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Oklahoma State University
1. Eck, Christopher J. Validating and applying the effective teaching instrument for school-based agricultural education teachers.
Degree: Agricultural Education, 2019, Oklahoma State University
URL: http://hdl.handle.net/11244/324817
Subjects/Keywords: effective teaching; effective teaching instrument
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Eck, C. J. (2019). Validating and applying the effective teaching instrument for school-based agricultural education teachers. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/324817
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):
Eck, Christopher J. “Validating and applying the effective teaching instrument for school-based agricultural education teachers.” 2019. Thesis, Oklahoma State University. Accessed March 04, 2021. http://hdl.handle.net/11244/324817.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Eck, Christopher J. “Validating and applying the effective teaching instrument for school-based agricultural education teachers.” 2019. Web. 04 Mar 2021.
Vancouver:
Eck CJ. Validating and applying the effective teaching instrument for school-based agricultural education teachers. [Internet] [Thesis]. Oklahoma State University; 2019. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11244/324817.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Eck CJ. Validating and applying the effective teaching instrument for school-based agricultural education teachers. [Thesis]. Oklahoma State University; 2019. Available from: http://hdl.handle.net/11244/324817
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Illinois – Urbana-Champaign
2. Nierenhausen, Megan. Effective teaching characteristics as perceived by ESL students and instructors.
Degree: MA, Teaching of English Sec Lang, 2020, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/107895
Subjects/Keywords: Perception; Effective Teaching
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Nierenhausen, M. (2020). Effective teaching characteristics as perceived by ESL students and instructors. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/107895
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):
Nierenhausen, Megan. “Effective teaching characteristics as perceived by ESL students and instructors.” 2020. Thesis, University of Illinois – Urbana-Champaign. Accessed March 04, 2021. http://hdl.handle.net/2142/107895.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Nierenhausen, Megan. “Effective teaching characteristics as perceived by ESL students and instructors.” 2020. Web. 04 Mar 2021.
Vancouver:
Nierenhausen M. Effective teaching characteristics as perceived by ESL students and instructors. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2020. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2142/107895.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Nierenhausen M. Effective teaching characteristics as perceived by ESL students and instructors. [Thesis]. University of Illinois – Urbana-Champaign; 2020. Available from: http://hdl.handle.net/2142/107895
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
3. Sifuniso, Mary. An analysis of the implementation of reflective teaching methods in selected primary schools in Livingstone district of Zambia.
Degree: 2015, University of Zimbabwe
URL: http://dspace.unza.zm/handle/123456789/4298
Subjects/Keywords: Reflective teaching; Effective teaching
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Sifuniso, M. (2015). An analysis of the implementation of reflective teaching methods in selected primary schools in Livingstone district of Zambia. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/4298
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):
Sifuniso, Mary. “An analysis of the implementation of reflective teaching methods in selected primary schools in Livingstone district of Zambia.” 2015. Thesis, University of Zimbabwe. Accessed March 04, 2021. http://dspace.unza.zm/handle/123456789/4298.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Sifuniso, Mary. “An analysis of the implementation of reflective teaching methods in selected primary schools in Livingstone district of Zambia.” 2015. Web. 04 Mar 2021.
Vancouver:
Sifuniso M. An analysis of the implementation of reflective teaching methods in selected primary schools in Livingstone district of Zambia. [Internet] [Thesis]. University of Zimbabwe; 2015. [cited 2021 Mar 04]. Available from: http://dspace.unza.zm/handle/123456789/4298.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Sifuniso M. An analysis of the implementation of reflective teaching methods in selected primary schools in Livingstone district of Zambia. [Thesis]. University of Zimbabwe; 2015. Available from: http://dspace.unza.zm/handle/123456789/4298
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Georgia
4. Romain, Charles Joshua. The habits of effective agricultural education teachers.
Degree: 2014, University of Georgia
URL: http://hdl.handle.net/10724/28882
Subjects/Keywords: Effective teacher; state staff; effective teaching characteristics
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Romain, C. J. (2014). The habits of effective agricultural education teachers. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/28882
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):
Romain, Charles Joshua. “The habits of effective agricultural education teachers.” 2014. Thesis, University of Georgia. Accessed March 04, 2021. http://hdl.handle.net/10724/28882.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Romain, Charles Joshua. “The habits of effective agricultural education teachers.” 2014. Web. 04 Mar 2021.
Vancouver:
Romain CJ. The habits of effective agricultural education teachers. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10724/28882.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Romain CJ. The habits of effective agricultural education teachers. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/28882
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Addis Ababa University
5. Ejigayehu, Kebede. PRACTICES AND CHALLENGES OF PHYSICAL EDUCATION TEACHERS IN TEACHING-LEARNING PROCESS IN CASE OF SOME SELECTED HIGH SCHOOL OF ADISS ABEBA .
