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You searched for subject:( Student teachers). Showing records 1 – 30 of 1477 total matches.

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University of Tasmania

1. Short, Megan Mary. Knowing, doing and becoming : pre-service and in-service teachers' beliefs about grammar, teacher knowledge and teacher identity.

Degree: 2010, University of Tasmania

 This thesis presents an examination of the beliefs held by pre-service and in-service teachers in relation to teaching grammar and their construct of teacher knowledge… (more)

Subjects/Keywords: Grammar; Literacy; Student teachers; Teachers

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APA (6th Edition):

Short, M. M. (2010). Knowing, doing and becoming : pre-service and in-service teachers' beliefs about grammar, teacher knowledge and teacher identity. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/21567/1/whole_ShortMeganMary2010_thesis.pdf

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):

Short, Megan Mary. “Knowing, doing and becoming : pre-service and in-service teachers' beliefs about grammar, teacher knowledge and teacher identity.” 2010. Thesis, University of Tasmania. Accessed August 06, 2020. https://eprints.utas.edu.au/21567/1/whole_ShortMeganMary2010_thesis.pdf.

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

MLA Handbook (7th Edition):

Short, Megan Mary. “Knowing, doing and becoming : pre-service and in-service teachers' beliefs about grammar, teacher knowledge and teacher identity.” 2010. Web. 06 Aug 2020.

Vancouver:

Short MM. Knowing, doing and becoming : pre-service and in-service teachers' beliefs about grammar, teacher knowledge and teacher identity. [Internet] [Thesis]. University of Tasmania; 2010. [cited 2020 Aug 06]. Available from: https://eprints.utas.edu.au/21567/1/whole_ShortMeganMary2010_thesis.pdf.

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

Council of Science Editors:

Short MM. Knowing, doing and becoming : pre-service and in-service teachers' beliefs about grammar, teacher knowledge and teacher identity. [Thesis]. University of Tasmania; 2010. Available from: https://eprints.utas.edu.au/21567/1/whole_ShortMeganMary2010_thesis.pdf

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


Rutgers University

2. Pilitsis, Vicky Kathryn, 1979-. Exploring preservice teachers' development of awareness of student thinking.

Degree: PhD, Education, 2014, Rutgers University

Numerous reports have emphasized the need to engage students with the practices of scientific inquiry, specifically model-based inquiry in which students develop models to explain… (more)

Subjects/Keywords: Teachers – Training of; Student teachers

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APA (6th Edition):

Pilitsis, Vicky Kathryn, 1. (2014). Exploring preservice teachers' development of awareness of student thinking. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/45410/

Chicago Manual of Style (16th Edition):

Pilitsis, Vicky Kathryn, 1979-. “Exploring preservice teachers' development of awareness of student thinking.” 2014. Doctoral Dissertation, Rutgers University. Accessed August 06, 2020. https://rucore.libraries.rutgers.edu/rutgers-lib/45410/.

MLA Handbook (7th Edition):

Pilitsis, Vicky Kathryn, 1979-. “Exploring preservice teachers' development of awareness of student thinking.” 2014. Web. 06 Aug 2020.

Vancouver:

Pilitsis, Vicky Kathryn 1. Exploring preservice teachers' development of awareness of student thinking. [Internet] [Doctoral dissertation]. Rutgers University; 2014. [cited 2020 Aug 06]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/45410/.

Council of Science Editors:

Pilitsis, Vicky Kathryn 1. Exploring preservice teachers' development of awareness of student thinking. [Doctoral Dissertation]. Rutgers University; 2014. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/45410/


Montana State University

3. Mudzimiri, Rejoice. A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers.

Degree: PhD, College of Letters & Science, 2012, Montana State University

 The Technological Pedagogical Content Knowledge (TPACK) framework is a relatively new construct that offers a useful perspective from which to understand the development of pre-service… (more)

Subjects/Keywords: Student teachers.; Mathematics teachers.

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APA (6th Edition):

Mudzimiri, R. (2012). A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers. (Doctoral Dissertation). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1910

Chicago Manual of Style (16th Edition):

Mudzimiri, Rejoice. “A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers.” 2012. Doctoral Dissertation, Montana State University. Accessed August 06, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1910.

MLA Handbook (7th Edition):

Mudzimiri, Rejoice. “A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers.” 2012. Web. 06 Aug 2020.

Vancouver:

Mudzimiri R. A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers. [Internet] [Doctoral dissertation]. Montana State University; 2012. [cited 2020 Aug 06]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1910.

Council of Science Editors:

Mudzimiri R. A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers. [Doctoral Dissertation]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1910


University of North Texas

4. Stearns, Catherine L. Student Teachers’ Changing Confidence in Teaching.

Degree: 2015, University of North Texas

 Research shows that student teachers find the mentor teacher and the student teaching experience itself the two most influential factors in their practicum experience. This… (more)

Subjects/Keywords: student teacher; mentor teacher; confidence; Student teachers.; Master teachers.; Student teaching.; Teachers  – Training of.; Confidence.

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APA (6th Edition):

Stearns, C. L. (2015). Student Teachers’ Changing Confidence in Teaching. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc801883/

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):

Stearns, Catherine L. “Student Teachers’ Changing Confidence in Teaching.” 2015. Thesis, University of North Texas. Accessed August 06, 2020. https://digital.library.unt.edu/ark:/67531/metadc801883/.

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

MLA Handbook (7th Edition):

Stearns, Catherine L. “Student Teachers’ Changing Confidence in Teaching.” 2015. Web. 06 Aug 2020.

