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You searched for subject:( Teacher knowledge). Showing records 1 – 30 of 762 total matches.

[1] [2] [3] [4] [5] … [26]

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Texas A&M University

1. Washburn, Erin Kuhl. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.

Degree: PhD, Curriculum and Instruction, 2011, Texas A&M University

 The National Institute of Child Health and Human Development (NICHD) has declared reading failure a national public health issue. Approximately 15-20 % of the US… (more)

Subjects/Keywords: teacher education; literacy; Teacher knowledge

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

APA (6th Edition):

Washburn, E. K. (2011). Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360

Chicago Manual of Style (16th Edition):

Washburn, Erin Kuhl. “Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.” 2011. Doctoral Dissertation, Texas A&M University. Accessed October 01, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360.

MLA Handbook (7th Edition):

Washburn, Erin Kuhl. “Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.” 2011. Web. 01 Oct 2020.

Vancouver:

Washburn EK. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. [Internet] [Doctoral dissertation]. Texas A&M University; 2011. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360.

Council of Science Editors:

Washburn EK. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. [Doctoral Dissertation]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360


University of Alberta

2. Timanson, Pamela D. Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture.

Degree: PhD, Department of Educational Policy Studies, 2016, University of Alberta

 In this study, the author utilized a conceptual framework of knowledge cultures to investigate how teachers experienced informal learning. This study explored the interdependence between… (more)

Subjects/Keywords: teacher informal learning; teacher professional development; knowledge culture; teacher knowledge

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APA (6th Edition):

Timanson, P. D. (2016). Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/c79407x38m

Chicago Manual of Style (16th Edition):

Timanson, Pamela D. “Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture.” 2016. Doctoral Dissertation, University of Alberta. Accessed October 01, 2020. https://era.library.ualberta.ca/files/c79407x38m.

MLA Handbook (7th Edition):

Timanson, Pamela D. “Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture.” 2016. Web. 01 Oct 2020.

Vancouver:

Timanson PD. Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture. [Internet] [Doctoral dissertation]. University of Alberta; 2016. [cited 2020 Oct 01]. Available from: https://era.library.ualberta.ca/files/c79407x38m.

Council of Science Editors:

Timanson PD. Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture. [Doctoral Dissertation]. University of Alberta; 2016. Available from: https://era.library.ualberta.ca/files/c79407x38m


University of Waikato

3. Clark, Linda Kaye. Primary school teachers' knowledge of phonemic awareness and its importance as a factor in learning to read .

Degree: 2015, University of Waikato

 The purpose of this research was to gain an understanding of the knowledge that teachers in New Zealand primary school classrooms have in regard to… (more)

Subjects/Keywords: phonemic awareness; teacher knowledge

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APA (6th Edition):

Clark, L. K. (2015). Primary school teachers' knowledge of phonemic awareness and its importance as a factor in learning to read . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/9363

Chicago Manual of Style (16th Edition):

Clark, Linda Kaye. “Primary school teachers' knowledge of phonemic awareness and its importance as a factor in learning to read .” 2015. Masters Thesis, University of Waikato. Accessed October 01, 2020. http://hdl.handle.net/10289/9363.

MLA Handbook (7th Edition):

Clark, Linda Kaye. “Primary school teachers' knowledge of phonemic awareness and its importance as a factor in learning to read .” 2015. Web. 01 Oct 2020.

Vancouver:

Clark LK. Primary school teachers' knowledge of phonemic awareness and its importance as a factor in learning to read . [Internet] [Masters thesis]. University of Waikato; 2015. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/10289/9363.

Council of Science Editors:

Clark LK. Primary school teachers' knowledge of phonemic awareness and its importance as a factor in learning to read . [Masters Thesis]. University of Waikato; 2015. Available from: http://hdl.handle.net/10289/9363


University of New South Wales

4. Mulholland, Sarah. ADHD-specific knowledge and attitudes of New South Wales Government school teachers.

Degree: Education, 2018, University of New South Wales

 ADHD is one of the most common neurobiological disorders among school aged children and has significant implications for their educational outcomes (Barkley, 2015). It is… (more)

Subjects/Keywords: Knowledge; ADHD; Teacher; Attitudes

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APA (6th Edition):

Mulholland, S. (2018). ADHD-specific knowledge and attitudes of New South Wales Government school teachers. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/59514

Chicago Manual of Style (16th Edition):

Mulholland, Sarah. “ADHD-specific knowledge and attitudes of New South Wales Government school teachers.” 2018. Doctoral Dissertation, University of New South Wales. Accessed October 01, 2020. http://handle.unsw.edu.au/1959.4/59514.

MLA Handbook (7th Edition):

Mulholland, Sarah. “ADHD-specific knowledge and attitudes of New South Wales Government school teachers.” 2018. Web. 01 Oct 2020.

Vancouver:

Mulholland S. ADHD-specific knowledge and attitudes of New South Wales Government school teachers. [Internet] [Doctoral dissertation]. University of New South Wales; 2018. [cited 2020 Oct 01]. Available from: http://handle.unsw.edu.au/1959.4/59514.

Council of Science Editors:

Mulholland S. ADHD-specific knowledge and attitudes of New South Wales Government school teachers. [Doctoral Dissertation]. University of New South Wales; 2018. Available from: http://handle.unsw.edu.au/1959.4/59514


University of North Texas

5. Hamilton, Christina. An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender.

Degree: 2013, University of North Texas

 The purpose of this study was to determine what relationships exist between the age, rank, and gender of university faculty in teacher education and their… (more)

Subjects/Keywords: Teacher education; pedagogical content knowledge

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APA (6th Edition):

Hamilton, C. (2013). An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500063/

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):

Hamilton, Christina. “An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender.” 2013. Thesis, University of North Texas. Accessed October 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc500063/.

