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You searched for subject:( Teacher beliefs). Showing records 1 – 30 of 392 total matches.

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University of Georgia

1. Cajigal, Aris Reynold Vertido. Exploring the epistemological, pedagogical, and curricular beliefs of preservice secondary science teachers on global climate change.

Degree: PhD, Science Education, 2010, University of Georgia

 Global climate change is a socioscientific issue that is popular in socio-political, economic, and educational contexts. This study explored the epistemological, pedagogical, and curricular beliefs(more)

Subjects/Keywords: Teacher beliefs

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APA (6th Edition):

Cajigal, A. R. V. (2010). Exploring the epistemological, pedagogical, and curricular beliefs of preservice secondary science teachers on global climate change. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/cajigal_aris-reynold_v_201008_phd

Chicago Manual of Style (16th Edition):

Cajigal, Aris Reynold Vertido. “Exploring the epistemological, pedagogical, and curricular beliefs of preservice secondary science teachers on global climate change.” 2010. Doctoral Dissertation, University of Georgia. Accessed December 15, 2019. http://purl.galileo.usg.edu/uga_etd/cajigal_aris-reynold_v_201008_phd.

MLA Handbook (7th Edition):

Cajigal, Aris Reynold Vertido. “Exploring the epistemological, pedagogical, and curricular beliefs of preservice secondary science teachers on global climate change.” 2010. Web. 15 Dec 2019.

Vancouver:

Cajigal ARV. Exploring the epistemological, pedagogical, and curricular beliefs of preservice secondary science teachers on global climate change. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Dec 15]. Available from: http://purl.galileo.usg.edu/uga_etd/cajigal_aris-reynold_v_201008_phd.

Council of Science Editors:

Cajigal ARV. Exploring the epistemological, pedagogical, and curricular beliefs of preservice secondary science teachers on global climate change. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/cajigal_aris-reynold_v_201008_phd


Boston College

2. Silva Pimentel, Diane H. Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2012, Boston College

 Reform movements in science education have repeatedly called for more dialogic and student-centered discussions during science lessons. The approach secondary science teachers take towards talk… (more)

Subjects/Keywords: Context Factors; Discussion; Student Beliefs; Teacher Beliefs

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APA (6th Edition):

Silva Pimentel, D. H. (2012). Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101879

Chicago Manual of Style (16th Edition):

Silva Pimentel, Diane H. “Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions.” 2012. Doctoral Dissertation, Boston College. Accessed December 15, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101879.

MLA Handbook (7th Edition):

Silva Pimentel, Diane H. “Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions.” 2012. Web. 15 Dec 2019.

Vancouver:

Silva Pimentel DH. Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions. [Internet] [Doctoral dissertation]. Boston College; 2012. [cited 2019 Dec 15]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101879.

Council of Science Editors:

Silva Pimentel DH. Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions. [Doctoral Dissertation]. Boston College; 2012. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101879


University of Georgia

3. Foster, Rachel Elizabeth. First-year secondary science teachers’ beliefs about labs: investigating connections between espoused beliefs and classroom actions.

Degree: PhD, Science Education, 2004, University of Georgia

 This study examines three first-year secondary science teachers’ espoused beliefs about laboratories and their classroom actions. From a cognitive constructivist perspective, I conducted case studies… (more)

Subjects/Keywords: Teacher Beliefs

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APA (6th Edition):

Foster, R. E. (2004). First-year secondary science teachers’ beliefs about labs: investigating connections between espoused beliefs and classroom actions. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/foster_rachel_e_200412_phd

Chicago Manual of Style (16th Edition):

Foster, Rachel Elizabeth. “First-year secondary science teachers’ beliefs about labs: investigating connections between espoused beliefs and classroom actions.” 2004. Doctoral Dissertation, University of Georgia. Accessed December 15, 2019. http://purl.galileo.usg.edu/uga_etd/foster_rachel_e_200412_phd.

MLA Handbook (7th Edition):

Foster, Rachel Elizabeth. “First-year secondary science teachers’ beliefs about labs: investigating connections between espoused beliefs and classroom actions.” 2004. Web. 15 Dec 2019.

Vancouver:

Foster RE. First-year secondary science teachers’ beliefs about labs: investigating connections between espoused beliefs and classroom actions. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 Dec 15]. Available from: http://purl.galileo.usg.edu/uga_etd/foster_rachel_e_200412_phd.

Council of Science Editors:

Foster RE. First-year secondary science teachers’ beliefs about labs: investigating connections between espoused beliefs and classroom actions. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/foster_rachel_e_200412_phd


The Ohio State University

4. Shalter Bruening, Paige. Pre-Service Teacher Beliefs about Student Motivation.

Degree: PhD, EDU Policy and Leadership, 2010, The Ohio State University

 Student motivation is an important topic in teacher education and educational psychology. Although there is considerable research on what influences student motivation there seems to… (more)

Subjects/Keywords: Educational Psychology; teacher beliefs; motivation

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APA (6th Edition):

Shalter Bruening, P. (2010). Pre-Service Teacher Beliefs about Student Motivation. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1275444054

Chicago Manual of Style (16th Edition):

Shalter Bruening, Paige. “Pre-Service Teacher Beliefs about Student Motivation.” 2010. Doctoral Dissertation, The Ohio State University. Accessed December 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275444054.

MLA Handbook (7th Edition):

Shalter Bruening, Paige. “Pre-Service Teacher Beliefs about Student Motivation.” 2010. Web. 15 Dec 2019.

Vancouver:

Shalter Bruening P. Pre-Service Teacher Beliefs about Student Motivation. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2019 Dec 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1275444054.