Degree: 2013, Addis Ababa University
URL: http://etd.aau.edu.et/dspace/handle/123456789/6780
Subjects/Keywords: physical education; Effective teaching
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Ejigayehu, K. (2013). PRACTICES AND CHALLENGES OF PHYSICAL EDUCATION TEACHERS IN TEACHING-LEARNING PROCESS IN CASE OF SOME SELECTED HIGH SCHOOL OF ADISS ABEBA . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6780
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):
Ejigayehu, Kebede. “PRACTICES AND CHALLENGES OF PHYSICAL EDUCATION TEACHERS IN TEACHING-LEARNING PROCESS IN CASE OF SOME SELECTED HIGH SCHOOL OF ADISS ABEBA .” 2013. Thesis, Addis Ababa University. Accessed March 04, 2021. http://etd.aau.edu.et/dspace/handle/123456789/6780.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ejigayehu, Kebede. “PRACTICES AND CHALLENGES OF PHYSICAL EDUCATION TEACHERS IN TEACHING-LEARNING PROCESS IN CASE OF SOME SELECTED HIGH SCHOOL OF ADISS ABEBA .” 2013. Web. 04 Mar 2021.
Vancouver:
Ejigayehu K. PRACTICES AND CHALLENGES OF PHYSICAL EDUCATION TEACHERS IN TEACHING-LEARNING PROCESS IN CASE OF SOME SELECTED HIGH SCHOOL OF ADISS ABEBA . [Internet] [Thesis]. Addis Ababa University; 2013. [cited 2021 Mar 04]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6780.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ejigayehu K. PRACTICES AND CHALLENGES OF PHYSICAL EDUCATION TEACHERS IN TEACHING-LEARNING PROCESS IN CASE OF SOME SELECTED HIGH SCHOOL OF ADISS ABEBA . [Thesis]. Addis Ababa University; 2013. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6780
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
California State University – Sacramento
6. Ay??n, Sandra Eileen. Investigating the coaching model: a new way to look at embedding professional development.
Degree: 2019, California State University – Sacramento
URL: http://hdl.handle.net/10211.3/210211
Subjects/Keywords: Coaching; Effective teaching; Professional development
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Ay??n, S. E. (2019). Investigating the coaching model: a new way to look at embedding professional development. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/210211
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):
Ay??n, Sandra Eileen. “Investigating the coaching model: a new way to look at embedding professional development.” 2019. Thesis, California State University – Sacramento. Accessed March 04, 2021. http://hdl.handle.net/10211.3/210211.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ay??n, Sandra Eileen. “Investigating the coaching model: a new way to look at embedding professional development.” 2019. Web. 04 Mar 2021.
Vancouver:
Ay??n SE. Investigating the coaching model: a new way to look at embedding professional development. [Internet] [Thesis]. California State University – Sacramento; 2019. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10211.3/210211.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ay??n SE. Investigating the coaching model: a new way to look at embedding professional development. [Thesis]. California State University – Sacramento; 2019. Available from: http://hdl.handle.net/10211.3/210211
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Johannesburg
7. Makgakga, Sello William. Effective teaching methods used by teachers to teach grade 11 quadratic equations in the context of South African schools of Limpopo Province.
Degree: 2012, University of Johannesburg
URL: http://hdl.handle.net/10210/5095
Subjects/Keywords: Effective teaching; Effective teaching methods; Quadratic equations; Grade 11 students; Mathematics Study and teaching
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Makgakga, S. W. (2012). Effective teaching methods used by teachers to teach grade 11 quadratic equations in the context of South African schools of Limpopo Province. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5095
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):
Makgakga, Sello William. “Effective teaching methods used by teachers to teach grade 11 quadratic equations in the context of South African schools of Limpopo Province.” 2012. Thesis, University of Johannesburg. Accessed March 04, 2021. http://hdl.handle.net/10210/5095.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Makgakga, Sello William. “Effective teaching methods used by teachers to teach grade 11 quadratic equations in the context of South African schools of Limpopo Province.” 2012. Web. 04 Mar 2021.
Vancouver:
Makgakga SW. Effective teaching methods used by teachers to teach grade 11 quadratic equations in the context of South African schools of Limpopo Province. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10210/5095.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Makgakga SW. Effective teaching methods used by teachers to teach grade 11 quadratic equations in the context of South African schools of Limpopo Province. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5095
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Cape Peninsula University of Technology
8. Allie, Fadilah. Support for mathematics teachers and students in previously disadvantaged Cape Town high schools .
Degree: 2018, Cape Peninsula University of Technology
URL: http://etd.cput.ac.za/handle/20.500.11838/2942
Subjects/Keywords: Mathematics teachers – Training of; Mathematics – Study and teaching; Effective teaching; Mentoring in education; Effective teaching
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Allie, F. (2018). Support for mathematics teachers and students in previously disadvantaged Cape Town high schools . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/2942
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):
Allie, Fadilah. “Support for mathematics teachers and students in previously disadvantaged Cape Town high schools .” 2018. Thesis, Cape Peninsula University of Technology. Accessed March 04, 2021. http://etd.cput.ac.za/handle/20.500.11838/2942.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Allie, Fadilah. “Support for mathematics teachers and students in previously disadvantaged Cape Town high schools .” 2018. Web. 04 Mar 2021.
