndlandla, Sibusiso Sandile. Examining primary school teachers’ understanding of teaching geometry through the problem solving approach in Swaziland.

Degree: 2017, University of KwaZulu-Natal

 In this study, I examined primary teachers’ understanding of teaching geometry through the problem solving approach, using Ball, Thames and Phelps’s (2008) mathematical knowledge for… (more)

Subjects/Keywords: Theses - Education.; Mathematical knowledge for teaching framework (MKT); Knowledge of content and teaching (KCT); Knowledge of content and students (KCS); Polygons.; Geometry Teaching.

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APA (6th Edition):

Ndlandla, S. S. (2017). Examining primary school teachers’ understanding of teaching geometry through the problem solving approach in Swaziland. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15545

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ndlandla, Sibusiso Sandile. “Examining primary school teachers’ understanding of teaching geometry through the problem solving approach in Swaziland.” 2017. Thesis, University of KwaZulu-Natal. Accessed December 09, 2019. http://hdl.handle.net/10413/15545.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ndlandla, Sibusiso Sandile. “Examining primary school teachers’ understanding of teaching geometry through the problem solving approach in Swaziland.” 2017. Web. 09 Dec 2019.

Vancouver:

Ndlandla SS. Examining primary school teachers’ understanding of teaching geometry through the problem solving approach in Swaziland. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10413/15545.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ndlandla SS. Examining primary school teachers’ understanding of teaching geometry through the problem solving approach in Swaziland. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/15545

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Macquarie University

23. Triastuti, Anita. Yogyakarta (Indonesia) EFL teachers' conceptualizations of pedagogical content knowledge (PCK) as represented in their structural curriculum design and practice.

Degree: 2017, Macquarie University

Theoretical thesis.

Bibliography: pages 237-256.

Part One. Background to the study. Chapter 1. Introduction to the study ; Chapter 2. Review of the related literature… (more)

Subjects/Keywords: English teachers  – Rating of  – Indonesia; Pedagogical content knowledge  – Indonesia; Teacher participation in curriculum planning  – Indonesia; conceptualization of pedagogical content knowledge; PCK; instructional curriculum development

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APA (6th Edition):

Triastuti, A. (2017). Yogyakarta (Indonesia) EFL teachers' conceptualizations of pedagogical content knowledge (PCK) as represented in their structural curriculum design and practice. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1261276

Chicago Manual of Style (16th Edition):

Triastuti, Anita. “Yogyakarta (Indonesia) EFL teachers' conceptualizations of pedagogical content knowledge (PCK) as represented in their structural curriculum design and practice.” 2017. Doctoral Dissertation, Macquarie University. Accessed December 09, 2019. http://hdl.handle.net/1959.14/1261276.

MLA Handbook (7th Edition):

Triastuti, Anita. “Yogyakarta (Indonesia) EFL teachers' conceptualizations of pedagogical content knowledge (PCK) as represented in their structural curriculum design and practice.” 2017. Web. 09 Dec 2019.

Vancouver:

Triastuti A. Yogyakarta (Indonesia) EFL teachers' conceptualizations of pedagogical content knowledge (PCK) as represented in their structural curriculum design and practice. [Internet] [Doctoral dissertation]. Macquarie University; 2017. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1959.14/1261276.

Council of Science Editors:

Triastuti A. Yogyakarta (Indonesia) EFL teachers' conceptualizations of pedagogical content knowledge (PCK) as represented in their structural curriculum design and practice. [Doctoral Dissertation]. Macquarie University; 2017. Available from: http://hdl.handle.net/1959.14/1261276


Georgia State University

24. Sengul, Ozden. SCIENCE TEACHERS’ EPISTEMOLOGICAL BELIEFS, PCK of ARGUMENTATION, and IMPLEMENTATION: AN EXPLORATORY STUDY.