Council of Science Editors:

Shalter Bruening P. Pre-Service Teacher Beliefs about Student Motivation. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1275444054


California State University – Sacramento

5. Bloomquist, Julie. Teacher conceptualizations of creativity: implications for educational practice.

Degree: MA, Child Development (Theory and Research, 2010, California State University – Sacramento

 This qualitative study explored teacher conceptualizations of creativity. Specifically, teachers??? general beliefs about creativity and regarding their own creative abilities as well as how those… (more)

Subjects/Keywords: Teacher beliefs; Qualitative methodology; Interviews

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APA (6th Edition):

Bloomquist, J. (2010). Teacher conceptualizations of creativity: implications for educational practice. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/555

Chicago Manual of Style (16th Edition):

Bloomquist, Julie. “Teacher conceptualizations of creativity: implications for educational practice.” 2010. Masters Thesis, California State University – Sacramento. Accessed December 15, 2019. http://hdl.handle.net/10211.9/555.

MLA Handbook (7th Edition):

Bloomquist, Julie. “Teacher conceptualizations of creativity: implications for educational practice.” 2010. Web. 15 Dec 2019.

Vancouver:

Bloomquist J. Teacher conceptualizations of creativity: implications for educational practice. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10211.9/555.

Council of Science Editors:

Bloomquist J. Teacher conceptualizations of creativity: implications for educational practice. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/555


Montana Tech

6. Roscoe, Matt B. INFORMAL MATHEMATICS ACTIVITIES AND THE BELIEFS OF ELEMENTARY TEACHER CANDIDATES.

Degree: PhD, 2011, Montana Tech

 This study sought to determine the relationship between participation in informal mathematics activities and the formal-to-informal beliefs of university teacher candidates in elementary education. Three… (more)

Subjects/Keywords: Beliefs; Elementary Teacher Education; Mathematics

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APA (6th Edition):

Roscoe, M. B. (2011). INFORMAL MATHEMATICS ACTIVITIES AND THE BELIEFS OF ELEMENTARY TEACHER CANDIDATES. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/578

Chicago Manual of Style (16th Edition):

Roscoe, Matt B. “INFORMAL MATHEMATICS ACTIVITIES AND THE BELIEFS OF ELEMENTARY TEACHER CANDIDATES.” 2011. Doctoral Dissertation, Montana Tech. Accessed December 15, 2019. https://scholarworks.umt.edu/etd/578.

MLA Handbook (7th Edition):

Roscoe, Matt B. “INFORMAL MATHEMATICS ACTIVITIES AND THE BELIEFS OF ELEMENTARY TEACHER CANDIDATES.” 2011. Web. 15 Dec 2019.

Vancouver:

Roscoe MB. INFORMAL MATHEMATICS ACTIVITIES AND THE BELIEFS OF ELEMENTARY TEACHER CANDIDATES. [Internet] [Doctoral dissertation]. Montana Tech; 2011. [cited 2019 Dec 15]. Available from: https://scholarworks.umt.edu/etd/578.

Council of Science Editors:

Roscoe MB. INFORMAL MATHEMATICS ACTIVITIES AND THE BELIEFS OF ELEMENTARY TEACHER CANDIDATES. [Doctoral Dissertation]. Montana Tech; 2011. Available from: https://scholarworks.umt.edu/etd/578


Virginia Tech

7. Covington, Robert Matthew. Integrating Technology in the Classroom: Teacher Perspectives.

Degree: EdD, Educational Leadership and Policy Studies, 2012, Virginia Tech

 The purpose of this study was, given the elimination of a Type I barrier, to investigate how teachers utilized the International Society for Technology in… (more)

Subjects/Keywords: technology; teacher beliefs; teacher perceptions; classroom integration

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APA (6th Edition):

Covington, R. M. (2012). Integrating Technology in the Classroom: Teacher Perspectives. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77316

Chicago Manual of Style (16th Edition):

Covington, Robert Matthew. “Integrating Technology in the Classroom: Teacher Perspectives.” 2012. Doctoral Dissertation, Virginia Tech. Accessed December 15, 2019. http://hdl.handle.net/10919/77316.

MLA Handbook (7th Edition):

Covington, Robert Matthew. “Integrating Technology in the Classroom: Teacher Perspectives.” 2012. Web. 15 Dec 2019.

Vancouver:

Covington RM. Integrating Technology in the Classroom: Teacher Perspectives. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10919/77316.

Council of Science Editors:

Covington RM. Integrating Technology in the Classroom: Teacher Perspectives. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/77316


University of Missouri – Columbia

8. Baker, Tim K. Mathematics reform in a midwestern district: a case study of mathematics curriculum change.

Degree: 2011, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This case study analyzed participant interview data regarding teachers' perceptions of district and building level… (more)

Subjects/Keywords: curriculum reform; teacher beliefs; teacher support framework

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APA (6th Edition):

Baker, T. K. (2011). Mathematics reform in a midwestern district: a case study of mathematics curriculum change. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/15825

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):

Baker, Tim K. “Mathematics reform in a midwestern district: a case study of mathematics curriculum change.” 2011. Thesis, University of Missouri – Columbia. Accessed December 15, 2019. http://hdl.handle.net/10355/15825.

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

MLA Handbook (7th Edition):

Baker, Tim K. “Mathematics reform in a midwestern district: a case study of mathematics curriculum change.” 2011. Web. 15 Dec 2019.

Vancouver:

Baker TK. Mathematics reform in a midwestern district: a case study of mathematics curriculum change. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10355/15825.

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

Council of Science Editors:

Baker TK. Mathematics reform in a midwestern district: a case study of mathematics curriculum change. [Thesis]. University of Missouri – Columbia; 2011. Available from: http://hdl.handle.net/10355/15825

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


University of Georgia

9. Gleason, Brian Warren. Secondary mathematics teachers' perceptions of their university preparation to become teachers.