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

MLA Handbook (7th Edition):

Hamilton, Christina. “An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender.” 2013. Web. 01 Oct 2020.

Vancouver:

Hamilton C. An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender. [Internet] [Thesis]. University of North Texas; 2013. [cited 2020 Oct 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500063/.

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

Council of Science Editors:

Hamilton C. An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc500063/

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

6. Pawlowski, Madelyn Tucker. Locating and Supporting the Developing Pedagogical Language Knowledge of College Writing Instructors .

Degree: 2019, University of Arizona

 The role of language in the study and teaching of writing has long been a subject of controversy and debate for scholars and teachers. Despite… (more)

Subjects/Keywords: Composition; Pedagogical Language Knowledge; Rhetoric; Teacher Education; Teacher Knowledge; Writing Studies

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APA (6th Edition):

Pawlowski, M. T. (2019). Locating and Supporting the Developing Pedagogical Language Knowledge of College Writing Instructors . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/633169

Chicago Manual of Style (16th Edition):

Pawlowski, Madelyn Tucker. “Locating and Supporting the Developing Pedagogical Language Knowledge of College Writing Instructors .” 2019. Doctoral Dissertation, University of Arizona. Accessed October 01, 2020. http://hdl.handle.net/10150/633169.

MLA Handbook (7th Edition):

Pawlowski, Madelyn Tucker. “Locating and Supporting the Developing Pedagogical Language Knowledge of College Writing Instructors .” 2019. Web. 01 Oct 2020.

Vancouver:

Pawlowski MT. Locating and Supporting the Developing Pedagogical Language Knowledge of College Writing Instructors . [Internet] [Doctoral dissertation]. University of Arizona; 2019. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/10150/633169.

Council of Science Editors:

Pawlowski MT. Locating and Supporting the Developing Pedagogical Language Knowledge of College Writing Instructors . [Doctoral Dissertation]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/633169


The Ohio State University

7. Andrzejewski, Carey Ellen. A Holistic Investigation of Teacher Identity, Knowledge, and Practice.

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

  This dissertation is a collective of three manuscripts that explore the relationships among teacher identity, knowledge, and practice through a holistic lens. Chapter 2… (more)

Subjects/Keywords: Teacher Education; teacher identity; holism; teacher practice; teacher knowledge; dance teacher education

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APA (6th Edition):

Andrzejewski, C. E. (2008). A Holistic Investigation of Teacher Identity, Knowledge, and Practice. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1217014454

Chicago Manual of Style (16th Edition):

Andrzejewski, Carey Ellen. “A Holistic Investigation of Teacher Identity, Knowledge, and Practice.” 2008. Doctoral Dissertation, The Ohio State University. Accessed October 01, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1217014454.

MLA Handbook (7th Edition):

Andrzejewski, Carey Ellen. “A Holistic Investigation of Teacher Identity, Knowledge, and Practice.” 2008. Web. 01 Oct 2020.

Vancouver:

Andrzejewski CE. A Holistic Investigation of Teacher Identity, Knowledge, and Practice. [Internet] [Doctoral dissertation]. The Ohio State University; 2008. [cited 2020 Oct 01]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1217014454.

Council of Science Editors:

Andrzejewski CE. A Holistic Investigation of Teacher Identity, Knowledge, and Practice. [Doctoral Dissertation]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1217014454


University of Pretoria

8. Lefoka, Pulane Julia. Sources and application of professional knowledge amongst teacher educators.

Degree: Humanities Education, 2011, University of Pretoria

 In Lesotho, there are no formal opportunities for professional training of teacher educators. Consequently, the majority of teacher educators have not received a training that… (more)

Subjects/Keywords: Metacognition; Constructing knowledge; Metalearning; Learning; Episteme; Practical knowledge; Phronesis; Propositional knowledge; Professional knowledge; Student teacher; Modelling knowledge; Teacher educator; UCTD

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APA (6th Edition):

Lefoka, P. J. (2011). Sources and application of professional knowledge amongst teacher educators. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28602

Chicago Manual of Style (16th Edition):

Lefoka, Pulane Julia. “Sources and application of professional knowledge amongst teacher educators.” 2011. Doctoral Dissertation, University of Pretoria. Accessed October 01, 2020. http://hdl.handle.net/2263/28602.

MLA Handbook (7th Edition):

Lefoka, Pulane Julia. “Sources and application of professional knowledge amongst teacher educators.” 2011. Web. 01 Oct 2020.

Vancouver:

Lefoka PJ. Sources and application of professional knowledge amongst teacher educators. [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2263/28602.

Council of Science Editors:

Lefoka PJ. Sources and application of professional knowledge amongst teacher educators. [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/28602


University of Pretoria

9. [No author]. Sources and application of professional knowledge amongst teacher educators .

