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You searched for subject:( teaching strategies). Showing records 1 – 30 of 737 total matches.

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University of Debrecen

1. Hudákné Botyánkszki, Katalin. Factors in Dyslexic Pupils' Language Learning Success .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

 The purpose of this research project is to explore the language learning strategies of two dyslexic students in order to find out the differences which… (more)

Subjects/Keywords: teaching methods; language learning strategies

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APA (6th Edition):

Hudákné Botyánkszki, K. (2013). Factors in Dyslexic Pupils' Language Learning Success . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/167721

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):

Hudákné Botyánkszki, Katalin. “Factors in Dyslexic Pupils' Language Learning Success .” 2013. Thesis, University of Debrecen. Accessed August 08, 2020. http://hdl.handle.net/2437/167721.

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

MLA Handbook (7th Edition):

Hudákné Botyánkszki, Katalin. “Factors in Dyslexic Pupils' Language Learning Success .” 2013. Web. 08 Aug 2020.

Vancouver:

Hudákné Botyánkszki K. Factors in Dyslexic Pupils' Language Learning Success . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/2437/167721.

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

Council of Science Editors:

Hudákné Botyánkszki K. Factors in Dyslexic Pupils' Language Learning Success . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/167721

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


Victoria University of Wellington

2. Drake, Michael Richard Arthur. Student Understanding of Linear Scale in Mathematics: Exploring What Year 7 and 8 Students Know.

Degree: 2010, Victoria University of Wellington

 This thesis set out to undertake a curriculum review. Scale was chosen as the focus of the review because the Mathematics and Science Taskforce (1997)… (more)

Subjects/Keywords: Measurement; Student learning; Teaching strategies

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APA (6th Edition):

Drake, M. R. A. (2010). Student Understanding of Linear Scale in Mathematics: Exploring What Year 7 and 8 Students Know. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1225

Chicago Manual of Style (16th Edition):

Drake, Michael Richard Arthur. “Student Understanding of Linear Scale in Mathematics: Exploring What Year 7 and 8 Students Know.” 2010. Doctoral Dissertation, Victoria University of Wellington. Accessed August 08, 2020. http://hdl.handle.net/10063/1225.

MLA Handbook (7th Edition):

Drake, Michael Richard Arthur. “Student Understanding of Linear Scale in Mathematics: Exploring What Year 7 and 8 Students Know.” 2010. Web. 08 Aug 2020.

Vancouver:

Drake MRA. Student Understanding of Linear Scale in Mathematics: Exploring What Year 7 and 8 Students Know. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2010. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/10063/1225.

Council of Science Editors:

Drake MRA. Student Understanding of Linear Scale in Mathematics: Exploring What Year 7 and 8 Students Know. [Doctoral Dissertation]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1225


University of KwaZulu-Natal

3. Madide, Celenkosini Henry. An exploration of teaching strategies in teaching area and perimeter in grade 6 at Mahlabathini Circuit Management Centre.

Degree: 2018, University of KwaZulu-Natal

 Traditionally, education in South Africa has tended to be direct instruction or commonly associated as rote learning which puts the teacher at the centre of… (more)

Subjects/Keywords: Learner-centred teaching strategies.; Mathematics teachers.; Curriculum.; Teaching strategies.

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APA (6th Edition):

Madide, C. H. (2018). An exploration of teaching strategies in teaching area and perimeter in grade 6 at Mahlabathini Circuit Management Centre. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/17946

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):

Madide, Celenkosini Henry. “An exploration of teaching strategies in teaching area and perimeter in grade 6 at Mahlabathini Circuit Management Centre.” 2018. Thesis, University of KwaZulu-Natal. Accessed August 08, 2020. https://researchspace.ukzn.ac.za/handle/10413/17946.

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

MLA Handbook (7th Edition):

Madide, Celenkosini Henry. “An exploration of teaching strategies in teaching area and perimeter in grade 6 at Mahlabathini Circuit Management Centre.” 2018. Web. 08 Aug 2020.

Vancouver:

Madide CH. An exploration of teaching strategies in teaching area and perimeter in grade 6 at Mahlabathini Circuit Management Centre. [Internet] [Thesis]. University of KwaZulu-Natal; 2018. [cited 2020 Aug 08]. Available from: https://researchspace.ukzn.ac.za/handle/10413/17946.

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

Council of Science Editors:

Madide CH. An exploration of teaching strategies in teaching area and perimeter in grade 6 at Mahlabathini Circuit Management Centre. [Thesis]. University of KwaZulu-Natal; 2018. Available from: https://researchspace.ukzn.ac.za/handle/10413/17946

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


University of KwaZulu-Natal

4. Dlamini, Gwendoline Phumzile. An exploration of the teaching strategies used by mathematical literacy teachers : a case study of Grade 11 teachers in uMlazi District.

Degree: 2016, University of KwaZulu-Natal

 This research project was aimed at exploring how teachers teach a specific concept in Grade 11 such that the learners could understand and perform better.… (more)

Subjects/Keywords: Education.; Mathematical literacy.; Teaching strategies.; Teaching strategies.; Lesson presentation.

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APA (6th Edition):

Dlamini, G. P. (2016). An exploration of the teaching strategies used by mathematical literacy teachers : a case study of Grade 11 teachers in uMlazi District. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13825

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):

Dlamini, Gwendoline Phumzile. “An exploration of the teaching strategies used by mathematical literacy teachers : a case study of Grade 11 teachers in uMlazi District.” 2016. Thesis, University of KwaZulu-Natal. Accessed August 08, 2020. http://hdl.handle.net/10413/13825.

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

MLA Handbook (7th Edition):

Dlamini, Gwendoline Phumzile. “An exploration of the teaching strategies used by mathematical literacy teachers : a case study of Grade 11 teachers in uMlazi District.” 2016. Web. 08 Aug 2020.

Vancouver:

Dlamini GP. An exploration of the teaching strategies used by mathematical literacy teachers : a case study of Grade 11 teachers in uMlazi District. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/10413/13825.