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

 The generally accepted view of teacher preparation is that it inadequately prepares undergraduates for teaching. In this study, I use a phenomenological approach to analyze… (more)

Subjects/Keywords: Teacher Preparation; Teacher Beliefs; Secondary Mathematics Teachers; Framework of Beliefs

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APA (6th Edition):

Gleason, B. W. (2011). Secondary mathematics teachers' perceptions of their university preparation to become teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/gleason_brian_w_201108_phd

Chicago Manual of Style (16th Edition):

Gleason, Brian Warren. “Secondary mathematics teachers' perceptions of their university preparation to become teachers.” 2011. Doctoral Dissertation, University of Georgia. Accessed December 15, 2019. http://purl.galileo.usg.edu/uga_etd/gleason_brian_w_201108_phd.

MLA Handbook (7th Edition):

Gleason, Brian Warren. “Secondary mathematics teachers' perceptions of their university preparation to become teachers.” 2011. Web. 15 Dec 2019.

Vancouver:

Gleason BW. Secondary mathematics teachers' perceptions of their university preparation to become teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Dec 15]. Available from: http://purl.galileo.usg.edu/uga_etd/gleason_brian_w_201108_phd.

Council of Science Editors:

Gleason BW. Secondary mathematics teachers' perceptions of their university preparation to become teachers. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/gleason_brian_w_201108_phd


University of Sydney

10. Lo, Wing Yee. The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong .

Degree: 2014, University of Sydney

 In Hong Kong, primary mathematics education underwent curriculum reform in 2000. The revised primary mathematics curriculum places a stronger emphasis on developing students’ higher-order thinking… (more)

Subjects/Keywords: Primary mathematics education; Teacher preparation; Teacher knowledge; Teacher beliefs; Curriculum studies

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APA (6th Edition):

Lo, W. Y. (2014). The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/12471

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):

Lo, Wing Yee. “The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong .” 2014. Thesis, University of Sydney. Accessed December 15, 2019. http://hdl.handle.net/2123/12471.

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

MLA Handbook (7th Edition):

Lo, Wing Yee. “The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong .” 2014. Web. 15 Dec 2019.

Vancouver:

Lo WY. The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong . [Internet] [Thesis]. University of Sydney; 2014. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/2123/12471.

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

Council of Science Editors:

Lo WY. The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong . [Thesis]. University of Sydney; 2014. Available from: http://hdl.handle.net/2123/12471

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


Boise State University

11. Askin, Carol Annabel. Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study.

Degree: 2017, Boise State University

 Although the modern world is one of technology, technology is still minimally integrated and frequently used at lower levels in many schools. Despite the recent… (more)

Subjects/Keywords: Classroom Technology Integration; Teacher Perceptions; Teacher Beliefs; Teacher Attitudes; Educational Methods

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APA (6th Edition):

Askin, C. A. (2017). Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1240

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):

Askin, Carol Annabel. “Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study.” 2017. Thesis, Boise State University. Accessed December 15, 2019. https://scholarworks.boisestate.edu/td/1240.

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

MLA Handbook (7th Edition):

Askin, Carol Annabel. “Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study.” 2017. Web. 15 Dec 2019.

Vancouver:

Askin CA. Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study. [Internet] [Thesis]. Boise State University; 2017. [cited 2019 Dec 15]. Available from: https://scholarworks.boisestate.edu/td/1240.

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

Council of Science Editors:

Askin CA. Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study. [Thesis]. Boise State University; 2017. Available from: https://scholarworks.boisestate.edu/td/1240

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


Oklahoma State University

12. Hunt, Christine A. Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School.

Degree: School of Educational Studies, 2012, Oklahoma State University

 The purpose of this study was to investigate the perceptions and beliefs of teachers at a Midwestern suburban middle school about students, student learning, and… (more)

Subjects/Keywords: academic improvement; collective teacher efficacy; teacher behaviors; teacher beliefs

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APA (6th Edition):

Hunt, C. A. (2012). Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7187

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):

Hunt, Christine A. “Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School.” 2012. Thesis, Oklahoma State University. Accessed December 15, 2019. http://hdl.handle.net/11244/7187.

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

MLA Handbook (7th Edition):

Hunt, Christine A. “Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School.” 2012. Web. 15 Dec 2019.

Vancouver:

Hunt CA. Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School. [Internet] [Thesis]. Oklahoma State University; 2012. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/11244/7187.

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

Council of Science Editors:

Hunt CA. Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School. [Thesis]. Oklahoma State University; 2012. Available from: http://hdl.handle.net/11244/7187

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


University of Cape Town

13. Muller, Sara Louise. Teachers' beliefs: understanding the thinking of secondary mathematics teachers as a starting point for improved professional development.

Degree: Image, School of Education, 2015, University of Cape Town

 This thesis explores the beliefs of mathematics teachers working in a rural school in South Africa. This is premised on the argument that understanding the… (more)

Subjects/Keywords: belief systems; teacher development; teacher training; mathematics; teacher beliefs; subjectivity

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APA (6th Edition):

Muller, S. L. (2015). Teachers' beliefs: understanding the thinking of secondary mathematics teachers as a starting point for improved professional development. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/17431

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):

Muller, Sara Louise. “Teachers' beliefs: understanding the thinking of secondary mathematics teachers as a starting point for improved professional development.” 2015. Thesis, University of Cape Town. Accessed December 15, 2019. http://hdl.handle.net/11427/17431.