Vancouver:
Allie F. Support for mathematics teachers and students in previously disadvantaged Cape Town high schools . [Internet] [Thesis]. Cape Peninsula University of Technology; 2018. [cited 2021 Mar 04]. Available from: http://etd.cput.ac.za/handle/20.500.11838/2942.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Allie F. Support for mathematics teachers and students in previously disadvantaged Cape Town high schools . [Thesis]. Cape Peninsula University of Technology; 2018. Available from: http://etd.cput.ac.za/handle/20.500.11838/2942
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
9. Kimbrough-Walls, Vickie J. Students' Perception of Important Teaching Behaviors in Classroom and Clinical Environments of a Community College Nursing and Dental Hygiene Program.
Degree: 2012, University of Nevada – Reno
URL: http://hdl.handle.net/11714/3564
Subjects/Keywords: clinical teaching; dental hygiene education; Effective teaching; Teaching behaviors; Teaching strategies
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Kimbrough-Walls, V. J. (2012). Students' Perception of Important Teaching Behaviors in Classroom and Clinical Environments of a Community College Nursing and Dental Hygiene Program. (Thesis). University of Nevada – Reno. Retrieved from http://hdl.handle.net/11714/3564
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):
Kimbrough-Walls, Vickie J. “Students' Perception of Important Teaching Behaviors in Classroom and Clinical Environments of a Community College Nursing and Dental Hygiene Program.” 2012. Thesis, University of Nevada – Reno. Accessed March 04, 2021. http://hdl.handle.net/11714/3564.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Kimbrough-Walls, Vickie J. “Students' Perception of Important Teaching Behaviors in Classroom and Clinical Environments of a Community College Nursing and Dental Hygiene Program.” 2012. Web. 04 Mar 2021.
Vancouver:
Kimbrough-Walls VJ. Students' Perception of Important Teaching Behaviors in Classroom and Clinical Environments of a Community College Nursing and Dental Hygiene Program. [Internet] [Thesis]. University of Nevada – Reno; 2012. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11714/3564.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Kimbrough-Walls VJ. Students' Perception of Important Teaching Behaviors in Classroom and Clinical Environments of a Community College Nursing and Dental Hygiene Program. [Thesis]. University of Nevada – Reno; 2012. Available from: http://hdl.handle.net/11714/3564
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Zambia
10. Phiri, Moses Foster. Effective classroom management by teachers to improve pupils learning process at Nyimba Boarding Secondary School .
Degree: 2016, University of Zambia
URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/4965
Subjects/Keywords: Classroom management – Zambia; Effective teaching; Behaviour modification
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Phiri, M. F. (2016). Effective classroom management by teachers to improve pupils learning process at Nyimba Boarding Secondary School . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4965
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):
Phiri, Moses Foster. “Effective classroom management by teachers to improve pupils learning process at Nyimba Boarding Secondary School .” 2016. Thesis, University of Zambia. Accessed March 04, 2021. http://dspace.unza.zm:8080/xmlui/handle/123456789/4965.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Phiri, Moses Foster. “Effective classroom management by teachers to improve pupils learning process at Nyimba Boarding Secondary School .” 2016. Web. 04 Mar 2021.
Vancouver:
Phiri MF. Effective classroom management by teachers to improve pupils learning process at Nyimba Boarding Secondary School . [Internet] [Thesis]. University of Zambia; 2016. [cited 2021 Mar 04]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4965.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Phiri MF. Effective classroom management by teachers to improve pupils learning process at Nyimba Boarding Secondary School . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4965
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Utah Valley University
11. Vest, Michael J. Building Better Design: A Descriptive Study on LDS High School Seminary Teachers' Use of Standards in Planning.
Degree: 2012, Utah Valley University
URL: http://contentdm.uvu.edu:81/u?/UVUTheses,576
This study, which involved eight LDS Seminary teachers in the western United States, was performed to determine whether they used the established standard for LDS Seminary teachers in their curriculum design planning.
59 p. 22 cm.
Subjects/Keywords: Mormon seminaries; Effective teaching; Dissertations, Academic
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Vest, M. J. (2012). Building Better Design: A Descriptive Study on LDS High School Seminary Teachers' Use of Standards in Planning. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,576
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):
Vest, Michael J. “Building Better Design: A Descriptive Study on LDS High School Seminary Teachers' Use of Standards in Planning.” 2012. Thesis, Utah Valley University. Accessed March 04, 2021. http://contentdm.uvu.edu:81/u?/UVUTheses,576.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Vest, Michael J. “Building Better Design: A Descriptive Study on LDS High School Seminary Teachers' Use of Standards in Planning.” 2012. Web. 04 Mar 2021.
