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You searched for subject:(Curriculum approaches). Showing records 1 – 30 of 35 total matches.

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Queensland University of Technology

1. Phan, Ngoc Thach. Approaches to curriculum development in Vietnamese higher education: A case study.

Degree: 2015, Queensland University of Technology

 This research used a case study approach to examine curriculum understandings and the processes of curriculum development at a Vietnamese university. The study proposes a… (more)

Subjects/Keywords: Curriculum approaches; Curriculum development; Higher education curriculum; Higher education in Vietnam; Model of curriculum development; Understandings of curriculum

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APA (6th Edition):

Phan, N. T. (2015). Approaches to curriculum development in Vietnamese higher education: A case study. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/84906/

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):

Phan, Ngoc Thach. “Approaches to curriculum development in Vietnamese higher education: A case study.” 2015. Thesis, Queensland University of Technology. Accessed September 16, 2019. https://eprints.qut.edu.au/84906/.

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

MLA Handbook (7th Edition):

Phan, Ngoc Thach. “Approaches to curriculum development in Vietnamese higher education: A case study.” 2015. Web. 16 Sep 2019.

Vancouver:

Phan NT. Approaches to curriculum development in Vietnamese higher education: A case study. [Internet] [Thesis]. Queensland University of Technology; 2015. [cited 2019 Sep 16]. Available from: https://eprints.qut.edu.au/84906/.

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

Council of Science Editors:

Phan NT. Approaches to curriculum development in Vietnamese higher education: A case study. [Thesis]. Queensland University of Technology; 2015. Available from: https://eprints.qut.edu.au/84906/

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


Stockholm University

2. Vann, Sovichea. Learning Approaches and Learning Outcomes of the English University Curriculum : A Comparative Case of Cambodia and Thailand.

Degree: Education, 2016, Stockholm University

  The access to higher education has been massively expanding which has impacted on quality of education, assessment system, learning environment, teaching and learning approaches(more)

Subjects/Keywords: Learning Approaches; Learning Outcomes; University Curriculum; Educational Sciences; Utbildningsvetenskap

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APA (6th Edition):

Vann, S. (2016). Learning Approaches and Learning Outcomes of the English University Curriculum : A Comparative Case of Cambodia and Thailand. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144264

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):

Vann, Sovichea. “Learning Approaches and Learning Outcomes of the English University Curriculum : A Comparative Case of Cambodia and Thailand.” 2016. Thesis, Stockholm University. Accessed September 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144264.

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

MLA Handbook (7th Edition):

Vann, Sovichea. “Learning Approaches and Learning Outcomes of the English University Curriculum : A Comparative Case of Cambodia and Thailand.” 2016. Web. 16 Sep 2019.

Vancouver:

Vann S. Learning Approaches and Learning Outcomes of the English University Curriculum : A Comparative Case of Cambodia and Thailand. [Internet] [Thesis]. Stockholm University; 2016. [cited 2019 Sep 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144264.

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

Council of Science Editors:

Vann S. Learning Approaches and Learning Outcomes of the English University Curriculum : A Comparative Case of Cambodia and Thailand. [Thesis]. Stockholm University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144264

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


University of Exeter

3. Stockwell, Rose Ann. An exploratory study investigating the factors which explain Abu Dhabi Education Council's (Adec) English curriculum choice in grade 10/11 public high schools and the challenges its implementation poses for teachers.

Degree: Thesis (EdD), 2015, University of Exeter

 This study focuses on the factors which explain Abu Dhabi Education Council’s (Adec) English curriculum choice in grade ten and eleven public high schools in… (more)

Subjects/Keywords: 428.0071; curriculum; assessment; implementation; pedagogical expertise; pedagogical approaches and teacher status

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

APA (6th Edition):

Stockwell, R. A. (2015). An exploratory study investigating the factors which explain Abu Dhabi Education Council's (Adec) English curriculum choice in grade 10/11 public high schools and the challenges its implementation poses for teachers. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/17338

Chicago Manual of Style (16th Edition):

Stockwell, Rose Ann. “An exploratory study investigating the factors which explain Abu Dhabi Education Council's (Adec) English curriculum choice in grade 10/11 public high schools and the challenges its implementation poses for teachers.” 2015. Doctoral Dissertation, University of Exeter. Accessed September 16, 2019. http://hdl.handle.net/10871/17338.

MLA Handbook (7th Edition):

Stockwell, Rose Ann. “An exploratory study investigating the factors which explain Abu Dhabi Education Council's (Adec) English curriculum choice in grade 10/11 public high schools and the challenges its implementation poses for teachers.” 2015. Web. 16 Sep 2019.

Vancouver:

Stockwell RA. An exploratory study investigating the factors which explain Abu Dhabi Education Council's (Adec) English curriculum choice in grade 10/11 public high schools and the challenges its implementation poses for teachers. [Internet] [Doctoral dissertation]. University of Exeter; 2015. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10871/17338.

Council of Science Editors:

Stockwell RA. An exploratory study investigating the factors which explain Abu Dhabi Education Council's (Adec) English curriculum choice in grade 10/11 public high schools and the challenges its implementation poses for teachers. [Doctoral Dissertation]. University of Exeter; 2015. Available from: http://hdl.handle.net/10871/17338


University of South Africa

4. Mupezeni, Sure. Challenges and prospects of teaching the Doppler Effects at grades 12 .

Degree: 2012, University of South Africa

 This study focuses on challenges and prospects of the teaching of the Doppler Effect to grade 12 learners. The challenges of teaching the Doppler Effect… (more)

Subjects/Keywords: Doppler effect; Grade twelve curriculum; Teaching-approaches; Educational design research activities; Grade 12-curriculum; Physics

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APA (6th Edition):

Mupezeni, S. (2012). Challenges and prospects of teaching the Doppler Effects at grades 12 . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/6298

Chicago Manual of Style (16th Edition):

Mupezeni, Sure. “Challenges and prospects of teaching the Doppler Effects at grades 12 .” 2012. Masters Thesis, University of South Africa. Accessed September 16, 2019. http://hdl.handle.net/10500/6298.

MLA Handbook (7th Edition):

Mupezeni, Sure. “Challenges and prospects of teaching the Doppler Effects at grades 12 .” 2012. Web. 16 Sep 2019.

Vancouver:

Mupezeni S. Challenges and prospects of teaching the Doppler Effects at grades 12 . [Internet] [Masters thesis]. University of South Africa; 2012. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10500/6298.

