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You searched for subject:(Classroom Norms). Showing records 1 – 12 of 12 total matches.

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Jönköping University

1. Bjenning, Caroline. Tänker vi lika om vad som sker i ett matematikklassrum och om sociomatematiska normer? : En fallstudie i en klass i årskurs 5, ur ett lärar- och elevperspektiv.

Degree: Education and Communication, 2017, Jönköping University

I varje klassrum och elevgrupp förekommer normer och förväntningar (Skott, Jess, Hansen & Lundin, 2010). Normer skapas i interaktion mellan lärare och elever, vilket… (more)

Subjects/Keywords: Sociomathematical norms; Norms; Mathematic; Mathematical Classroom; Consenus; Sociomatematiska normer; Normer; Matematik; Matematikklassrum; Samsyn; Mathematics; Matematik

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APA (6th Edition):

Bjenning, C. (2017). Tänker vi lika om vad som sker i ett matematikklassrum och om sociomatematiska normer? : En fallstudie i en klass i årskurs 5, ur ett lärar- och elevperspektiv. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-36310

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):

Bjenning, Caroline. “Tänker vi lika om vad som sker i ett matematikklassrum och om sociomatematiska normer? : En fallstudie i en klass i årskurs 5, ur ett lärar- och elevperspektiv.” 2017. Thesis, Jönköping University. Accessed June 24, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-36310.

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

MLA Handbook (7th Edition):

Bjenning, Caroline. “Tänker vi lika om vad som sker i ett matematikklassrum och om sociomatematiska normer? : En fallstudie i en klass i årskurs 5, ur ett lärar- och elevperspektiv.” 2017. Web. 24 Jun 2019.

Vancouver:

Bjenning C. Tänker vi lika om vad som sker i ett matematikklassrum och om sociomatematiska normer? : En fallstudie i en klass i årskurs 5, ur ett lärar- och elevperspektiv. [Internet] [Thesis]. Jönköping University; 2017. [cited 2019 Jun 24]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-36310.

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

Council of Science Editors:

Bjenning C. Tänker vi lika om vad som sker i ett matematikklassrum och om sociomatematiska normer? : En fallstudie i en klass i årskurs 5, ur ett lärar- och elevperspektiv. [Thesis]. Jönköping University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-36310

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

2. O'Brien, Thomas Christopher. Perceived Norms and Classroom Ethnic Composition.

Degree: MS, Psychology, 2014, University of Massachusetts

  Students’ perceptions of normative support for positive intergroup relations from teachers and school staff have been linked to a number of positive intergroup outcomes… (more)

Subjects/Keywords: Intergroup relations; Perceived Norms; Classroom Composition; Psychology; Social Psychology

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APA (6th Edition):

O'Brien, T. C. (2014). Perceived Norms and Classroom Ethnic Composition. (Masters Thesis). University of Massachusetts. Retrieved from https://scholarworks.umass.edu/theses/1195

Chicago Manual of Style (16th Edition):

O'Brien, Thomas Christopher. “Perceived Norms and Classroom Ethnic Composition.” 2014. Masters Thesis, University of Massachusetts. Accessed June 24, 2019. https://scholarworks.umass.edu/theses/1195.

MLA Handbook (7th Edition):

O'Brien, Thomas Christopher. “Perceived Norms and Classroom Ethnic Composition.” 2014. Web. 24 Jun 2019.

Vancouver:

O'Brien TC. Perceived Norms and Classroom Ethnic Composition. [Internet] [Masters thesis]. University of Massachusetts; 2014. [cited 2019 Jun 24]. Available from: https://scholarworks.umass.edu/theses/1195.

Council of Science Editors:

O'Brien TC. Perceived Norms and Classroom Ethnic Composition. [Masters Thesis]. University of Massachusetts; 2014. Available from: https://scholarworks.umass.edu/theses/1195

3. Grassetti, Mary T. Engaging Students in Mathematics Conversations: Discourse Practices and the Development of Social and Socialmathematical Norms in Three Novice Teachers' Classrooms.

Degree: Doctor of Education (EdD), Education (also CAGS), 2010, U of Massachusetts : PhD

 Research on learning to teach mathematics reveals that mathematics teaching is a complex process (Lerman, 2000) and classroom teaching and learning is a “multifaceted, extraordinarily… (more)

Subjects/Keywords: Classroom discourse; Mathematics conversations; Novice teachers; Social norms; Socialmathematical norms; Teacher education; Teacher Education and Professional Development

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APA (6th Edition):

Grassetti, M. T. (2010). Engaging Students in Mathematics Conversations: Discourse Practices and the Development of Social and Socialmathematical Norms in Three Novice Teachers' Classrooms. (Doctoral Dissertation). U of Massachusetts : PhD. Retrieved from https://scholarworks.umass.edu/open_access_dissertations/196

Chicago Manual of Style (16th Edition):

Grassetti, Mary T. “Engaging Students in Mathematics Conversations: Discourse Practices and the Development of Social and Socialmathematical Norms in Three Novice Teachers' Classrooms.” 2010. Doctoral Dissertation, U of Massachusetts : PhD. Accessed June 24, 2019. https://scholarworks.umass.edu/open_access_dissertations/196.