Vancouver:
Vest MJ. Building Better Design: A Descriptive Study on LDS High School Seminary Teachers' Use of Standards in Planning. [Internet] [Thesis]. Utah Valley University; 2012. [cited 2021 Mar 04]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,576.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Vest MJ. Building Better Design: A Descriptive Study on LDS High School Seminary Teachers' Use of Standards in Planning. [Thesis]. Utah Valley University; 2012. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,576
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Utah Valley University
12. Whimpey, Kenneth L. Reading Comprehension Strategies Handbook for Seminary Teachers.
Degree: 2012, Utah Valley University
URL: http://contentdm.uvu.edu:81/u?/UVUTheses,578
This projects creates a handbook that will give LDS Seminary teachers effective reading comprehension strategies to impart to their students. These strategies will enable seminary students to "drink deeply" from the scripture texts they read in Seminary classes.
61 p. 22 cm.
Subjects/Keywords: Mormon seminaries: Effective teaching; Dissertations, Academic
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Whimpey, K. L. (2012). Reading Comprehension Strategies Handbook for Seminary Teachers. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,578
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):
Whimpey, Kenneth L. “Reading Comprehension Strategies Handbook for Seminary Teachers.” 2012. Thesis, Utah Valley University. Accessed March 04, 2021. http://contentdm.uvu.edu:81/u?/UVUTheses,578.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Whimpey, Kenneth L. “Reading Comprehension Strategies Handbook for Seminary Teachers.” 2012. Web. 04 Mar 2021.
Vancouver:
Whimpey KL. Reading Comprehension Strategies Handbook for Seminary Teachers. [Internet] [Thesis]. Utah Valley University; 2012. [cited 2021 Mar 04]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,578.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Whimpey KL. Reading Comprehension Strategies Handbook for Seminary Teachers. [Thesis]. Utah Valley University; 2012. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,578
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Utah Valley University
13. Pippin, Krista L. Opportunities to Respond: Incorporating Technology and Making the Most of Them.
Degree: 2016, Utah Valley University
URL: http://contentdm.uvu.edu:81/u?/UVUTheses,679
Subjects/Keywords: Education, Elementary; Educational technology; Effective teaching
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Pippin, K. L. (2016). Opportunities to Respond: Incorporating Technology and Making the Most of Them. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,679
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):
Pippin, Krista L. “Opportunities to Respond: Incorporating Technology and Making the Most of Them.” 2016. Thesis, Utah Valley University. Accessed March 04, 2021. http://contentdm.uvu.edu:81/u?/UVUTheses,679.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Pippin, Krista L. “Opportunities to Respond: Incorporating Technology and Making the Most of Them.” 2016. Web. 04 Mar 2021.
Vancouver:
Pippin KL. Opportunities to Respond: Incorporating Technology and Making the Most of Them. [Internet] [Thesis]. Utah Valley University; 2016. [cited 2021 Mar 04]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,679.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Pippin KL. Opportunities to Respond: Incorporating Technology and Making the Most of Them. [Thesis]. Utah Valley University; 2016. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,679
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Utah Valley University
14. Sidwell, Amber Dawn. CaptureSign: An ASL Note-Taking App.
Degree: 2016, Utah Valley University
URL: http://contentdm.uvu.edu:81/u?/UVUTheses,688
Subjects/Keywords: American Sign Language; Effective teaching; Educational technology
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Sidwell, A. D. (2016). CaptureSign: An ASL Note-Taking App. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,688
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):
Sidwell, Amber Dawn. “CaptureSign: An ASL Note-Taking App.” 2016. Thesis, Utah Valley University. Accessed March 04, 2021. http://contentdm.uvu.edu:81/u?/UVUTheses,688.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Sidwell, Amber Dawn. “CaptureSign: An ASL Note-Taking App.” 2016. Web. 04 Mar 2021.
Vancouver:
Sidwell AD. CaptureSign: An ASL Note-Taking App. [Internet] [Thesis]. Utah Valley University; 2016. [cited 2021 Mar 04]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,688.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Sidwell AD. CaptureSign: An ASL Note-Taking App. [Thesis]. Utah Valley University; 2016. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,688
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Utah Valley University
15. Littler, Kimberly Renae. The Creation and Implementation of Effective Teacher Evaluation .
Degree: 2018, Utah Valley University
URL: http://contentdm.uvu.edu:81/u?/UVUTheses,732
Subjects/Keywords: Education, Secondary; Effective teaching; Evaluation; Academic theses
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Littler, K. R. (2018). The Creation and Implementation of Effective Teacher Evaluation . (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,732
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):
Littler, Kimberly Renae. “The Creation and Implementation of Effective Teacher Evaluation .” 2018. Thesis, Utah Valley University. Accessed March 04, 2021. http://contentdm.uvu.edu:81/u?/UVUTheses,732.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Littler, Kimberly Renae. “The Creation and Implementation of Effective Teacher Evaluation .” 2018. Web. 04 Mar 2021.