Council of Science Editors:

Mupezeni S. Challenges and prospects of teaching the Doppler Effects at grades 12 . [Masters Thesis]. University of South Africa; 2012. Available from: http://hdl.handle.net/10500/6298


University of Newcastle

5. Zangmo, Dechen. The process writing approach in Bhutan: a case of cross-national policy borrowing.

Degree: PhD, 2014, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

Borrowing policy from one national context to another by merely copying a practice has been described as largely… (more)

Subjects/Keywords: cross-cultural curriculum; curriculum alignment; imported approaches and methodologies; Process Writing Approach; ESL teachers' challenges

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APA (6th Edition):

Zangmo, D. (2014). The process writing approach in Bhutan: a case of cross-national policy borrowing. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1041996

Chicago Manual of Style (16th Edition):

Zangmo, Dechen. “The process writing approach in Bhutan: a case of cross-national policy borrowing.” 2014. Doctoral Dissertation, University of Newcastle. Accessed September 16, 2019. http://hdl.handle.net/1959.13/1041996.

MLA Handbook (7th Edition):

Zangmo, Dechen. “The process writing approach in Bhutan: a case of cross-national policy borrowing.” 2014. Web. 16 Sep 2019.

Vancouver:

Zangmo D. The process writing approach in Bhutan: a case of cross-national policy borrowing. [Internet] [Doctoral dissertation]. University of Newcastle; 2014. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/1959.13/1041996.

Council of Science Editors:

Zangmo D. The process writing approach in Bhutan: a case of cross-national policy borrowing. [Doctoral Dissertation]. University of Newcastle; 2014. Available from: http://hdl.handle.net/1959.13/1041996


University of Kansas

6. Almatari, Bander Muhammad. To What Extent Do High School Islamic Education Teachers in Saudi Arabia Implement Innovative Approaches in Their Teaching? Do Teacher Gender, Academic Qualifications, and Teaching Experiences Matter?.

Degree: PhD, Curriculum and Teaching, 2012, University of Kansas

 Abstract The purpose of this present study aimed to examine to what extent high school Islamic education teachers in Saudi Arabia implement innovative approaches in… (more)

Subjects/Keywords: Curriculum development; Teacher education; Innovative approaches; Islamic education; Religious education; Teachers' beliefs

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

APA (6th Edition):

Almatari, B. M. (2012). To What Extent Do High School Islamic Education Teachers in Saudi Arabia Implement Innovative Approaches in Their Teaching? Do Teacher Gender, Academic Qualifications, and Teaching Experiences Matter?. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15074

Chicago Manual of Style (16th Edition):

Almatari, Bander Muhammad. “To What Extent Do High School Islamic Education Teachers in Saudi Arabia Implement Innovative Approaches in Their Teaching? Do Teacher Gender, Academic Qualifications, and Teaching Experiences Matter?.” 2012. Doctoral Dissertation, University of Kansas. Accessed September 16, 2019. http://hdl.handle.net/1808/15074.

MLA Handbook (7th Edition):

Almatari, Bander Muhammad. “To What Extent Do High School Islamic Education Teachers in Saudi Arabia Implement Innovative Approaches in Their Teaching? Do Teacher Gender, Academic Qualifications, and Teaching Experiences Matter?.” 2012. Web. 16 Sep 2019.

Vancouver:

Almatari BM. To What Extent Do High School Islamic Education Teachers in Saudi Arabia Implement Innovative Approaches in Their Teaching? Do Teacher Gender, Academic Qualifications, and Teaching Experiences Matter?. [Internet] [Doctoral dissertation]. University of Kansas; 2012. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/1808/15074.

Council of Science Editors:

Almatari BM. To What Extent Do High School Islamic Education Teachers in Saudi Arabia Implement Innovative Approaches in Their Teaching? Do Teacher Gender, Academic Qualifications, and Teaching Experiences Matter?. [Doctoral Dissertation]. University of Kansas; 2012. Available from: http://hdl.handle.net/1808/15074


University of Pretoria

7. Mucavele, Simao. Factors influencing the implementation of the new basic education curriculum in Mozambican schools.

Degree: Education Management and Policy Studies, 2009, University of Pretoria

 The purpose of this research was to trace the first year of progress made towards implementing the new curriculum for basic education in Mozambique and… (more)

Subjects/Keywords: Curriculum implementation; Curriculum theory; Curriculum development; Curricular areas; Learning cycle; Curriculum approaches; Frequency analysis; Reliability; Curriculum development models; Attained curriculum; Curriculum; Intended curriculum; Implemented curriculum; First-order investigative factor analysis; UCTD

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APA (6th Edition):

Mucavele, S. (2009). Factors influencing the implementation of the new basic education curriculum in Mozambican schools. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24169

Chicago Manual of Style (16th Edition):

Mucavele, Simao. “Factors influencing the implementation of the new basic education curriculum in Mozambican schools.” 2009. Doctoral Dissertation, University of Pretoria. Accessed September 16, 2019. http://hdl.handle.net/2263/24169.

MLA Handbook (7th Edition):

Mucavele, Simao. “Factors influencing the implementation of the new basic education curriculum in Mozambican schools.” 2009. Web. 16 Sep 2019.

Vancouver:

Mucavele S. Factors influencing the implementation of the new basic education curriculum in Mozambican schools. [Internet] [Doctoral dissertation]. University of Pretoria; 2009. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/2263/24169.

Council of Science Editors:

Mucavele S. Factors influencing the implementation of the new basic education curriculum in Mozambican schools. [Doctoral Dissertation]. University of Pretoria; 2009. Available from: http://hdl.handle.net/2263/24169


University of Pretoria

8. [No author]. Factors influencing the implementation of the new basic education curriculum in Mozambican schools .

Degree: 2009, University of Pretoria

 The purpose of this research was to trace the first year of progress made towards implementing the new curriculum for basic education in Mozambique and… (more)

Subjects/Keywords: Curriculum implementation; Curriculum theory; Curriculum development; Curricular areas; Learning cycle; Curriculum approaches; Frequency analysis; Reliability; Curriculum development models; Attained curriculum; Curriculum; Intended curriculum; Implemented curriculum; First-order investigative factor analysis; UCTD

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

APA (6th Edition):

author], [. (2009). Factors influencing the implementation of the new basic education curriculum in Mozambican schools . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-04272009-095504/

Chicago Manual of Style (16th Edition):

author], [No. “Factors influencing the implementation of the new basic education curriculum in Mozambican schools .” 2009. Doctoral Dissertation, University of Pretoria. Accessed September 16, 2019. http://upetd.up.ac.za/thesis/available/etd-04272009-095504/.

MLA Handbook (7th Edition):

author], [No. “Factors influencing the implementation of the new basic education curriculum in Mozambican schools .” 2009. Web. 16 Sep 2019.

Vancouver:

author] [. Factors influencing the implementation of the new basic education curriculum in Mozambican schools . [Internet] [Doctoral dissertation]. University of Pretoria; 2009. [cited 2019 Sep 16]. Available from: http://upetd.up.ac.za/thesis/available/etd-04272009-095504/.