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

MLA Handbook (7th Edition):

Muller, Sara Louise. “Teachers' beliefs: understanding the thinking of secondary mathematics teachers as a starting point for improved professional development.” 2015. Web. 15 Dec 2019.

Vancouver:

Muller SL. Teachers' beliefs: understanding the thinking of secondary mathematics teachers as a starting point for improved professional development. [Internet] [Thesis]. University of Cape Town; 2015. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/11427/17431.

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

Council of Science Editors:

Muller SL. Teachers' beliefs: understanding the thinking of secondary mathematics teachers as a starting point for improved professional development. [Thesis]. University of Cape Town; 2015. Available from: http://hdl.handle.net/11427/17431

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


Texas A&M University

14. Plimper, Ouida C. Examining the Differences Between Pre-K Through Second Grade Teachers' Perceptions and Third Through Fourth Grade Teachers' Perceptions of Cultural Awareness and Beliefs in One Urban District.

Degree: 2010, Texas A&M University

 The purpose of this study was to examine archival data collected from the administration of the Cultural Awareness and Belief Inventory (CABI) (Webb-Johnson & Carter,… (more)

Subjects/Keywords: Cultural Awareness and Beliefs Inventory; Teacher Beliefs; Elementary Teachers

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APA (6th Edition):

Plimper, O. C. (2010). Examining the Differences Between Pre-K Through Second Grade Teachers' Perceptions and Third Through Fourth Grade Teachers' Perceptions of Cultural Awareness and Beliefs in One Urban District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7214

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):

Plimper, Ouida C. “Examining the Differences Between Pre-K Through Second Grade Teachers' Perceptions and Third Through Fourth Grade Teachers' Perceptions of Cultural Awareness and Beliefs in One Urban District.” 2010. Thesis, Texas A&M University. Accessed December 15, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7214.

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

MLA Handbook (7th Edition):

Plimper, Ouida C. “Examining the Differences Between Pre-K Through Second Grade Teachers' Perceptions and Third Through Fourth Grade Teachers' Perceptions of Cultural Awareness and Beliefs in One Urban District.” 2010. Web. 15 Dec 2019.

Vancouver:

Plimper OC. Examining the Differences Between Pre-K Through Second Grade Teachers' Perceptions and Third Through Fourth Grade Teachers' Perceptions of Cultural Awareness and Beliefs in One Urban District. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7214.

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

Council of Science Editors:

Plimper OC. Examining the Differences Between Pre-K Through Second Grade Teachers' Perceptions and Third Through Fourth Grade Teachers' Perceptions of Cultural Awareness and Beliefs in One Urban District. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7214

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


University of Louisville

15. Singleton, Jacquelyn J. The impact of kindergarten teachers' theoretical orientation to reading on curricular planning and classroom practice in literacy.

Degree: PhD, Department of Teaching and Learning, 2013, University of Louisville

 Using case-study analysis, this dissertation is a qualitative examination of kindergarten teachers’ beliefs, theoretical orientation toward reading, and outside pressures and their impact upon the… (more)

Subjects/Keywords: Theoretical orientation; Literacy; Kindergarten; Teacher beliefs

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APA (6th Edition):

Singleton, J. J. (2013). The impact of kindergarten teachers' theoretical orientation to reading on curricular planning and classroom practice in literacy. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1332 ; https://ir.library.louisville.edu/etd/1332

Chicago Manual of Style (16th Edition):

Singleton, Jacquelyn J. “The impact of kindergarten teachers' theoretical orientation to reading on curricular planning and classroom practice in literacy.” 2013. Doctoral Dissertation, University of Louisville. Accessed December 15, 2019. 10.18297/etd/1332 ; https://ir.library.louisville.edu/etd/1332.

MLA Handbook (7th Edition):

Singleton, Jacquelyn J. “The impact of kindergarten teachers' theoretical orientation to reading on curricular planning and classroom practice in literacy.” 2013. Web. 15 Dec 2019.

Vancouver:

Singleton JJ. The impact of kindergarten teachers' theoretical orientation to reading on curricular planning and classroom practice in literacy. [Internet] [Doctoral dissertation]. University of Louisville; 2013. [cited 2019 Dec 15]. Available from: 10.18297/etd/1332 ; https://ir.library.louisville.edu/etd/1332.

Council of Science Editors:

Singleton JJ. The impact of kindergarten teachers' theoretical orientation to reading on curricular planning and classroom practice in literacy. [Doctoral Dissertation]. University of Louisville; 2013. Available from: 10.18297/etd/1332 ; https://ir.library.louisville.edu/etd/1332


University of Sydney

16. Dutton, Janet Louise. English teachers in the making: Portraits of pre-service teachers’ journeys to teaching .

Degree: 2017, University of Sydney

 This qualitative case study shapes a series of portraits of secondary English teachers in the making. It explores the narratives of four pre-service English teachers… (more)

Subjects/Keywords: English; pre-service; teacher; identity; beliefs; motivation

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APA (6th Edition):

Dutton, J. L. (2017). English teachers in the making: Portraits of pre-service teachers’ journeys to teaching . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/17176

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):

Dutton, Janet Louise. “English teachers in the making: Portraits of pre-service teachers’ journeys to teaching .” 2017. Thesis, University of Sydney. Accessed December 15, 2019. http://hdl.handle.net/2123/17176.

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

MLA Handbook (7th Edition):

Dutton, Janet Louise. “English teachers in the making: Portraits of pre-service teachers’ journeys to teaching .” 2017. Web. 15 Dec 2019.

Vancouver:

Dutton JL. English teachers in the making: Portraits of pre-service teachers’ journeys to teaching . [Internet] [Thesis]. University of Sydney; 2017. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/2123/17176.