Vancouver:
Littler KR. The Creation and Implementation of Effective Teacher Evaluation . [Internet] [Thesis]. Utah Valley University; 2018. [cited 2021 Mar 04]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,732.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Littler KR. The Creation and Implementation of Effective Teacher Evaluation . [Thesis]. Utah Valley University; 2018. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,732
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Miami
16. Grinberg Konigsberg, Mijal. Student Perceptions of Teaching Practices: An Analysis of Student Faculty Evaluations.
Degree: Doctor of Education (EdD), Educational and Psychological Studies (Education), 2014, University of Miami
URL: https://scholarlyrepository.miami.edu/oa_dissertations/1331
Subjects/Keywords: music business; teaching; effective teaching; effective instruction; student ratings; student faculty evaluations; Mexico
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APA (6th Edition):
Grinberg Konigsberg, M. (2014). Student Perceptions of Teaching Practices: An Analysis of Student Faculty Evaluations. (Thesis). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/1331
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):
Grinberg Konigsberg, Mijal. “Student Perceptions of Teaching Practices: An Analysis of Student Faculty Evaluations.” 2014. Thesis, University of Miami. Accessed March 04, 2021. https://scholarlyrepository.miami.edu/oa_dissertations/1331.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Grinberg Konigsberg, Mijal. “Student Perceptions of Teaching Practices: An Analysis of Student Faculty Evaluations.” 2014. Web. 04 Mar 2021.
Vancouver:
Grinberg Konigsberg M. Student Perceptions of Teaching Practices: An Analysis of Student Faculty Evaluations. [Internet] [Thesis]. University of Miami; 2014. [cited 2021 Mar 04]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1331.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Grinberg Konigsberg M. Student Perceptions of Teaching Practices: An Analysis of Student Faculty Evaluations. [Thesis]. University of Miami; 2014. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1331
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of the Western Cape
17. Soga, Mncedisi Help. The introduction to integers in a grade 7 classroom through an intentional teaching strategy .
Degree: 2017, University of the Western Cape
URL: http://hdl.handle.net/11394/5691
Subjects/Keywords: Effective teaching; Intentional teaching model; Secondary education; Teaching strategy
Record Details
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APA (6th Edition):
Soga, M. H. (2017). The introduction to integers in a grade 7 classroom through an intentional teaching strategy . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5691
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):
Soga, Mncedisi Help. “The introduction to integers in a grade 7 classroom through an intentional teaching strategy .” 2017. Thesis, University of the Western Cape. Accessed March 04, 2021. http://hdl.handle.net/11394/5691.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Soga, Mncedisi Help. “The introduction to integers in a grade 7 classroom through an intentional teaching strategy .” 2017. Web. 04 Mar 2021.
Vancouver:
Soga MH. The introduction to integers in a grade 7 classroom through an intentional teaching strategy . [Internet] [Thesis]. University of the Western Cape; 2017. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11394/5691.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Soga MH. The introduction to integers in a grade 7 classroom through an intentional teaching strategy . [Thesis]. University of the Western Cape; 2017. Available from: http://hdl.handle.net/11394/5691
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
18. Sandoval Munoz, Catalina del Pilar. Effective ESL writing practices: the impact of effective teachers' principles and practices on their students' learning outcomes.
Degree: MA, Teaching of English Sec Lang, 2016, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/90619
Subjects/Keywords: teaching of ESL writing; effective teaching; teaching principles; students' views
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APA (6th Edition):
Sandoval Munoz, C. d. P. (2016). Effective ESL writing practices: the impact of effective teachers' principles and practices on their students' learning outcomes. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90619
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):
Sandoval Munoz, Catalina del Pilar. “Effective ESL writing practices: the impact of effective teachers' principles and practices on their students' learning outcomes.” 2016. Thesis, University of Illinois – Urbana-Champaign. Accessed March 04, 2021. http://hdl.handle.net/2142/90619.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Sandoval Munoz, Catalina del Pilar. “Effective ESL writing practices: the impact of effective teachers' principles and practices on their students' learning outcomes.” 2016. Web. 04 Mar 2021.
Vancouver:
Sandoval Munoz CdP. Effective ESL writing practices: the impact of effective teachers' principles and practices on their students' learning outcomes. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2016. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2142/90619.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Sandoval Munoz CdP. Effective ESL writing practices: the impact of effective teachers' principles and practices on their students' learning outcomes. [Thesis]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90619
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of North Texas
19. Hopper, Susan B. The Relationship of Personality Traits to Teacher Candidate Perceptions of Teaching Confidence and Teaching Experience in a Simulated Classroom Environment.