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

Council of Science Editors:

Dlamini GP. An exploration of the teaching strategies used by mathematical literacy teachers : a case study of Grade 11 teachers in uMlazi District. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/13825

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

5. Munaco, Alexis. The Outcomes of the Different Degrees of Explicitness in Teaching Grammar in a Second Language.

Degree: MA, English, 2019, St. Cloud State University

  The past decade has witnessed a revived interest in grammar teaching in foreign and second language learning contexts, as seen in the many publications… (more)

Subjects/Keywords: grammar; second language; teaching; english; strategies; classroom

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APA (6th Edition):

Munaco, A. (2019). The Outcomes of the Different Degrees of Explicitness in Teaching Grammar in a Second Language. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/tesl_etds/21

Chicago Manual of Style (16th Edition):

Munaco, Alexis. “The Outcomes of the Different Degrees of Explicitness in Teaching Grammar in a Second Language.” 2019. Masters Thesis, St. Cloud State University. Accessed August 08, 2020. https://repository.stcloudstate.edu/tesl_etds/21.

MLA Handbook (7th Edition):

Munaco, Alexis. “The Outcomes of the Different Degrees of Explicitness in Teaching Grammar in a Second Language.” 2019. Web. 08 Aug 2020.

Vancouver:

Munaco A. The Outcomes of the Different Degrees of Explicitness in Teaching Grammar in a Second Language. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2020 Aug 08]. Available from: https://repository.stcloudstate.edu/tesl_etds/21.

Council of Science Editors:

Munaco A. The Outcomes of the Different Degrees of Explicitness in Teaching Grammar in a Second Language. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/tesl_etds/21


Univerzitet u Beogradu

6. Vlahović, Dubravka, 1987-, 35413351. Primena retoričkih strategija u nastavi pravnog engleskog jezika.

Degree: Filološki fakultet, 2020, Univerzitet u Beogradu

nauka o jeziku - retorika, nastava engleskog jezika, glotodidaktika / Linguistics - Rhetoric, English language teaching, Glotodydactics

Ovaj rad bavi se retoričkim strategijama i značajem… (more)

Subjects/Keywords: rhetoric; legal English; teaching; rhetorical strategies; motivation

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APA (6th Edition):

Vlahović, Dubravka, 1987-, 3. (2020). Primena retoričkih strategija u nastavi pravnog engleskog jezika. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:21178/bdef:Content/get

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

Chicago Manual of Style (16th Edition):

Vlahović, Dubravka, 1987-, 35413351. “Primena retoričkih strategija u nastavi pravnog engleskog jezika.” 2020. Thesis, Univerzitet u Beogradu. Accessed August 08, 2020. https://fedorabg.bg.ac.rs/fedora/get/o:21178/bdef:Content/get.

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

MLA Handbook (7th Edition):

Vlahović, Dubravka, 1987-, 35413351. “Primena retoričkih strategija u nastavi pravnog engleskog jezika.” 2020. Web. 08 Aug 2020.

Vancouver:

Vlahović, Dubravka, 1987- 3. Primena retoričkih strategija u nastavi pravnog engleskog jezika. [Internet] [Thesis]. Univerzitet u Beogradu; 2020. [cited 2020 Aug 08]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:21178/bdef:Content/get.

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

Council of Science Editors:

Vlahović, Dubravka, 1987- 3. Primena retoričkih strategija u nastavi pravnog engleskog jezika. [Thesis]. Univerzitet u Beogradu; 2020. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:21178/bdef:Content/get

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


University of Hawaii – Manoa

7. Morris, Ashley Marie. Verbal and non-verbal parental teaching strategies : ethnotheories and efficacies.

Degree: 2015, University of Hawaii – Manoa

M.A. University of Hawaii at Manoa 2014.

This project investigates the interplay between parent beliefs about children's learning, verbal and non-verbal teaching strategies, and children's… (more)

Subjects/Keywords: parental beliefs; parental teaching strategies; children's learning

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APA (6th Edition):

Morris, A. M. (2015). Verbal and non-verbal parental teaching strategies : ethnotheories and efficacies. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/100455

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):

Morris, Ashley Marie. “Verbal and non-verbal parental teaching strategies : ethnotheories and efficacies.” 2015. Thesis, University of Hawaii – Manoa. Accessed August 08, 2020. http://hdl.handle.net/10125/100455.

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

MLA Handbook (7th Edition):

Morris, Ashley Marie. “Verbal and non-verbal parental teaching strategies : ethnotheories and efficacies.” 2015. Web. 08 Aug 2020.

Vancouver:

Morris AM. Verbal and non-verbal parental teaching strategies : ethnotheories and efficacies. [Internet] [Thesis]. University of Hawaii – Manoa; 2015. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/10125/100455.

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

Council of Science Editors:

Morris AM. Verbal and non-verbal parental teaching strategies : ethnotheories and efficacies. [Thesis]. University of Hawaii – Manoa; 2015. Available from: http://hdl.handle.net/10125/100455

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


California State University – Sacramento

8. Raifsnider, Danielle Marie. Instructional strategies and their effect on passage rate of the fitnessgram.

Degree: MS, Kinesiology (Movement Studies, 2014, California State University – Sacramento

 This paper attempts to discover which instructional strategies and aids help increase the passage rate of students on the FITNESSGRAM. Recent research demonstrates within FITNESSGRAM… (more)

Subjects/Keywords: FITNESSGRAM; Health-related fitness components; Teaching strategies

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APA (6th Edition):

Raifsnider, D. M. (2014). Instructional strategies and their effect on passage rate of the fitnessgram. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/2400

Chicago Manual of Style (16th Edition):

Raifsnider, Danielle Marie. “Instructional strategies and their effect on passage rate of the fitnessgram.” 2014. Masters Thesis, California State University – Sacramento. Accessed August 08, 2020. http://hdl.handle.net/10211.9/2400.

MLA Handbook (7th Edition):

Raifsnider, Danielle Marie. “Instructional strategies and their effect on passage rate of the fitnessgram.” 2014. Web. 08 Aug 2020.

Vancouver:

Raifsnider DM. Instructional strategies and their effect on passage rate of the fitnessgram. [Internet] [Masters thesis]. California State University – Sacramento; 2014. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/10211.9/2400.