Degree: 2011, University of Pretoria

 In Lesotho, there are no formal opportunities for professional training of teacher educators. Consequently, the majority of teacher educators have not received a training that… (more)

Subjects/Keywords: Metacognition; Constructing knowledge; Metalearning; Learning; Episteme; Practical knowledge; Phronesis; Propositional knowledge; Professional knowledge; Student teacher; Modelling knowledge; Teacher educator; UCTD

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APA (6th Edition):

author], [. (2011). Sources and application of professional knowledge amongst teacher educators . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-10102011-165341/

Chicago Manual of Style (16th Edition):

author], [No. “Sources and application of professional knowledge amongst teacher educators .” 2011. Doctoral Dissertation, University of Pretoria. Accessed October 01, 2020. http://upetd.up.ac.za/thesis/available/etd-10102011-165341/.

MLA Handbook (7th Edition):

author], [No. “Sources and application of professional knowledge amongst teacher educators .” 2011. Web. 01 Oct 2020.

Vancouver:

author] [. Sources and application of professional knowledge amongst teacher educators . [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2020 Oct 01]. Available from: http://upetd.up.ac.za/thesis/available/etd-10102011-165341/.

Council of Science Editors:

author] [. Sources and application of professional knowledge amongst teacher educators . [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://upetd.up.ac.za/thesis/available/etd-10102011-165341/


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 October 01, 2020. 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. 01 Oct 2020.

Vancouver:

Lo WY. The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong . [Internet] [Thesis]. University of Sydney; 2014. [cited 2020 Oct 01]. 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


University of Missouri – Columbia

11. Taylor, Cynthia E. Facilitating the development of elementary prospective teachers' pedagogical content knowledge : a case study of a mathematics teacher educator's actions and purposes.

Degree: 2011, University of Missouri – Columbia

 Prospective mathematics teachers (PTs) need to develop pedagogical content knowledge (PCK) to improve the teaching and learning of mathematics. Therefore, mathematics teacher educators (MTEs) need… (more)

Subjects/Keywords: pedagogical content knowledge; mathematics teacher educator; prospective teacher; teacher preparation programs

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APA (6th Edition):

Taylor, C. E. (2011). Facilitating the development of elementary prospective teachers' pedagogical content knowledge : a case study of a mathematics teacher educator's actions and purposes. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/15819

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):

Taylor, Cynthia E. “Facilitating the development of elementary prospective teachers' pedagogical content knowledge : a case study of a mathematics teacher educator's actions and purposes.” 2011. Thesis, University of Missouri – Columbia. Accessed October 01, 2020. http://hdl.handle.net/10355/15819.

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

MLA Handbook (7th Edition):

Taylor, Cynthia E. “Facilitating the development of elementary prospective teachers' pedagogical content knowledge : a case study of a mathematics teacher educator's actions and purposes.” 2011. Web. 01 Oct 2020.

Vancouver:

Taylor CE. Facilitating the development of elementary prospective teachers' pedagogical content knowledge : a case study of a mathematics teacher educator's actions and purposes. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/10355/15819.

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

Council of Science Editors:

Taylor CE. Facilitating the development of elementary prospective teachers' pedagogical content knowledge : a case study of a mathematics teacher educator's actions and purposes. [Thesis]. University of Missouri – Columbia; 2011. Available from: http://hdl.handle.net/10355/15819

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


University of Utah

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Wiggins, Christine Marie. “The development of expertise in reading and reading instruction: the continuum from preservice to advanced experienced teachers as measured by the literacy instruction knowledge scales written survey.” 2012. Doctoral Dissertation, University of Utah. Accessed October 01, 2020. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3513/rec/2440.

MLA Handbook (7th Edition):

Wiggins, Christine Marie. “The development of expertise in reading and reading instruction: the continuum from preservice to advanced experienced teachers as measured by the literacy instruction knowledge scales written survey.” 2012. Web. 01 Oct 2020.

Vancouver:

Wiggins CM. The development of expertise in reading and reading instruction: the continuum from preservice to advanced experienced teachers as measured by the literacy instruction knowledge scales written survey. [Internet] [Doctoral dissertation]. University of Utah; 2012. [cited 2020 Oct 01]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3513/rec/2440.

Council of Science Editors:

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


Penn State University

13. Alexander, Monique Cathleen. FROM WHERE AND FROM WHOM? AN EXPLORATION OF THE EXPERIENCES SUPERVISORS DRAW UPON IN THEIR PRACTICE.

Degree: 2016, Penn State University

 As the teacher education preparation climate shifts to emphasize extended clinical field experiences as the heart of preservice teacher preparation, the research community has attempted… (more)

Subjects/Keywords: Supervisors; Professional Development Schools; Teacher Educator Knowledge

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APA (6th Edition):

Alexander, M. C. (2016). FROM WHERE AND FROM WHOM? AN EXPLORATION OF THE EXPERIENCES SUPERVISORS DRAW UPON IN THEIR PRACTICE. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/13371mca160

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):

Alexander, Monique Cathleen. “FROM WHERE AND FROM WHOM? AN EXPLORATION OF THE EXPERIENCES SUPERVISORS DRAW UPON IN THEIR PRACTICE.” 2016. Thesis, Penn State University. Accessed October 01, 2020. https://submit-etda.libraries.psu.edu/catalog/13371mca160.

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

MLA Handbook (7th Edition):

Alexander, Monique Cathleen. “FROM WHERE AND FROM WHOM? AN EXPLORATION OF THE EXPERIENCES SUPERVISORS DRAW UPON IN THEIR PRACTICE.” 2016. Web. 01 Oct 2020.

Vancouver:

Alexander MC. FROM WHERE AND FROM WHOM? AN EXPLORATION OF THE EXPERIENCES SUPERVISORS DRAW UPON IN THEIR PRACTICE. [Internet] [Thesis]. Penn State University; 2016. [cited 2020 Oct 01]. Available from: https://submit-etda.libraries.psu.edu/catalog/13371mca160.