Degree: PhD, Middle and Secondary Education, 2018, Georgia State University

  Science teachers’ pedagogical content knowledge (PCK) of argumentation, epistemological beliefs, and personal or external factors may influence how they integrated argumentation instruction. The present… (more)

Subjects/Keywords: Pedagogical content knowledge of argumentation; epistemological beliefs; argumentation instruction; science teacher; in-service

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APA (6th Edition):

Sengul, O. (2018). SCIENCE TEACHERS’ EPISTEMOLOGICAL BELIEFS, PCK of ARGUMENTATION, and IMPLEMENTATION: AN EXPLORATORY STUDY. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/53

Chicago Manual of Style (16th Edition):

Sengul, Ozden. “SCIENCE TEACHERS’ EPISTEMOLOGICAL BELIEFS, PCK of ARGUMENTATION, and IMPLEMENTATION: AN EXPLORATORY STUDY.” 2018. Doctoral Dissertation, Georgia State University. Accessed December 09, 2019. https://scholarworks.gsu.edu/mse_diss/53.

MLA Handbook (7th Edition):

Sengul, Ozden. “SCIENCE TEACHERS’ EPISTEMOLOGICAL BELIEFS, PCK of ARGUMENTATION, and IMPLEMENTATION: AN EXPLORATORY STUDY.” 2018. Web. 09 Dec 2019.

Vancouver:

Sengul O. SCIENCE TEACHERS’ EPISTEMOLOGICAL BELIEFS, PCK of ARGUMENTATION, and IMPLEMENTATION: AN EXPLORATORY STUDY. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2019 Dec 09]. Available from: https://scholarworks.gsu.edu/mse_diss/53.

Council of Science Editors:

Sengul O. SCIENCE TEACHERS’ EPISTEMOLOGICAL BELIEFS, PCK of ARGUMENTATION, and IMPLEMENTATION: AN EXPLORATORY STUDY. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/mse_diss/53


University of Pretoria

25. Randall, Elizabeth Sylvia. Teacher development and change in the context of teaching large under-resourced science classes.

Degree: Curriculum Studies, 2009, University of Pretoria

 This is a biographical case study of science teachers who teach at schools that have consistently produced good results in the examinations despite disabling teaching… (more)

Subjects/Keywords: Learners; Science classes; Teaching conditions; Lack of resources; Pedagogical content knowledge; School; Teachers; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Randall, E. (2009). Teacher development and change in the context of teaching large under-resourced science classes. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/26189

Chicago Manual of Style (16th Edition):

Randall, Elizabeth. “Teacher development and change in the context of teaching large under-resourced science classes.” 2009. Masters Thesis, University of Pretoria. Accessed December 09, 2019. http://hdl.handle.net/2263/26189.

MLA Handbook (7th Edition):

Randall, Elizabeth. “Teacher development and change in the context of teaching large under-resourced science classes.” 2009. Web. 09 Dec 2019.

Vancouver:

Randall E. Teacher development and change in the context of teaching large under-resourced science classes. [Internet] [Masters thesis]. University of Pretoria; 2009. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/2263/26189.

Council of Science Editors:

Randall E. Teacher development and change in the context of teaching large under-resourced science classes. [Masters Thesis]. University of Pretoria; 2009. Available from: http://hdl.handle.net/2263/26189


University of Pretoria

26. [No author]. Teacher development and change in the context of teaching large under-resourced science classes .

Degree: 2009, University of Pretoria

 This is a biographical case study of science teachers who teach at schools that have consistently produced good results in the examinations despite disabling teaching… (more)

Subjects/Keywords: Learners; Science classes; Teaching conditions; Lack of resources; Pedagogical content knowledge; School; Teachers; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2009). Teacher development and change in the context of teaching large under-resourced science classes . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-07102009-170724/

Chicago Manual of Style (16th Edition):

author], [No. “Teacher development and change in the context of teaching large under-resourced science classes .” 2009. Masters Thesis, University of Pretoria. Accessed December 09, 2019. http://upetd.up.ac.za/thesis/available/etd-07102009-170724/.