Council of Science Editors:

Raifsnider DM. Instructional strategies and their effect on passage rate of the fitnessgram. [Masters Thesis]. California State University – Sacramento; 2014. Available from: http://hdl.handle.net/10211.9/2400

9. Alkhalaf, Shatha. An examination of English instructional strategies at university level in Saudi Arabia.

Degree: 2014, SUNY College at Fredonia

 This research study investigated teaching and learning strategies that English professors at college level use and the professors’ perceptions of the effectiveness of the strategies.… (more)

Subjects/Keywords: Learning strategies.; Teaching  – Methodology; College teaching  – United States  – Evaluation.; Saudi Arabia

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APA (6th Edition):

Alkhalaf, S. (2014). An examination of English instructional strategies at university level in Saudi Arabia. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/65433

Chicago Manual of Style (16th Edition):

Alkhalaf, Shatha. “An examination of English instructional strategies at university level in Saudi Arabia. ” 2014. Masters Thesis, SUNY College at Fredonia. Accessed August 08, 2020. http://hdl.handle.net/1951/65433.

MLA Handbook (7th Edition):

Alkhalaf, Shatha. “An examination of English instructional strategies at university level in Saudi Arabia. ” 2014. Web. 08 Aug 2020.

Vancouver:

Alkhalaf S. An examination of English instructional strategies at university level in Saudi Arabia. [Internet] [Masters thesis]. SUNY College at Fredonia; 2014. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1951/65433.

Council of Science Editors:

Alkhalaf S. An examination of English instructional strategies at university level in Saudi Arabia. [Masters Thesis]. SUNY College at Fredonia; 2014. Available from: http://hdl.handle.net/1951/65433


University of KwaZulu-Natal

10. Khathi, Bonisile Teressa. Exploring teaching strategies used by grade 8 mathematics teachers to teach probability.

Degree: 2019, University of KwaZulu-Natal

 The reason why probability is being taught in our schools has been explained in many articles. This study presents the strategies used by grade 8… (more)

Subjects/Keywords: Teaching strategies.; Grade 8 mathematics teachers.; Lesson observations.; Teaching probability.

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APA (6th Edition):

Khathi, B. T. (2019). Exploring teaching strategies used by grade 8 mathematics teachers to teach probability. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/17548

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):

Khathi, Bonisile Teressa. “Exploring teaching strategies used by grade 8 mathematics teachers to teach probability.” 2019. Thesis, University of KwaZulu-Natal. Accessed August 08, 2020. https://researchspace.ukzn.ac.za/handle/10413/17548.

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

MLA Handbook (7th Edition):

Khathi, Bonisile Teressa. “Exploring teaching strategies used by grade 8 mathematics teachers to teach probability.” 2019. Web. 08 Aug 2020.

Vancouver:

Khathi BT. Exploring teaching strategies used by grade 8 mathematics teachers to teach probability. [Internet] [Thesis]. University of KwaZulu-Natal; 2019. [cited 2020 Aug 08]. Available from: https://researchspace.ukzn.ac.za/handle/10413/17548.

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

Council of Science Editors:

Khathi BT. Exploring teaching strategies used by grade 8 mathematics teachers to teach probability. [Thesis]. University of KwaZulu-Natal; 2019. Available from: https://researchspace.ukzn.ac.za/handle/10413/17548

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


University of Zambia

11. Namoomba, Trudy. Teachers' strategies for teaching mulitiplication and division to grade 3 and 4 learners in Western Province,Zambia .

Degree: 2017, University of Zambia

 The purpose of this study was to interview and observe primary school teachers teaching multiplication and division to grade 3 and 4 learners in Western… (more)

Subjects/Keywords: Arithmetic – Study and teaching – Zambia; Arithmetic – Strategies(method)teaching – Zambia

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APA (6th Edition):

Namoomba, T. (2017). Teachers' strategies for teaching mulitiplication and division to grade 3 and 4 learners in Western Province,Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/5640

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):

Namoomba, Trudy. “Teachers' strategies for teaching mulitiplication and division to grade 3 and 4 learners in Western Province,Zambia .” 2017. Thesis, University of Zambia. Accessed August 08, 2020. http://dspace.unza.zm:8080/xmlui/handle/123456789/5640.

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

MLA Handbook (7th Edition):

Namoomba, Trudy. “Teachers' strategies for teaching mulitiplication and division to grade 3 and 4 learners in Western Province,Zambia .” 2017. Web. 08 Aug 2020.

Vancouver:

Namoomba T. Teachers' strategies for teaching mulitiplication and division to grade 3 and 4 learners in Western Province,Zambia . [Internet] [Thesis]. University of Zambia; 2017. [cited 2020 Aug 08]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5640.

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

Council of Science Editors:

Namoomba T. Teachers' strategies for teaching mulitiplication and division to grade 3 and 4 learners in Western Province,Zambia . [Thesis]. University of Zambia; 2017. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5640

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


Tampere University

12. Suci Aulia Zahman. Student narrative writing as reflection on creative teaching strategies in language class .

Degree: 2017, Tampere University

 The study was about student narrative writing as reflection on creative teaching strategies in language class. It was conducted to understand how both teachers and… (more)

Subjects/Keywords: creative teaching and learning; creative teaching strategies; student reflection; narrative writing

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APA (6th Edition):

Zahman, S. A. (2017). Student narrative writing as reflection on creative teaching strategies in language class . (Masters Thesis). Tampere University. Retrieved from https://trepo.tuni.fi/handle/10024/101692

Chicago Manual of Style (16th Edition):

Zahman, Suci Aulia. “Student narrative writing as reflection on creative teaching strategies in language class .” 2017. Masters Thesis, Tampere University. Accessed August 08, 2020. https://trepo.tuni.fi/handle/10024/101692.

MLA Handbook (7th Edition):

Zahman, Suci Aulia. “Student narrative writing as reflection on creative teaching strategies in language class .” 2017. Web. 08 Aug 2020.

Vancouver:

Zahman SA. Student narrative writing as reflection on creative teaching strategies in language class . [Internet] [Masters thesis]. Tampere University; 2017. [cited 2020 Aug 08]. Available from: https://trepo.tuni.fi/handle/10024/101692.