Council of Science Editors:

author] [. Factors influencing the implementation of the new basic education curriculum in Mozambican schools . [Doctoral Dissertation]. University of Pretoria; 2009. Available from: http://upetd.up.ac.za/thesis/available/etd-04272009-095504/


Queensland University of Technology

9. Stevens, Kym Maree. Implementing dance in a Queensland primary school : a descriptive case study.

Degree: 2010, Queensland University of Technology

 This research documents and analyses the modes of implementation of the Dance component of The Arts Essential Learnings in a Queensland school. The research identifies… (more)

Subjects/Keywords: dance education; arts education in primary school; curriculum implementation; teaching and learning approaches; primary school context; activity theory

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

APA (6th Edition):

Stevens, K. M. (2010). Implementing dance in a Queensland primary school : a descriptive case study. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/45450/

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):

Stevens, Kym Maree. “Implementing dance in a Queensland primary school : a descriptive case study.” 2010. Thesis, Queensland University of Technology. Accessed September 16, 2019. https://eprints.qut.edu.au/45450/.

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

MLA Handbook (7th Edition):

Stevens, Kym Maree. “Implementing dance in a Queensland primary school : a descriptive case study.” 2010. Web. 16 Sep 2019.

Vancouver:

Stevens KM. Implementing dance in a Queensland primary school : a descriptive case study. [Internet] [Thesis]. Queensland University of Technology; 2010. [cited 2019 Sep 16]. Available from: https://eprints.qut.edu.au/45450/.

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

Council of Science Editors:

Stevens KM. Implementing dance in a Queensland primary school : a descriptive case study. [Thesis]. Queensland University of Technology; 2010. Available from: https://eprints.qut.edu.au/45450/

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


University of Arizona

10. Michelson, Kristen E. Mediating Pedagogies for Teaching and Learning Language and Culture as Discourse: A Multiliteracies-Based Global Simulation in Intermediate French .

Degree: 2015, University of Arizona

 Contemporary notions of literacy understand communication as a culturally, historically, and socially situated practice of using and interpreting a variety of linguistic and semiotic resources… (more)

Subjects/Keywords: French as a foreign language; genre-based approaches; Global Simulation; multiliteracies; teaching culture; Second Language Acquisition & Teaching; curriculum innovation

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APA (6th Edition):

Michelson, K. E. (2015). Mediating Pedagogies for Teaching and Learning Language and Culture as Discourse: A Multiliteracies-Based Global Simulation in Intermediate French . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/560942

Chicago Manual of Style (16th Edition):

Michelson, Kristen E. “Mediating Pedagogies for Teaching and Learning Language and Culture as Discourse: A Multiliteracies-Based Global Simulation in Intermediate French .” 2015. Doctoral Dissertation, University of Arizona. Accessed September 16, 2019. http://hdl.handle.net/10150/560942.

MLA Handbook (7th Edition):

Michelson, Kristen E. “Mediating Pedagogies for Teaching and Learning Language and Culture as Discourse: A Multiliteracies-Based Global Simulation in Intermediate French .” 2015. Web. 16 Sep 2019.

Vancouver:

Michelson KE. Mediating Pedagogies for Teaching and Learning Language and Culture as Discourse: A Multiliteracies-Based Global Simulation in Intermediate French . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10150/560942.

Council of Science Editors:

Michelson KE. Mediating Pedagogies for Teaching and Learning Language and Culture as Discourse: A Multiliteracies-Based Global Simulation in Intermediate French . [Doctoral Dissertation]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/560942

11. Edang Nnang, . L'approche par compétences dans les pays en développement : effets des réformes curriculaires en Afrique subsaharienne : The competency-based approach in developing countries : effects of curricular reforms in Sub-Saharan Africa.

Degree: Docteur es, Sciences de l'education, 2013, Université de Bourgogne

Depuis des décennies, toutes les analyses convergent vers l’idée d’une relative inefficacité des systèmes éducatifs d’Afrique subsaharienne. Décrochage, redoublements, effectifs pléthoriques, faible qualité des acquis… (more)

Subjects/Keywords: Enseignement; Réformes curriculum; Approches par compétences; Pratiques pédagogiques; Modèles multiniveaux; Teaching; Curriculum reform; Competency-based approaches; Instructional practices; Multilevel models; 371; 371.3; 372

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APA (6th Edition):

Edang Nnang, .. (2013). L'approche par compétences dans les pays en développement : effets des réformes curriculaires en Afrique subsaharienne : The competency-based approach in developing countries : effects of curricular reforms in Sub-Saharan Africa. (Doctoral Dissertation). Université de Bourgogne. Retrieved from http://www.theses.fr/2013DIJOL039

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

Chicago Manual of Style (16th Edition):

Edang Nnang, .. “L'approche par compétences dans les pays en développement : effets des réformes curriculaires en Afrique subsaharienne : The competency-based approach in developing countries : effects of curricular reforms in Sub-Saharan Africa.” 2013. Doctoral Dissertation, Université de Bourgogne. Accessed September 16, 2019. http://www.theses.fr/2013DIJOL039.

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

MLA Handbook (7th Edition):

Edang Nnang, .. “L'approche par compétences dans les pays en développement : effets des réformes curriculaires en Afrique subsaharienne : The competency-based approach in developing countries : effects of curricular reforms in Sub-Saharan Africa.” 2013. Web. 16 Sep 2019.

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

Vancouver:

Edang Nnang, .. L'approche par compétences dans les pays en développement : effets des réformes curriculaires en Afrique subsaharienne : The competency-based approach in developing countries : effects of curricular reforms in Sub-Saharan Africa. [Internet] [Doctoral dissertation]. Université de Bourgogne; 2013. [cited 2019 Sep 16]. Available from: http://www.theses.fr/2013DIJOL039.

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

Council of Science Editors:

Edang Nnang, .. L'approche par compétences dans les pays en développement : effets des réformes curriculaires en Afrique subsaharienne : The competency-based approach in developing countries : effects of curricular reforms in Sub-Saharan Africa. [Doctoral Dissertation]. Université de Bourgogne; 2013. Available from: http://www.theses.fr/2013DIJOL039

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


University of Canterbury

12. Jarrett KL. In-service teachers’ experiences of using game based approaches to teach games: Implications for physical education teacher educators.

Degree: 2017, University of Canterbury

 This study investigated secondary school physical education teachers’ experiences of using a game based approach (GBA) with the primary aim of exploring the qualitatively different… (more)

Subjects/Keywords: Physical education; Teacher education; Sport pedagogy; Game based approaches; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130210 - Physical Education and Development Curriculum and Pedagogy

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APA (6th Edition):

KL, J. (2017). In-service teachers’ experiences of using game based approaches to teach games: Implications for physical education teacher educators. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/15321

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):

KL, Jarrett. “In-service teachers’ experiences of using game based approaches to teach games: Implications for physical education teacher educators.” 2017. Thesis, University of Canterbury. Accessed September 16, 2019. http://hdl.handle.net/10092/15321.