MLA Handbook (7th Edition):

Grassetti, Mary T. “Engaging Students in Mathematics Conversations: Discourse Practices and the Development of Social and Socialmathematical Norms in Three Novice Teachers' Classrooms.” 2010. Web. 24 Jun 2019.

Vancouver:

Grassetti MT. Engaging Students in Mathematics Conversations: Discourse Practices and the Development of Social and Socialmathematical Norms in Three Novice Teachers' Classrooms. [Internet] [Doctoral dissertation]. U of Massachusetts : PhD; 2010. [cited 2019 Jun 24]. Available from: https://scholarworks.umass.edu/open_access_dissertations/196.

Council of Science Editors:

Grassetti MT. Engaging Students in Mathematics Conversations: Discourse Practices and the Development of Social and Socialmathematical Norms in Three Novice Teachers' Classrooms. [Doctoral Dissertation]. U of Massachusetts : PhD; 2010. Available from: https://scholarworks.umass.edu/open_access_dissertations/196


University of South Africa

4. Jacobsz, Felicity-Anne. Addressing negative classroom behaviour in selected schools in Francistown, Botswana.

Degree: 2015, University of South Africa

 This study was undertaken in order to investigate negative classroom behaviour in schools in Botswana. Recommendations based on the findings of the study were made… (more)

Subjects/Keywords: Disruptive behaviour; Negative classroom behaviour; Substance and drug abuse; Family instability; Western norms and values

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APA (6th Edition):

Jacobsz, F. (2015). Addressing negative classroom behaviour in selected schools in Francistown, Botswana. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/19957

Chicago Manual of Style (16th Edition):

Jacobsz, Felicity-Anne. “Addressing negative classroom behaviour in selected schools in Francistown, Botswana.” 2015. Masters Thesis, University of South Africa. Accessed June 24, 2019. http://hdl.handle.net/10500/19957.

MLA Handbook (7th Edition):

Jacobsz, Felicity-Anne. “Addressing negative classroom behaviour in selected schools in Francistown, Botswana.” 2015. Web. 24 Jun 2019.

Vancouver:

Jacobsz F. Addressing negative classroom behaviour in selected schools in Francistown, Botswana. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10500/19957.

Council of Science Editors:

Jacobsz F. Addressing negative classroom behaviour in selected schools in Francistown, Botswana. [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19957


Kennesaw State University

5. Halimun, Jeni M. A Qualitative Study of the Use of Content-Related Comics to Promote Student Participation in Mathematical Discourse in a Math I Support Class.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2011, Kennesaw State University

  The purpose of this study is to contribute to existing research on classroom discourse by investigating whether a content-related comic that is closely linked… (more)

Subjects/Keywords: analytical scaffolding; classroom discourse; content-related comics; math-talk learning community; participation; social norms; Science and Mathematics Education

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APA (6th Edition):

Halimun, J. M. (2011). A Qualitative Study of the Use of Content-Related Comics to Promote Student Participation in Mathematical Discourse in a Math I Support Class. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/471

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):

Halimun, Jeni M. “A Qualitative Study of the Use of Content-Related Comics to Promote Student Participation in Mathematical Discourse in a Math I Support Class.” 2011. Thesis, Kennesaw State University. Accessed June 24, 2019. https://digitalcommons.kennesaw.edu/etd/471.

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

MLA Handbook (7th Edition):

Halimun, Jeni M. “A Qualitative Study of the Use of Content-Related Comics to Promote Student Participation in Mathematical Discourse in a Math I Support Class.” 2011. Web. 24 Jun 2019.

Vancouver:

Halimun JM. A Qualitative Study of the Use of Content-Related Comics to Promote Student Participation in Mathematical Discourse in a Math I Support Class. [Internet] [Thesis]. Kennesaw State University; 2011. [cited 2019 Jun 24]. Available from: https://digitalcommons.kennesaw.edu/etd/471.