MLA Handbook (7th Edition):

author], [No. “Teacher development and change in the context of teaching large under-resourced science classes .” 2009. Web. 09 Dec 2019.

Vancouver:

author] [. Teacher development and change in the context of teaching large under-resourced science classes . [Internet] [Masters thesis]. University of Pretoria; 2009. [cited 2019 Dec 09]. Available from: http://upetd.up.ac.za/thesis/available/etd-07102009-170724/.

Council of Science Editors:

author] [. Teacher development and change in the context of teaching large under-resourced science classes . [Masters Thesis]. University of Pretoria; 2009. Available from: http://upetd.up.ac.za/thesis/available/etd-07102009-170724/


Miami University

27. Nafziger, Kathryn M. Particulate Nature of Matter, Self-Efficacy, and Pedagogical Content Knowledge: Case Studies in Inquiry.

Degree: MS, Chemistry, 2008, Miami University

 In many classrooms, elementary teachers focus their efforts on literacy and frequently marginalize science instruction. In order to increase time spent teaching science, a local… (more)

Subjects/Keywords: Chemistry; particulate nature of matter; self-efficacy; pedagogical content knowledge; elementary education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Nafziger, K. M. (2008). Particulate Nature of Matter, Self-Efficacy, and Pedagogical Content Knowledge: Case Studies in Inquiry. (Masters Thesis). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1218197654

Chicago Manual of Style (16th Edition):

Nafziger, Kathryn M. “Particulate Nature of Matter, Self-Efficacy, and Pedagogical Content Knowledge: Case Studies in Inquiry.” 2008. Masters Thesis, Miami University. Accessed December 09, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1218197654.

MLA Handbook (7th Edition):

Nafziger, Kathryn M. “Particulate Nature of Matter, Self-Efficacy, and Pedagogical Content Knowledge: Case Studies in Inquiry.” 2008. Web. 09 Dec 2019.

Vancouver:

Nafziger KM. Particulate Nature of Matter, Self-Efficacy, and Pedagogical Content Knowledge: Case Studies in Inquiry. [Internet] [Masters thesis]. Miami University; 2008. [cited 2019 Dec 09]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1218197654.

Council of Science Editors:

Nafziger KM. Particulate Nature of Matter, Self-Efficacy, and Pedagogical Content Knowledge: Case Studies in Inquiry. [Masters Thesis]. Miami University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1218197654


George Mason University

28. Logerwell, Mollianne G. The Effects of a Summer Science Camp Teaching Experience on Preservice Elementary Teachers’ Science Teaching Efficacy, Science Content Knowledge, and Understanding of the Nature of Science .

Degree: 2009, George Mason University

 The purpose of this study was to investigate the impact of a summer science camp teaching experience on preservice elementary teachers’ science teaching efficacy, science… (more)

Subjects/Keywords: preservice elementary teachers; science teaching efficacy; content knowledge; nature of science; science camp; teaching experience

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Logerwell, M. G. (2009). The Effects of a Summer Science Camp Teaching Experience on Preservice Elementary Teachers’ Science Teaching Efficacy, Science Content Knowledge, and Understanding of the Nature of Science . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/4592

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Logerwell, Mollianne G. “The Effects of a Summer Science Camp Teaching Experience on Preservice Elementary Teachers’ Science Teaching Efficacy, Science Content Knowledge, and Understanding of the Nature of Science .” 2009. Thesis, George Mason University. Accessed December 09, 2019. http://hdl.handle.net/1920/4592.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Logerwell, Mollianne G. “The Effects of a Summer Science Camp Teaching Experience on Preservice Elementary Teachers’ Science Teaching Efficacy, Science Content Knowledge, and Understanding of the Nature of Science .” 2009. Web. 09 Dec 2019.