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

MLA Handbook (7th Edition):

KL, Jarrett. “In-service teachers’ experiences of using game based approaches to teach games: Implications for physical education teacher educators.” 2017. Web. 16 Sep 2019.

Vancouver:

KL J. In-service teachers’ experiences of using game based approaches to teach games: Implications for physical education teacher educators. [Internet] [Thesis]. University of Canterbury; 2017. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10092/15321.

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

Council of Science Editors:

KL J. In-service teachers’ experiences of using game based approaches to teach games: Implications for physical education teacher educators. [Thesis]. University of Canterbury; 2017. Available from: http://hdl.handle.net/10092/15321

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


University of South Africa

13. Babane, Maurice Thembhani. The application of OBE principles in the teaching of African languages in the senior phase .

Degree: 2010, University of South Africa

 The purpose of this thesis was to investigate the application of OBE principles such as the learner-centred approach, teacher facilitation and integration of knowledge in… (more)

Subjects/Keywords: Curriculum 2005; National curriculum statement; Outcomes-based education; African languages; Principles of teaching; Outcomes-Based Education; Curriculum 2005; National Curriculum Statement; Teaching; Learning; African languages; Principles of teaching; Principles of teaching; Approaches to teaching (African languages); Methods of teaching African languages, and outcomes

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APA (6th Edition):

Babane, M. T. (2010). The application of OBE principles in the teaching of African languages in the senior phase . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/4087

Chicago Manual of Style (16th Edition):

Babane, Maurice Thembhani. “The application of OBE principles in the teaching of African languages in the senior phase .” 2010. Doctoral Dissertation, University of South Africa. Accessed September 16, 2019. http://hdl.handle.net/10500/4087.

MLA Handbook (7th Edition):

Babane, Maurice Thembhani. “The application of OBE principles in the teaching of African languages in the senior phase .” 2010. Web. 16 Sep 2019.

Vancouver:

Babane MT. The application of OBE principles in the teaching of African languages in the senior phase . [Internet] [Doctoral dissertation]. University of South Africa; 2010. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10500/4087.

Council of Science Editors:

Babane MT. The application of OBE principles in the teaching of African languages in the senior phase . [Doctoral Dissertation]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/4087


Queens University

14. Han, Han. A study of Chinese college English teachers in China - their beliefs and conceptual change.

Degree: Education, 2008, Queens University

 This research explored Chinese college English teachers’ beliefs and conceptual change in relation to the government-mandated shift from the traditional grammar-based approaches to language teaching… (more)

Subjects/Keywords: Curriculum innovation; Teachers' beliefs; Conceptual conflict; Conceptual change; China; College English; Grammar-based approaches; Communicative approaches; Teacher-centered; Student-centered

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APA (6th Edition):

Han, H. (2008). A study of Chinese college English teachers in China - their beliefs and conceptual change. (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/1361

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):

Han, Han. “A study of Chinese college English teachers in China - their beliefs and conceptual change. ” 2008. Thesis, Queens University. Accessed September 16, 2019. http://hdl.handle.net/1974/1361.

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

MLA Handbook (7th Edition):

Han, Han. “A study of Chinese college English teachers in China - their beliefs and conceptual change. ” 2008. Web. 16 Sep 2019.

Vancouver:

Han H. A study of Chinese college English teachers in China - their beliefs and conceptual change. [Internet] [Thesis]. Queens University; 2008. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/1974/1361.

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

Council of Science Editors:

Han H. A study of Chinese college English teachers in China - their beliefs and conceptual change. [Thesis]. Queens University; 2008. Available from: http://hdl.handle.net/1974/1361

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


University of Southern California

15. Hamid, Sheikh Lukman. Implementing competency based education training in a technical and vocational institute in Brunei: a gap analysis.

Degree: EdD, Global Executive, 2015, University of Southern California

 This gap analysis project examines the root causes to identify and analyze the existing barrier preventing graduates of a technical institution in Brunei: Mechanical Training… (more)

Subjects/Keywords: competency-based education and training; CBET; competency-based curriculum; CBC; competency-based approaches; CBA; technical vocational education and training; TVET; vocational and technical institutions; VTIs; Mechanical Training Centre; MTC

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APA (6th Edition):

Hamid, S. L. (2015). Implementing competency based education training in a technical and vocational institute in Brunei: a gap analysis. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/633388/rec/3389

Chicago Manual of Style (16th Edition):

Hamid, Sheikh Lukman. “Implementing competency based education training in a technical and vocational institute in Brunei: a gap analysis.” 2015. Doctoral Dissertation, University of Southern California. Accessed September 16, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/633388/rec/3389.

MLA Handbook (7th Edition):

Hamid, Sheikh Lukman. “Implementing competency based education training in a technical and vocational institute in Brunei: a gap analysis.” 2015. Web. 16 Sep 2019.

Vancouver:

Hamid SL. Implementing competency based education training in a technical and vocational institute in Brunei: a gap analysis. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Sep 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/633388/rec/3389.

Council of Science Editors:

Hamid SL. Implementing competency based education training in a technical and vocational institute in Brunei: a gap analysis. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/633388/rec/3389


University of Vienna

16. Trattnig, Maria Irina. School violence in young adult fiction.

Degree: 2010, University of Vienna

 Schulgewalt ist kein neues Phänomen. Heutzutage existiert es jedoch noch immer an vielen Schulen und deshalb müssen Lösungen gefunden werden, um diesem ernstzunehmenden Problem entgegenzuwirken.… (more)

Subjects/Keywords: 17.70 Literaturwissenschaft: Allgemeines; 80.60 Schreibunterricht, Leseunterricht; 81.62 Curriculum; 80.41 Persönlichkeitserziehung; Jugendliteratur / Schulgewalt / Unterrichtsmethoden / Lernzirkel-Modell; young adult literature / school violence / teaching approaches / Circle Model

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APA (6th Edition):

Trattnig, M. I. (2010). School violence in young adult fiction. (Thesis). University of Vienna. Retrieved from http://othes.univie.ac.at/12325/

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):

Trattnig, Maria Irina. “School violence in young adult fiction.” 2010. Thesis, University of Vienna. Accessed September 16, 2019. http://othes.univie.ac.at/12325/.

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

MLA Handbook (7th Edition):

Trattnig, Maria Irina. “School violence in young adult fiction.” 2010. Web. 16 Sep 2019.

Vancouver:

Trattnig MI. School violence in young adult fiction. [Internet] [Thesis]. University of Vienna; 2010. [cited 2019 Sep 16]. Available from: http://othes.univie.ac.at/12325/.

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

Council of Science Editors:

Trattnig MI. School violence in young adult fiction. [Thesis]. University of Vienna; 2010. Available from: http://othes.univie.ac.at/12325/

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


University of Pretoria

17. McLachlan, Justiné. Grade R teachers' understanding and implementation of the mathematical content knowledge of space and shape.

Degree: MEd, Early Childhood Education, 2018, University of Pretoria

 Globally, the importance of teaching mathematics to young children has rapidly increased. The concepts of space and shape are one of the mathematical content areas… (more)

Subjects/Keywords: UCTD; Gr R teacher; CAPS curriculum; Learning environment; Implementing instructional approaches and activities

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APA (6th Edition):

McLachlan, J. (2018). Grade R teachers' understanding and implementation of the mathematical content knowledge of space and shape. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/65443

Chicago Manual of Style (16th Edition):

McLachlan, Justiné. “Grade R teachers' understanding and implementation of the mathematical content knowledge of space and shape.” 2018. Masters Thesis, University of Pretoria. Accessed September 16, 2019. http://hdl.handle.net/2263/65443.

MLA Handbook (7th Edition):

McLachlan, Justiné. “Grade R teachers' understanding and implementation of the mathematical content knowledge of space and shape.” 2018. Web. 16 Sep 2019.

Vancouver:

McLachlan J. Grade R teachers' understanding and implementation of the mathematical content knowledge of space and shape. [Internet] [Masters thesis]. University of Pretoria; 2018. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/2263/65443.

Council of Science Editors:

McLachlan J. Grade R teachers' understanding and implementation of the mathematical content knowledge of space and shape. [Masters Thesis]. University of Pretoria; 2018. Available from: http://hdl.handle.net/2263/65443


University of Canterbury

18. Light RL. Questioning for learning in games-based approaches to teaching and coaching.

Degree: 2015, University of Canterbury

 © 2015 Australian Council for Health, Physical Education and Recreation. Despite the development of a wide body of literature suggesting the efficacy of game-based approaches(more)

Subjects/Keywords: game-based approaches; questioning; social constructivism; dialogue; Field of Research::13 - Education::1303 - Specialist Studies in Education::130313 - Teacher Education and Professional Development of Educators; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130210 - Physical Education and Development Curriculum and Pedagogy

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APA (6th Edition):

RL, L. (2015). Questioning for learning in games-based approaches to teaching and coaching. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/15329

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):

RL, Light. “Questioning for learning in games-based approaches to teaching and coaching.” 2015. Thesis, University of Canterbury. Accessed September 16, 2019. http://hdl.handle.net/10092/15329.

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

MLA Handbook (7th Edition):

RL, Light. “Questioning for learning in games-based approaches to teaching and coaching.” 2015. Web. 16 Sep 2019.

Vancouver:

RL L. Questioning for learning in games-based approaches to teaching and coaching. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10092/15329.

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

Council of Science Editors:

RL L. Questioning for learning in games-based approaches to teaching and coaching. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/15329

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


University of South Africa

19. Manganye, Hlengani Thomas. The attitudes of secondary school learners towards Biology and implications for curricula development.

Degree: 2001, University of South Africa

 This study focused on curriculum development in biology education. It was based on the present biology curricula from grade 10-12. The purpose of the study… (more)

Subjects/Keywords: Attitudes; Biology; Science; Questionnaire; Curriculum; Curriculum development; Models of curriculum development; Curriculum approaches and designs; Ideology and curriculum; Learner-centred curriculum; Attitudes towards biology; Adolescence; Outcomes based education; Teacher factors; Learner factors; Classroom factors

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

APA (6th Edition):

Manganye, H. T. (2001). The attitudes of secondary school learners towards Biology and implications for curricula development. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/18112

Chicago Manual of Style (16th Edition):

Manganye, Hlengani Thomas. “The attitudes of secondary school learners towards Biology and implications for curricula development.” 2001. Doctoral Dissertation, University of South Africa. Accessed September 16, 2019. http://hdl.handle.net/10500/18112.

MLA Handbook (7th Edition):

Manganye, Hlengani Thomas. “The attitudes of secondary school learners towards Biology and implications for curricula development.” 2001. Web. 16 Sep 2019.

Vancouver:

Manganye HT. The attitudes of secondary school learners towards Biology and implications for curricula development. [Internet] [Doctoral dissertation]. University of South Africa; 2001. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10500/18112.

Council of Science Editors:

Manganye HT. The attitudes of secondary school learners towards Biology and implications for curricula development. [Doctoral Dissertation]. University of South Africa; 2001. Available from: http://hdl.handle.net/10500/18112

20. Morravej, Tors Natalie. What motivates reading? : A Qualitative Study of Motivations for Reading in the English Subject Syllabi of the English and Swedish Curricula.

Degree: Education and Social Sciences, 2017, Örebro University

  The purpose of this study is to compare and contrast the motivations for reading in the subject syllabi for English in England and Sweden… (more)

Subjects/Keywords: Collective practice Disciplinary activity Educational curriculum theory Epistemological approaches; Languages and Literature; Språk och litteratur

…society (177). Persson distinguishes the two approaches to reading, referring to… …England. This includes the subject syllabus for English 5, 6 and 7 in the 2011 curriculum and… …National Curriculum in England (KS4), GCE AS and A Level Subject Content for English… …but I have decided to compare it with the subject syllabus for the 2011 curriculum for two… …reasons: its structure is similar to the subject syllabus for English in the 2011 curriculum and… 

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APA (6th Edition):

Morravej, T. N. (2017). What motivates reading? : A Qualitative Study of Motivations for Reading in the English Subject Syllabi of the English and Swedish Curricula. (Thesis). Örebro University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58747

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):

Morravej, Tors Natalie. “What motivates reading? : A Qualitative Study of Motivations for Reading in the English Subject Syllabi of the English and Swedish Curricula.” 2017. Thesis, Örebro University. Accessed September 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58747.

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

MLA Handbook (7th Edition):

Morravej, Tors Natalie. “What motivates reading? : A Qualitative Study of Motivations for Reading in the English Subject Syllabi of the English and Swedish Curricula.” 2017. Web. 16 Sep 2019.

Vancouver:

Morravej TN. What motivates reading? : A Qualitative Study of Motivations for Reading in the English Subject Syllabi of the English and Swedish Curricula. [Internet] [Thesis]. Örebro University; 2017. [cited 2019 Sep 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58747.

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

Council of Science Editors:

Morravej TN. What motivates reading? : A Qualitative Study of Motivations for Reading in the English Subject Syllabi of the English and Swedish Curricula. [Thesis]. Örebro University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58747

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


Universidade de Brasília

21. Oldinê Ribeiro de França. O discurso e a prática do professor frente ao ensino de cultura em sala de aula de le (inglês) e os parâmetros curriculares nacionais.

Degree: 2007, Universidade de Brasília

Research on language acquisition (second language or foreign language) has shown that the cultural component in language teaching is essential for the learner to communicate… (more)

Subjects/Keywords: abordagem de ensino de cultura; cultura; abordagem intercultural; ensino de língua estrangeira (inglês); Parâmetros Curriculares Nacionais (PCNs); culture; intercultural approach; English as a Foreign Language (EFL); Parâmetros Curriculares Nacionais (PCNs) / National Curriculum Parameters; LINGUISTICA APLICADA; approaches to teaching culture

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APA (6th Edition):

França, O. R. d. (2007). O discurso e a prática do professor frente ao ensino de cultura em sala de aula de le (inglês) e os parâmetros curriculares nacionais. (Thesis). Universidade de Brasília. Retrieved from http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3009

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):

França, Oldinê Ribeiro de. “O discurso e a prática do professor frente ao ensino de cultura em sala de aula de le (inglês) e os parâmetros curriculares nacionais.” 2007. Thesis, Universidade de Brasília. Accessed September 16, 2019. http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3009.

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

MLA Handbook (7th Edition):

França, Oldinê Ribeiro de. “O discurso e a prática do professor frente ao ensino de cultura em sala de aula de le (inglês) e os parâmetros curriculares nacionais.” 2007. Web. 16 Sep 2019.

Vancouver:

França ORd. O discurso e a prática do professor frente ao ensino de cultura em sala de aula de le (inglês) e os parâmetros curriculares nacionais. [Internet] [Thesis]. Universidade de Brasília; 2007. [cited 2019 Sep 16]. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3009.

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

Council of Science Editors:

França ORd. O discurso e a prática do professor frente ao ensino de cultura em sala de aula de le (inglês) e os parâmetros curriculares nacionais. [Thesis]. Universidade de Brasília; 2007. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3009

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


University of Victoria

22. Damsgaard, Donna. Activity-oriented approaches in child and youth care interventions.

Degree: School of Child and Youth Care, 2011, University of Victoria

 The purpose of this qualitative descriptive study shows how child and youth care professionals understand and apply activity-oriented interventions with children aged 6 to 11.… (more)

Subjects/Keywords: Activity-based interventions with children; Activity-based approaches with children; Activity-based modalities; Activity as a therapeutic medium; Activity-based interventions in Child and Youth Care; Activities; Activity-oriented interventions; Interventions; Therapeutic interventions; Activity-oriented core training; Activity-based core crriculum; Core curriculum in activity-oriented interventions

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APA (6th Edition):

Damsgaard, D. (2011). Activity-oriented approaches in child and youth care interventions. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/3506

Chicago Manual of Style (16th Edition):

Damsgaard, Donna. “Activity-oriented approaches in child and youth care interventions.” 2011. Masters Thesis, University of Victoria. Accessed September 16, 2019. http://hdl.handle.net/1828/3506.

MLA Handbook (7th Edition):

Damsgaard, Donna. “Activity-oriented approaches in child and youth care interventions.” 2011. Web. 16 Sep 2019.

Vancouver:

Damsgaard D. Activity-oriented approaches in child and youth care interventions. [Internet] [Masters thesis]. University of Victoria; 2011. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/1828/3506.

Council of Science Editors:

Damsgaard D. Activity-oriented approaches in child and youth care interventions. [Masters Thesis]. University of Victoria; 2011. Available from: http://hdl.handle.net/1828/3506

23. Degeorges, Benoit. Petite enfance et éducation familiale : etayage de l’histoire et perspectives : Early childhood and family education : supports of the history and prospects.

Degree: Docteur es, Sciences de l'éducation, 2014, Université Lumière – Lyon II

Inscrite dans le champ de l'éducation familiale, cette thèse prend appui sur l'histoire de la petite enfance en France, pour en tirer des enseignements sur… (more)

Subjects/Keywords: Petite enfance; Sociohistoire; Qualité; Démarches curriculaires; Coéducation; Parentalité; Lieux d'Accueil Enfants Parents (LAEP); Early childhood; Sociohistory; Quality; Approaches aiming at a curriculum; Co-education; Parenting; Spaces dedicated to host children and parents (LAEP)

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APA (6th Edition):

Degeorges, B. (2014). Petite enfance et éducation familiale : etayage de l’histoire et perspectives : Early childhood and family education : supports of the history and prospects. (Doctoral Dissertation). Université Lumière – Lyon II. Retrieved from http://www.theses.fr/2014LYO20079

Chicago Manual of Style (16th Edition):

Degeorges, Benoit. “Petite enfance et éducation familiale : etayage de l’histoire et perspectives : Early childhood and family education : supports of the history and prospects.” 2014. Doctoral Dissertation, Université Lumière – Lyon II. Accessed September 16, 2019. http://www.theses.fr/2014LYO20079.

MLA Handbook (7th Edition):

Degeorges, Benoit. “Petite enfance et éducation familiale : etayage de l’histoire et perspectives : Early childhood and family education : supports of the history and prospects.” 2014. Web. 16 Sep 2019.

Vancouver:

Degeorges B. Petite enfance et éducation familiale : etayage de l’histoire et perspectives : Early childhood and family education : supports of the history and prospects. [Internet] [Doctoral dissertation]. Université Lumière – Lyon II; 2014. [cited 2019 Sep 16]. Available from: http://www.theses.fr/2014LYO20079.

Council of Science Editors:

Degeorges B. Petite enfance et éducation familiale : etayage de l’histoire et perspectives : Early childhood and family education : supports of the history and prospects. [Doctoral Dissertation]. Université Lumière – Lyon II; 2014. Available from: http://www.theses.fr/2014LYO20079


SUNY College at Brockport

24. Conway-Samatulski, Karen. A Look at Reader Response Instruction: Effects on Reading Attitudes and Comprehension.

Degree: MSEd, Education and Human Development, 1994, SUNY College at Brockport

  The present study examined the effects of a reader-response instructional program on reading comprehension and reading attitude, with fifth-grade students. It involved a comparison… (more)

Subjects/Keywords: reader-response; reading comprehension; student attitude; ability level; teaching approaches; Curriculum and Instruction; Education; Elementary Education; Language and Literacy Education

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APA (6th Edition):

Conway-Samatulski, K. (1994). A Look at Reader Response Instruction: Effects on Reading Attitudes and Comprehension. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/976

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):

Conway-Samatulski, Karen. “A Look at Reader Response Instruction: Effects on Reading Attitudes and Comprehension.” 1994. Thesis, SUNY College at Brockport. Accessed September 16, 2019. https://digitalcommons.brockport.edu/ehd_theses/976.

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

MLA Handbook (7th Edition):

Conway-Samatulski, Karen. “A Look at Reader Response Instruction: Effects on Reading Attitudes and Comprehension.” 1994. Web. 16 Sep 2019.

Vancouver:

Conway-Samatulski K. A Look at Reader Response Instruction: Effects on Reading Attitudes and Comprehension. [Internet] [Thesis]. SUNY College at Brockport; 1994. [cited 2019 Sep 16]. Available from: https://digitalcommons.brockport.edu/ehd_theses/976.

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

Council of Science Editors:

Conway-Samatulski K. A Look at Reader Response Instruction: Effects on Reading Attitudes and Comprehension. [Thesis]. SUNY College at Brockport; 1994. Available from: https://digitalcommons.brockport.edu/ehd_theses/976

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


University of Arizona

25. Richardson, Diane Fern. Toward a Pedagogy of Ambiguity: Incorporating and Assessing Ambiguity in a Multiliteracies-Based Foreign Language Classroom .

Degree: 2016, University of Arizona

 One of the major challenges that persists in postsecondary foreign language (FL) education in the US today is how to implement a more integrated approach… (more)

Subjects/Keywords: Fairy Tales; Linguistic and Semiotic Landscapes; Literary Competence; Perspective Taking and Making; Symbolic Competence; Transcultural German Studies; Curriculum Development; Foreign Language Instructions; Assessment; Tolerance of Ambiguity; Multiliteracies and Gene-Based Approaches; Fairytales and the Fairytale-Esque

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APA (6th Edition):

Richardson, D. F. (2016). Toward a Pedagogy of Ambiguity: Incorporating and Assessing Ambiguity in a Multiliteracies-Based Foreign Language Classroom . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/621855

Chicago Manual of Style (16th Edition):

Richardson, Diane Fern. “Toward a Pedagogy of Ambiguity: Incorporating and Assessing Ambiguity in a Multiliteracies-Based Foreign Language Classroom .” 2016. Doctoral Dissertation, University of Arizona. Accessed September 16, 2019. http://hdl.handle.net/10150/621855.

MLA Handbook (7th Edition):

Richardson, Diane Fern. “Toward a Pedagogy of Ambiguity: Incorporating and Assessing Ambiguity in a Multiliteracies-Based Foreign Language Classroom .” 2016. Web. 16 Sep 2019.

Vancouver:

Richardson DF. Toward a Pedagogy of Ambiguity: Incorporating and Assessing Ambiguity in a Multiliteracies-Based Foreign Language Classroom . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10150/621855.

Council of Science Editors:

Richardson DF. Toward a Pedagogy of Ambiguity: Incorporating and Assessing Ambiguity in a Multiliteracies-Based Foreign Language Classroom . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/621855


University of Queensland

26. Bennison, Anne Bernadette. Teacher identity as an embedder-of-numeracy: identifying ways to support teachers to promote numeracy learning across the curriculum.

Degree: School of Education, 2016, University of Queensland

Subjects/Keywords: Numeracy; Mathematical literacy; Across the curriculum; Sociocultural approaches; Teacher identity; Valsiner's zone theory; Boundary objects; 1302 Curriculum and Pedagogy; 1303 Specialist Studies in Education

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APA (6th Edition):

Bennison, A. B. (2016). Teacher identity as an embedder-of-numeracy: identifying ways to support teachers to promote numeracy learning across the curriculum. (Thesis). University of Queensland. Retrieved from http://espace.library.uq.edu.au/view/UQ:396505

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):

Bennison, Anne Bernadette. “Teacher identity as an embedder-of-numeracy: identifying ways to support teachers to promote numeracy learning across the curriculum.” 2016. Thesis, University of Queensland. Accessed September 16, 2019. http://espace.library.uq.edu.au/view/UQ:396505.

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

MLA Handbook (7th Edition):

Bennison, Anne Bernadette. “Teacher identity as an embedder-of-numeracy: identifying ways to support teachers to promote numeracy learning across the curriculum.” 2016. Web. 16 Sep 2019.

Vancouver:

Bennison AB. Teacher identity as an embedder-of-numeracy: identifying ways to support teachers to promote numeracy learning across the curriculum. [Internet] [Thesis]. University of Queensland; 2016. [cited 2019 Sep 16]. Available from: http://espace.library.uq.edu.au/view/UQ:396505.

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

Council of Science Editors:

Bennison AB. Teacher identity as an embedder-of-numeracy: identifying ways to support teachers to promote numeracy learning across the curriculum. [Thesis]. University of Queensland; 2016. Available from: http://espace.library.uq.edu.au/view/UQ:396505

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


Curtin University of Technology

27. Lee, Oon Teik. Use of the ritual metaphor to describe the practice and acquisition of mathematical knowledge .

Degree: 2007, Curtin University of Technology

 This study establishes a framework for the practice and the acquisition of mathematical knowledge. The natures of mathematics and rituals/ritual-like activities are examined compared and… (more)

Subjects/Keywords: acquisition of mathematical knowledge; isomorphism; rituals; Western Australian mathematics curriculum; teaching approaches; ritual metaphor; mathematics; ritual activities; ritual like model for teaching

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APA (6th Edition):

Lee, O. T. (2007). Use of the ritual metaphor to describe the practice and acquisition of mathematical knowledge . (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/1138

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

Chicago Manual of Style (16th Edition):

Lee, Oon Teik. “Use of the ritual metaphor to describe the practice and acquisition of mathematical knowledge .” 2007. Thesis, Curtin University of Technology. Accessed September 16, 2019. http://hdl.handle.net/20.500.11937/1138.

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

MLA Handbook (7th Edition):

Lee, Oon Teik. “Use of the ritual metaphor to describe the practice and acquisition of mathematical knowledge .” 2007. Web. 16 Sep 2019.

Vancouver:

Lee OT. Use of the ritual metaphor to describe the practice and acquisition of mathematical knowledge . [Internet] [Thesis]. Curtin University of Technology; 2007. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/20.500.11937/1138.

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

Council of Science Editors:

Lee OT. Use of the ritual metaphor to describe the practice and acquisition of mathematical knowledge . [Thesis]. Curtin University of Technology; 2007. Available from: http://hdl.handle.net/20.500.11937/1138

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

28. Wahlstedt, Sarah. Genusvurpor : en essä om hur samhällsnormen frodas i förskolan.

Degree: Culture and Education, 2013, Södertörn University

In my thesis I have chosen to examine pre-school from a gender perspective, focusing on the current norms of society that are also influencing… (more)

Subjects/Keywords: gender; norms; pre-school; professional educator; knowledge; approaches; curriculum; genus; normer; förskola; professionell pedagog; kunskap; förhållningssätt; läroplan

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

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

APA (6th Edition):

Wahlstedt, S. (2013). Genusvurpor : en essä om hur samhällsnormen frodas i förskolan. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-21093

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):

Wahlstedt, Sarah. “Genusvurpor : en essä om hur samhällsnormen frodas i förskolan.” 2013. Thesis, Södertörn University. Accessed September 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-21093.

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

MLA Handbook (7th Edition):

Wahlstedt, Sarah. “Genusvurpor : en essä om hur samhällsnormen frodas i förskolan.” 2013. Web. 16 Sep 2019.