Vancouver:

Stearns CL. Student Teachers’ Changing Confidence in Teaching. [Internet] [Thesis]. University of North Texas; 2015. [cited 2020 Aug 06]. Available from: https://digital.library.unt.edu/ark:/67531/metadc801883/.

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

Council of Science Editors:

Stearns CL. Student Teachers’ Changing Confidence in Teaching. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc801883/

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


Montana State University

5. Audet, Kimberly Kate. Assessing pre-service teacher beliefs : development of the effective teacher efficacy survey.

Degree: College of Education, Health & Human Development, 2014, Montana State University

 Education is a dynamic process that requires effective teachers who design instruction that personalizes learning for each student. The complexities of effective teaching are described… (more)

Subjects/Keywords: Student teachers Attitudes.; Surveys.; Teachers Rating of.

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

APA (6th Edition):

Audet, K. K. (2014). Assessing pre-service teacher beliefs : development of the effective teacher efficacy survey. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/8769

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):

Audet, Kimberly Kate. “Assessing pre-service teacher beliefs : development of the effective teacher efficacy survey.” 2014. Thesis, Montana State University. Accessed August 06, 2020. https://scholarworks.montana.edu/xmlui/handle/1/8769.

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

MLA Handbook (7th Edition):

Audet, Kimberly Kate. “Assessing pre-service teacher beliefs : development of the effective teacher efficacy survey.” 2014. Web. 06 Aug 2020.

Vancouver:

Audet KK. Assessing pre-service teacher beliefs : development of the effective teacher efficacy survey. [Internet] [Thesis]. Montana State University; 2014. [cited 2020 Aug 06]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8769.

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

Council of Science Editors:

Audet KK. Assessing pre-service teacher beliefs : development of the effective teacher efficacy survey. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8769

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


University of Johannesburg

6. Petker, Gadija Mia. The experiences of teacher education students involved in a community service-learning project.

Degree: 2010, University of Johannesburg

M.Ed.

The aim of this study was to explore and gain a deeper understanding of the experiences of teacher education students involved in a community… (more)

Subjects/Keywords: Teachers' training; Student teachers; Students' services

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

APA (6th Edition):

Petker, G. M. (2010). The experiences of teacher education students involved in a community service-learning project. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3218

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):

Petker, Gadija Mia. “The experiences of teacher education students involved in a community service-learning project.” 2010. Thesis, University of Johannesburg. Accessed August 06, 2020. http://hdl.handle.net/10210/3218.

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

MLA Handbook (7th Edition):

Petker, Gadija Mia. “The experiences of teacher education students involved in a community service-learning project.” 2010. Web. 06 Aug 2020.

Vancouver:

Petker GM. The experiences of teacher education students involved in a community service-learning project. [Internet] [Thesis]. University of Johannesburg; 2010. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10210/3218.

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

Council of Science Editors:

Petker GM. The experiences of teacher education students involved in a community service-learning project. [Thesis]. University of Johannesburg; 2010. Available from: http://hdl.handle.net/10210/3218

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


University of Oklahoma

7. Harper, Mary Ellen. Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs.

Degree: PhD, 2012, University of Oklahoma

 A continued and ongoing call for improvement and change in mathematics teaching and learning suggests a need for re-visioning the ways in which mathematics teachers(more)

Subjects/Keywords: Mathematics teachers – Training of; Student teachers – Attitudes

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

APA (6th Edition):

Harper, M. E. (2012). Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318973

Chicago Manual of Style (16th Edition):

Harper, Mary Ellen. “Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed August 06, 2020. http://hdl.handle.net/11244/318973.

MLA Handbook (7th Edition):

Harper, Mary Ellen. “Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs.” 2012. Web. 06 Aug 2020.

Vancouver:

Harper ME. Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/11244/318973.

Council of Science Editors:

Harper ME. Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/318973


Texas Tech University

8. Hines, Jean Price. Elementary preservice teachers' perceptions of the value of their field-based teaching experiences in their preparation for the achieved status of classroom teacher.

Degree: Curriculum and Instruction, 1996, Texas Tech University

 Field-based experiences are a significant component of teacher education programs as they afforded practical opportunities for preservice teachers active involvement in the teaching profession. The… (more)

Subjects/Keywords: Student teachers; Teachers

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

APA (6th Edition):

Hines, J. P. (1996). Elementary preservice teachers' perceptions of the value of their field-based teaching experiences in their preparation for the achieved status of classroom teacher. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/9120

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):

Hines, Jean Price. “Elementary preservice teachers' perceptions of the value of their field-based teaching experiences in their preparation for the achieved status of classroom teacher.” 1996. Thesis, Texas Tech University. Accessed August 06, 2020. http://hdl.handle.net/2346/9120.

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

MLA Handbook (7th Edition):

Hines, Jean Price. “Elementary preservice teachers' perceptions of the value of their field-based teaching experiences in their preparation for the achieved status of classroom teacher.” 1996. Web. 06 Aug 2020.

Vancouver:

Hines JP. Elementary preservice teachers' perceptions of the value of their field-based teaching experiences in their preparation for the achieved status of classroom teacher. [Internet] [Thesis]. Texas Tech University; 1996. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/2346/9120.

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

Council of Science Editors:

Hines JP. Elementary preservice teachers' perceptions of the value of their field-based teaching experiences in their preparation for the achieved status of classroom teacher. [Thesis]. Texas Tech University; 1996. Available from: http://hdl.handle.net/2346/9120

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


Montana State University

9. Malloy, Denise Glaser. How preservice teachers' attitudes and beliefs about writing inform their view of writing instruction : a case study.