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

Council of Science Editors:

Alexander MC. FROM WHERE AND FROM WHOM? AN EXPLORATION OF THE EXPERIENCES SUPERVISORS DRAW UPON IN THEIR PRACTICE. [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/13371mca160

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


University of Tasmania

14. MacFarlane, G. Investigation into English grammar proficiency of teachers of English language.

Degree: 2015, University of Tasmania

 There have been many studies that have supported the teaching of grammar and many that have not, mainly because grammar teaching did not seem to… (more)

Subjects/Keywords: language learning; English grammar; teacher grammar knowledge

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APA (6th Edition):

MacFarlane, G. (2015). Investigation into English grammar proficiency of teachers of English language. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/23217/1/MacFarlane_whole_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):

MacFarlane, G. “Investigation into English grammar proficiency of teachers of English language.” 2015. Thesis, University of Tasmania. Accessed October 01, 2020. https://eprints.utas.edu.au/23217/1/MacFarlane_whole_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):

MacFarlane, G. “Investigation into English grammar proficiency of teachers of English language.” 2015. Web. 01 Oct 2020.

Vancouver:

MacFarlane G. Investigation into English grammar proficiency of teachers of English language. [Internet] [Thesis]. University of Tasmania; 2015. [cited 2020 Oct 01]. Available from: https://eprints.utas.edu.au/23217/1/MacFarlane_whole_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:

MacFarlane G. Investigation into English grammar proficiency of teachers of English language. [Thesis]. University of Tasmania; 2015. Available from: https://eprints.utas.edu.au/23217/1/MacFarlane_whole_thesis.pdf

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


University of Wollongong

15. Comensoli, Jane. Development of a prototype knowledge-management system for the purpose of improving teacher pedagogy.

Degree: PhD, 2014, University of Wollongong

  This research focused on the development of a web-based knowledge sharing system designed to support teacher professional practice through collaboration and sharing beyond the… (more)

Subjects/Keywords: knowledge-management; design-research; teacher-pedagogy

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APA (6th Edition):

Comensoli, J. (2014). Development of a prototype knowledge-management system for the purpose of improving teacher pedagogy. (Doctoral Dissertation). University of Wollongong. Retrieved from ; https://ro.uow.edu.au/theses/4191

Chicago Manual of Style (16th Edition):

Comensoli, Jane. “Development of a prototype knowledge-management system for the purpose of improving teacher pedagogy.” 2014. Doctoral Dissertation, University of Wollongong. Accessed October 01, 2020. ; https://ro.uow.edu.au/theses/4191.

MLA Handbook (7th Edition):

Comensoli, Jane. “Development of a prototype knowledge-management system for the purpose of improving teacher pedagogy.” 2014. Web. 01 Oct 2020.

Vancouver:

Comensoli J. Development of a prototype knowledge-management system for the purpose of improving teacher pedagogy. [Internet] [Doctoral dissertation]. University of Wollongong; 2014. [cited 2020 Oct 01]. Available from: ; https://ro.uow.edu.au/theses/4191.

Council of Science Editors:

Comensoli J. Development of a prototype knowledge-management system for the purpose of improving teacher pedagogy. [Doctoral Dissertation]. University of Wollongong; 2014. Available from: ; https://ro.uow.edu.au/theses/4191


Syracuse University

16. Olanoff, Dana E. Mathematical Knowledge for Teaching Teachers: The Case of Multiplication and Division of Fractions.

Degree: PhD, Mathematics, 2011, Syracuse University

  This study attempts to answer the question, What is the mathematical knowledge required by teachers of elementary mathematics content courses in the area of… (more)

Subjects/Keywords: fractions; mathematical knowledge; teacher educators; Mathematics

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

APA (6th Edition):

Olanoff, D. E. (2011). Mathematical Knowledge for Teaching Teachers: The Case of Multiplication and Division of Fractions. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/mat_etd/64

Chicago Manual of Style (16th Edition):

Olanoff, Dana E. “Mathematical Knowledge for Teaching Teachers: The Case of Multiplication and Division of Fractions.” 2011. Doctoral Dissertation, Syracuse University. Accessed October 01, 2020. https://surface.syr.edu/mat_etd/64.

MLA Handbook (7th Edition):

Olanoff, Dana E. “Mathematical Knowledge for Teaching Teachers: The Case of Multiplication and Division of Fractions.” 2011. Web. 01 Oct 2020.

Vancouver:

Olanoff DE. Mathematical Knowledge for Teaching Teachers: The Case of Multiplication and Division of Fractions. [Internet] [Doctoral dissertation]. Syracuse University; 2011. [cited 2020 Oct 01]. Available from: https://surface.syr.edu/mat_etd/64.

Council of Science Editors:

Olanoff DE. Mathematical Knowledge for Teaching Teachers: The Case of Multiplication and Division of Fractions. [Doctoral Dissertation]. Syracuse University; 2011. Available from: https://surface.syr.edu/mat_etd/64


University of Houston

17. Frye, Kennetha. THE RELATIONSHIP BETWEEN RACE/ETHNICITY AND OTHER DEMOGRAPHIC VARIABLES AND LEVEL OF ADHD KNOWLEDGE: COMPARING PRE-SERVICE AND IN-SERVICE TEACHERS.