Council of Science Editors:

Zahman SA. Student narrative writing as reflection on creative teaching strategies in language class . [Masters Thesis]. Tampere University; 2017. Available from: https://trepo.tuni.fi/handle/10024/101692


Texas Tech University

13. Witt, Phillip. Cognitive behavior and active engaged time: The impact of the CASE curriculum.

Degree: 2012, Texas Tech University

 Teacher and student behavior in the classroom have both been linked to student achievement. The hands on, real world experiences which students are offered through… (more)

Subjects/Keywords: Agricultural education; Educational psychology; Teaching techniques/strategies series; Teaching

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APA (6th Edition):

Witt, P. (2012). Cognitive behavior and active engaged time: The impact of the CASE curriculum. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/45361

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):

Witt, Phillip. “Cognitive behavior and active engaged time: The impact of the CASE curriculum.” 2012. Thesis, Texas Tech University. Accessed August 08, 2020. http://hdl.handle.net/2346/45361.

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

MLA Handbook (7th Edition):

Witt, Phillip. “Cognitive behavior and active engaged time: The impact of the CASE curriculum.” 2012. Web. 08 Aug 2020.

Vancouver:

Witt P. Cognitive behavior and active engaged time: The impact of the CASE curriculum. [Internet] [Thesis]. Texas Tech University; 2012. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/2346/45361.

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

Council of Science Editors:

Witt P. Cognitive behavior and active engaged time: The impact of the CASE curriculum. [Thesis]. Texas Tech University; 2012. Available from: http://hdl.handle.net/2346/45361

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

14. Almutairi, Nouf Rashdan. Effective Reading Strategies for Increasing the Reading Comprehension Level of Third-Grade Students with Learning Disabilities.

Degree: EdD, Special Education and Literacy Studies, 2018, Western Michigan University

  This qualitative study identified the common reading problems that negatively impact reading comprehension of third graders with learning disabilities. It also investigated the effective… (more)

Subjects/Keywords: Comprehension; strategies reading comprehension; teaching comprehension; strategy; learning disabilities; teaching strategies; Language and Literacy Education; Special Education and Teaching

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Sample image

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APA (6th Edition):

Almutairi, N. R. (2018). Effective Reading Strategies for Increasing the Reading Comprehension Level of Third-Grade Students with Learning Disabilities. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/3247

Chicago Manual of Style (16th Edition):

Almutairi, Nouf Rashdan. “Effective Reading Strategies for Increasing the Reading Comprehension Level of Third-Grade Students with Learning Disabilities.” 2018. Doctoral Dissertation, Western Michigan University. Accessed August 08, 2020. https://scholarworks.wmich.edu/dissertations/3247.

MLA Handbook (7th Edition):

Almutairi, Nouf Rashdan. “Effective Reading Strategies for Increasing the Reading Comprehension Level of Third-Grade Students with Learning Disabilities.” 2018. Web. 08 Aug 2020.

Vancouver:

Almutairi NR. Effective Reading Strategies for Increasing the Reading Comprehension Level of Third-Grade Students with Learning Disabilities. [Internet] [Doctoral dissertation]. Western Michigan University; 2018. [cited 2020 Aug 08]. Available from: https://scholarworks.wmich.edu/dissertations/3247.

Council of Science Editors:

Almutairi NR. Effective Reading Strategies for Increasing the Reading Comprehension Level of Third-Grade Students with Learning Disabilities. [Doctoral Dissertation]. Western Michigan University; 2018. Available from: https://scholarworks.wmich.edu/dissertations/3247


Rochester Institute of Technology

15. Young-Lovell, Juiann. Assessing instructional strategies at Barbados Community College hospitality institute in a dynamic global environment.

Degree: Hospitality and Tourism Management (CAST), 2009, Rochester Institute of Technology

 Today, there are educational institutions whose offerings highlight the value of a blended learning experience. Such organizations design their curricula to enhance students' knowledge, skills… (more)

Subjects/Keywords: Direct teaching methods; Indirect teaching methods; Instruction; Instructional strategies; Millenials; Teaching methods

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

APA (6th Edition):

Young-Lovell, J. (2009). Assessing instructional strategies at Barbados Community College hospitality institute in a dynamic global environment. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/368

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-Lovell, Juiann. “Assessing instructional strategies at Barbados Community College hospitality institute in a dynamic global environment.” 2009. Thesis, Rochester Institute of Technology. Accessed August 08, 2020. https://scholarworks.rit.edu/theses/368.

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

MLA Handbook (7th Edition):

Young-Lovell, Juiann. “Assessing instructional strategies at Barbados Community College hospitality institute in a dynamic global environment.” 2009. Web. 08 Aug 2020.

Vancouver:

Young-Lovell J. Assessing instructional strategies at Barbados Community College hospitality institute in a dynamic global environment. [Internet] [Thesis]. Rochester Institute of Technology; 2009. [cited 2020 Aug 08]. Available from: https://scholarworks.rit.edu/theses/368.

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

Council of Science Editors:

Young-Lovell J. Assessing instructional strategies at Barbados Community College hospitality institute in a dynamic global environment. [Thesis]. Rochester Institute of Technology; 2009. Available from: https://scholarworks.rit.edu/theses/368

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

16. Marquis, Jenifer R. Facilitating Higher Levels of Thinking and Deeper Cognitive Processing of Course Texts Using Reciprocal Teaching Strategies in Asynchronous Discussion Forums.

Degree: PhD, STEM and Professional Studies, 2017, Old Dominion University

  Reciprocal teaching is an interactive instructional procedure that improves students’ text comprehension skills through instruction that utilizes scaffolds of four comprehension-fostering and comprehension-monitoring strategies:… (more)

Subjects/Keywords: Reciprocal teaching; Cognitive strategies; Metacognitive strategies; Peer teaching; Asynchronous online course; Discussion forum; Instructional Media Design; Online and Distance Education

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

APA (6th Edition):

Marquis, J. R. (2017). Facilitating Higher Levels of Thinking and Deeper Cognitive Processing of Course Texts Using Reciprocal Teaching Strategies in Asynchronous Discussion Forums. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780355039382 ; https://digitalcommons.odu.edu/stemps_etds/17

Chicago Manual of Style (16th Edition):

Marquis, Jenifer R. “Facilitating Higher Levels of Thinking and Deeper Cognitive Processing of Course Texts Using Reciprocal Teaching Strategies in Asynchronous Discussion Forums.” 2017. Doctoral Dissertation, Old Dominion University. Accessed August 08, 2020. 9780355039382 ; https://digitalcommons.odu.edu/stemps_etds/17.