Vancouver:

Wahlstedt S. Genusvurpor : en essä om hur samhällsnormen frodas i förskolan. [Internet] [Thesis]. Södertörn University; 2013. [cited 2019 Sep 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-21093.

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

Council of Science Editors:

Wahlstedt S. Genusvurpor : en essä om hur samhällsnormen frodas i förskolan. [Thesis]. Södertörn University; 2013. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-21093

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


University of Central Florida

29. Schellhase, Kristen. Are Approaches To Teaching And/or Student Evaluation Of Instruction Scores Related To The Amount Of Faculty Formal Eduational Co.

Degree: 2009, University of Central Florida

 The purpose of this study was to investigate if there are correlations among an instructor's approach to teaching, student evaluation of instruction outcomes, and the… (more)

Subjects/Keywords: evaluation of instruction; perception of instruction; Approaches to Teaching Inventory; Students' Evaluation of Educational Quality; faculty qualifications; athletic training education; athletic training faculty; Curriculum and Instruction; Education

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

APA (6th Edition):

Schellhase, K. (2009). Are Approaches To Teaching And/or Student Evaluation Of Instruction Scores Related To The Amount Of Faculty Formal Eduational Co. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/3889

Chicago Manual of Style (16th Edition):

Schellhase, Kristen. “Are Approaches To Teaching And/or Student Evaluation Of Instruction Scores Related To The Amount Of Faculty Formal Eduational Co.” 2009. Doctoral Dissertation, University of Central Florida. Accessed September 16, 2019. https://stars.library.ucf.edu/etd/3889.

MLA Handbook (7th Edition):

Schellhase, Kristen. “Are Approaches To Teaching And/or Student Evaluation Of Instruction Scores Related To The Amount Of Faculty Formal Eduational Co.” 2009. Web. 16 Sep 2019.

Vancouver:

Schellhase K. Are Approaches To Teaching And/or Student Evaluation Of Instruction Scores Related To The Amount Of Faculty Formal Eduational Co. [Internet] [Doctoral dissertation]. University of Central Florida; 2009. [cited 2019 Sep 16]. Available from: https://stars.library.ucf.edu/etd/3889.

Council of Science Editors:

Schellhase K. Are Approaches To Teaching And/or Student Evaluation Of Instruction Scores Related To The Amount Of Faculty Formal Eduational Co. [Doctoral Dissertation]. University of Central Florida; 2009. Available from: https://stars.library.ucf.edu/etd/3889

30. Ζυγούρη, Έλενα. Η ετοιμότητα των εκπαιδευτικών της πρωτοβάθμιας εκπαίδευσης να υλοποιήσουν τις αρχές, τους στόχους, τις μεθοδολογικές και διδακτικές προσεγγίσεις, όπως αυτές προτείνονται στο Διαθεματικό Ενιαίο Πλαίσιο Σπουδών (ΔΕΠΠΣ) για την περιβαλλοντική εκπαίδευση.

Degree: 2008, University of Western Macedonia; Πανεπιστήμιο Δυτικής Μακεδονίας

Subjects/Keywords: Ετοιμότητα εκπαιδευτικών; Περιβαλλοντική εκπαίδευση; Αναλυτικά προγράμματα; Γνωστική βάση; Παιδαγωγική γνώση περιεχομένου; Επαγγελματική επάρκεια εκπαιδευτικών; Περιβαλλοντική γνώση; Μεθοδολογικές προσεγγίσεις; Teacher's readiness; Environmental education; Curriculum; Knowledge bases; Pedagogical content knowledge; Teacher's professional development; Environmental knowledge; Methodological approaches

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

APA (6th Edition):

Ζυγούρη, . . (2008). Η ετοιμότητα των εκπαιδευτικών της πρωτοβάθμιας εκπαίδευσης να υλοποιήσουν τις αρχές, τους στόχους, τις μεθοδολογικές και διδακτικές προσεγγίσεις, όπως αυτές προτείνονται στο Διαθεματικό Ενιαίο Πλαίσιο Σπουδών (ΔΕΠΠΣ) για την περιβαλλοντική εκπαίδευση. (Thesis). University of Western Macedonia; Πανεπιστήμιο Δυτικής Μακεδονίας. Retrieved from http://hdl.handle.net/10442/hedi/17330

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):

Ζυγούρη, Έλενα. “Η ετοιμότητα των εκπαιδευτικών της πρωτοβάθμιας εκπαίδευσης να υλοποιήσουν τις αρχές, τους στόχους, τις μεθοδολογικές και διδακτικές προσεγγίσεις, όπως αυτές προτείνονται στο Διαθεματικό Ενιαίο Πλαίσιο Σπουδών (ΔΕΠΠΣ) για την περιβαλλοντική εκπαίδευση.” 2008. Thesis, University of Western Macedonia; Πανεπιστήμιο Δυτικής Μακεδονίας. Accessed September 16, 2019. http://hdl.handle.net/10442/hedi/17330.

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

MLA Handbook (7th Edition):

Ζυγούρη, Έλενα. “Η ετοιμότητα των εκπαιδευτικών της πρωτοβάθμιας εκπαίδευσης να υλοποιήσουν τις αρχές, τους στόχους, τις μεθοδολογικές και διδακτικές προσεγγίσεις, όπως αυτές προτείνονται στο Διαθεματικό Ενιαίο Πλαίσιο Σπουδών (ΔΕΠΠΣ) για την περιβαλλοντική εκπαίδευση.” 2008. Web. 16 Sep 2019.

Vancouver:

Ζυγούρη . Η ετοιμότητα των εκπαιδευτικών της πρωτοβάθμιας εκπαίδευσης να υλοποιήσουν τις αρχές, τους στόχους, τις μεθοδολογικές και διδακτικές προσεγγίσεις, όπως αυτές προτείνονται στο Διαθεματικό Ενιαίο Πλαίσιο Σπουδών (ΔΕΠΠΣ) για την περιβαλλοντική εκπαίδευση. [Internet] [Thesis]. University of Western Macedonia; Πανεπιστήμιο Δυτικής Μακεδονίας; 2008. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10442/hedi/17330.

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

Council of Science Editors:

Ζυγούρη . Η ετοιμότητα των εκπαιδευτικών της πρωτοβάθμιας εκπαίδευσης να υλοποιήσουν τις αρχές, τους στόχους, τις μεθοδολογικές και διδακτικές προσεγγίσεις, όπως αυτές προτείνονται στο Διαθεματικό Ενιαίο Πλαίσιο Σπουδών (ΔΕΠΠΣ) για την περιβαλλοντική εκπαίδευση. [Thesis]. University of Western Macedonia; Πανεπιστήμιο Δυτικής Μακεδονίας; 2008. Available from: http://hdl.handle.net/10442/hedi/17330

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

[1] [2]

.