Degree: PhD, Educational Psychology and Individual Differences, 2014, University of Houston

 Attention-Deficit Hyperactivity Disorder is one of the most common psychiatric diagnoses in children (Pelham, Fabiano & Massetti, 2005). Teachers are often the primary source for… (more)

Subjects/Keywords: Attention Deficit/Hyperactivity Disorder (ADHD); Teacher knowledge

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

APA (6th Edition):

Frye, K. (2014). THE RELATIONSHIP BETWEEN RACE/ETHNICITY AND OTHER DEMOGRAPHIC VARIABLES AND LEVEL OF ADHD KNOWLEDGE: COMPARING PRE-SERVICE AND IN-SERVICE TEACHERS. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1564

Chicago Manual of Style (16th Edition):

Frye, Kennetha. “THE RELATIONSHIP BETWEEN RACE/ETHNICITY AND OTHER DEMOGRAPHIC VARIABLES AND LEVEL OF ADHD KNOWLEDGE: COMPARING PRE-SERVICE AND IN-SERVICE TEACHERS.” 2014. Doctoral Dissertation, University of Houston. Accessed October 01, 2020. http://hdl.handle.net/10657/1564.

MLA Handbook (7th Edition):

Frye, Kennetha. “THE RELATIONSHIP BETWEEN RACE/ETHNICITY AND OTHER DEMOGRAPHIC VARIABLES AND LEVEL OF ADHD KNOWLEDGE: COMPARING PRE-SERVICE AND IN-SERVICE TEACHERS.” 2014. Web. 01 Oct 2020.

Vancouver:

Frye K. THE RELATIONSHIP BETWEEN RACE/ETHNICITY AND OTHER DEMOGRAPHIC VARIABLES AND LEVEL OF ADHD KNOWLEDGE: COMPARING PRE-SERVICE AND IN-SERVICE TEACHERS. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/10657/1564.

Council of Science Editors:

Frye K. THE RELATIONSHIP BETWEEN RACE/ETHNICITY AND OTHER DEMOGRAPHIC VARIABLES AND LEVEL OF ADHD KNOWLEDGE: COMPARING PRE-SERVICE AND IN-SERVICE TEACHERS. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1564


University of Melbourne

18. Chong, Lai Kuen. How are teachers' pedagogic practices and students' learning about metacognition associated with what teachers know about teaching for metacognition?.

Degree: 2012, University of Melbourne

 Teaching for metacognition (TfM) is important for student learning. It develops students’ ability to examine critically how to complete cognitive tasks effectively and efficiently within… (more)

Subjects/Keywords: teaching for metacognition; pedagogic practice; teacher knowledge

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APA (6th Edition):

Chong, L. K. (2012). How are teachers' pedagogic practices and students' learning about metacognition associated with what teachers know about teaching for metacognition?. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/38208

Chicago Manual of Style (16th Edition):

Chong, Lai Kuen. “How are teachers' pedagogic practices and students' learning about metacognition associated with what teachers know about teaching for metacognition?.” 2012. Doctoral Dissertation, University of Melbourne. Accessed October 01, 2020. http://hdl.handle.net/11343/38208.

MLA Handbook (7th Edition):

Chong, Lai Kuen. “How are teachers' pedagogic practices and students' learning about metacognition associated with what teachers know about teaching for metacognition?.” 2012. Web. 01 Oct 2020.

Vancouver:

Chong LK. How are teachers' pedagogic practices and students' learning about metacognition associated with what teachers know about teaching for metacognition?. [Internet] [Doctoral dissertation]. University of Melbourne; 2012. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/11343/38208.

Council of Science Editors:

Chong LK. How are teachers' pedagogic practices and students' learning about metacognition associated with what teachers know about teaching for metacognition?. [Doctoral Dissertation]. University of Melbourne; 2012. Available from: http://hdl.handle.net/11343/38208


Virginia Tech

19. Alemtairy, Ghader M. A. S. B. Instructional Considerations to Promote Technology Integration Skills and Knowledge Transfer from Instructional Technology Courses at Kuwait University into Classroom Teaching: A Design and Development Study.

Degree: PhD, Curriculum and Instruction, 2020, Virginia Tech

 Newly hired teachers in the Kuwaiti context often fail to transfer knowledge and skills of technology integration from instructional technology courses to in classroom teaching.… (more)

Subjects/Keywords: Technology integration; teacher education; knowledge transfer; technology

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

APA (6th Edition):

Alemtairy, G. M. A. S. B. (2020). Instructional Considerations to Promote Technology Integration Skills and Knowledge Transfer from Instructional Technology Courses at Kuwait University into Classroom Teaching: A Design and Development Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/97917

Chicago Manual of Style (16th Edition):

Alemtairy, Ghader M A S B. “Instructional Considerations to Promote Technology Integration Skills and Knowledge Transfer from Instructional Technology Courses at Kuwait University into Classroom Teaching: A Design and Development Study.” 2020. Doctoral Dissertation, Virginia Tech. Accessed October 01, 2020. http://hdl.handle.net/10919/97917.

MLA Handbook (7th Edition):

Alemtairy, Ghader M A S B. “Instructional Considerations to Promote Technology Integration Skills and Knowledge Transfer from Instructional Technology Courses at Kuwait University into Classroom Teaching: A Design and Development Study.” 2020. Web. 01 Oct 2020.

Vancouver:

Alemtairy GMASB. Instructional Considerations to Promote Technology Integration Skills and Knowledge Transfer from Instructional Technology Courses at Kuwait University into Classroom Teaching: A Design and Development Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2020. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/10919/97917.