MLA Handbook (7th Edition):

Marquis, Jenifer R. “Facilitating Higher Levels of Thinking and Deeper Cognitive Processing of Course Texts Using Reciprocal Teaching Strategies in Asynchronous Discussion Forums.” 2017. Web. 08 Aug 2020.

Vancouver:

Marquis JR. Facilitating Higher Levels of Thinking and Deeper Cognitive Processing of Course Texts Using Reciprocal Teaching Strategies in Asynchronous Discussion Forums. [Internet] [Doctoral dissertation]. Old Dominion University; 2017. [cited 2020 Aug 08]. Available from: 9780355039382 ; https://digitalcommons.odu.edu/stemps_etds/17.

Council of Science Editors:

Marquis JR. Facilitating Higher Levels of Thinking and Deeper Cognitive Processing of Course Texts Using Reciprocal Teaching Strategies in Asynchronous Discussion Forums. [Doctoral Dissertation]. Old Dominion University; 2017. Available from: 9780355039382 ; https://digitalcommons.odu.edu/stemps_etds/17


University of Arizona

17. Ranucci, Jill. Imagery Use in Synchronized Swimming .

Degree: 2007, University of Arizona

 The purpose of this study was to examine the utilization of imagery and the impact of imagery use on collegiate synchronized swimmers. Swimmers (N=165) completed… (more)

Subjects/Keywords: Imagery; Synchronized Swimming; teaching tools; coaching strategies; teaching strategies

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

APA (6th Edition):

Ranucci, J. (2007). Imagery Use in Synchronized Swimming . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/194423

Chicago Manual of Style (16th Edition):

Ranucci, Jill. “Imagery Use in Synchronized Swimming .” 2007. Doctoral Dissertation, University of Arizona. Accessed August 08, 2020. http://hdl.handle.net/10150/194423.

MLA Handbook (7th Edition):

Ranucci, Jill. “Imagery Use in Synchronized Swimming .” 2007. Web. 08 Aug 2020.

Vancouver:

Ranucci J. Imagery Use in Synchronized Swimming . [Internet] [Doctoral dissertation]. University of Arizona; 2007. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/10150/194423.

Council of Science Editors:

Ranucci J. Imagery Use in Synchronized Swimming . [Doctoral Dissertation]. University of Arizona; 2007. Available from: http://hdl.handle.net/10150/194423


University of Alberta

18. Charles, Christopher. A Study of Dominican Secondary Mathematics Teachers’ Explanations of Factors Affecting Their Instructional Practices.

Degree: MEd, Department of Secondary Education, 2015, University of Alberta

 The purpose of this study was to gain an explanation from teachers on any relationship which exist between students’ performance on the Caribbean Examination Council… (more)

Subjects/Keywords: Pedagogical content knowledge; Mathematics teaching strategies; Pedagogy; Mathematics beliefs; Pedagogical knowledge; Teaching; Beliefs about mathematics teaching and learning; Advance mathematics knowledge; Teaching strategies

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

APA (6th Edition):

Charles, C. (2015). A Study of Dominican Secondary Mathematics Teachers’ Explanations of Factors Affecting Their Instructional Practices. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/4f16c5724

Chicago Manual of Style (16th Edition):

Charles, Christopher. “A Study of Dominican Secondary Mathematics Teachers’ Explanations of Factors Affecting Their Instructional Practices.” 2015. Masters Thesis, University of Alberta. Accessed August 08, 2020. https://era.library.ualberta.ca/files/4f16c5724.

MLA Handbook (7th Edition):

Charles, Christopher. “A Study of Dominican Secondary Mathematics Teachers’ Explanations of Factors Affecting Their Instructional Practices.” 2015. Web. 08 Aug 2020.

Vancouver:

Charles C. A Study of Dominican Secondary Mathematics Teachers’ Explanations of Factors Affecting Their Instructional Practices. [Internet] [Masters thesis]. University of Alberta; 2015. [cited 2020 Aug 08]. Available from: https://era.library.ualberta.ca/files/4f16c5724.

Council of Science Editors:

Charles C. A Study of Dominican Secondary Mathematics Teachers’ Explanations of Factors Affecting Their Instructional Practices. [Masters Thesis]. University of Alberta; 2015. Available from: https://era.library.ualberta.ca/files/4f16c5724


Cape Peninsula University of Technology

19. Mntunjani, Lindiwe. The use of mathematical resources to teach number concepts in the foundation phase .

Degree: 2016, Cape Peninsula University of Technology

 The poor performance of learners in mathematics has long been a matter of concern in South Africa. One certain fact from the Annual National Assessment… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Elementary); Learning strategies; Number concept  – Study and teaching (Elementary)

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

APA (6th Edition):

Mntunjani, L. (2016). The use of mathematical resources to teach number concepts in the foundation phase . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/2494

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):

Mntunjani, Lindiwe. “The use of mathematical resources to teach number concepts in the foundation phase .” 2016. Thesis, Cape Peninsula University of Technology. Accessed August 08, 2020. http://etd.cput.ac.za/handle/20.500.11838/2494.

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

MLA Handbook (7th Edition):

Mntunjani, Lindiwe. “The use of mathematical resources to teach number concepts in the foundation phase .” 2016. Web. 08 Aug 2020.

Vancouver:

Mntunjani L. The use of mathematical resources to teach number concepts in the foundation phase . [Internet] [Thesis]. Cape Peninsula University of Technology; 2016. [cited 2020 Aug 08]. Available from: http://etd.cput.ac.za/handle/20.500.11838/2494.