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

Council of Science Editors:

Halimun JM. A Qualitative Study of the Use of Content-Related Comics to Promote Student Participation in Mathematical Discourse in a Math I Support Class. [Thesis]. Kennesaw State University; 2011. Available from: https://digitalcommons.kennesaw.edu/etd/471

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


Brigham Young University

6. Hulet, Ashley Burgess. Student Evaluation of Mathematical Explanations in anInquiry-Based Mathematics Classroom.

Degree: MA, 2015, Brigham Young University

 Students do not always evaluate explanations based on the mathematics despite their teacher's effort to be the guide-on-the-side and delegate evaluation to the students. This… (more)

Subjects/Keywords: mathematics education; evaluation; authority; sociomathematical norms; classroom mathematical practices; inquiry-based teaching; Science and Mathematics Education

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APA (6th Edition):

Hulet, A. B. (2015). Student Evaluation of Mathematical Explanations in anInquiry-Based Mathematics Classroom. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6714&context=etd

Chicago Manual of Style (16th Edition):

Hulet, Ashley Burgess. “Student Evaluation of Mathematical Explanations in anInquiry-Based Mathematics Classroom.” 2015. Masters Thesis, Brigham Young University. Accessed June 24, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6714&context=etd.

MLA Handbook (7th Edition):

Hulet, Ashley Burgess. “Student Evaluation of Mathematical Explanations in anInquiry-Based Mathematics Classroom.” 2015. Web. 24 Jun 2019.

Vancouver:

Hulet AB. Student Evaluation of Mathematical Explanations in anInquiry-Based Mathematics Classroom. [Internet] [Masters thesis]. Brigham Young University; 2015. [cited 2019 Jun 24]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6714&context=etd.

Council of Science Editors:

Hulet AB. Student Evaluation of Mathematical Explanations in anInquiry-Based Mathematics Classroom. [Masters Thesis]. Brigham Young University; 2015. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6714&context=etd


Linnaeus University

7. Robinsson, Sofia. Stereotypical gender roles alive and well in the Netflix production The Kissing Booth : Using readily available film to unveil and challenge gender norms in the EFL classroom.

Degree: Languages, 2019, Linnaeus University

  This essay is focused on gender issues in the film The Kissing Booth directed by Vince Marcello and how it can be used in… (more)

Subjects/Keywords: The Kissing Booth; Netflix; gender studies; film studies; Bechdel test; gender stereotypes; gender norms; EFL classroom; upper secondary school; Specific Literatures; Litteraturstudier

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APA (6th Edition):

Robinsson, S. (2019). Stereotypical gender roles alive and well in the Netflix production The Kissing Booth : Using readily available film to unveil and challenge gender norms in the EFL classroom. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-81617

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):

Robinsson, Sofia. “Stereotypical gender roles alive and well in the Netflix production The Kissing Booth : Using readily available film to unveil and challenge gender norms in the EFL classroom.” 2019. Thesis, Linnaeus University. Accessed June 24, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-81617.

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

MLA Handbook (7th Edition):

Robinsson, Sofia. “Stereotypical gender roles alive and well in the Netflix production The Kissing Booth : Using readily available film to unveil and challenge gender norms in the EFL classroom.” 2019. Web. 24 Jun 2019.

Vancouver:

Robinsson S. Stereotypical gender roles alive and well in the Netflix production The Kissing Booth : Using readily available film to unveil and challenge gender norms in the EFL classroom. [Internet] [Thesis]. Linnaeus University; 2019. [cited 2019 Jun 24]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-81617.

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

Council of Science Editors:

Robinsson S. Stereotypical gender roles alive and well in the Netflix production The Kissing Booth : Using readily available film to unveil and challenge gender norms in the EFL classroom. [Thesis]. Linnaeus University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-81617

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


Linnaeus University

8. Modén, Sara. 'That was yesterday, this is today' : Challenging the heteronormative dominant discourse by incorporating Jeanette Winterson's novel 'Written on the Body' in the EFL classroom.

Degree: Languages, 2018, Linnaeus University

  Winterson’s Written on the Body is an experimental and provocative novel that challenges the reader’s mindset as well as society’s heteronormativity by implicitly questioning… (more)

Subjects/Keywords: Queer studies; Written on the Body; heteronormativity; fundamental values; societal norms; literature; Upper Secondary School; EFL classroom; English 6; Specific Literatures; Litteraturstudier

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APA (6th Edition):

Modén, S. (2018). 'That was yesterday, this is today' : Challenging the heteronormative dominant discourse by incorporating Jeanette Winterson's novel 'Written on the Body' in the EFL classroom. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-71742

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):

Modén, Sara. “'That was yesterday, this is today' : Challenging the heteronormative dominant discourse by incorporating Jeanette Winterson's novel 'Written on the Body' in the EFL classroom.” 2018. Thesis, Linnaeus University. Accessed June 24, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-71742.