Degree: 2014, University of North Texas
URL: https://digital.library.unt.edu/ark:/67531/metadc500089/
Subjects/Keywords: Teaching effectiveness; effective teaching; simulations; innovative teaching; personality traits; preservice education; self-efficacy; Student teachers – Psychology.; Personality.; Confidence.; Experience.; Effective teaching.
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APA (6th Edition):
Hopper, S. B. (2014). The Relationship of Personality Traits to Teacher Candidate Perceptions of Teaching Confidence and Teaching Experience in a Simulated Classroom Environment. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500089/
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):
Hopper, Susan B. “The Relationship of Personality Traits to Teacher Candidate Perceptions of Teaching Confidence and Teaching Experience in a Simulated Classroom Environment.” 2014. Thesis, University of North Texas. Accessed March 04, 2021. https://digital.library.unt.edu/ark:/67531/metadc500089/.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Hopper, Susan B. “The Relationship of Personality Traits to Teacher Candidate Perceptions of Teaching Confidence and Teaching Experience in a Simulated Classroom Environment.” 2014. Web. 04 Mar 2021.
Vancouver:
Hopper SB. The Relationship of Personality Traits to Teacher Candidate Perceptions of Teaching Confidence and Teaching Experience in a Simulated Classroom Environment. [Internet] [Thesis]. University of North Texas; 2014. [cited 2021 Mar 04]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500089/.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Hopper SB. The Relationship of Personality Traits to Teacher Candidate Perceptions of Teaching Confidence and Teaching Experience in a Simulated Classroom Environment. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc500089/
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Utah Valley University
20. Baker, Courtney L. Using Data Notebooks As A Tool to Increase Student Engagement and Achievement in 4th Grade Mathematics.
Degree: 2017, Utah Valley University
URL: http://contentdm.uvu.edu:81/u?/UVUTheses,728
The purpose of this study is to explore the application of data notebooks on students' attitudes toward learning, their intelligence and overall academic achievement in my classroom.
75 p.;
Subjects/Keywords: Education, Elementary; Effective teaching; Mathematics – Study and teaching; Academic theses
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APA (6th Edition):
Baker, C. L. (2017). Using Data Notebooks As A Tool to Increase Student Engagement and Achievement in 4th Grade Mathematics. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,728
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):
Baker, Courtney L. “Using Data Notebooks As A Tool to Increase Student Engagement and Achievement in 4th Grade Mathematics.” 2017. Thesis, Utah Valley University. Accessed March 04, 2021. http://contentdm.uvu.edu:81/u?/UVUTheses,728.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Baker, Courtney L. “Using Data Notebooks As A Tool to Increase Student Engagement and Achievement in 4th Grade Mathematics.” 2017. Web. 04 Mar 2021.
Vancouver:
Baker CL. Using Data Notebooks As A Tool to Increase Student Engagement and Achievement in 4th Grade Mathematics. [Internet] [Thesis]. Utah Valley University; 2017. [cited 2021 Mar 04]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,728.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Baker CL. Using Data Notebooks As A Tool to Increase Student Engagement and Achievement in 4th Grade Mathematics. [Thesis]. Utah Valley University; 2017. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,728
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Nelson Mandela Metropolitan University
21. [No author]. Exploring fathers’ reading involvement in a grade 4 classroom.
Degree: Faculty of Education, 2016, Nelson Mandela Metropolitan University
URL: http://hdl.handle.net/10948/12505
Subjects/Keywords: Reading (Elementary) – South Africa; Reading – Remedial teaching; Effective teaching
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APA (6th Edition):
author], [. (2016). Exploring fathers’ reading involvement in a grade 4 classroom. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/12505
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):
author], [No. “Exploring fathers’ reading involvement in a grade 4 classroom.” 2016. Thesis, Nelson Mandela Metropolitan University. Accessed March 04, 2021. http://hdl.handle.net/10948/12505.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
author], [No. “Exploring fathers’ reading involvement in a grade 4 classroom.” 2016. Web. 04 Mar 2021.
Vancouver:
author] [. Exploring fathers’ reading involvement in a grade 4 classroom. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2016. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10948/12505.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
author] [. Exploring fathers’ reading involvement in a grade 4 classroom. [Thesis]. Nelson Mandela Metropolitan University; 2016. Available from: http://hdl.handle.net/10948/12505
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Wolverhampton
22. Clarke, Karen. Understanding effective teaching : perceptions from students, staff and executive managers in a post-1992 university.