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

Council of Science Editors:

Mntunjani L. The use of mathematical resources to teach number concepts in the foundation phase . [Thesis]. Cape Peninsula University of Technology; 2016. Available from: http://etd.cput.ac.za/handle/20.500.11838/2494

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


Tampere University

20. Fajriah. Learning journal: improving teaching strategies through students' reflections .

Degree: 2017, Tampere University

 This study concerns how teachers use students reflections to improve their teaching strategies. The purpose of this study was to explore the role of students… (more)

Subjects/Keywords: learning journal; students´ reflections; teaching strategies; teacher´s improvement; pedagogical competence; improving teaching; students´ needs.

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

APA (6th Edition):

Fajriah. (2017). Learning journal: improving teaching strategies through students' reflections . (Masters Thesis). Tampere University. Retrieved from https://trepo.tuni.fi/handle/10024/101679

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

Chicago Manual of Style (16th Edition):

Fajriah. “Learning journal: improving teaching strategies through students' reflections .” 2017. Masters Thesis, Tampere University. Accessed August 08, 2020. https://trepo.tuni.fi/handle/10024/101679.

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

MLA Handbook (7th Edition):

Fajriah. “Learning journal: improving teaching strategies through students' reflections .” 2017. Web. 08 Aug 2020.

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

Vancouver:

Fajriah. Learning journal: improving teaching strategies through students' reflections . [Internet] [Masters thesis]. Tampere University; 2017. [cited 2020 Aug 08]. Available from: https://trepo.tuni.fi/handle/10024/101679.

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

Council of Science Editors:

Fajriah. Learning journal: improving teaching strategies through students' reflections . [Masters Thesis]. Tampere University; 2017. Available from: https://trepo.tuni.fi/handle/10024/101679

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


Jönköping University

21. Nabbing, Emelie. ”Bara för att man kan läsa så är det ju inte säkert att man har förståelse” : En kvalitativ studie angående hur sex lärare i årskurs 2 beskriver att de arbetar med lässtrategier.

Degree: Education and Communication, 2016, Jönköping University

Läsförståelse är något som visats vara nödvändigt vid angripande av texter i samtliga ämnen av grundskolan (Alatalo, 2011). Trots dess betydelse har undersökning, utförd… (more)

Subjects/Keywords: reading comprehension; reading strategies; teaching context; teaching tools; läsförståelse; lässtrategier; undervisningssammanhang; verktyg i undervisningen

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

APA (6th Edition):

Nabbing, E. (2016). ”Bara för att man kan läsa så är det ju inte säkert att man har förståelse” : En kvalitativ studie angående hur sex lärare i årskurs 2 beskriver att de arbetar med lässtrategier. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30838

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):

Nabbing, Emelie. “”Bara för att man kan läsa så är det ju inte säkert att man har förståelse” : En kvalitativ studie angående hur sex lärare i årskurs 2 beskriver att de arbetar med lässtrategier.” 2016. Thesis, Jönköping University. Accessed August 08, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30838.

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

MLA Handbook (7th Edition):

Nabbing, Emelie. “”Bara för att man kan läsa så är det ju inte säkert att man har förståelse” : En kvalitativ studie angående hur sex lärare i årskurs 2 beskriver att de arbetar med lässtrategier.” 2016. Web. 08 Aug 2020.

Vancouver:

Nabbing E. ”Bara för att man kan läsa så är det ju inte säkert att man har förståelse” : En kvalitativ studie angående hur sex lärare i årskurs 2 beskriver att de arbetar med lässtrategier. [Internet] [Thesis]. Jönköping University; 2016. [cited 2020 Aug 08]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30838.

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

Council of Science Editors:

Nabbing E. ”Bara för att man kan läsa så är det ju inte säkert att man har förståelse” : En kvalitativ studie angående hur sex lärare i årskurs 2 beskriver att de arbetar med lässtrategier. [Thesis]. Jönköping University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30838

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

22. Dirani, John. Reciprocal undervisning - en studie om lässtrategier och deras betydelser.

Degree: Education and Social Sciences, 2018, Örebro University

  One of the many core aspects of learning a language involves reading comprehension. Being able to not only read but understand and decipher the… (more)

Subjects/Keywords: Reciprocal teaching; reading comprehension; reading strategies; teaching methods; intervention; weak readers; Specific Literatures; Litteraturstudier

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APA (6th Edition):

Dirani, J. (2018). Reciprocal undervisning - en studie om lässtrategier och deras betydelser. (Thesis). Örebro University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-68813

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):

Dirani, John. “Reciprocal undervisning - en studie om lässtrategier och deras betydelser.” 2018. Thesis, Örebro University. Accessed August 08, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-68813.

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

MLA Handbook (7th Edition):

Dirani, John. “Reciprocal undervisning - en studie om lässtrategier och deras betydelser.” 2018. Web. 08 Aug 2020.

Vancouver:

Dirani J. Reciprocal undervisning - en studie om lässtrategier och deras betydelser. [Internet] [Thesis]. Örebro University; 2018. [cited 2020 Aug 08]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-68813.

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

Council of Science Editors:

Dirani J. Reciprocal undervisning - en studie om lässtrategier och deras betydelser. [Thesis]. Örebro University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-68813

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


University of Minnesota

23. Brennan, Melody. “Can I tell you something?” Intentionally Listening to Expressions of Third Grade Children’s Social Identities As a Means to Make Classrooms More Culturally Responsive.

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

 A large amount of research has been directed at culturally responsive teaching. This thread of educational research to date has largely focused on teachers who… (more)

Subjects/Keywords: Culturally Responsive Teaching; Diverse Learners; Instructional Strategies; Multimodal Teaching Practices; Phenomenology; Social Identities

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

APA (6th Edition):

Brennan, M. (2016). “Can I tell you something?” Intentionally Listening to Expressions of Third Grade Children’s Social Identities As a Means to Make Classrooms More Culturally Responsive. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/182728

Chicago Manual of Style (16th Edition):

Brennan, Melody. ““Can I tell you something?” Intentionally Listening to Expressions of Third Grade Children’s Social Identities As a Means to Make Classrooms More Culturally Responsive.” 2016. Doctoral Dissertation, University of Minnesota. Accessed August 08, 2020. http://hdl.handle.net/11299/182728.