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

MLA Handbook (7th Edition):

Modén, Sara. “'That was yesterday, this is today' : Challenging the heteronormative dominant discourse by incorporating Jeanette Winterson's novel 'Written on the Body' in the EFL classroom.” 2018. Web. 24 Jun 2019.

Vancouver:

Modén S. 'That was yesterday, this is today' : Challenging the heteronormative dominant discourse by incorporating Jeanette Winterson's novel 'Written on the Body' in the EFL classroom. [Internet] [Thesis]. Linnaeus University; 2018. [cited 2019 Jun 24]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-71742.

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

Council of Science Editors:

Modén S. 'That was yesterday, this is today' : Challenging the heteronormative dominant discourse by incorporating Jeanette Winterson's novel 'Written on the Body' in the EFL classroom. [Thesis]. Linnaeus University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-71742

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

9. Gwengo, Martin. Understanding teaching practice in support of Non-English-Speaking-Background (NESB) students’ mathematics learning .

Degree: 2013, University of Waikato

 Research is needed that gives special attention to the experiences of mathematics teachers of Non-English-Speaking-Background (NESB) students. This need prompted me to investigate four of… (more)

Subjects/Keywords: classroom social norms; sociomathematical norms; classroom mathematical practices; non-English speaking background (NESB) students; teaching practice; mathematics learning

…in this study 53 3.4 Cobb’s emergent perspective 55 3.4.1 Classroom social norms 58… …3.4.2 Sociomathematical norms 59 3.4.3 Classroom mathematical practices 61 3.5 A… …summary 111 CHAPTER 5: DEVELOPING CLASSROOM SOCIAL NORMS 112 5.1 Introduction 112 5.2… …8.2.1 Constructive classroom social norms for NESB mathematics students’ active participation… …229 Productive sociomathematical norms to promote conceptual understanding 238 Classroom… 

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APA (6th Edition):

Gwengo, M. (2013). Understanding teaching practice in support of Non-English-Speaking-Background (NESB) students’ mathematics learning . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/8408

Chicago Manual of Style (16th Edition):

Gwengo, Martin. “Understanding teaching practice in support of Non-English-Speaking-Background (NESB) students’ mathematics learning .” 2013. Doctoral Dissertation, University of Waikato. Accessed June 24, 2019. http://hdl.handle.net/10289/8408.

MLA Handbook (7th Edition):

Gwengo, Martin. “Understanding teaching practice in support of Non-English-Speaking-Background (NESB) students’ mathematics learning .” 2013. Web. 24 Jun 2019.

Vancouver:

Gwengo M. Understanding teaching practice in support of Non-English-Speaking-Background (NESB) students’ mathematics learning . [Internet] [Doctoral dissertation]. University of Waikato; 2013. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10289/8408.

Council of Science Editors:

Gwengo M. Understanding teaching practice in support of Non-English-Speaking-Background (NESB) students’ mathematics learning . [Doctoral Dissertation]. University of Waikato; 2013. Available from: http://hdl.handle.net/10289/8408


Brigham Young University

10. Contreras, Omel Angel. How a Master Teacher Uses Questioning Within a Mathematical Discourse Community.

Degree: MA, 2006, Brigham Young University

 Recent scholarly work in mathematics education has included a focus on learning mathematics with understanding (Hiebert & Carpenter, 1992; Hiebert et al., 1997; Fennema &… (more)

Subjects/Keywords: Discourse; Discourse Generating Tools; Social Norms; Discourse Patterns; Learning with Understanding; Productive Discourse Community; Classroom Norms; Classroom Discourse; Teacher Questioning; Discourse Analysis; Science and Mathematics Education

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APA (6th Edition):

Contreras, O. A. (2006). How a Master Teacher Uses Questioning Within a Mathematical Discourse Community. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1788&context=etd

Chicago Manual of Style (16th Edition):

Contreras, Omel Angel. “How a Master Teacher Uses Questioning Within a Mathematical Discourse Community.” 2006. Masters Thesis, Brigham Young University. Accessed June 24, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1788&context=etd.

MLA Handbook (7th Edition):

Contreras, Omel Angel. “How a Master Teacher Uses Questioning Within a Mathematical Discourse Community.” 2006. Web. 24 Jun 2019.

Vancouver:

Contreras OA. How a Master Teacher Uses Questioning Within a Mathematical Discourse Community. [Internet] [Masters thesis]. Brigham Young University; 2006. [cited 2019 Jun 24]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1788&context=etd.