Council of Science Editors:

Alemtairy GMASB. Instructional Considerations to Promote Technology Integration Skills and Knowledge Transfer from Instructional Technology Courses at Kuwait University into Classroom Teaching: A Design and Development Study. [Doctoral Dissertation]. Virginia Tech; 2020. Available from: http://hdl.handle.net/10919/97917


University of Georgia

20. Lee, Soo Jin. Exploring middle grade teachers' knowledge of partitive and quotitive fraction divisions.

Degree: 2014, University of Georgia

 The purpose of the present qualitative study was to investigate middle grades (Grade 5-7) mathematics teachers’ knowledge of partitive and quotitive fraction division. Existing research… (more)

Subjects/Keywords: Teacher Knowledge; Partitive Division; Quotitive Division; Fractions

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

APA (6th Edition):

Lee, S. J. (2014). Exploring middle grade teachers' knowledge of partitive and quotitive fraction divisions. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/26689

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):

Lee, Soo Jin. “Exploring middle grade teachers' knowledge of partitive and quotitive fraction divisions.” 2014. Thesis, University of Georgia. Accessed October 01, 2020. http://hdl.handle.net/10724/26689.

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

MLA Handbook (7th Edition):

Lee, Soo Jin. “Exploring middle grade teachers' knowledge of partitive and quotitive fraction divisions.” 2014. Web. 01 Oct 2020.

Vancouver:

Lee SJ. Exploring middle grade teachers' knowledge of partitive and quotitive fraction divisions. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/10724/26689.

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

Council of Science Editors:

Lee SJ. Exploring middle grade teachers' knowledge of partitive and quotitive fraction divisions. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/26689

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


University of Georgia

21. Skywark, Vicki Marie. Exemplary teachers' knowledge of their mathematically talented students.

Degree: 2014, University of Georgia

 To address the paucity of research on teachers of mathematically talented youth in advanced mathematics classes, six exemplary teachers were identified in a single metropolitan… (more)

Subjects/Keywords: mathematical talent; teacher knowledge; talent development

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APA (6th Edition):

Skywark, V. M. (2014). Exemplary teachers' knowledge of their mathematically talented students. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/22800

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):

Skywark, Vicki Marie. “Exemplary teachers' knowledge of their mathematically talented students.” 2014. Thesis, University of Georgia. Accessed October 01, 2020. http://hdl.handle.net/10724/22800.

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

MLA Handbook (7th Edition):

Skywark, Vicki Marie. “Exemplary teachers' knowledge of their mathematically talented students.” 2014. Web. 01 Oct 2020.

Vancouver:

Skywark VM. Exemplary teachers' knowledge of their mathematically talented students. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/10724/22800.

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

Council of Science Editors:

Skywark VM. Exemplary teachers' knowledge of their mathematically talented students. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/22800

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


The Ohio State University

22. Brilhart, Daniel L. Teacher conceptualization of teaching: integrating the personal and the professional.

Degree: PhD, Educational Policy and Leadership, 2007, The Ohio State University

 This investigation explores how in-service teachers conceptualize teaching, integrate the personal and the professional dimensions of their lives, and develop teacher identities. This instrumental case… (more)

Subjects/Keywords: Education, Teacher Training; teacher knowledge; practical teacher knowledge; personalization of knowledge; teacher self study; classroom management; teaching as relational; teacher passion; conceptualizing teaching; case study

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APA (6th Edition):

Brilhart, D. L. (2007). Teacher conceptualization of teaching: integrating the personal and the professional. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1186666429

Chicago Manual of Style (16th Edition):

Brilhart, Daniel L. “Teacher conceptualization of teaching: integrating the personal and the professional.” 2007. Doctoral Dissertation, The Ohio State University. Accessed October 01, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1186666429.

MLA Handbook (7th Edition):

Brilhart, Daniel L. “Teacher conceptualization of teaching: integrating the personal and the professional.” 2007. Web. 01 Oct 2020.

Vancouver:

Brilhart DL. Teacher conceptualization of teaching: integrating the personal and the professional. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2020 Oct 01]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1186666429.

Council of Science Editors:

Brilhart DL. Teacher conceptualization of teaching: integrating the personal and the professional. [Doctoral Dissertation]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1186666429


Utah State University

23. Dupree, Kami M. Secondary Mathematics Teachers’ Responses to Pivotal Teaching Moments.

Degree: PhD, Education, 2019, Utah State University

  This study used a multiple case study design to explore the occurrence of pivotal teaching moments, teachers’ responses to these moments, and teachers’ own… (more)

Subjects/Keywords: pivotal teaching moments; pedagogical content knowledge; teacher knowledge; mathematics education; teacher education; Education

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

APA (6th Edition):

Dupree, K. M. (2019). Secondary Mathematics Teachers’ Responses to Pivotal Teaching Moments. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7535

Chicago Manual of Style (16th Edition):

Dupree, Kami M. “Secondary Mathematics Teachers’ Responses to Pivotal Teaching Moments.” 2019. Doctoral Dissertation, Utah State University. Accessed October 01, 2020. https://digitalcommons.usu.edu/etd/7535.

MLA Handbook (7th Edition):

Dupree, Kami M. “Secondary Mathematics Teachers’ Responses to Pivotal Teaching Moments.” 2019. Web. 01 Oct 2020.