MLA Handbook (7th Edition):

Brennan, Melody. ““Can I tell you something?” Intentionally Listening to Expressions of Third Grade Children’s Social Identities As a Means to Make Classrooms More Culturally Responsive.” 2016. Web. 08 Aug 2020.

Vancouver:

Brennan M. “Can I tell you something?” Intentionally Listening to Expressions of Third Grade Children’s Social Identities As a Means to Make Classrooms More Culturally Responsive. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/11299/182728.

Council of Science Editors:

Brennan M. “Can I tell you something?” Intentionally Listening to Expressions of Third Grade Children’s Social Identities As a Means to Make Classrooms More Culturally Responsive. [Doctoral Dissertation]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/182728


Curtin University of Technology

24. Ballard, Florence Nesamony. An investigation of the effectiveness of using analogies in teaching and learning scientific concepts .

Degree: 2011, Curtin University of Technology

 Educators are constantly looking for effective teaching strategies, which can engender a favourable conceptual change in students within a constructivist paradigm. Teaching science with analogy… (more)

Subjects/Keywords: effectiveness of using analogies; constructivist paradigm; teaching and learning scientific concepts; teaching strategies

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APA (6th Edition):

Ballard, F. N. (2011). An investigation of the effectiveness of using analogies in teaching and learning scientific concepts . (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/1572

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):

Ballard, Florence Nesamony. “An investigation of the effectiveness of using analogies in teaching and learning scientific concepts .” 2011. Thesis, Curtin University of Technology. Accessed August 08, 2020. http://hdl.handle.net/20.500.11937/1572.

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

MLA Handbook (7th Edition):

Ballard, Florence Nesamony. “An investigation of the effectiveness of using analogies in teaching and learning scientific concepts .” 2011. Web. 08 Aug 2020.

Vancouver:

Ballard FN. An investigation of the effectiveness of using analogies in teaching and learning scientific concepts . [Internet] [Thesis]. Curtin University of Technology; 2011. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/20.500.11937/1572.

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

Council of Science Editors:

Ballard FN. An investigation of the effectiveness of using analogies in teaching and learning scientific concepts . [Thesis]. Curtin University of Technology; 2011. Available from: http://hdl.handle.net/20.500.11937/1572

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

25. Bajão, Vânia Sofia Sousa. Fatores motivacionais da prática orquestral: o caso da Orquestra Juvenil da Bonjóia.

Degree: 2015, Instituto Politécnico do Porto

O presente Relatório de Estágio integra um projeto de investigação que visa analisar a perspetiva de jovens músicos sobre os fatores motivacionais envolvidos na prática… (more)

Subjects/Keywords: Motivação; Música; Orquestra; Estratégias de ensino; Motivation; Music; Orchestra; Teaching strategies

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APA (6th Edition):

Bajão, V. S. S. (2015). Fatores motivacionais da prática orquestral: o caso da Orquestra Juvenil da Bonjóia. (Thesis). Instituto Politécnico do Porto. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/8825

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):

Bajão, Vânia Sofia Sousa. “Fatores motivacionais da prática orquestral: o caso da Orquestra Juvenil da Bonjóia.” 2015. Thesis, Instituto Politécnico do Porto. Accessed August 08, 2020. https://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/8825.

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

MLA Handbook (7th Edition):

Bajão, Vânia Sofia Sousa. “Fatores motivacionais da prática orquestral: o caso da Orquestra Juvenil da Bonjóia.” 2015. Web. 08 Aug 2020.

Vancouver:

Bajão VSS. Fatores motivacionais da prática orquestral: o caso da Orquestra Juvenil da Bonjóia. [Internet] [Thesis]. Instituto Politécnico do Porto; 2015. [cited 2020 Aug 08]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/8825.

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

Council of Science Editors:

Bajão VSS. Fatores motivacionais da prática orquestral: o caso da Orquestra Juvenil da Bonjóia. [Thesis]. Instituto Politécnico do Porto; 2015. Available from: https://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/8825

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


Ohio University

26. Rader-Brown, Lucy M. To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?.

Degree: Doctor of Education (EdD), Educational Administration (Education), 2010, Ohio University

  Using responses from a survey of elementary teachers from the state of Ohio, this study analyzed the influences of teachers' professional training (both pre-service… (more)

Subjects/Keywords: Teaching; Instructional Strategies; English Language Learners; Content Area Teachers

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APA (6th Edition):

Rader-Brown, L. M. (2010). To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285890246

Chicago Manual of Style (16th Edition):

Rader-Brown, Lucy M. “To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?.” 2010. Doctoral Dissertation, Ohio University. Accessed August 08, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285890246.

MLA Handbook (7th Edition):

Rader-Brown, Lucy M. “To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?.” 2010. Web. 08 Aug 2020.

Vancouver:

Rader-Brown LM. To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?. [Internet] [Doctoral dissertation]. Ohio University; 2010. [cited 2020 Aug 08]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285890246.

Council of Science Editors:

Rader-Brown LM. To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?. [Doctoral Dissertation]. Ohio University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285890246


Universidade Federal da Bahia

27. Ludimilia Souza da Silva. O blog e autonomia no ensino/aprendizagem de inglês como língua estrangeira: um estudo em uma turma do curso de Letras da Faculdade UNIME-Lauro de Freitas.

Degree: 2009, Universidade Federal da Bahia

Nesta pesquisa, levanta-se a hipótese de que o blog, como instrumento didáticopedagógico, tem o potencial de incentivar a autonomia dos aprendizes através da interação, colaboração… (more)

Subjects/Keywords: blog; ensino; autonomia; estratégias; aprendizagem; blog; teaching; autonomy; strategies; learning; LETRAS

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

APA (6th Edition):

Silva, L. S. d. (2009). O blog e autonomia no ensino/aprendizagem de inglês como língua estrangeira: um estudo em uma turma do curso de Letras da Faculdade UNIME-Lauro de Freitas. (Thesis). Universidade Federal da Bahia. Retrieved from http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=2550

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):

Silva, Ludimilia Souza da. “O blog e autonomia no ensino/aprendizagem de inglês como língua estrangeira: um estudo em uma turma do curso de Letras da Faculdade UNIME-Lauro de Freitas.” 2009. Thesis, Universidade Federal da Bahia. Accessed August 08, 2020. http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=2550.

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

MLA Handbook (7th Edition):

Silva, Ludimilia Souza da. “O blog e autonomia no ensino/aprendizagem de inglês como língua estrangeira: um estudo em uma turma do curso de Letras da Faculdade UNIME-Lauro de Freitas.” 2009. Web. 08 Aug 2020.

Vancouver:

Silva LSd. O blog e autonomia no ensino/aprendizagem de inglês como língua estrangeira: um estudo em uma turma do curso de Letras da Faculdade UNIME-Lauro de Freitas. [Internet] [Thesis]. Universidade Federal da Bahia; 2009. [cited 2020 Aug 08]. Available from: http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=2550.

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

Council of Science Editors:

Silva LSd. O blog e autonomia no ensino/aprendizagem de inglês como língua estrangeira: um estudo em uma turma do curso de Letras da Faculdade UNIME-Lauro de Freitas. [Thesis]. Universidade Federal da Bahia; 2009. Available from: http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=2550

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


University of Newcastle

28. Chen, Lin. The pedagogical preparation of Chinese students: an examination of Chinese students’ experiences of English language programs in China and Australia.

Degree: PhD, 2016, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

As a result of the rapid economic development in China in the last three decades, an increasing number… (more)

Subjects/Keywords: teaching strategies; cross-national education; international Chinese students; college English

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

APA (6th Edition):

Chen, L. (2016). The pedagogical preparation of Chinese students: an examination of Chinese students’ experiences of English language programs in China and Australia. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1317947

Chicago Manual of Style (16th Edition):

Chen, Lin. “The pedagogical preparation of Chinese students: an examination of Chinese students’ experiences of English language programs in China and Australia.” 2016. Doctoral Dissertation, University of Newcastle. Accessed August 08, 2020. http://hdl.handle.net/1959.13/1317947.

MLA Handbook (7th Edition):

Chen, Lin. “The pedagogical preparation of Chinese students: an examination of Chinese students’ experiences of English language programs in China and Australia.” 2016. Web. 08 Aug 2020.

Vancouver:

Chen L. The pedagogical preparation of Chinese students: an examination of Chinese students’ experiences of English language programs in China and Australia. [Internet] [Doctoral dissertation]. University of Newcastle; 2016. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1959.13/1317947.

Council of Science Editors:

Chen L. The pedagogical preparation of Chinese students: an examination of Chinese students’ experiences of English language programs in China and Australia. [Doctoral Dissertation]. University of Newcastle; 2016. Available from: http://hdl.handle.net/1959.13/1317947


NSYSU

29. Yeh, Jia-Wen. Scaffolding Strategies of Elementary English Teachers: Ways and Beliefs of Enhancing EFL Studentsâ Cognitive Engagement.

Degree: Master, Foreign Language and Literature, 2008, NSYSU

 This study aimed to investigate elementary school EFL teachersâ use of scaffolding strategies for enhancing EFL studentsâ cognitive engagement, and to examine whether the teachersâ… (more)

Subjects/Keywords: teaching strategies; scaffolding; cognitive engagement; Zone of Proximal Development (ZPD)

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

APA (6th Edition):

Yeh, J. (2008). Scaffolding Strategies of Elementary English Teachers: Ways and Beliefs of Enhancing EFL Studentsâ Cognitive Engagement. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0215108-103010

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):

Yeh, Jia-Wen. “Scaffolding Strategies of Elementary English Teachers: Ways and Beliefs of Enhancing EFL Studentsâ Cognitive Engagement.” 2008. Thesis, NSYSU. Accessed August 08, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0215108-103010.

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

MLA Handbook (7th Edition):

Yeh, Jia-Wen. “Scaffolding Strategies of Elementary English Teachers: Ways and Beliefs of Enhancing EFL Studentsâ Cognitive Engagement.” 2008. Web. 08 Aug 2020.

Vancouver:

Yeh J. Scaffolding Strategies of Elementary English Teachers: Ways and Beliefs of Enhancing EFL Studentsâ Cognitive Engagement. [Internet] [Thesis]. NSYSU; 2008. [cited 2020 Aug 08]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0215108-103010.

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

Council of Science Editors:

Yeh J. Scaffolding Strategies of Elementary English Teachers: Ways and Beliefs of Enhancing EFL Studentsâ Cognitive Engagement. [Thesis]. NSYSU; 2008. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0215108-103010

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


NSYSU

30. Liu, Chia-chi. Effects of Adaptive Reflection Teaching Strategies on Learnersâ Reflection Levels in a Web-based Learning Environment.

Degree: Master, Information Management, 2009, NSYSU

 Since personal computers and broadband Internet connections have become more and more prevalent, the application of e-Learning using the Internet is regarded as an important… (more)

Subjects/Keywords: Adaptive reflection teaching strategies; Reflection; Web-based learning; Thinking styles

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

APA (6th Edition):

Liu, C. (2009). Effects of Adaptive Reflection Teaching Strategies on Learnersâ Reflection Levels in a Web-based Learning Environment. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0710109-013231

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):

Liu, Chia-chi. “Effects of Adaptive Reflection Teaching Strategies on Learnersâ Reflection Levels in a Web-based Learning Environment.” 2009. Thesis, NSYSU. Accessed August 08, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0710109-013231.

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

MLA Handbook (7th Edition):

Liu, Chia-chi. “Effects of Adaptive Reflection Teaching Strategies on Learnersâ Reflection Levels in a Web-based Learning Environment.” 2009. Web. 08 Aug 2020.

Vancouver:

Liu C. Effects of Adaptive Reflection Teaching Strategies on Learnersâ Reflection Levels in a Web-based Learning Environment. [Internet] [Thesis]. NSYSU; 2009. [cited 2020 Aug 08]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0710109-013231.

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

Council of Science Editors:

Liu C. Effects of Adaptive Reflection Teaching Strategies on Learnersâ Reflection Levels in a Web-based Learning Environment. [Thesis]. NSYSU; 2009. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0710109-013231

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

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