Degree: PhD, 2015, University of Wolverhampton
URL: http://hdl.handle.net/2436/561197
Subjects/Keywords: 378.1; Effective teaching; observable personal characteristics; pedagogic research; identified teaching skills
Record Details
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APA (6th Edition):
Clarke, K. (2015). Understanding effective teaching : perceptions from students, staff and executive managers in a post-1992 university. (Doctoral Dissertation). University of Wolverhampton. Retrieved from http://hdl.handle.net/2436/561197
Chicago Manual of Style (16th Edition):
Clarke, Karen. “Understanding effective teaching : perceptions from students, staff and executive managers in a post-1992 university.” 2015. Doctoral Dissertation, University of Wolverhampton. Accessed March 04, 2021. http://hdl.handle.net/2436/561197.
MLA Handbook (7th Edition):
Clarke, Karen. “Understanding effective teaching : perceptions from students, staff and executive managers in a post-1992 university.” 2015. Web. 04 Mar 2021.
Vancouver:
Clarke K. Understanding effective teaching : perceptions from students, staff and executive managers in a post-1992 university. [Internet] [Doctoral dissertation]. University of Wolverhampton; 2015. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2436/561197.
Council of Science Editors:
Clarke K. Understanding effective teaching : perceptions from students, staff and executive managers in a post-1992 university. [Doctoral Dissertation]. University of Wolverhampton; 2015. Available from: http://hdl.handle.net/2436/561197
University of North Carolina – Greensboro
23. Allen, Melony Holyfield. Thoughtfully adaptive teaching in fourth-grade science instruction.
Degree: 2011, University of North Carolina – Greensboro
URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7336
Subjects/Keywords: Effective teaching; Teacher effectiveness; Adaptability (Psychology); Science – Study and teaching (Elementary)
Record Details
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APA (6th Edition):
Allen, M. H. (2011). Thoughtfully adaptive teaching in fourth-grade science instruction. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7336
Chicago Manual of Style (16th Edition):
Allen, Melony Holyfield. “Thoughtfully adaptive teaching in fourth-grade science instruction.” 2011. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed March 04, 2021. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7336.
MLA Handbook (7th Edition):
Allen, Melony Holyfield. “Thoughtfully adaptive teaching in fourth-grade science instruction.” 2011. Web. 04 Mar 2021.
Vancouver:
Allen MH. Thoughtfully adaptive teaching in fourth-grade science instruction. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2011. [cited 2021 Mar 04]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7336.
Council of Science Editors:
Allen MH. Thoughtfully adaptive teaching in fourth-grade science instruction. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2011. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7336
University of Georgia
24. Smith, Karen Harrell. Comparing the theories and practices of Tyler and Dewey with expert and effective teaching of today.
Degree: 2014, University of Georgia
URL: http://hdl.handle.net/10724/20918
Subjects/Keywords: John Dewey; Effective Teaching; Expert Teaching; Ralph Tyler
Record Details
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APA (6th Edition):
Smith, K. H. (2014). Comparing the theories and practices of Tyler and Dewey with expert and effective teaching of today. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/20918
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):
Smith, Karen Harrell. “Comparing the theories and practices of Tyler and Dewey with expert and effective teaching of today.” 2014. Thesis, University of Georgia. Accessed March 04, 2021. http://hdl.handle.net/10724/20918.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Smith, Karen Harrell. “Comparing the theories and practices of Tyler and Dewey with expert and effective teaching of today.” 2014. Web. 04 Mar 2021.
Vancouver:
Smith KH. Comparing the theories and practices of Tyler and Dewey with expert and effective teaching of today. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10724/20918.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Smith KH. Comparing the theories and practices of Tyler and Dewey with expert and effective teaching of today. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/20918
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Massey University
25. Saptandari, Edilburga Wulan. Understanding Indonesian primary school teachers' social-emotional practice.
Degree: PhD, Psychology, 2019, Massey University
URL: http://hdl.handle.net/10179/15451
Subjects/Keywords: Teaching; Indonesia; Psychological aspects; Practice; Effective teaching; Elementary school teachers; Attitudes
Record Details
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APA (6th Edition):
Saptandari, E. W. (2019). Understanding Indonesian primary school teachers' social-emotional practice. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/15451
Chicago Manual of Style (16th Edition):
Saptandari, Edilburga Wulan. “Understanding Indonesian primary school teachers' social-emotional practice.” 2019. Doctoral Dissertation, Massey University. Accessed March 04, 2021. http://hdl.handle.net/10179/15451.
MLA Handbook (7th Edition):
Saptandari, Edilburga Wulan. “Understanding Indonesian primary school teachers' social-emotional practice.” 2019. Web. 04 Mar 2021.
Vancouver:
Saptandari EW. Understanding Indonesian primary school teachers' social-emotional practice. [Internet] [Doctoral dissertation]. Massey University; 2019. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10179/15451.