Degree: College of Education, Health & Human Development, 2016, Montana State University

 Attitudes and beliefs about writing held by preservice teachers play a significant role in how they will approach writing instruction in their future classrooms. Teachers(more)

Subjects/Keywords: Student teachers Attitudes.; Writing.; Teaching.

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APA (6th Edition):

Malloy, D. G. (2016). How preservice teachers' attitudes and beliefs about writing inform their view of writing instruction : a case study. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/12372

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):

Malloy, Denise Glaser. “How preservice teachers' attitudes and beliefs about writing inform their view of writing instruction : a case study.” 2016. Thesis, Montana State University. Accessed August 06, 2020. https://scholarworks.montana.edu/xmlui/handle/1/12372.

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

MLA Handbook (7th Edition):

Malloy, Denise Glaser. “How preservice teachers' attitudes and beliefs about writing inform their view of writing instruction : a case study.” 2016. Web. 06 Aug 2020.

Vancouver:

Malloy DG. How preservice teachers' attitudes and beliefs about writing inform their view of writing instruction : a case study. [Internet] [Thesis]. Montana State University; 2016. [cited 2020 Aug 06]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/12372.

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

Council of Science Editors:

Malloy DG. How preservice teachers' attitudes and beliefs about writing inform their view of writing instruction : a case study. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/12372

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


Montana State University

10. Stagg, George Fred. Problems of student teachers.

Degree: College of Education, Health & Human Development, 1968, Montana State University

Subjects/Keywords: Student teachers.

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APA (6th Edition):

Stagg, G. F. (1968). Problems of student teachers. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/4574

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):

Stagg, George Fred. “Problems of student teachers.” 1968. Thesis, Montana State University. Accessed August 06, 2020. https://scholarworks.montana.edu/xmlui/handle/1/4574.

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

MLA Handbook (7th Edition):

Stagg, George Fred. “Problems of student teachers.” 1968. Web. 06 Aug 2020.

Vancouver:

Stagg GF. Problems of student teachers. [Internet] [Thesis]. Montana State University; 1968. [cited 2020 Aug 06]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/4574.

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

Council of Science Editors:

Stagg GF. Problems of student teachers. [Thesis]. Montana State University; 1968. Available from: https://scholarworks.montana.edu/xmlui/handle/1/4574

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


Oregon State University

11. Sturm, Dieter Werner Fritz. The relationship of student teachers' work environment preference to verbal classroom behavior.

Degree: PhD, Education, 1976, Oregon State University

 This investigation was designed to determine the relationship of student teachers' commitment to the set of values, attitudes, and behaviors that are characteristically fostered and… (more)

Subjects/Keywords: Student teachers

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APA (6th Edition):

Sturm, D. W. F. (1976). The relationship of student teachers' work environment preference to verbal classroom behavior. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/43468

Chicago Manual of Style (16th Edition):

Sturm, Dieter Werner Fritz. “The relationship of student teachers' work environment preference to verbal classroom behavior.” 1976. Doctoral Dissertation, Oregon State University. Accessed August 06, 2020. http://hdl.handle.net/1957/43468.

MLA Handbook (7th Edition):

Sturm, Dieter Werner Fritz. “The relationship of student teachers' work environment preference to verbal classroom behavior.” 1976. Web. 06 Aug 2020.

Vancouver:

Sturm DWF. The relationship of student teachers' work environment preference to verbal classroom behavior. [Internet] [Doctoral dissertation]. Oregon State University; 1976. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/1957/43468.

Council of Science Editors:

Sturm DWF. The relationship of student teachers' work environment preference to verbal classroom behavior. [Doctoral Dissertation]. Oregon State University; 1976. Available from: http://hdl.handle.net/1957/43468


Addis Ababa University

12. TEKABE, DESTA. A STUDY ON MATERIALS USED TO TEACH LISTENING AT AWASSA COLLEGE OF TEACHER EDUCATION .

Degree: 2012, Addis Ababa University

 In this study an attempt was made to investigate the materials used for teaching-listening skills in the student-teachers context of Awassa College of Teacher Education.… (more)

Subjects/Keywords: TEACH LISTENING; student-teachers context

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APA (6th Edition):

TEKABE, D. (2012). A STUDY ON MATERIALS USED TO TEACH LISTENING AT AWASSA COLLEGE OF TEACHER EDUCATION . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/2213

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):

TEKABE, DESTA. “A STUDY ON MATERIALS USED TO TEACH LISTENING AT AWASSA COLLEGE OF TEACHER EDUCATION .” 2012. Thesis, Addis Ababa University. Accessed August 06, 2020. http://etd.aau.edu.et/dspace/handle/123456789/2213.

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

MLA Handbook (7th Edition):

TEKABE, DESTA. “A STUDY ON MATERIALS USED TO TEACH LISTENING AT AWASSA COLLEGE OF TEACHER EDUCATION .” 2012. Web. 06 Aug 2020.

Vancouver:

TEKABE D. A STUDY ON MATERIALS USED TO TEACH LISTENING AT AWASSA COLLEGE OF TEACHER EDUCATION . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2020 Aug 06]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2213.

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

Council of Science Editors:

TEKABE D. A STUDY ON MATERIALS USED TO TEACH LISTENING AT AWASSA COLLEGE OF TEACHER EDUCATION . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2213

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


University of North Carolina – Greensboro

13. Miller, Helen Pierce. A design for professional laboratory experiences in teacher education.

Degree: 2015, University of North Carolina – Greensboro

 It was the purpose of this study to devise a model or design for professional laboratory experiences for teacher education. The writer took the philosophical… (more)

Subjects/Keywords: Teachers – Training of; Student teaching

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

APA (6th Edition):

Miller, H. P. (2015). A design for professional laboratory experiences in teacher education. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18373

Chicago Manual of Style (16th Edition):

Miller, Helen Pierce. “A design for professional laboratory experiences in teacher education.” 2015. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed August 06, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18373.

MLA Handbook (7th Edition):

Miller, Helen Pierce. “A design for professional laboratory experiences in teacher education.” 2015. Web. 06 Aug 2020.

Vancouver:

Miller HP. A design for professional laboratory experiences in teacher education. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2015. [cited 2020 Aug 06]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18373.

Council of Science Editors:

Miller HP. A design for professional laboratory experiences in teacher education. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2015. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18373

14. Castillo Castro, Catalina. Teacher Practices in Primary Schools with High Value-Added Scores and Engaging Lessons in Disadvantaged Communities in Rural Mexico.

Degree: PhD, 2018, University of Cambridge

 This mixed methods research uses econometric analysis and thematic analysis to identify the practices of teachers, in a selected sample of disadvantaged schools in Mexico… (more)

Subjects/Keywords: Teachers quality; Student Engagement; Leadership

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APA (6th Edition):

Castillo Castro, C. (2018). Teacher Practices in Primary Schools with High Value-Added Scores and Engaging Lessons in Disadvantaged Communities in Rural Mexico. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/275368

Chicago Manual of Style (16th Edition):

Castillo Castro, Catalina. “Teacher Practices in Primary Schools with High Value-Added Scores and Engaging Lessons in Disadvantaged Communities in Rural Mexico.” 2018. Doctoral Dissertation, University of Cambridge. Accessed August 06, 2020. https://www.repository.cam.ac.uk/handle/1810/275368.

MLA Handbook (7th Edition):

Castillo Castro, Catalina. “Teacher Practices in Primary Schools with High Value-Added Scores and Engaging Lessons in Disadvantaged Communities in Rural Mexico.” 2018. Web. 06 Aug 2020.

Vancouver:

Castillo Castro C. Teacher Practices in Primary Schools with High Value-Added Scores and Engaging Lessons in Disadvantaged Communities in Rural Mexico. [Internet] [Doctoral dissertation]. University of Cambridge; 2018. [cited 2020 Aug 06]. Available from: https://www.repository.cam.ac.uk/handle/1810/275368.

Council of Science Editors:

Castillo Castro C. Teacher Practices in Primary Schools with High Value-Added Scores and Engaging Lessons in Disadvantaged Communities in Rural Mexico. [Doctoral Dissertation]. University of Cambridge; 2018. Available from: https://www.repository.cam.ac.uk/handle/1810/275368


Central Connecticut State University

15. Hairston, Gerald M. (Gerald Montue), 1977-. A School Based Program and Participants' Aspiration to be Teachers.

Degree: Department of Educational Leadership, 2015, Central Connecticut State University

This research explores how Black male high school students comprehend and interpret their experiences in a high school teacher preparation program and explores how the… (more)

Subjects/Keywords: Student teachers.; African American men.

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APA (6th Edition):

Hairston, Gerald M. (Gerald Montue), 1. (2015). A School Based Program and Participants' Aspiration to be Teachers. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2436

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):

Hairston, Gerald M. (Gerald Montue), 1977-. “A School Based Program and Participants' Aspiration to be Teachers.” 2015. Thesis, Central Connecticut State University. Accessed August 06, 2020. http://content.library.ccsu.edu/u?/ccsutheses,2436.

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

MLA Handbook (7th Edition):

Hairston, Gerald M. (Gerald Montue), 1977-. “A School Based Program and Participants' Aspiration to be Teachers.” 2015. Web. 06 Aug 2020.

Vancouver:

Hairston, Gerald M. (Gerald Montue) 1. A School Based Program and Participants' Aspiration to be Teachers. [Internet] [Thesis]. Central Connecticut State University; 2015. [cited 2020 Aug 06]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2436.

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

Council of Science Editors:

Hairston, Gerald M. (Gerald Montue) 1. A School Based Program and Participants' Aspiration to be Teachers. [Thesis]. Central Connecticut State University; 2015. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2436

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


University of Oklahoma

16. Martin, Charlene Sue. A STUDY OF FACTORS THAT CONTRIBUTE TO PRE-SERVICE TEACHERS' SENSE OF EFFICACY FOR LITERACY INSTRUCTION.

Degree: PhD, 2012, University of Oklahoma

 Given literacy is the basis for all instruction and central to elementary education, teacher preparation programs must begin to examine factors which contribute to the… (more)

Subjects/Keywords: Student teachers – Psychology; Self-efficacy

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APA (6th Edition):

Martin, C. S. (2012). A STUDY OF FACTORS THAT CONTRIBUTE TO PRE-SERVICE TEACHERS' SENSE OF EFFICACY FOR LITERACY INSTRUCTION. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319343

Chicago Manual of Style (16th Edition):

Martin, Charlene Sue. “A STUDY OF FACTORS THAT CONTRIBUTE TO PRE-SERVICE TEACHERS' SENSE OF EFFICACY FOR LITERACY INSTRUCTION.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed August 06, 2020. http://hdl.handle.net/11244/319343.

MLA Handbook (7th Edition):

Martin, Charlene Sue. “A STUDY OF FACTORS THAT CONTRIBUTE TO PRE-SERVICE TEACHERS' SENSE OF EFFICACY FOR LITERACY INSTRUCTION.” 2012. Web. 06 Aug 2020.

Vancouver:

Martin CS. A STUDY OF FACTORS THAT CONTRIBUTE TO PRE-SERVICE TEACHERS' SENSE OF EFFICACY FOR LITERACY INSTRUCTION. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/11244/319343.

Council of Science Editors:

Martin CS. A STUDY OF FACTORS THAT CONTRIBUTE TO PRE-SERVICE TEACHERS' SENSE OF EFFICACY FOR LITERACY INSTRUCTION. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/319343


Michigan State University

17. Ralston, Sherry Dann. Learning to teach : an ethnography of student teachers' perspectives.

Degree: PhD, Division of Student Teaching and Professional Development, 1980, Michigan State University

Subjects/Keywords: Student teachers

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APA (6th Edition):

Ralston, S. D. (1980). Learning to teach : an ethnography of student teachers' perspectives. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:30069

Chicago Manual of Style (16th Edition):

Ralston, Sherry Dann. “Learning to teach : an ethnography of student teachers' perspectives.” 1980. Doctoral Dissertation, Michigan State University. Accessed August 06, 2020. http://etd.lib.msu.edu/islandora/object/etd:30069.

MLA Handbook (7th Edition):

Ralston, Sherry Dann. “Learning to teach : an ethnography of student teachers' perspectives.” 1980. Web. 06 Aug 2020.

Vancouver:

Ralston SD. Learning to teach : an ethnography of student teachers' perspectives. [Internet] [Doctoral dissertation]. Michigan State University; 1980. [cited 2020 Aug 06]. Available from: http://etd.lib.msu.edu/islandora/object/etd:30069.

Council of Science Editors:

Ralston SD. Learning to teach : an ethnography of student teachers' perspectives. [Doctoral Dissertation]. Michigan State University; 1980. Available from: http://etd.lib.msu.edu/islandora/object/etd:30069


Michigan State University

18. Frickey, Edward L., 1925-. A study of the relationships between the critical behavior of teachers, results of the National Teachers Examination and selected socio-economic data.

Degree: PhD, 1973, Michigan State University

Subjects/Keywords: Student teachers

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APA (6th Edition):

Frickey, Edward L., 1. (1973). A study of the relationships between the critical behavior of teachers, results of the National Teachers Examination and selected socio-economic data. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:40124

Chicago Manual of Style (16th Edition):

Frickey, Edward L., 1925-. “A study of the relationships between the critical behavior of teachers, results of the National Teachers Examination and selected socio-economic data.” 1973. Doctoral Dissertation, Michigan State University. Accessed August 06, 2020. http://etd.lib.msu.edu/islandora/object/etd:40124.

MLA Handbook (7th Edition):

Frickey, Edward L., 1925-. “A study of the relationships between the critical behavior of teachers, results of the National Teachers Examination and selected socio-economic data.” 1973. Web. 06 Aug 2020.

Vancouver:

Frickey, Edward L. 1. A study of the relationships between the critical behavior of teachers, results of the National Teachers Examination and selected socio-economic data. [Internet] [Doctoral dissertation]. Michigan State University; 1973. [cited 2020 Aug 06]. Available from: http://etd.lib.msu.edu/islandora/object/etd:40124.

Council of Science Editors:

Frickey, Edward L. 1. A study of the relationships between the critical behavior of teachers, results of the National Teachers Examination and selected socio-economic data. [Doctoral Dissertation]. Michigan State University; 1973. Available from: http://etd.lib.msu.edu/islandora/object/etd:40124


Montana State University

19. Nordby, Kim. Investigating viable arguments : pre-service mathematics teachers' construction and evaluation of arguments.

Degree: PhD, College of Letters & Science, 2013, Montana State University

 This research investigated pre-service secondary teachers understanding of the term viable argument a new term introduced with the Common Core Standards. The research investigated how… (more)

Subjects/Keywords: Student teachers.; Comprehension.; Education Standards.

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APA (6th Edition):

Nordby, K. (2013). Investigating viable arguments : pre-service mathematics teachers' construction and evaluation of arguments. (Doctoral Dissertation). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2903

Chicago Manual of Style (16th Edition):

Nordby, Kim. “Investigating viable arguments : pre-service mathematics teachers' construction and evaluation of arguments.” 2013. Doctoral Dissertation, Montana State University. Accessed August 06, 2020. https://scholarworks.montana.edu/xmlui/handle/1/2903.

MLA Handbook (7th Edition):

Nordby, Kim. “Investigating viable arguments : pre-service mathematics teachers' construction and evaluation of arguments.” 2013. Web. 06 Aug 2020.

Vancouver:

Nordby K. Investigating viable arguments : pre-service mathematics teachers' construction and evaluation of arguments. [Internet] [Doctoral dissertation]. Montana State University; 2013. [cited 2020 Aug 06]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2903.

Council of Science Editors:

Nordby K. Investigating viable arguments : pre-service mathematics teachers' construction and evaluation of arguments. [Doctoral Dissertation]. Montana State University; 2013. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2903


California State University – Chico

20. Buckley, Kate. The Effect of Early Experience on the Self-Confidence of 2nd Semester (Practicum II/III) Student Teachers: A Self-Reflection Comparative Study Between Those Who Have Completed the Institution's Minimum Field-Based Prerequisite and Those With Additional Experience .

Degree: 2010, California State University – Chico

 ABSTRACT THE EFFECT OF EARLY EXPERIENCE ON THE SELF-CONFIDENCE OF 2ND SEMESTER (PRACTICUM II/III) STUDENT TEACHERS: A SELF-REFLECTION COMPARATIVE STUDY BETWEEN THOSE WHO HAVE COMPLETED… (more)

Subjects/Keywords: Student Teachers

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APA (6th Edition):

Buckley, K. (2010). The Effect of Early Experience on the Self-Confidence of 2nd Semester (Practicum II/III) Student Teachers: A Self-Reflection Comparative Study Between Those Who Have Completed the Institution's Minimum Field-Based Prerequisite and Those With Additional Experience . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/190

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):

Buckley, Kate. “The Effect of Early Experience on the Self-Confidence of 2nd Semester (Practicum II/III) Student Teachers: A Self-Reflection Comparative Study Between Those Who Have Completed the Institution's Minimum Field-Based Prerequisite and Those With Additional Experience .” 2010. Thesis, California State University – Chico. Accessed August 06, 2020. http://hdl.handle.net/10211.4/190.

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

MLA Handbook (7th Edition):

Buckley, Kate. “The Effect of Early Experience on the Self-Confidence of 2nd Semester (Practicum II/III) Student Teachers: A Self-Reflection Comparative Study Between Those Who Have Completed the Institution's Minimum Field-Based Prerequisite and Those With Additional Experience .” 2010. Web. 06 Aug 2020.

Vancouver:

Buckley K. The Effect of Early Experience on the Self-Confidence of 2nd Semester (Practicum II/III) Student Teachers: A Self-Reflection Comparative Study Between Those Who Have Completed the Institution's Minimum Field-Based Prerequisite and Those With Additional Experience . [Internet] [Thesis]. California State University – Chico; 2010. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10211.4/190.

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

Council of Science Editors:

Buckley K. The Effect of Early Experience on the Self-Confidence of 2nd Semester (Practicum II/III) Student Teachers: A Self-Reflection Comparative Study Between Those Who Have Completed the Institution's Minimum Field-Based Prerequisite and Those With Additional Experience . [Thesis]. California State University – Chico; 2010. Available from: http://hdl.handle.net/10211.4/190

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


The Ohio State University

21. Coulon, Stephen C. The effects of self instructional modules on the task statements of the cooperating teacher, the teaching bahaviors of the student teacher, and the inclass bahaviors of the pupils .

Degree: PhD, Graduate School, 1987, The Ohio State University

Subjects/Keywords: Education; Student teachers; Student teachers

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APA (6th Edition):

Coulon, S. C. (1987). The effects of self instructional modules on the task statements of the cooperating teacher, the teaching bahaviors of the student teacher, and the inclass bahaviors of the pupils . (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1487331541708004

Chicago Manual of Style (16th Edition):

Coulon, Stephen C. “The effects of self instructional modules on the task statements of the cooperating teacher, the teaching bahaviors of the student teacher, and the inclass bahaviors of the pupils .” 1987. Doctoral Dissertation, The Ohio State University. Accessed August 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487331541708004.

MLA Handbook (7th Edition):

Coulon, Stephen C. “The effects of self instructional modules on the task statements of the cooperating teacher, the teaching bahaviors of the student teacher, and the inclass bahaviors of the pupils .” 1987. Web. 06 Aug 2020.

Vancouver:

Coulon SC. The effects of self instructional modules on the task statements of the cooperating teacher, the teaching bahaviors of the student teacher, and the inclass bahaviors of the pupils . [Internet] [Doctoral dissertation]. The Ohio State University; 1987. [cited 2020 Aug 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487331541708004.

Council of Science Editors:

Coulon SC. The effects of self instructional modules on the task statements of the cooperating teacher, the teaching bahaviors of the student teacher, and the inclass bahaviors of the pupils . [Doctoral Dissertation]. The Ohio State University; 1987. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487331541708004


The Ohio State University

22. Burrows, Robert George. An analysis of the role perceptions of the college supervisor of elementary education teachers.

Degree: PhD, Graduate School, 1970, The Ohio State University

Subjects/Keywords: Education; Student teachers; Student teachers

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APA (6th Edition):

Burrows, R. G. (1970). An analysis of the role perceptions of the college supervisor of elementary education teachers. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486652767114616

Chicago Manual of Style (16th Edition):

Burrows, Robert George. “An analysis of the role perceptions of the college supervisor of elementary education teachers.” 1970. Doctoral Dissertation, The Ohio State University. Accessed August 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486652767114616.

MLA Handbook (7th Edition):

Burrows, Robert George. “An analysis of the role perceptions of the college supervisor of elementary education teachers.” 1970. Web. 06 Aug 2020.

Vancouver:

Burrows RG. An analysis of the role perceptions of the college supervisor of elementary education teachers. [Internet] [Doctoral dissertation]. The Ohio State University; 1970. [cited 2020 Aug 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486652767114616.

Council of Science Editors:

Burrows RG. An analysis of the role perceptions of the college supervisor of elementary education teachers. [Doctoral Dissertation]. The Ohio State University; 1970. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486652767114616


Massey University

23. Alsaleh, Fatimah Ibrahim. Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers.

Degree: PhD, Education, 2019, Massey University

 Being well prepared and experiencing a sense of preparedness for teaching is a key learning outcome of any initial teacher education (ITE) program. In order… (more)

Subjects/Keywords: Mathematics teachers; Training of; Saudi Arabia; Student teachers; Attitudes; Women teachers

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APA (6th Edition):

Alsaleh, F. I. (2019). Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/14975

Chicago Manual of Style (16th Edition):

Alsaleh, Fatimah Ibrahim. “Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers.” 2019. Doctoral Dissertation, Massey University. Accessed August 06, 2020. http://hdl.handle.net/10179/14975.

MLA Handbook (7th Edition):

Alsaleh, Fatimah Ibrahim. “Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers.” 2019. Web. 06 Aug 2020.

Vancouver:

Alsaleh FI. Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers. [Internet] [Doctoral dissertation]. Massey University; 2019. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10179/14975.

Council of Science Editors:

Alsaleh FI. Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers. [Doctoral Dissertation]. Massey University; 2019. Available from: http://hdl.handle.net/10179/14975


Arizona State University

24. Vanderwerff, Marsha Marks. Music Teacher Mentor Experiences and Perceptions of the Mentor Role.

Degree: Music Education, 2019, Arizona State University

 Experienced mentor teachers that are prepared for the task of mentoring pre-service teachers are highly valued. Few studies in music education address the music teachers’… (more)

Subjects/Keywords: Music education; cooperating teachers; Mentoring Relationships; Mentor music teachers; Student teachers

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APA (6th Edition):

Vanderwerff, M. M. (2019). Music Teacher Mentor Experiences and Perceptions of the Mentor Role. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/55673

Chicago Manual of Style (16th Edition):

Vanderwerff, Marsha Marks. “Music Teacher Mentor Experiences and Perceptions of the Mentor Role.” 2019. Doctoral Dissertation, Arizona State University. Accessed August 06, 2020. http://repository.asu.edu/items/55673.

MLA Handbook (7th Edition):

Vanderwerff, Marsha Marks. “Music Teacher Mentor Experiences and Perceptions of the Mentor Role.” 2019. Web. 06 Aug 2020.

Vancouver:

Vanderwerff MM. Music Teacher Mentor Experiences and Perceptions of the Mentor Role. [Internet] [Doctoral dissertation]. Arizona State University; 2019. [cited 2020 Aug 06]. Available from: http://repository.asu.edu/items/55673.

Council of Science Editors:

Vanderwerff MM. Music Teacher Mentor Experiences and Perceptions of the Mentor Role. [Doctoral Dissertation]. Arizona State University; 2019. Available from: http://repository.asu.edu/items/55673


University of Houston

25. Smith, LaTonya 1980-. When Perception Becomes Reality: A Study of the Efficacy Beliefs of Texas Student Teachers Stemming from Personal Interactions with Cooperating Teachers.

Degree: EdD, Curriculum and Instruction, 2011, University of Houston

 Teacher preparation programs help ensure that highly qualified teachers are prepared for the challenges faced in every classroom. The student teaching experiences within the teacher… (more)

Subjects/Keywords: Teacher education; Student teaching; Student teachers; Cooperating teacher; Student and cooperating teacher interactions; Teacher efficacy; Student teachers – Texas – Houston; Self-efficacy

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APA (6th Edition):

Smith, L. 1. (2011). When Perception Becomes Reality: A Study of the Efficacy Beliefs of Texas Student Teachers Stemming from Personal Interactions with Cooperating Teachers. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/583

Chicago Manual of Style (16th Edition):

Smith, LaTonya 1980-. “When Perception Becomes Reality: A Study of the Efficacy Beliefs of Texas Student Teachers Stemming from Personal Interactions with Cooperating Teachers.” 2011. Doctoral Dissertation, University of Houston. Accessed August 06, 2020. http://hdl.handle.net/10657/583.

MLA Handbook (7th Edition):

Smith, LaTonya 1980-. “When Perception Becomes Reality: A Study of the Efficacy Beliefs of Texas Student Teachers Stemming from Personal Interactions with Cooperating Teachers.” 2011. Web. 06 Aug 2020.

Vancouver:

Smith L1. When Perception Becomes Reality: A Study of the Efficacy Beliefs of Texas Student Teachers Stemming from Personal Interactions with Cooperating Teachers. [Internet] [Doctoral dissertation]. University of Houston; 2011. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10657/583.

Council of Science Editors:

Smith L1. When Perception Becomes Reality: A Study of the Efficacy Beliefs of Texas Student Teachers Stemming from Personal Interactions with Cooperating Teachers. [Doctoral Dissertation]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/583


The Ohio State University

26. Redinger, Robyn Ann. Effects of a 5-day laboratory training program for student teachers on engaged student time in the practicum setting.

Degree: PhD, Graduate School, 1981, The Ohio State University

Subjects/Keywords: Education; Student teachers

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APA (6th Edition):

Redinger, R. A. (1981). Effects of a 5-day laboratory training program for student teachers on engaged student time in the practicum setting. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu148716269469069

Chicago Manual of Style (16th Edition):

Redinger, Robyn Ann. “Effects of a 5-day laboratory training program for student teachers on engaged student time in the practicum setting.” 1981. Doctoral Dissertation, The Ohio State University. Accessed August 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu148716269469069.

MLA Handbook (7th Edition):

Redinger, Robyn Ann. “Effects of a 5-day laboratory training program for student teachers on engaged student time in the practicum setting.” 1981. Web. 06 Aug 2020.

Vancouver:

Redinger RA. Effects of a 5-day laboratory training program for student teachers on engaged student time in the practicum setting. [Internet] [Doctoral dissertation]. The Ohio State University; 1981. [cited 2020 Aug 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu148716269469069.

Council of Science Editors:

Redinger RA. Effects of a 5-day laboratory training program for student teachers on engaged student time in the practicum setting. [Doctoral Dissertation]. The Ohio State University; 1981. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu148716269469069


The Ohio State University

27. Waters, Elizabeth Mary. A construct for the conceptualization of the leadership role of the cooperating teacher.

Degree: PhD, Graduate School, 1974, The Ohio State University

Subjects/Keywords: Education; Student teachers

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APA (6th Edition):

Waters, E. M. (1974). A construct for the conceptualization of the leadership role of the cooperating teacher. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486986969534026

Chicago Manual of Style (16th Edition):

Waters, Elizabeth Mary. “A construct for the conceptualization of the leadership role of the cooperating teacher.” 1974. Doctoral Dissertation, The Ohio State University. Accessed August 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486986969534026.