Council of Science Editors:

Contreras OA. How a Master Teacher Uses Questioning Within a Mathematical Discourse Community. [Masters Thesis]. Brigham Young University; 2006. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1788&context=etd

11. Lah, Nika. SOCIALNODINAMSKE ZNAČILNOSTI RAZREDA KOT DEJAVNIKI MEDVRSTNIŠKEGA NASILJA.

Degree: 2016, Univerza v Mariboru

Medvrstniško nasilje je star pojav, ki je pogost svetovni problem šol in v glavnem poteka znotraj razreda. Prav zato je osnovni namen tega magistrskega dela… (more)

Subjects/Keywords: medvrstniško nasilje; razred; razredne norme; s strani vrstnikov zaznana priljubljenost; samoučinkovitost za posredovanje v primeru medvrstniškega nasilja; bullying; classroom; classroom norms; peer-perceived popularity; self-efficacy for defending; info:eu-repo/classification/udc/37.064.3:364.632(043.2)

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APA (6th Edition):

Lah, N. (2016). SOCIALNODINAMSKE ZNAČILNOSTI RAZREDA KOT DEJAVNIKI MEDVRSTNIŠKEGA NASILJA. (Masters Thesis). Univerza v Mariboru. Retrieved from https://dk.um.si/IzpisGradiva.php?id=61341 ; https://dk.um.si/Dokument.php?id=97688&dn= ; http://www.cobiss.si/scripts/cobiss?command=DISPLAY&base=cobib&rid=22458888&fmt=11

Chicago Manual of Style (16th Edition):

Lah, Nika. “SOCIALNODINAMSKE ZNAČILNOSTI RAZREDA KOT DEJAVNIKI MEDVRSTNIŠKEGA NASILJA.” 2016. Masters Thesis, Univerza v Mariboru. Accessed June 24, 2019. https://dk.um.si/IzpisGradiva.php?id=61341 ; https://dk.um.si/Dokument.php?id=97688&dn= ; http://www.cobiss.si/scripts/cobiss?command=DISPLAY&base=cobib&rid=22458888&fmt=11.

MLA Handbook (7th Edition):

Lah, Nika. “SOCIALNODINAMSKE ZNAČILNOSTI RAZREDA KOT DEJAVNIKI MEDVRSTNIŠKEGA NASILJA.” 2016. Web. 24 Jun 2019.

Vancouver:

Lah N. SOCIALNODINAMSKE ZNAČILNOSTI RAZREDA KOT DEJAVNIKI MEDVRSTNIŠKEGA NASILJA. [Internet] [Masters thesis]. Univerza v Mariboru; 2016. [cited 2019 Jun 24]. Available from: https://dk.um.si/IzpisGradiva.php?id=61341 ; https://dk.um.si/Dokument.php?id=97688&dn= ; http://www.cobiss.si/scripts/cobiss?command=DISPLAY&base=cobib&rid=22458888&fmt=11.

Council of Science Editors:

Lah N. SOCIALNODINAMSKE ZNAČILNOSTI RAZREDA KOT DEJAVNIKI MEDVRSTNIŠKEGA NASILJA. [Masters Thesis]. Univerza v Mariboru; 2016. Available from: https://dk.um.si/IzpisGradiva.php?id=61341 ; https://dk.um.si/Dokument.php?id=97688&dn= ; http://www.cobiss.si/scripts/cobiss?command=DISPLAY&base=cobib&rid=22458888&fmt=11

12. Gerren, Sally Sue. The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course.

Degree: 2008, Texas A&M University

 The purpose of this study was to advance knowledge about the relationship between graphing calculator use and classroom norm development. An interpretive case study design… (more)

Subjects/Keywords: Multiple Representations; Exemplary Teacher; Classroom Norms; Graphing Calculator; College Algebra Course; Community College

…Summary of Classroom Norms and Promoted Behaviors with Graphing Calculator Use… …technology and the classroom norms that give meaning and purpose to those uses” (p. 16)… …norms that were established during the course. In this study, classroom norms were defined as… …Particular attention was given to how graphing calculator use influenced classroom norms and… …development of classroom norms in the teaching and learning of mathematics (Burrill et al… 

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APA (6th Edition):

Gerren, S. S. (2008). The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/86022

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):

Gerren, Sally Sue. “The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course.” 2008. Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/86022.

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

MLA Handbook (7th Edition):

Gerren, Sally Sue. “The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course.” 2008. Web. 24 Jun 2019.

Vancouver:

Gerren SS. The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course. [Internet] [Thesis]. Texas A&M University; 2008. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/86022.

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

Council of Science Editors:

Gerren SS. The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course. [Thesis]. Texas A&M University; 2008. Available from: http://hdl.handle.net/1969.1/86022

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

.