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

Council of Science Editors:

Dutton JL. English teachers in the making: Portraits of pre-service teachers’ journeys to teaching . [Thesis]. University of Sydney; 2017. Available from: http://hdl.handle.net/2123/17176

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

17. Sawyer, Amanda Gantt. Factors affecting elementary mathematics teachers’ beliefs over time.

Degree: PhD, Mathematics Education, 2014, University of Georgia

 Some researchers found that preservice mathematics teacher education programs have little effect on elementary mathematics teacher beliefs (Hiebert, Gallimore, & Stigler, 2002; Raymond, 1997). Spangler,… (more)

Subjects/Keywords: Teacher Beliefs

…specific activities in the teacher education program that helped change their beliefs. Research… …happened to their beliefs after their teacher education program. The study helps answer the… …but we do not know what belief or beliefs the teacher was actually acting on at the time… …When a teacher acts in a way that seems inconsistent with the beliefs we have inferred, we… …beliefs might not be changed through teacher education programs, but rather individuals added… 

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APA (6th Edition):

Sawyer, A. G. (2014). Factors affecting elementary mathematics teachers’ beliefs over time. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/sawyer_amanda_g_201408_phd

Chicago Manual of Style (16th Edition):

Sawyer, Amanda Gantt. “Factors affecting elementary mathematics teachers’ beliefs over time.” 2014. Doctoral Dissertation, University of Georgia. Accessed December 15, 2019. http://purl.galileo.usg.edu/uga_etd/sawyer_amanda_g_201408_phd.

MLA Handbook (7th Edition):

Sawyer, Amanda Gantt. “Factors affecting elementary mathematics teachers’ beliefs over time.” 2014. Web. 15 Dec 2019.

Vancouver:

Sawyer AG. Factors affecting elementary mathematics teachers’ beliefs over time. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2019 Dec 15]. Available from: http://purl.galileo.usg.edu/uga_etd/sawyer_amanda_g_201408_phd.

Council of Science Editors:

Sawyer AG. Factors affecting elementary mathematics teachers’ beliefs over time. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/sawyer_amanda_g_201408_phd


Eastern Michigan University

18. Pittman, Phillip. A case study of the interactions amongst the elements of an elementary teacher's educational belief system, goals, enactment, and reflection.

Degree: PhD, Leadership and Counseling, 2017, Eastern Michigan University

  Contemporary educational reform has attempted to improve teaching quality and raise student achievement through high-stakes teacher evaluation and through the introduction of the Common… (more)

Subjects/Keywords: Beliefs; Education; Enactment; Goals; Reflection; Teacher; Education

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APA (6th Edition):

Pittman, P. (2017). A case study of the interactions amongst the elements of an elementary teacher's educational belief system, goals, enactment, and reflection. (Doctoral Dissertation). Eastern Michigan University. Retrieved from http://commons.emich.edu/theses/724

Chicago Manual of Style (16th Edition):

Pittman, Phillip. “A case study of the interactions amongst the elements of an elementary teacher's educational belief system, goals, enactment, and reflection.” 2017. Doctoral Dissertation, Eastern Michigan University. Accessed December 15, 2019. http://commons.emich.edu/theses/724.

MLA Handbook (7th Edition):

Pittman, Phillip. “A case study of the interactions amongst the elements of an elementary teacher's educational belief system, goals, enactment, and reflection.” 2017. Web. 15 Dec 2019.

Vancouver:

Pittman P. A case study of the interactions amongst the elements of an elementary teacher's educational belief system, goals, enactment, and reflection. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2017. [cited 2019 Dec 15]. Available from: http://commons.emich.edu/theses/724.

Council of Science Editors:

Pittman P. A case study of the interactions amongst the elements of an elementary teacher's educational belief system, goals, enactment, and reflection. [Doctoral Dissertation]. Eastern Michigan University; 2017. Available from: http://commons.emich.edu/theses/724

19. Osorio Naves, Mariel. Integrating Grammar in Adult TESOL Classrooms in El Salvador.

Degree: MA, English, 2017, St. Cloud State University

  In 2008, Borg and Burns explored the beliefs of ELT professionals regarding the integration of Grammar in the adult classrooms. Their study comprised the… (more)

Subjects/Keywords: teacher´s beliefs; grammar; integration; EFL

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

APA (6th Edition):

Osorio Naves, M. (2017). Integrating Grammar in Adult TESOL Classrooms in El Salvador. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/107

Chicago Manual of Style (16th Edition):

Osorio Naves, Mariel. “Integrating Grammar in Adult TESOL Classrooms in El Salvador.” 2017. Masters Thesis, St. Cloud State University. Accessed December 15, 2019. https://repository.stcloudstate.edu/engl_etds/107.

MLA Handbook (7th Edition):

Osorio Naves, Mariel. “Integrating Grammar in Adult TESOL Classrooms in El Salvador.” 2017. Web. 15 Dec 2019.

Vancouver:

Osorio Naves M. Integrating Grammar in Adult TESOL Classrooms in El Salvador. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2019 Dec 15]. Available from: https://repository.stcloudstate.edu/engl_etds/107.

Council of Science Editors:

Osorio Naves M. Integrating Grammar in Adult TESOL Classrooms in El Salvador. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/engl_etds/107


Queens University

20. Mills, Adam. The Assessment Practices of Teacher Candidates .

Degree: Education, 2013, Queens University

 The purpose of this study is to explore what teacher candidates (n=156) believe will be their primary assessment purposes, summative assessment practices, and assessment formats… (more)

Subjects/Keywords: Education; Teacher Candidates; Values and Beliefs; Assessment

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APA (6th Edition):

Mills, A. (2013). The Assessment Practices of Teacher Candidates . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/8397

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):

Mills, Adam. “The Assessment Practices of Teacher Candidates .” 2013. Thesis, Queens University. Accessed December 15, 2019. http://hdl.handle.net/1974/8397.

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

MLA Handbook (7th Edition):

Mills, Adam. “The Assessment Practices of Teacher Candidates .” 2013. Web. 15 Dec 2019.

Vancouver:

Mills A. The Assessment Practices of Teacher Candidates . [Internet] [Thesis]. Queens University; 2013. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/1974/8397.

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

Council of Science Editors:

Mills A. The Assessment Practices of Teacher Candidates . [Thesis]. Queens University; 2013. Available from: http://hdl.handle.net/1974/8397

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


University of Sydney

21. Rose, Angela Julia. An Exploration of Teachers' Beliefs Towards Refugee Students .

Degree: 2018, University of Sydney

 Over half of the current refugee population worldwide are school aged children under the age of 18. In Australia, these refugee students are known to… (more)

Subjects/Keywords: Refugee Education; Teacher Beliefs; Discourse; Conceptual Framework

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APA (6th Edition):

Rose, A. J. (2018). An Exploration of Teachers' Beliefs Towards Refugee Students . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/20802

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):

Rose, Angela Julia. “An Exploration of Teachers' Beliefs Towards Refugee Students .” 2018. Thesis, University of Sydney. Accessed December 15, 2019. http://hdl.handle.net/2123/20802.

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

MLA Handbook (7th Edition):

Rose, Angela Julia. “An Exploration of Teachers' Beliefs Towards Refugee Students .” 2018. Web. 15 Dec 2019.

Vancouver:

Rose AJ. An Exploration of Teachers' Beliefs Towards Refugee Students . [Internet] [Thesis]. University of Sydney; 2018. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/2123/20802.

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

Council of Science Editors:

Rose AJ. An Exploration of Teachers' Beliefs Towards Refugee Students . [Thesis]. University of Sydney; 2018. Available from: http://hdl.handle.net/2123/20802

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


University of Arizona

22. Lavigne, Alyson Leah. Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching .

Degree: 2010, University of Arizona

Teacher attrition, particularly of beginning teachers, is concerning. Extensive research has been conducted on teacher attrition and teacher characteristics; however, less research exists on teacher(more)

Subjects/Keywords: Beginning Teachers; Teacher Retention; Teachers' Beliefs

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APA (6th Edition):

Lavigne, A. L. (2010). Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/193771

Chicago Manual of Style (16th Edition):

Lavigne, Alyson Leah. “Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching .” 2010. Doctoral Dissertation, University of Arizona. Accessed December 15, 2019. http://hdl.handle.net/10150/193771.

MLA Handbook (7th Edition):

Lavigne, Alyson Leah. “Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching .” 2010. Web. 15 Dec 2019.

Vancouver:

Lavigne AL. Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10150/193771.

Council of Science Editors:

Lavigne AL. Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/193771


University of Bath

23. Tleuov, Askat. The teaching of speaking : an investigation into the relationship between teachers' beliefs and practices in Kazakhstani state secondary school EFL classrooms.

Degree: PhD, 2017, University of Bath

 The current study is an attempt to provide insights into the nature of tensions and consistencies between teachers’ belief-practice relationships and how these impact on… (more)

Subjects/Keywords: 428.0071; teacher cognition; language teacher cognition; teacher beliefs; teacher practices; teaching speaking

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APA (6th Edition):

Tleuov, A. (2017). The teaching of speaking : an investigation into the relationship between teachers' beliefs and practices in Kazakhstani state secondary school EFL classrooms. (Doctoral Dissertation). University of Bath. Retrieved from https://researchportal.bath.ac.uk/en/studentthesis/the-teaching-of-speaking-an-investigation-into-the-relationship-between-teachers-beliefs-and-practices-in-kazakhstani-state-secondary-school-efl-classrooms(d8676633-6bf5-4fb4-bc62-b9b490f4c073).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715288

Chicago Manual of Style (16th Edition):

Tleuov, Askat. “The teaching of speaking : an investigation into the relationship between teachers' beliefs and practices in Kazakhstani state secondary school EFL classrooms.” 2017. Doctoral Dissertation, University of Bath. Accessed December 15, 2019. https://researchportal.bath.ac.uk/en/studentthesis/the-teaching-of-speaking-an-investigation-into-the-relationship-between-teachers-beliefs-and-practices-in-kazakhstani-state-secondary-school-efl-classrooms(d8676633-6bf5-4fb4-bc62-b9b490f4c073).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715288.

MLA Handbook (7th Edition):

Tleuov, Askat. “The teaching of speaking : an investigation into the relationship between teachers' beliefs and practices in Kazakhstani state secondary school EFL classrooms.” 2017. Web. 15 Dec 2019.

Vancouver:

Tleuov A. The teaching of speaking : an investigation into the relationship between teachers' beliefs and practices in Kazakhstani state secondary school EFL classrooms. [Internet] [Doctoral dissertation]. University of Bath; 2017. [cited 2019 Dec 15]. Available from: https://researchportal.bath.ac.uk/en/studentthesis/the-teaching-of-speaking-an-investigation-into-the-relationship-between-teachers-beliefs-and-practices-in-kazakhstani-state-secondary-school-efl-classrooms(d8676633-6bf5-4fb4-bc62-b9b490f4c073).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715288.

Council of Science Editors:

Tleuov A. The teaching of speaking : an investigation into the relationship between teachers' beliefs and practices in Kazakhstani state secondary school EFL classrooms. [Doctoral Dissertation]. University of Bath; 2017. Available from: https://researchportal.bath.ac.uk/en/studentthesis/the-teaching-of-speaking-an-investigation-into-the-relationship-between-teachers-beliefs-and-practices-in-kazakhstani-state-secondary-school-efl-classrooms(d8676633-6bf5-4fb4-bc62-b9b490f4c073).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715288


The Ohio State University

24. Liu, Jianfang. A Comparison of Teacher Candidates and First-year Teachers by Gender and Licensure Level, in Terms of Their Perceptions of Preparation Program Quality, Efficacy Beliefs, and Concerns about Teaching.

Degree: PhD, ED Policy and Leadership, 2008, The Ohio State University

  The purpose of this study is to compare teacher candidates and first-year teachers by gender and licensure level, in terms of their perceptions of… (more)

Subjects/Keywords: Teacher Education; teacher education; quality; efficacy beliefs; concerns

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APA (6th Edition):

Liu, J. (2008). A Comparison of Teacher Candidates and First-year Teachers by Gender and Licensure Level, in Terms of Their Perceptions of Preparation Program Quality, Efficacy Beliefs, and Concerns about Teaching. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1225902746

Chicago Manual of Style (16th Edition):

Liu, Jianfang. “A Comparison of Teacher Candidates and First-year Teachers by Gender and Licensure Level, in Terms of Their Perceptions of Preparation Program Quality, Efficacy Beliefs, and Concerns about Teaching.” 2008. Doctoral Dissertation, The Ohio State University. Accessed December 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1225902746.

MLA Handbook (7th Edition):

Liu, Jianfang. “A Comparison of Teacher Candidates and First-year Teachers by Gender and Licensure Level, in Terms of Their Perceptions of Preparation Program Quality, Efficacy Beliefs, and Concerns about Teaching.” 2008. Web. 15 Dec 2019.

Vancouver:

Liu J. A Comparison of Teacher Candidates and First-year Teachers by Gender and Licensure Level, in Terms of Their Perceptions of Preparation Program Quality, Efficacy Beliefs, and Concerns about Teaching. [Internet] [Doctoral dissertation]. The Ohio State University; 2008. [cited 2019 Dec 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1225902746.

Council of Science Editors:

Liu J. A Comparison of Teacher Candidates and First-year Teachers by Gender and Licensure Level, in Terms of Their Perceptions of Preparation Program Quality, Efficacy Beliefs, and Concerns about Teaching. [Doctoral Dissertation]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1225902746


Liberty University

25. Williams, Naima. Teachers' Beliefs About Fostering Teacher-Student Relationships and the Correlation to Academic Gains.

Degree: 2017, Liberty University

 Toward the improvement of interactions between teachers and at-risk students, and academic achievement, this correlation study explored teachers’ attitudes about cultivating teacher-student relationships and the… (more)

Subjects/Keywords: Autonomy; Student Achievement; Teacher Beliefs; Teacher Sense of Responsibility

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APA (6th Edition):

Williams, N. (2017). Teachers' Beliefs About Fostering Teacher-Student Relationships and the Correlation to Academic Gains. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1462

Chicago Manual of Style (16th Edition):

Williams, Naima. “Teachers' Beliefs About Fostering Teacher-Student Relationships and the Correlation to Academic Gains.” 2017. Doctoral Dissertation, Liberty University. Accessed December 15, 2019. http://digitalcommons.liberty.edu/doctoral/1462.

MLA Handbook (7th Edition):

Williams, Naima. “Teachers' Beliefs About Fostering Teacher-Student Relationships and the Correlation to Academic Gains.” 2017. Web. 15 Dec 2019.

Vancouver:

Williams N. Teachers' Beliefs About Fostering Teacher-Student Relationships and the Correlation to Academic Gains. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2019 Dec 15]. Available from: http://digitalcommons.liberty.edu/doctoral/1462.

Council of Science Editors:

Williams N. Teachers' Beliefs About Fostering Teacher-Student Relationships and the Correlation to Academic Gains. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1462


Universiteit Utrecht

26. Dirks, H.J. Teacher Competences and Teacher Beliefs in relation with Cooperative Learning in Primary Education.

Degree: 2012, Universiteit Utrecht

 Cooperative learning is a widespread and promising teaching procedure. In practice, however, its success is not guaranteed. Many researchers list factors for success with cooperative… (more)

Subjects/Keywords: Sociale Wetenschappen; coöperative learning; teacher competences; teacher beliefs; primairy education

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APA (6th Edition):

Dirks, H. J. (2012). Teacher Competences and Teacher Beliefs in relation with Cooperative Learning in Primary Education. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/252929

Chicago Manual of Style (16th Edition):

Dirks, H J. “Teacher Competences and Teacher Beliefs in relation with Cooperative Learning in Primary Education.” 2012. Masters Thesis, Universiteit Utrecht. Accessed December 15, 2019. http://dspace.library.uu.nl:8080/handle/1874/252929.

MLA Handbook (7th Edition):

Dirks, H J. “Teacher Competences and Teacher Beliefs in relation with Cooperative Learning in Primary Education.” 2012. Web. 15 Dec 2019.

Vancouver:

Dirks HJ. Teacher Competences and Teacher Beliefs in relation with Cooperative Learning in Primary Education. [Internet] [Masters thesis]. Universiteit Utrecht; 2012. [cited 2019 Dec 15]. Available from: http://dspace.library.uu.nl:8080/handle/1874/252929.

Council of Science Editors:

Dirks HJ. Teacher Competences and Teacher Beliefs in relation with Cooperative Learning in Primary Education. [Masters Thesis]. Universiteit Utrecht; 2012. Available from: http://dspace.library.uu.nl:8080/handle/1874/252929


Penn State University

27. Graves, Shanna L. Influences on Preservice Teachers' Beliefs about Family Involvement and Cultural Diversity: An Exploration of Mentoring Relationships.

Degree: PhD, Curriculum and Instruction, 2007, Penn State University

 The purpose of this collective case study was to describe the relationships between four preservice teachers and seven cooperating teachers participating in an early childhood… (more)

Subjects/Keywords: mentoring; teacher preparation; teacher beliefs

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APA (6th Edition):

Graves, S. L. (2007). Influences on Preservice Teachers' Beliefs about Family Involvement and Cultural Diversity: An Exploration of Mentoring Relationships. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/7950

Chicago Manual of Style (16th Edition):

Graves, Shanna L. “Influences on Preservice Teachers' Beliefs about Family Involvement and Cultural Diversity: An Exploration of Mentoring Relationships.” 2007. Doctoral Dissertation, Penn State University. Accessed December 15, 2019. https://etda.libraries.psu.edu/catalog/7950.

MLA Handbook (7th Edition):

Graves, Shanna L. “Influences on Preservice Teachers' Beliefs about Family Involvement and Cultural Diversity: An Exploration of Mentoring Relationships.” 2007. Web. 15 Dec 2019.

Vancouver:

Graves SL. Influences on Preservice Teachers' Beliefs about Family Involvement and Cultural Diversity: An Exploration of Mentoring Relationships. [Internet] [Doctoral dissertation]. Penn State University; 2007. [cited 2019 Dec 15]. Available from: https://etda.libraries.psu.edu/catalog/7950.

Council of Science Editors:

Graves SL. Influences on Preservice Teachers' Beliefs about Family Involvement and Cultural Diversity: An Exploration of Mentoring Relationships. [Doctoral Dissertation]. Penn State University; 2007. Available from: https://etda.libraries.psu.edu/catalog/7950


University of California – San Diego

28. Lockton, Marie. Deliberating Instructional Reform: How Teachers Collectively Negotiate Changing Beliefs and Practices.

Degree: Education, 2017, University of California – San Diego

 Under pressure to continually improve student outcomes, teachers are often asked by their schools, districts, and states to implement reforms aimed at changing their instructional… (more)

Subjects/Keywords: Education; school change; social network analysis; teacher beliefs; teacher collaboration

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APA (6th Edition):

Lockton, M. (2017). Deliberating Instructional Reform: How Teachers Collectively Negotiate Changing Beliefs and Practices. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/6zb2899f

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):

Lockton, Marie. “Deliberating Instructional Reform: How Teachers Collectively Negotiate Changing Beliefs and Practices.” 2017. Thesis, University of California – San Diego. Accessed December 15, 2019. http://www.escholarship.org/uc/item/6zb2899f.

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

MLA Handbook (7th Edition):

Lockton, Marie. “Deliberating Instructional Reform: How Teachers Collectively Negotiate Changing Beliefs and Practices.” 2017. Web. 15 Dec 2019.

Vancouver:

Lockton M. Deliberating Instructional Reform: How Teachers Collectively Negotiate Changing Beliefs and Practices. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2019 Dec 15]. Available from: http://www.escholarship.org/uc/item/6zb2899f.

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

Council of Science Editors:

Lockton M. Deliberating Instructional Reform: How Teachers Collectively Negotiate Changing Beliefs and Practices. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/6zb2899f

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


University of Toronto

29. Carnegie, Antoinette Andrea. Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach.

Degree: 2014, University of Toronto

Teachers' beliefs and perceptions play a significant role in how teachers experience learning and strongly influence what they will, or will not do in their… (more)

Subjects/Keywords: learning; professional development; reflective practice; teacher beliefs; teacher perceptions; 0515

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APA (6th Edition):

Carnegie, A. A. (2014). Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/67881

Chicago Manual of Style (16th Edition):

Carnegie, Antoinette Andrea. “Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach.” 2014. Masters Thesis, University of Toronto. Accessed December 15, 2019. http://hdl.handle.net/1807/67881.

MLA Handbook (7th Edition):

Carnegie, Antoinette Andrea. “Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach.” 2014. Web. 15 Dec 2019.

Vancouver:

Carnegie AA. Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/1807/67881.

Council of Science Editors:

Carnegie AA. Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/67881


University of Delaware

30. Reitemeyer, Michael. Promoting productive struggle in middle school math classrooms .

Degree: 2017, University of Delaware

 A problem in my district where I am the math specialist is a lack of student productive struggle around the mathematics in middle school math… (more)

Subjects/Keywords: Education; Changing teacher beliefs; Math education; Productive struggle; Teacher improvement

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

APA (6th Edition):

Reitemeyer, M. (2017). Promoting productive struggle in middle school math classrooms . (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/23208

Chicago Manual of Style (16th Edition):

Reitemeyer, Michael. “Promoting productive struggle in middle school math classrooms .” 2017. Doctoral Dissertation, University of Delaware. Accessed December 15, 2019. http://udspace.udel.edu/handle/19716/23208.

MLA Handbook (7th Edition):

Reitemeyer, Michael. “Promoting productive struggle in middle school math classrooms .” 2017. Web. 15 Dec 2019.

Vancouver:

Reitemeyer M. Promoting productive struggle in middle school math classrooms . [Internet] [Doctoral dissertation]. University of Delaware; 2017. [cited 2019 Dec 15]. Available from: http://udspace.udel.edu/handle/19716/23208.

Council of Science Editors:

Reitemeyer M. Promoting productive struggle in middle school math classrooms . [Doctoral Dissertation]. University of Delaware; 2017. Available from: http://udspace.udel.edu/handle/19716/23208

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