Vancouver:

Dupree KM. Secondary Mathematics Teachers’ Responses to Pivotal Teaching Moments. [Internet] [Doctoral dissertation]. Utah State University; 2019. [cited 2020 Oct 01]. Available from: https://digitalcommons.usu.edu/etd/7535.

Council of Science Editors:

Dupree KM. Secondary Mathematics Teachers’ Responses to Pivotal Teaching Moments. [Doctoral Dissertation]. Utah State University; 2019. Available from: https://digitalcommons.usu.edu/etd/7535


University of Georgia

24. Hix, Sherry Love. Learning in lesson study.

Degree: 2014, University of Georgia

 The purpose of this study was to examine what teachers may learn while participating in lesson study and if certain lesson study experiences can be… (more)

Subjects/Keywords: Lesson study; Professional development; Teacher knowledge; Mathematical knowledge for teaching; Teacher learning

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APA (6th Edition):

Hix, S. L. (2014). Learning in lesson study. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/24919

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):

Hix, Sherry Love. “Learning in lesson study.” 2014. Thesis, University of Georgia. Accessed October 01, 2020. http://hdl.handle.net/10724/24919.

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

MLA Handbook (7th Edition):

Hix, Sherry Love. “Learning in lesson study.” 2014. Web. 01 Oct 2020.

Vancouver:

Hix SL. Learning in lesson study. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/10724/24919.

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

Council of Science Editors:

Hix SL. Learning in lesson study. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/24919

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


University of Georgia

25. Kim, Gooyeon. The pedagogical content knowledge of two middl-school mathematics teachers.

Degree: 2014, University of Georgia

 The purpose of this study was to investigate two middle‐school mathematics teachers’ pedagogical content knowledge in terms of how it was manifested in their classroom… (more)

Subjects/Keywords: pedagogical content knowledge; middle-grade mathematics teachers; teacher knowledge; teacher beliefs; mathematics teaching

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APA (6th Edition):

Kim, G. (2014). The pedagogical content knowledge of two middl-school mathematics teachers. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/22150

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):

Kim, Gooyeon. “The pedagogical content knowledge of two middl-school mathematics teachers.” 2014. Thesis, University of Georgia. Accessed October 01, 2020. http://hdl.handle.net/10724/22150.

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

MLA Handbook (7th Edition):

Kim, Gooyeon. “The pedagogical content knowledge of two middl-school mathematics teachers.” 2014. Web. 01 Oct 2020.

Vancouver:

Kim G. The pedagogical content knowledge of two middl-school mathematics teachers. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/10724/22150.

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

Council of Science Editors:

Kim G. The pedagogical content knowledge of two middl-school mathematics teachers. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/22150

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


University of Georgia

26. Kim, Somin. Relationships between preservice secondary mathematics teachers' beliefs, knowledge, and technology use.

Degree: 2016, University of Georgia

 This multi-case study examines the relationships between preservice teachers’ beliefs and knowledge regarding teaching mathematics with technology. Based on the theoretical framework on teacher beliefs… (more)

Subjects/Keywords: Preservice secondary mathematics teachers; Teacher beliefs; Teacher knowledge; Technology; Technological pedagogical content knowledge

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APA (6th Edition):

Kim, S. (2016). Relationships between preservice secondary mathematics teachers' beliefs, knowledge, and technology use. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/36213

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):

Kim, Somin. “Relationships between preservice secondary mathematics teachers' beliefs, knowledge, and technology use.” 2016. Thesis, University of Georgia. Accessed October 01, 2020. http://hdl.handle.net/10724/36213.

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

MLA Handbook (7th Edition):

Kim, Somin. “Relationships between preservice secondary mathematics teachers' beliefs, knowledge, and technology use.” 2016. Web. 01 Oct 2020.

Vancouver:

Kim S. Relationships between preservice secondary mathematics teachers' beliefs, knowledge, and technology use. [Internet] [Thesis]. University of Georgia; 2016. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/10724/36213.

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

Council of Science Editors:

Kim S. Relationships between preservice secondary mathematics teachers' beliefs, knowledge, and technology use. [Thesis]. University of Georgia; 2016. Available from: http://hdl.handle.net/10724/36213

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


University of Pretoria

27. Mthethwa-Kunene, K.F.E. Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland.

Degree: PhD, Humanities Education, 2014, University of Pretoria

 Recent trends show that learners’ enrolment and performance in science at secondary school level is dwindling. Some science topics including genetics in biology are said… (more)

Subjects/Keywords: *; Conditional knowledge; Content knowledge; Declarative knowledge; Genetics; UCTD; Learning difficulties; Pedagogical content knowledge (PCK); Procedural knowledge; Biology teacher

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APA (6th Edition):

Mthethwa-Kunene, K.F.E.. (2014). Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/43191

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

Mthethwa-Kunene, K.F.E.. “Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland.” 2014. Doctoral Dissertation, University of Pretoria. Accessed October 01, 2020. http://hdl.handle.net/2263/43191.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

Mthethwa-Kunene, K.F.E.. “Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland.” 2014. Web. 01 Oct 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Mthethwa-Kunene, K.F.E.. Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland. [Internet] [Doctoral dissertation]. University of Pretoria; 2014. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2263/43191.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Mthethwa-Kunene, K.F.E.. Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland. [Doctoral Dissertation]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/43191

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Michigan

28. Cole, Yaa Adubea. Mathematical Knowledge for Teaching: Exploring its Transferability and Measurement in Ghana.

Degree: PhD, Education Studies, 2011, University of Michigan

 This dissertation examines the extent to which a U.S.-developed theory of teacher knowledge, Mathematical Knowledge for Teaching (MKT), is applicable in a Ghanaian context. To… (more)

Subjects/Keywords: Teacher Knowledge; Mathematical Knowledge for Teaching; Ghana; Education; Social Sciences

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APA (6th Edition):

Cole, Y. A. (2011). Mathematical Knowledge for Teaching: Exploring its Transferability and Measurement in Ghana. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/89643

Chicago Manual of Style (16th Edition):

Cole, Yaa Adubea. “Mathematical Knowledge for Teaching: Exploring its Transferability and Measurement in Ghana.” 2011. Doctoral Dissertation, University of Michigan. Accessed October 01, 2020. http://hdl.handle.net/2027.42/89643.

MLA Handbook (7th Edition):

Cole, Yaa Adubea. “Mathematical Knowledge for Teaching: Exploring its Transferability and Measurement in Ghana.” 2011. Web. 01 Oct 2020.

Vancouver:

Cole YA. Mathematical Knowledge for Teaching: Exploring its Transferability and Measurement in Ghana. [Internet] [Doctoral dissertation]. University of Michigan; 2011. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2027.42/89643.

Council of Science Editors:

Cole YA. Mathematical Knowledge for Teaching: Exploring its Transferability and Measurement in Ghana. [Doctoral Dissertation]. University of Michigan; 2011. Available from: http://hdl.handle.net/2027.42/89643


Mississippi State University

29. Pritchard, Nichol Frances. EDUCATIONAL VIDEO IMPACT ON COLLEGE STUDENT KNOWLEDGE, OPINIONS, AND REFERRAL ATTITUDES REGARDING ATTENTION-DEFICIT/HYPERACTIVITY DISORDER.

Degree: MA, Psychology, 2008, Mississippi State University

 Key controversies surround the ADHD diagnostic category, how well it is understood, and whether the criteria are applied accurately by members of the public, parents,… (more)

Subjects/Keywords: teacher knowledge; ADHD; student knowledge

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APA (6th Edition):

Pritchard, N. F. (2008). EDUCATIONAL VIDEO IMPACT ON COLLEGE STUDENT KNOWLEDGE, OPINIONS, AND REFERRAL ATTITUDES REGARDING ATTENTION-DEFICIT/HYPERACTIVITY DISORDER. (Masters Thesis). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-11072008-143419/ ;

Chicago Manual of Style (16th Edition):

Pritchard, Nichol Frances. “EDUCATIONAL VIDEO IMPACT ON COLLEGE STUDENT KNOWLEDGE, OPINIONS, AND REFERRAL ATTITUDES REGARDING ATTENTION-DEFICIT/HYPERACTIVITY DISORDER.” 2008. Masters Thesis, Mississippi State University. Accessed October 01, 2020. http://sun.library.msstate.edu/ETD-db/theses/available/etd-11072008-143419/ ;.

MLA Handbook (7th Edition):

Pritchard, Nichol Frances. “EDUCATIONAL VIDEO IMPACT ON COLLEGE STUDENT KNOWLEDGE, OPINIONS, AND REFERRAL ATTITUDES REGARDING ATTENTION-DEFICIT/HYPERACTIVITY DISORDER.” 2008. Web. 01 Oct 2020.

Vancouver:

Pritchard NF. EDUCATIONAL VIDEO IMPACT ON COLLEGE STUDENT KNOWLEDGE, OPINIONS, AND REFERRAL ATTITUDES REGARDING ATTENTION-DEFICIT/HYPERACTIVITY DISORDER. [Internet] [Masters thesis]. Mississippi State University; 2008. [cited 2020 Oct 01]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11072008-143419/ ;.

Council of Science Editors:

Pritchard NF. EDUCATIONAL VIDEO IMPACT ON COLLEGE STUDENT KNOWLEDGE, OPINIONS, AND REFERRAL ATTITUDES REGARDING ATTENTION-DEFICIT/HYPERACTIVITY DISORDER. [Masters Thesis]. Mississippi State University; 2008. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11072008-143419/ ;


University of Sydney

30. McRae, Gerald William. Teachers’ literacy knowledge: A case study of provision .

Degree: 2018, University of Sydney

 Recent debates have judged teachers inadequate in terms of "personal literacy", "knowledge (PLK)", a term used by government and policymakers but neither defined nor explained… (more)

Subjects/Keywords: literacy; teacher education; pre-service teachers; professional knowledge; personal literacy; knowledge

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

APA (6th Edition):

McRae, G. W. (2018). Teachers’ literacy knowledge: A case study of provision . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/18104

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):

McRae, Gerald William. “Teachers’ literacy knowledge: A case study of provision .” 2018. Thesis, University of Sydney. Accessed October 01, 2020. http://hdl.handle.net/2123/18104.

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

MLA Handbook (7th Edition):

McRae, Gerald William. “Teachers’ literacy knowledge: A case study of provision .” 2018. Web. 01 Oct 2020.

Vancouver:

McRae GW. Teachers’ literacy knowledge: A case study of provision . [Internet] [Thesis]. University of Sydney; 2018. [cited 2020 Oct 01]. Available from: http://hdl.handle.net/2123/18104.

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

Council of Science Editors:

McRae GW. Teachers’ literacy knowledge: A case study of provision . [Thesis]. University of Sydney; 2018. Available from: http://hdl.handle.net/2123/18104

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

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