Vancouver:

Logerwell MG. The Effects of a Summer Science Camp Teaching Experience on Preservice Elementary Teachers’ Science Teaching Efficacy, Science Content Knowledge, and Understanding of the Nature of Science . [Internet] [Thesis]. George Mason University; 2009. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1920/4592.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Logerwell MG. The Effects of a Summer Science Camp Teaching Experience on Preservice Elementary Teachers’ Science Teaching Efficacy, Science Content Knowledge, and Understanding of the Nature of Science . [Thesis]. George Mason University; 2009. Available from: http://hdl.handle.net/1920/4592

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Rochester Institute of Technology

29. Koegel, John Edward. Augmented Reality: Will Burtin - The Past Becomes the Future.

Degree: MFA, School of Design (CAD), 2018, Rochester Institute of Technology

  This thesis work concentrated on imperative historical content, extensive design research, and Microsoft HoloLens technology (microsoft.com/en-us/hololens). Archival content and technology were brought together to… (more)

Subjects/Keywords: Archival content; Augmented user-centered experiences; Microsoft HoloLens; The communication of knowledge; Will Burtin

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Koegel, J. E. (2018). Augmented Reality: Will Burtin - The Past Becomes the Future. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/9913

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Koegel, John Edward. “Augmented Reality: Will Burtin - The Past Becomes the Future.” 2018. Thesis, Rochester Institute of Technology. Accessed December 09, 2019. https://scholarworks.rit.edu/theses/9913.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Koegel, John Edward. “Augmented Reality: Will Burtin - The Past Becomes the Future.” 2018. Web. 09 Dec 2019.

Vancouver:

Koegel JE. Augmented Reality: Will Burtin - The Past Becomes the Future. [Internet] [Thesis]. Rochester Institute of Technology; 2018. [cited 2019 Dec 09]. Available from: https://scholarworks.rit.edu/theses/9913.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Koegel JE. Augmented Reality: Will Burtin - The Past Becomes the Future. [Thesis]. Rochester Institute of Technology; 2018. Available from: https://scholarworks.rit.edu/theses/9913

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


North-West University

30. Human, Anja. 'n Verkennende ondersoek na kennis- en praktykstandaarde vir die getalledomein in die voorbereiding van grondslagfase-onderwysers / Anja Human .

Degree: 2014, North-West University

 The South African Department of Basic Education and Department of Higher Education and Training (2011a) made a call for the development of mathematics knowledge and… (more)

Subjects/Keywords: Grondslagfase-onderwyser (GSF-onderwyser); Voorbereiding; Kennis- en praktykstandaarde vir wiskunde (KPSW’s); Getalledomein; Algemene inhoudskennis; Kennis op die horison; Gespesialiseerde inhoudskennis; Kennis van inhoud en onderrig; Kennis van inhoud en leerders; Kennis van inhoud en die kurrikulum; Foundation phase teacher; Preparation; Knowledge and practice standards; Number domain; Common content knowledge; Knowledge at the mathematical horizon; Specialised content knowledge; Knowledge of content and teaching; Knowledge of content and learners; Knowledge of content and the curriculum

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Human, A. (2014). 'n Verkennende ondersoek na kennis- en praktykstandaarde vir die getalledomein in die voorbereiding van grondslagfase-onderwysers / Anja Human . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/11042

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Human, Anja. “'n Verkennende ondersoek na kennis- en praktykstandaarde vir die getalledomein in die voorbereiding van grondslagfase-onderwysers / Anja Human .” 2014. Thesis, North-West University. Accessed December 09, 2019. http://hdl.handle.net/10394/11042.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Human, Anja. “'n Verkennende ondersoek na kennis- en praktykstandaarde vir die getalledomein in die voorbereiding van grondslagfase-onderwysers / Anja Human .” 2014. Web. 09 Dec 2019.

Vancouver:

Human A. 'n Verkennende ondersoek na kennis- en praktykstandaarde vir die getalledomein in die voorbereiding van grondslagfase-onderwysers / Anja Human . [Internet] [Thesis]. North-West University; 2014. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10394/11042.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Human A. 'n Verkennende ondersoek na kennis- en praktykstandaarde vir die getalledomein in die voorbereiding van grondslagfase-onderwysers / Anja Human . [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/11042

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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