MLA Handbook (7th Edition):

Waters, Elizabeth Mary. “A construct for the conceptualization of the leadership role of the cooperating teacher.” 1974. Web. 06 Aug 2020.

Vancouver:

Waters EM. A construct for the conceptualization of the leadership role of the cooperating teacher. [Internet] [Doctoral dissertation]. The Ohio State University; 1974. [cited 2020 Aug 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486986969534026.

Council of Science Editors:

Waters EM. A construct for the conceptualization of the leadership role of the cooperating teacher. [Doctoral Dissertation]. The Ohio State University; 1974. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486986969534026


University of Georgia

28. Borzak, James Michael. Teachers’ perspectives on how the principal’s instructional leadership affects change directed at student improvement.

Degree: EdD, Educational Leadership, 2010, University of Georgia

 The purpose of this study was to examine teachers’ perspectives on how the principal’s instructional leadership affects change directed at student improvement. The theoretical perspective… (more)

Subjects/Keywords: Student Improvement; Instructional Leader; Change; Teachers; Perspective

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APA (6th Edition):

Borzak, J. M. (2010). Teachers’ perspectives on how the principal’s instructional leadership affects change directed at student improvement. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/borzak_james_m_201005_edd

Chicago Manual of Style (16th Edition):

Borzak, James Michael. “Teachers’ perspectives on how the principal’s instructional leadership affects change directed at student improvement.” 2010. Doctoral Dissertation, University of Georgia. Accessed August 06, 2020. http://purl.galileo.usg.edu/uga_etd/borzak_james_m_201005_edd.

MLA Handbook (7th Edition):

Borzak, James Michael. “Teachers’ perspectives on how the principal’s instructional leadership affects change directed at student improvement.” 2010. Web. 06 Aug 2020.

Vancouver:

Borzak JM. Teachers’ perspectives on how the principal’s instructional leadership affects change directed at student improvement. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2020 Aug 06]. Available from: http://purl.galileo.usg.edu/uga_etd/borzak_james_m_201005_edd.

Council of Science Editors:

Borzak JM. Teachers’ perspectives on how the principal’s instructional leadership affects change directed at student improvement. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/borzak_james_m_201005_edd


Montana State University

29. Pettry, Danielle Nichole. The development of specialized content knowledge in beginning algebra among secondary mathematics pre-service teachers.

Degree: College of Letters & Science, 2016, Montana State University

 The goal of teacher preparation programs is to equip future secondary mathematics teachers for the broad spectrum of mathematical learners they will encounter. Part of… (more)

Subjects/Keywords: Student teachers.; Algebra.; High school students.; Teaching.

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APA (6th Edition):

Pettry, D. N. (2016). The development of specialized content knowledge in beginning algebra among secondary mathematics pre-service teachers. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/12377

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):

Pettry, Danielle Nichole. “The development of specialized content knowledge in beginning algebra among secondary mathematics pre-service teachers.” 2016. Thesis, Montana State University. Accessed August 06, 2020. https://scholarworks.montana.edu/xmlui/handle/1/12377.

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

MLA Handbook (7th Edition):

Pettry, Danielle Nichole. “The development of specialized content knowledge in beginning algebra among secondary mathematics pre-service teachers.” 2016. Web. 06 Aug 2020.

Vancouver:

Pettry DN. The development of specialized content knowledge in beginning algebra among secondary mathematics pre-service teachers. [Internet] [Thesis]. Montana State University; 2016. [cited 2020 Aug 06]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/12377.

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

Council of Science Editors:

Pettry DN. The development of specialized content knowledge in beginning algebra among secondary mathematics pre-service teachers. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/12377

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


Montana State University

30. Dallman, Dallas Ann. Critical thinking in the 21st century : pre-service elementary teachers perceptions and application of critical thinking in a social studies methods course.

Degree: College of Education, Health & Human Development, 2015, Montana State University

 Critical thinking can be described as the process by which an individual or group of individuals collects, organizes and evaluates information with the purpose of… (more)

Subjects/Keywords: Critical thinking.; Student teachers Attitudes.; Social sciences.

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APA (6th Edition):

Dallman, D. A. (2015). Critical thinking in the 21st century : pre-service elementary teachers perceptions and application of critical thinking in a social studies methods course. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9039

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):

Dallman, Dallas Ann. “Critical thinking in the 21st century : pre-service elementary teachers perceptions and application of critical thinking in a social studies methods course.” 2015. Thesis, Montana State University. Accessed August 06, 2020. https://scholarworks.montana.edu/xmlui/handle/1/9039.

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

MLA Handbook (7th Edition):

Dallman, Dallas Ann. “Critical thinking in the 21st century : pre-service elementary teachers perceptions and application of critical thinking in a social studies methods course.” 2015. Web. 06 Aug 2020.

Vancouver:

Dallman DA. Critical thinking in the 21st century : pre-service elementary teachers perceptions and application of critical thinking in a social studies methods course. [Internet] [Thesis]. Montana State University; 2015. [cited 2020 Aug 06]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9039.

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

Council of Science Editors:

Dallman DA. Critical thinking in the 21st century : pre-service elementary teachers perceptions and application of critical thinking in a social studies methods course. [Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9039

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

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