Council of Science Editors:
Saptandari EW. Understanding Indonesian primary school teachers' social-emotional practice. [Doctoral Dissertation]. Massey University; 2019. Available from: http://hdl.handle.net/10179/15451
University of KwaZulu-Natal
26. Ndlovu, Sindisiwe Maxentia. Teachers cultivating resilience in learners attending school in rural contexts: a narrative inquiry.
Degree: 2017, University of KwaZulu-Natal
URL: http://hdl.handle.net/10413/15466
Subjects/Keywords: Learning Ability.; Effective Teaching.; Motivation in Teaching.; Teachers - Attitudes.; Theses - Education.
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APA (6th Edition):
Ndlovu, S. M. (2017). Teachers cultivating resilience in learners attending school in rural contexts: a narrative inquiry. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15466
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):
Ndlovu, Sindisiwe Maxentia. “Teachers cultivating resilience in learners attending school in rural contexts: a narrative inquiry.” 2017. Thesis, University of KwaZulu-Natal. Accessed March 04, 2021. http://hdl.handle.net/10413/15466.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ndlovu, Sindisiwe Maxentia. “Teachers cultivating resilience in learners attending school in rural contexts: a narrative inquiry.” 2017. Web. 04 Mar 2021.
Vancouver:
Ndlovu SM. Teachers cultivating resilience in learners attending school in rural contexts: a narrative inquiry. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10413/15466.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ndlovu SM. Teachers cultivating resilience in learners attending school in rural contexts: a narrative inquiry. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/15466
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
27. NC DOCKS at The University of North Carolina at Greensboro; Pierro, Rebekah Chace. What leads to effective science-teaching practices in preschool classrooms? An examination of teachers’ person, context, and time influences on science teaching.
Degree: 2019, NC Docks
URL: http://libres.uncg.edu/ir/uncg/f/Pierro_uncg_0154D_12866.pdf
Subjects/Keywords: Science $x Study and teaching (Preschool); Teacher effectiveness; Effective teaching
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APA (6th Edition):
NC DOCKS at The University of North Carolina at Greensboro; Pierro, R. C. (2019). What leads to effective science-teaching practices in preschool classrooms? An examination of teachers’ person, context, and time influences on science teaching. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Pierro_uncg_0154D_12866.pdf
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
NC DOCKS at The University of North Carolina at Greensboro; Pierro, Rebekah Chace. “What leads to effective science-teaching practices in preschool classrooms? An examination of teachers’ person, context, and time influences on science teaching.” 2019. Thesis, NC Docks. Accessed March 04, 2021. http://libres.uncg.edu/ir/uncg/f/Pierro_uncg_0154D_12866.pdf.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
NC DOCKS at The University of North Carolina at Greensboro; Pierro, Rebekah Chace. “What leads to effective science-teaching practices in preschool classrooms? An examination of teachers’ person, context, and time influences on science teaching.” 2019. Web. 04 Mar 2021.
Vancouver:
NC DOCKS at The University of North Carolina at Greensboro; Pierro RC. What leads to effective science-teaching practices in preschool classrooms? An examination of teachers’ person, context, and time influences on science teaching. [Internet] [Thesis]. NC Docks; 2019. [cited 2021 Mar 04]. Available from: http://libres.uncg.edu/ir/uncg/f/Pierro_uncg_0154D_12866.pdf.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
NC DOCKS at The University of North Carolina at Greensboro; Pierro RC. What leads to effective science-teaching practices in preschool classrooms? An examination of teachers’ person, context, and time influences on science teaching. [Thesis]. NC Docks; 2019. Available from: http://libres.uncg.edu/ir/uncg/f/Pierro_uncg_0154D_12866.pdf
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
28. Agrawal, Anuja. Evolving effective teaching methods for home science teaching at degree level with reference to effective teachers less effective teachers;.
Degree: Education, 2009, Chaudhary Charan Singh University
URL: http://shodhganga.inflibnet.ac.in/handle/10603/26029
Subjects/Keywords: Effective Teachers; Teaching Methods; Evolving Effective
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APA (6th Edition):
Agrawal, A. (2009). Evolving effective teaching methods for home science teaching at degree level with reference to effective teachers less effective teachers;. (Thesis). Chaudhary Charan Singh University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/26029
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):
Agrawal, Anuja. “Evolving effective teaching methods for home science teaching at degree level with reference to effective teachers less effective teachers;.” 2009. Thesis, Chaudhary Charan Singh University. Accessed March 04, 2021. http://shodhganga.inflibnet.ac.in/handle/10603/26029.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Agrawal, Anuja. “Evolving effective teaching methods for home science teaching at degree level with reference to effective teachers less effective teachers;.” 2009. Web. 04 Mar 2021.
Vancouver:
Agrawal A. Evolving effective teaching methods for home science teaching at degree level with reference to effective teachers less effective teachers;. [Internet] [Thesis]. Chaudhary Charan Singh University; 2009. [cited 2021 Mar 04]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/26029.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Agrawal A. