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You searched for subject:( teacher literacy identity). Showing records 1 – 30 of 42264 total matches.

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University of Arizona

1. Spitler, Ellen J. Transformation of Preservice and New Teacher Literacy Identity: Three Transactional Dimensions .

Degree: 2009, University of Arizona

 Adolescent literacy is currently viewed as in crisis. Moore (2002) argues that a focus on adolescent literate identity seems to be a key consideration when… (more)

Subjects/Keywords: content area literacy; literacy; secondary literacy; teacher education; teacher literacy identity; teacher professional development

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APA (6th Edition):

Spitler, E. J. (2009). Transformation of Preservice and New Teacher Literacy Identity: Three Transactional Dimensions . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/194822

Chicago Manual of Style (16th Edition):

Spitler, Ellen J. “Transformation of Preservice and New Teacher Literacy Identity: Three Transactional Dimensions .” 2009. Doctoral Dissertation, University of Arizona. Accessed March 23, 2019. http://hdl.handle.net/10150/194822.

MLA Handbook (7th Edition):

Spitler, Ellen J. “Transformation of Preservice and New Teacher Literacy Identity: Three Transactional Dimensions .” 2009. Web. 23 Mar 2019.

Vancouver:

Spitler EJ. Transformation of Preservice and New Teacher Literacy Identity: Three Transactional Dimensions . [Internet] [Doctoral dissertation]. University of Arizona; 2009. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/10150/194822.

Council of Science Editors:

Spitler EJ. Transformation of Preservice and New Teacher Literacy Identity: Three Transactional Dimensions . [Doctoral Dissertation]. University of Arizona; 2009. Available from: http://hdl.handle.net/10150/194822


University of South Florida

2. Flores, Brian M. PRE-SERVICE TEACHER MICRO-HEGEMONIC CONSTRUCTION OF LITERACY TEACHER IDENTITY.

Degree: 2018, University of South Florida

 This dissertation presents findings from a qualitative discourse analysis study of three pre-service teachers enrolled in the Urban Teacher Residency Partnership Program (UTRPP); a clinical… (more)

Subjects/Keywords: Clinical practice; literacy; Literacy coaching cycles; Literacy teacher identity; Pre-service teacher identity; Teacher residency program; Teacher Education and Professional Development

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APA (6th Edition):

Flores, B. M. (2018). PRE-SERVICE TEACHER MICRO-HEGEMONIC CONSTRUCTION OF LITERACY TEACHER IDENTITY. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7288

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):

Flores, Brian M. “PRE-SERVICE TEACHER MICRO-HEGEMONIC CONSTRUCTION OF LITERACY TEACHER IDENTITY.” 2018. Thesis, University of South Florida. Accessed March 23, 2019. https://scholarcommons.usf.edu/etd/7288.

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

MLA Handbook (7th Edition):

Flores, Brian M. “PRE-SERVICE TEACHER MICRO-HEGEMONIC CONSTRUCTION OF LITERACY TEACHER IDENTITY.” 2018. Web. 23 Mar 2019.

Vancouver:

Flores BM. PRE-SERVICE TEACHER MICRO-HEGEMONIC CONSTRUCTION OF LITERACY TEACHER IDENTITY. [Internet] [Thesis]. University of South Florida; 2018. [cited 2019 Mar 23]. Available from: https://scholarcommons.usf.edu/etd/7288.

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

Council of Science Editors:

Flores BM. PRE-SERVICE TEACHER MICRO-HEGEMONIC CONSTRUCTION OF LITERACY TEACHER IDENTITY. [Thesis]. University of South Florida; 2018. Available from: https://scholarcommons.usf.edu/etd/7288

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


Kansas State University

3. Leiss, Jodie. Narrative inquiry into the lives of physical education teachers: in pursuit of physical literacy.

Degree: PhD, Curriculum and Instruction Programs, 2016, Kansas State University

 This study is a narrative inquiry into the lives of physical education teachers in order to gain insight into their identities as physical education teachers… (more)

Subjects/Keywords: Physical Literacy; Narrative Inquiry; Teacher Identity

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APA (6th Edition):

Leiss, J. (2016). Narrative inquiry into the lives of physical education teachers: in pursuit of physical literacy. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/32486

Chicago Manual of Style (16th Edition):

Leiss, Jodie. “Narrative inquiry into the lives of physical education teachers: in pursuit of physical literacy.” 2016. Doctoral Dissertation, Kansas State University. Accessed March 23, 2019. http://hdl.handle.net/2097/32486.

MLA Handbook (7th Edition):

Leiss, Jodie. “Narrative inquiry into the lives of physical education teachers: in pursuit of physical literacy.” 2016. Web. 23 Mar 2019.

Vancouver:

Leiss J. Narrative inquiry into the lives of physical education teachers: in pursuit of physical literacy. [Internet] [Doctoral dissertation]. Kansas State University; 2016. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/2097/32486.

Council of Science Editors:

Leiss J. Narrative inquiry into the lives of physical education teachers: in pursuit of physical literacy. [Doctoral Dissertation]. Kansas State University; 2016. Available from: http://hdl.handle.net/2097/32486


University of Alberta

4. Teske, Julie M. More Than Generalists: Towards an Identity as a Beginning Elementary Literacy Teacher.

Degree: MEd, Department of Elementary Education, 2014, University of Alberta

 Elementary teachers are known to be primarily responsible for the literacy of children, being termed “custodians” of literacy. However, this responsibility can be associated with… (more)

Subjects/Keywords: mentorship; theory and practice; language arts; constructivist teaching; literacy; literacy teacher identity; teacher identity

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APA (6th Edition):

Teske, J. M. (2014). More Than Generalists: Towards an Identity as a Beginning Elementary Literacy Teacher. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/rx913q529

Chicago Manual of Style (16th Edition):

Teske, Julie M. “More Than Generalists: Towards an Identity as a Beginning Elementary Literacy Teacher.” 2014. Masters Thesis, University of Alberta. Accessed March 23, 2019. https://era.library.ualberta.ca/files/rx913q529.

MLA Handbook (7th Edition):

Teske, Julie M. “More Than Generalists: Towards an Identity as a Beginning Elementary Literacy Teacher.” 2014. Web. 23 Mar 2019.

Vancouver:

Teske JM. More Than Generalists: Towards an Identity as a Beginning Elementary Literacy Teacher. [Internet] [Masters thesis]. University of Alberta; 2014. [cited 2019 Mar 23]. Available from: https://era.library.ualberta.ca/files/rx913q529.

Council of Science Editors:

Teske JM. More Than Generalists: Towards an Identity as a Beginning Elementary Literacy Teacher. [Masters Thesis]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/rx913q529

5. -5134-2973. Reflections of the heart: An autoethnography of a literacy leader's online identity construction and change.

Degree: PhD, Reading Education, 2018, Texas Woman's University

 Educational blogs, or edublogs, are ubiquitous in today’s society. National literacy organizations such as International Literacy Association (ILA) and National Council of Teachers of English… (more)

Subjects/Keywords: authoethnography; educational blogs; teacher blogs; literacy; leadership; reading; technology; digital literacy; multimodal; Twitter; Twitter chats; Community of Practice; identity; teacher identity

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APA (6th Edition):

-5134-2973. (2018). Reflections of the heart: An autoethnography of a literacy leader's online identity construction and change. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/10981

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

Chicago Manual of Style (16th Edition):

-5134-2973. “Reflections of the heart: An autoethnography of a literacy leader's online identity construction and change.” 2018. Doctoral Dissertation, Texas Woman's University. Accessed March 23, 2019. http://hdl.handle.net/11274/10981.

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

MLA Handbook (7th Edition):

-5134-2973. “Reflections of the heart: An autoethnography of a literacy leader's online identity construction and change.” 2018. Web. 23 Mar 2019.

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

Vancouver:

-5134-2973. Reflections of the heart: An autoethnography of a literacy leader's online identity construction and change. [Internet] [Doctoral dissertation]. Texas Woman's University; 2018. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/11274/10981.

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

Council of Science Editors:

-5134-2973. Reflections of the heart: An autoethnography of a literacy leader's online identity construction and change. [Doctoral Dissertation]. Texas Woman's University; 2018. Available from: http://hdl.handle.net/11274/10981

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


University of Kentucky

6. Grow, Lindsay Pearle. THE IDENTITY DEVELOPMENT OF PRESERVICE TEACHERS OF LITERACY IN FIELD EXPERIENCES CONSIDERING THEIR PRIOR KNOWLEDGE.

Degree: 2011, University of Kentucky

 This qualitative multiple case study explored the identity development of three preservice teachers of literacy. The study focused on the prior knowledge of the preservice… (more)

Subjects/Keywords: Preservice Teachers of Literacy; Identity; Prior Knowledge; Teacher Education; Literacy; Education; Teacher Education and Professional Development

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

APA (6th Edition):

Grow, L. P. (2011). THE IDENTITY DEVELOPMENT OF PRESERVICE TEACHERS OF LITERACY IN FIELD EXPERIENCES CONSIDERING THEIR PRIOR KNOWLEDGE. (Doctoral Dissertation). University of Kentucky. Retrieved from http://uknowledge.uky.edu/gradschool_diss/195

Chicago Manual of Style (16th Edition):

Grow, Lindsay Pearle. “THE IDENTITY DEVELOPMENT OF PRESERVICE TEACHERS OF LITERACY IN FIELD EXPERIENCES CONSIDERING THEIR PRIOR KNOWLEDGE.” 2011. Doctoral Dissertation, University of Kentucky. Accessed March 23, 2019. http://uknowledge.uky.edu/gradschool_diss/195.

MLA Handbook (7th Edition):

Grow, Lindsay Pearle. “THE IDENTITY DEVELOPMENT OF PRESERVICE TEACHERS OF LITERACY IN FIELD EXPERIENCES CONSIDERING THEIR PRIOR KNOWLEDGE.” 2011. Web. 23 Mar 2019.

Vancouver:

Grow LP. THE IDENTITY DEVELOPMENT OF PRESERVICE TEACHERS OF LITERACY IN FIELD EXPERIENCES CONSIDERING THEIR PRIOR KNOWLEDGE. [Internet] [Doctoral dissertation]. University of Kentucky; 2011. [cited 2019 Mar 23]. Available from: http://uknowledge.uky.edu/gradschool_diss/195.

Council of Science Editors:

Grow LP. THE IDENTITY DEVELOPMENT OF PRESERVICE TEACHERS OF LITERACY IN FIELD EXPERIENCES CONSIDERING THEIR PRIOR KNOWLEDGE. [Doctoral Dissertation]. University of Kentucky; 2011. Available from: http://uknowledge.uky.edu/gradschool_diss/195


University of Iowa

7. Wang, Yu-Chi. Exploring culturally and linguistically diverse students’ identities in an afterschool book club.

Degree: PhD, Teaching and Learning, 2016, University of Iowa

  This qualitative research aims to investigate identity positions of elementary school students with culturally and linguistically diverse (CLD) background in an afterschool book club.… (more)

Subjects/Keywords: Afterschool book club; Elementary School; Identity; Language Education; Literacy; Teacher Education and Professional Development

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APA (6th Edition):

Wang, Y. (2016). Exploring culturally and linguistically diverse students’ identities in an afterschool book club. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/5673

Chicago Manual of Style (16th Edition):

Wang, Yu-Chi. “Exploring culturally and linguistically diverse students’ identities in an afterschool book club.” 2016. Doctoral Dissertation, University of Iowa. Accessed March 23, 2019. https://ir.uiowa.edu/etd/5673.

MLA Handbook (7th Edition):

Wang, Yu-Chi. “Exploring culturally and linguistically diverse students’ identities in an afterschool book club.” 2016. Web. 23 Mar 2019.

Vancouver:

Wang Y. Exploring culturally and linguistically diverse students’ identities in an afterschool book club. [Internet] [Doctoral dissertation]. University of Iowa; 2016. [cited 2019 Mar 23]. Available from: https://ir.uiowa.edu/etd/5673.

Council of Science Editors:

Wang Y. Exploring culturally and linguistically diverse students’ identities in an afterschool book club. [Doctoral Dissertation]. University of Iowa; 2016. Available from: https://ir.uiowa.edu/etd/5673


Iowa State University

8. Kelly, Ryan Robert. Discourse of construction: A look at how secondary reading preservice teachers conceptualize their teaching.

Degree: 2010, Iowa State University

 This study examined the discourse of preservice teacher candidates in order to better identify those practices and experiences by which they shape their identity and… (more)

Subjects/Keywords: Discourse; discourse analysis; identity; literacy; preservice teachers; teacher preparation; Curriculum and Instruction

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

APA (6th Edition):

Kelly, R. R. (2010). Discourse of construction: A look at how secondary reading preservice teachers conceptualize their teaching. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/11329

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):

Kelly, Ryan Robert. “Discourse of construction: A look at how secondary reading preservice teachers conceptualize their teaching.” 2010. Thesis, Iowa State University. Accessed March 23, 2019. https://lib.dr.iastate.edu/etd/11329.

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

MLA Handbook (7th Edition):

Kelly, Ryan Robert. “Discourse of construction: A look at how secondary reading preservice teachers conceptualize their teaching.” 2010. Web. 23 Mar 2019.

Vancouver:

Kelly RR. Discourse of construction: A look at how secondary reading preservice teachers conceptualize their teaching. [Internet] [Thesis]. Iowa State University; 2010. [cited 2019 Mar 23]. Available from: https://lib.dr.iastate.edu/etd/11329.

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

Council of Science Editors:

Kelly RR. Discourse of construction: A look at how secondary reading preservice teachers conceptualize their teaching. [Thesis]. Iowa State University; 2010. Available from: https://lib.dr.iastate.edu/etd/11329

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


Brigham Young University

9. Rice, Mary Frances. Narrating the Literate Identities of Five Ninth Grade Boys on the School Landscape.

Degree: MA, 2010, Brigham Young University

 I conducted a narrative inquiry with five ninth grade boys in my English class that I identified as displaying multiple literacies. The classes I taught… (more)

Subjects/Keywords: Adolescent boys; literate identity; boys' literacy; forms of capital; Teacher Education and Professional Development

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APA (6th Edition):

Rice, M. F. (2010). Narrating the Literate Identities of Five Ninth Grade Boys on the School Landscape. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3231&context=etd

Chicago Manual of Style (16th Edition):

Rice, Mary Frances. “Narrating the Literate Identities of Five Ninth Grade Boys on the School Landscape.” 2010. Masters Thesis, Brigham Young University. Accessed March 23, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3231&context=etd.

MLA Handbook (7th Edition):

Rice, Mary Frances. “Narrating the Literate Identities of Five Ninth Grade Boys on the School Landscape.” 2010. Web. 23 Mar 2019.

Vancouver:

Rice MF. Narrating the Literate Identities of Five Ninth Grade Boys on the School Landscape. [Internet] [Masters thesis]. Brigham Young University; 2010. [cited 2019 Mar 23]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3231&context=etd.

Council of Science Editors:

Rice MF. Narrating the Literate Identities of Five Ninth Grade Boys on the School Landscape. [Masters Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3231&context=etd


Texas A&M University

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

Degree: 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 (6th Edition):

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

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):

Washburn, Erin Kuhl. “Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.” 2011. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360.

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

MLA Handbook (7th Edition):

Washburn, Erin Kuhl. “Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.” 2011. Web. 23 Mar 2019.

Vancouver:

Washburn EK. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360.

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

Council of Science Editors:

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

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


University of South Africa

11. Lawrence, Jeanette Wilhelmina. The approaches that foundation phase grade 3 teachers use to promote effective literacy teaching : a case study .

Degree: 2011, University of South Africa

 The changing role of literacy in primary education, with its emphasis on the acknowledgement of the learner’s values, beliefs, culture, background and language is the… (more)

Subjects/Keywords: Effective literacy teacher; Literacy identity; Literacy as socially situated; Socio-cultural theory; Socio-constructivist theory; Multiliteracies; Scaffolding; Strategies; Luke and Freebody’s four-resources model

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APA (6th Edition):

Lawrence, J. W. (2011). The approaches that foundation phase grade 3 teachers use to promote effective literacy teaching : a case study . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/4839

Chicago Manual of Style (16th Edition):

Lawrence, Jeanette Wilhelmina. “The approaches that foundation phase grade 3 teachers use to promote effective literacy teaching : a case study .” 2011. Masters Thesis, University of South Africa. Accessed March 23, 2019. http://hdl.handle.net/10500/4839.

MLA Handbook (7th Edition):

Lawrence, Jeanette Wilhelmina. “The approaches that foundation phase grade 3 teachers use to promote effective literacy teaching : a case study .” 2011. Web. 23 Mar 2019.

Vancouver:

Lawrence JW. The approaches that foundation phase grade 3 teachers use to promote effective literacy teaching : a case study . [Internet] [Masters thesis]. University of South Africa; 2011. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/10500/4839.

Council of Science Editors:

Lawrence JW. The approaches that foundation phase grade 3 teachers use to promote effective literacy teaching : a case study . [Masters Thesis]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/4839

12. Sandra Maria Araújo Dias. A representação da experiência e identidade docente em um diário reflexivo: uma abordagem sistêmico-funcional.

Degree: 2010, Universidade Federal da Paraíba

Based on the assumptions that texts represent and construe the world (FAIRCLOUGH, 1992), that identity construction occurs through individual and public forums‟ (TÁPIAS-OLIVEIRA, 2005), that… (more)

Subjects/Keywords: Letramento; Formação de professores de ILE; Diário reflexivo; Construção identitária; Transitividade; LINGUISTICA; EFL teacher development; Literacy; Reflective journal; Identity construction; Transitivity

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APA (6th Edition):

Dias, S. M. A. (2010). A representação da experiência e identidade docente em um diário reflexivo: uma abordagem sistêmico-funcional. (Thesis). Universidade Federal da Paraíba. Retrieved from http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=956

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):

Dias, Sandra Maria Araújo. “A representação da experiência e identidade docente em um diário reflexivo: uma abordagem sistêmico-funcional.” 2010. Thesis, Universidade Federal da Paraíba. Accessed March 23, 2019. http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=956.

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

MLA Handbook (7th Edition):

Dias, Sandra Maria Araújo. “A representação da experiência e identidade docente em um diário reflexivo: uma abordagem sistêmico-funcional.” 2010. Web. 23 Mar 2019.

Vancouver:

Dias SMA. A representação da experiência e identidade docente em um diário reflexivo: uma abordagem sistêmico-funcional. [Internet] [Thesis]. Universidade Federal da Paraíba; 2010. [cited 2019 Mar 23]. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=956.

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

Council of Science Editors:

Dias SMA. A representação da experiência e identidade docente em um diário reflexivo: uma abordagem sistêmico-funcional. [Thesis]. Universidade Federal da Paraíba; 2010. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=956

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


University of Alberta

13. Smith, Jorden. Examining secondary school teacher understanding of information literacy.

Degree: Master of Library and Information Studies, School of Library and Information Studies, 2011, University of Alberta

 With many current initiatives to promote information literacy, it is necessary to assess the state of information literacy instruction in secondary school and the factors… (more)

Subjects/Keywords: information literacy; phenomenology; teacher; curriculum

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

APA (6th Edition):

Smith, J. (2011). Examining secondary school teacher understanding of information literacy. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/g158bj52z

Chicago Manual of Style (16th Edition):

Smith, Jorden. “Examining secondary school teacher understanding of information literacy.” 2011. Masters Thesis, University of Alberta. Accessed March 23, 2019. https://era.library.ualberta.ca/files/g158bj52z.

MLA Handbook (7th Edition):

Smith, Jorden. “Examining secondary school teacher understanding of information literacy.” 2011. Web. 23 Mar 2019.

Vancouver:

Smith J. Examining secondary school teacher understanding of information literacy. [Internet] [Masters thesis]. University of Alberta; 2011. [cited 2019 Mar 23]. Available from: https://era.library.ualberta.ca/files/g158bj52z.

Council of Science Editors:

Smith J. Examining secondary school teacher understanding of information literacy. [Masters Thesis]. University of Alberta; 2011. Available from: https://era.library.ualberta.ca/files/g158bj52z


Georgia State University

14. Pendergast, Meghan. Teachers' Perceptions of Accent on Formative Reading Assessments.

Degree: PhD, Early Childhood Education, 2014, Georgia State University

  Spanish-speaking Dual Language Learners (DLLs) constitute the largest language minority subgroup and are the fastest growing school-age population in the United States (McCardle, Mele-McCarthy,… (more)

Subjects/Keywords: Literacy Assessments; Teacher Education; Accent

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APA (6th Edition):

Pendergast, M. (2014). Teachers' Perceptions of Accent on Formative Reading Assessments. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/29

Chicago Manual of Style (16th Edition):

Pendergast, Meghan. “Teachers' Perceptions of Accent on Formative Reading Assessments.” 2014. Doctoral Dissertation, Georgia State University. Accessed March 23, 2019. https://scholarworks.gsu.edu/ece_diss/29.

MLA Handbook (7th Edition):

Pendergast, Meghan. “Teachers' Perceptions of Accent on Formative Reading Assessments.” 2014. Web. 23 Mar 2019.

Vancouver:

Pendergast M. Teachers' Perceptions of Accent on Formative Reading Assessments. [Internet] [Doctoral dissertation]. Georgia State University; 2014. [cited 2019 Mar 23]. Available from: https://scholarworks.gsu.edu/ece_diss/29.

Council of Science Editors:

Pendergast M. Teachers' Perceptions of Accent on Formative Reading Assessments. [Doctoral Dissertation]. Georgia State University; 2014. Available from: https://scholarworks.gsu.edu/ece_diss/29


University of Sydney

15. Lovat, Amy Kathryn. Perceptions and Practices: What Drives Literacy Instruction? .

Degree: 2015, University of Sydney

Literacy is a multifaceted skill which is highly valued in modern society. It is considered a fundamental life skill which influences academic, social and vocational… (more)

Subjects/Keywords: language; literacy; collaboration; teacher

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

APA (6th Edition):

Lovat, A. K. (2015). Perceptions and Practices: What Drives Literacy Instruction? . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/13988

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):

Lovat, Amy Kathryn. “Perceptions and Practices: What Drives Literacy Instruction? .” 2015. Thesis, University of Sydney. Accessed March 23, 2019. http://hdl.handle.net/2123/13988.

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

MLA Handbook (7th Edition):

Lovat, Amy Kathryn. “Perceptions and Practices: What Drives Literacy Instruction? .” 2015. Web. 23 Mar 2019.

Vancouver:

Lovat AK. Perceptions and Practices: What Drives Literacy Instruction? . [Internet] [Thesis]. University of Sydney; 2015. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/2123/13988.

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

Council of Science Editors:

Lovat AK. Perceptions and Practices: What Drives Literacy Instruction? . [Thesis]. University of Sydney; 2015. Available from: http://hdl.handle.net/2123/13988

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


University of Toronto

16. Heredia, Blanca. Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario.

Degree: 2011, University of Toronto

Research evidence suggests that quality teacher preparation sets beginning teachers on the right track for effectively teaching literacy. Given that most of the research has… (more)

Subjects/Keywords: teacher preparation; literacy instruction; 0530

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APA (6th Edition):

Heredia, B. (2011). Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/27582

Chicago Manual of Style (16th Edition):

Heredia, Blanca. “Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario.” 2011. Doctoral Dissertation, University of Toronto. Accessed March 23, 2019. http://hdl.handle.net/1807/27582.

MLA Handbook (7th Edition):

Heredia, Blanca. “Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario.” 2011. Web. 23 Mar 2019.

Vancouver:

Heredia B. Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1807/27582.

Council of Science Editors:

Heredia B. Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/27582


University of Adelaide

17. Young, Kenneth David. Perspectives of preservice teachers on the roles of secondary school teachers in Queensland: an interpretivist study.

Degree: 2017, University of Adelaide

 This thesis examines the perspectives of one cohort of secondary school preservice teachers regarding the roles of secondary school teachers as they explained their professional… (more)

Subjects/Keywords: teacher education; preservice teacher; preservice teacher role identity framework; teacher identity

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APA (6th Edition):

Young, K. D. (2017). Perspectives of preservice teachers on the roles of secondary school teachers in Queensland: an interpretivist study. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/110915

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):

Young, Kenneth David. “Perspectives of preservice teachers on the roles of secondary school teachers in Queensland: an interpretivist study.” 2017. Thesis, University of Adelaide. Accessed March 23, 2019. http://hdl.handle.net/2440/110915.

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

MLA Handbook (7th Edition):

Young, Kenneth David. “Perspectives of preservice teachers on the roles of secondary school teachers in Queensland: an interpretivist study.” 2017. Web. 23 Mar 2019.

Vancouver:

Young KD. Perspectives of preservice teachers on the roles of secondary school teachers in Queensland: an interpretivist study. [Internet] [Thesis]. University of Adelaide; 2017. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/2440/110915.

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

Council of Science Editors:

Young KD. Perspectives of preservice teachers on the roles of secondary school teachers in Queensland: an interpretivist study. [Thesis]. University of Adelaide; 2017. Available from: http://hdl.handle.net/2440/110915

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


University of British Columbia

18. Davidson, Sara Florence. (E)merging pedagogies : exploring the integration of traditional Aboriginal and contemporary Euro-Canadian teaching practices .

Degree: 2008, University of British Columbia

 It has been argued that contemporary Euro-Canadian teaching practices conflict with traditional Aboriginal teaching practices resulting in the current widespread lack of academic achievement for… (more)

Subjects/Keywords: Aboriginal education; Identity; Literacy; Adolescence

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APA (6th Edition):

Davidson, S. F. (2008). (E)merging pedagogies : exploring the integration of traditional Aboriginal and contemporary Euro-Canadian teaching practices . (Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/743

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):

Davidson, Sara Florence. “(E)merging pedagogies : exploring the integration of traditional Aboriginal and contemporary Euro-Canadian teaching practices .” 2008. Thesis, University of British Columbia. Accessed March 23, 2019. http://hdl.handle.net/2429/743.

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

MLA Handbook (7th Edition):

Davidson, Sara Florence. “(E)merging pedagogies : exploring the integration of traditional Aboriginal and contemporary Euro-Canadian teaching practices .” 2008. Web. 23 Mar 2019.

Vancouver:

Davidson SF. (E)merging pedagogies : exploring the integration of traditional Aboriginal and contemporary Euro-Canadian teaching practices . [Internet] [Thesis]. University of British Columbia; 2008. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/2429/743.

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

Council of Science Editors:

Davidson SF. (E)merging pedagogies : exploring the integration of traditional Aboriginal and contemporary Euro-Canadian teaching practices . [Thesis]. University of British Columbia; 2008. Available from: http://hdl.handle.net/2429/743

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


University of Rochester

19. Lapointe, Jennifer Smith. The experience of writing : understanding the literacy practices and identity construction of middle school students identified with disabilities.

Degree: PhD, 2015, University of Rochester

 This dissertation examined the literacy practices and identity construction of students identified with disabilities in middle school classroom settings. The study was situated in a… (more)

Subjects/Keywords: Disability; Identity; Literacy; Writing

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

APA (6th Edition):

Lapointe, J. S. (2015). The experience of writing : understanding the literacy practices and identity construction of middle school students identified with disabilities. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/29608

Chicago Manual of Style (16th Edition):

Lapointe, Jennifer Smith. “The experience of writing : understanding the literacy practices and identity construction of middle school students identified with disabilities.” 2015. Doctoral Dissertation, University of Rochester. Accessed March 23, 2019. http://hdl.handle.net/1802/29608.

MLA Handbook (7th Edition):

Lapointe, Jennifer Smith. “The experience of writing : understanding the literacy practices and identity construction of middle school students identified with disabilities.” 2015. Web. 23 Mar 2019.

Vancouver:

Lapointe JS. The experience of writing : understanding the literacy practices and identity construction of middle school students identified with disabilities. [Internet] [Doctoral dissertation]. University of Rochester; 2015. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1802/29608.

Council of Science Editors:

Lapointe JS. The experience of writing : understanding the literacy practices and identity construction of middle school students identified with disabilities. [Doctoral Dissertation]. University of Rochester; 2015. Available from: http://hdl.handle.net/1802/29608


Georgia State University

20. Hayes, Rhonda S. The Study of Literacy Coaching Observations and Interviews with Elementary Teachers.

Degree: PhD, Educational Policy Studies, 2010, Georgia State University

  The purpose of this study is to examine the coaching interactions of two literacy coaches and four classroom teachers in order to explore how… (more)

Subjects/Keywords: literacy coaching; teacher learning; professional development; literacy; teacher reflection

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APA (6th Edition):

Hayes, R. S. (2010). The Study of Literacy Coaching Observations and Interviews with Elementary Teachers. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/53

Chicago Manual of Style (16th Edition):

Hayes, Rhonda S. “The Study of Literacy Coaching Observations and Interviews with Elementary Teachers.” 2010. Doctoral Dissertation, Georgia State University. Accessed March 23, 2019. https://scholarworks.gsu.edu/eps_diss/53.

MLA Handbook (7th Edition):

Hayes, Rhonda S. “The Study of Literacy Coaching Observations and Interviews with Elementary Teachers.” 2010. Web. 23 Mar 2019.

Vancouver:

Hayes RS. The Study of Literacy Coaching Observations and Interviews with Elementary Teachers. [Internet] [Doctoral dissertation]. Georgia State University; 2010. [cited 2019 Mar 23]. Available from: https://scholarworks.gsu.edu/eps_diss/53.

Council of Science Editors:

Hayes RS. The Study of Literacy Coaching Observations and Interviews with Elementary Teachers. [Doctoral Dissertation]. Georgia State University; 2010. Available from: https://scholarworks.gsu.edu/eps_diss/53


University of Toronto

21. Dharamshi, Pooja. Exploring the Backgrounds, Visions, and Practices of Six Literacy Teacher Educators with a Critical Stance.

Degree: PhD, 2016, University of Toronto

 This study investigated the backgrounds, visions, practices, and pedagogies of six literacy teacher educators with a critical stance. In this qualitative research study, three semi-structured… (more)

Subjects/Keywords: Critical Literacy; Literacy Teacher Educators; Teacher Education; 0515

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APA (6th Edition):

Dharamshi, P. (2016). Exploring the Backgrounds, Visions, and Practices of Six Literacy Teacher Educators with a Critical Stance. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/76397

Chicago Manual of Style (16th Edition):

Dharamshi, Pooja. “Exploring the Backgrounds, Visions, and Practices of Six Literacy Teacher Educators with a Critical Stance.” 2016. Doctoral Dissertation, University of Toronto. Accessed March 23, 2019. http://hdl.handle.net/1807/76397.

MLA Handbook (7th Edition):

Dharamshi, Pooja. “Exploring the Backgrounds, Visions, and Practices of Six Literacy Teacher Educators with a Critical Stance.” 2016. Web. 23 Mar 2019.

Vancouver:

Dharamshi P. Exploring the Backgrounds, Visions, and Practices of Six Literacy Teacher Educators with a Critical Stance. [Internet] [Doctoral dissertation]. University of Toronto; 2016. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1807/76397.

Council of Science Editors:

Dharamshi P. Exploring the Backgrounds, Visions, and Practices of Six Literacy Teacher Educators with a Critical Stance. [Doctoral Dissertation]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/76397


University of Toronto

22. Miyata, Cathy Marie. Enacting a pedagogy of multiliteracies: A study of six literacy teacher educators.

Degree: PhD, 2017, University of Toronto

 This study examined the knowledge, dispositions, beliefs, experiences, and educational practices of six literacy teacher educators, from three countries, who enacted a multiliteracies approach to… (more)

Subjects/Keywords: Literacy; Literacy teacher educators; Multiliteracies; Teacher education; 0515

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APA (6th Edition):

Miyata, C. M. (2017). Enacting a pedagogy of multiliteracies: A study of six literacy teacher educators. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/80698

Chicago Manual of Style (16th Edition):

Miyata, Cathy Marie. “Enacting a pedagogy of multiliteracies: A study of six literacy teacher educators.” 2017. Doctoral Dissertation, University of Toronto. Accessed March 23, 2019. http://hdl.handle.net/1807/80698.

MLA Handbook (7th Edition):

Miyata, Cathy Marie. “Enacting a pedagogy of multiliteracies: A study of six literacy teacher educators.” 2017. Web. 23 Mar 2019.

Vancouver:

Miyata CM. Enacting a pedagogy of multiliteracies: A study of six literacy teacher educators. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1807/80698.

Council of Science Editors:

Miyata CM. Enacting a pedagogy of multiliteracies: A study of six literacy teacher educators. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/80698


University of Toronto

23. Longe, Belinda Monique. Investigating the Practices of Literacy Teacher Educators.

Degree: PhD, 2017, University of Toronto

 Investigating the Practices of Literacy Teacher Educators Doctor of Philosophy 2017 Belinda Longe Graduate Department of Curriculum, Teaching and Learning University of Toronto Abstract This… (more)

Subjects/Keywords: Literacy; Literacy Teacher Educators; Student Teachers; Teacher Education; 0530

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APA (6th Edition):

Longe, B. M. (2017). Investigating the Practices of Literacy Teacher Educators. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/80710

Chicago Manual of Style (16th Edition):

Longe, Belinda Monique. “Investigating the Practices of Literacy Teacher Educators.” 2017. Doctoral Dissertation, University of Toronto. Accessed March 23, 2019. http://hdl.handle.net/1807/80710.

MLA Handbook (7th Edition):

Longe, Belinda Monique. “Investigating the Practices of Literacy Teacher Educators.” 2017. Web. 23 Mar 2019.

Vancouver:

Longe BM. Investigating the Practices of Literacy Teacher Educators. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1807/80710.

Council of Science Editors:

Longe BM. Investigating the Practices of Literacy Teacher Educators. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/80710


The Ohio State University

24. Hansel, Kayla M. Teacher Perceptions About Literacy Instruction at the Secondary Level.

Degree: MA, EDU Teaching and Learning, 2011, The Ohio State University

 Secondary instructors have long been faced with students who struggle to read and write effectively. There have been many explanations for these struggles, ranging from… (more)

Subjects/Keywords: Education; Literacy; teacher perceptions; adolescent literacy; literacy instruction

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APA (6th Edition):

Hansel, K. M. (2011). Teacher Perceptions About Literacy Instruction at the Secondary Level. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1306154953

Chicago Manual of Style (16th Edition):

Hansel, Kayla M. “Teacher Perceptions About Literacy Instruction at the Secondary Level.” 2011. Masters Thesis, The Ohio State University. Accessed March 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306154953.

MLA Handbook (7th Edition):

Hansel, Kayla M. “Teacher Perceptions About Literacy Instruction at the Secondary Level.” 2011. Web. 23 Mar 2019.

Vancouver:

Hansel KM. Teacher Perceptions About Literacy Instruction at the Secondary Level. [Internet] [Masters thesis]. The Ohio State University; 2011. [cited 2019 Mar 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1306154953.

Council of Science Editors:

Hansel KM. Teacher Perceptions About Literacy Instruction at the Secondary Level. [Masters Thesis]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1306154953


The Ohio State University

25. Chi, Hyun Jung. Development and Examination of a Model of Science Teacher Identity (STI).

Degree: PhD, ED Teaching and Learning (Columbus campus), 2009, The Ohio State University

  In this study, a new conceptual model of Science Teacher Identity (STI) was proposed and examined. The construct dimensions of science teacher identity were… (more)

Subjects/Keywords: Science Education; Science Teacher Identity; Teacher Identity; Teacher Education; Psychometrics

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APA (6th Edition):

Chi, H. J. (2009). Development and Examination of a Model of Science Teacher Identity (STI). (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1259763038

Chicago Manual of Style (16th Edition):

Chi, Hyun Jung. “Development and Examination of a Model of Science Teacher Identity (STI).” 2009. Doctoral Dissertation, The Ohio State University. Accessed March 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259763038.

MLA Handbook (7th Edition):

Chi, Hyun Jung. “Development and Examination of a Model of Science Teacher Identity (STI).” 2009. Web. 23 Mar 2019.

Vancouver:

Chi HJ. Development and Examination of a Model of Science Teacher Identity (STI). [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2019 Mar 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1259763038.

Council of Science Editors:

Chi HJ. Development and Examination of a Model of Science Teacher Identity (STI). [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1259763038


University of Canterbury

26. Davey, Ronys Lee. Career on the Cusp:The Professional Identity of Teacher Educators.

Degree: School of Literacies and Arts in Education, 2010, University of Canterbury

 This thesis aims to take a step or two towards a theoretical model of where teacher education ‘stands’ as a social practice, a career, a… (more)

Subjects/Keywords: teacher education; teacher educators; professional identity; identity; teaching; preservice teacher education

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APA (6th Edition):

Davey, R. L. (2010). Career on the Cusp:The Professional Identity of Teacher Educators. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/4146

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):

Davey, Ronys Lee. “Career on the Cusp:The Professional Identity of Teacher Educators.” 2010. Thesis, University of Canterbury. Accessed March 23, 2019. http://hdl.handle.net/10092/4146.

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

MLA Handbook (7th Edition):

Davey, Ronys Lee. “Career on the Cusp:The Professional Identity of Teacher Educators.” 2010. Web. 23 Mar 2019.

Vancouver:

Davey RL. Career on the Cusp:The Professional Identity of Teacher Educators. [Internet] [Thesis]. University of Canterbury; 2010. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/10092/4146.

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

Council of Science Editors:

Davey RL. Career on the Cusp:The Professional Identity of Teacher Educators. [Thesis]. University of Canterbury; 2010. Available from: http://hdl.handle.net/10092/4146

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


University of Pretoria

27. Sidiropoulos, Helen. The implementation of a mandatory mathematics curriculum in South Africa : the case of mathematical literacy.

Degree: Education Management and Policy Studies, 2008, University of Pretoria

 What happens when teachers are required to implement a mandatory mathematics literacy curriculum whose purposes and pedagogy is distinctly different from that of mathematics curricula… (more)

Subjects/Keywords: Spirit of reform; Theory of change; Mathematical literacy; Teacher identity; Curriculum reform; Curriculum implementation; Mathematics in context; Nature of mathematics; Deep change; Theory of action; UCTD

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APA (6th Edition):

Sidiropoulos, H. (2008). The implementation of a mandatory mathematics curriculum in South Africa : the case of mathematical literacy. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25211

Chicago Manual of Style (16th Edition):

Sidiropoulos, Helen. “The implementation of a mandatory mathematics curriculum in South Africa : the case of mathematical literacy.” 2008. Doctoral Dissertation, University of Pretoria. Accessed March 23, 2019. http://hdl.handle.net/2263/25211.

MLA Handbook (7th Edition):

Sidiropoulos, Helen. “The implementation of a mandatory mathematics curriculum in South Africa : the case of mathematical literacy.” 2008. Web. 23 Mar 2019.

Vancouver:

Sidiropoulos H. The implementation of a mandatory mathematics curriculum in South Africa : the case of mathematical literacy. [Internet] [Doctoral dissertation]. University of Pretoria; 2008. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/2263/25211.

Council of Science Editors:

Sidiropoulos H. The implementation of a mandatory mathematics curriculum in South Africa : the case of mathematical literacy. [Doctoral Dissertation]. University of Pretoria; 2008. Available from: http://hdl.handle.net/2263/25211


Universidade de Brasília

28. Denise Tamaê Borges Sato. A inclusão da pessoa com síndrome de down : identidades docentes, discursos e letramentos.

Degree: 2008, Universidade de Brasília

In this study, the social practice related to inclusive literacy for persons with Down Syndrome is considered. The study is based theoretically upon the Social… (more)

Subjects/Keywords: letramento; síndrome de Down; discurso; Down Syndrome; inclusive literacy practices; discourse; teacher identity; práticas de letramento inclusivo; identidades docentes; special education; educação especial; LINGUISTICA

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APA (6th Edition):

Sato, D. T. B. (2008). A inclusão da pessoa com síndrome de down : identidades docentes, discursos e letramentos. (Thesis). Universidade de Brasília. Retrieved from http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3891

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):

Sato, Denise Tamaê Borges. “A inclusão da pessoa com síndrome de down : identidades docentes, discursos e letramentos.” 2008. Thesis, Universidade de Brasília. Accessed March 23, 2019. http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3891.

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

MLA Handbook (7th Edition):

Sato, Denise Tamaê Borges. “A inclusão da pessoa com síndrome de down : identidades docentes, discursos e letramentos.” 2008. Web. 23 Mar 2019.

Vancouver:

Sato DTB. A inclusão da pessoa com síndrome de down : identidades docentes, discursos e letramentos. [Internet] [Thesis]. Universidade de Brasília; 2008. [cited 2019 Mar 23]. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3891.

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

Council of Science Editors:

Sato DTB. A inclusão da pessoa com síndrome de down : identidades docentes, discursos e letramentos. [Thesis]. Universidade de Brasília; 2008. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3891

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

29. Vivian Uno Lunardi. Tempos e tempos : narrativas de duas leitoras e professoras de língua inglesa.

Degree: 2011, Universidade Estadual de Londrina

Esta pesquisa narrativa constrói significados de histórias de experiências vividas e contadas por duas leitoras e professoras de língua inglesa, Elisa (pseudônimo) e a pesquisadora.… (more)

Subjects/Keywords: Língua inglesa - Formação de professores; Análise do discurso; Letramento; Leitura; Identidade; Professores e alunos - Relações; English language; Training of teachers; Dircourse analysis; Literacy; Reading; Identity; Teacher-student relationships

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APA (6th Edition):

Lunardi, V. U. (2011). Tempos e tempos : narrativas de duas leitoras e professoras de língua inglesa. (Thesis). Universidade Estadual de Londrina. Retrieved from http://www.bibliotecadigital.uel.br/document/?code=vtls000165349

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):

Lunardi, Vivian Uno. “Tempos e tempos : narrativas de duas leitoras e professoras de língua inglesa.” 2011. Thesis, Universidade Estadual de Londrina. Accessed March 23, 2019. http://www.bibliotecadigital.uel.br/document/?code=vtls000165349.

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

MLA Handbook (7th Edition):

Lunardi, Vivian Uno. “Tempos e tempos : narrativas de duas leitoras e professoras de língua inglesa.” 2011. Web. 23 Mar 2019.

Vancouver:

Lunardi VU. Tempos e tempos : narrativas de duas leitoras e professoras de língua inglesa. [Internet] [Thesis]. Universidade Estadual de Londrina; 2011. [cited 2019 Mar 23]. Available from: http://www.bibliotecadigital.uel.br/document/?code=vtls000165349.

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

Council of Science Editors:

Lunardi VU. Tempos e tempos : narrativas de duas leitoras e professoras de língua inglesa. [Thesis]. Universidade Estadual de Londrina; 2011. Available from: http://www.bibliotecadigital.uel.br/document/?code=vtls000165349

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


University of Pretoria

30. [No author]. The implementation of a mandatory mathematics curriculum in South Africa : the case of mathematical literacy .

Degree: 2008, University of Pretoria

 What happens when teachers are required to implement a mandatory mathematics literacy curriculum whose purposes and pedagogy is distinctly different from that of mathematics curricula… (more)

Subjects/Keywords: Spirit of reform; Theory of change; Mathematical literacy; Teacher identity; Curriculum reform; Curriculum implementation; Mathematics in context; Nature of mathematics; Deep change; Theory of action; UCTD

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

APA (6th Edition):

author], [. (2008). The implementation of a mandatory mathematics curriculum in South Africa : the case of mathematical literacy . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-06032008-115730/

Chicago Manual of Style (16th Edition):

author], [No. “The implementation of a mandatory mathematics curriculum in South Africa : the case of mathematical literacy .” 2008. Doctoral Dissertation, University of Pretoria. Accessed March 23, 2019. http://upetd.up.ac.za/thesis/available/etd-06032008-115730/.

MLA Handbook (7th Edition):

author], [No. “The implementation of a mandatory mathematics curriculum in South Africa : the case of mathematical literacy .” 2008. Web. 23 Mar 2019.

Vancouver:

author] [. The implementation of a mandatory mathematics curriculum in South Africa : the case of mathematical literacy . [Internet] [Doctoral dissertation]. University of Pretoria; 2008. [cited 2019 Mar 23]. Available from: http://upetd.up.ac.za/thesis/available/etd-06032008-115730/.

Council of Science Editors:

author] [. The implementation of a mandatory mathematics curriculum in South Africa : the case of mathematical literacy . [Doctoral Dissertation]. University of Pretoria; 2008. Available from: http://upetd.up.ac.za/thesis/available/etd-06032008-115730/

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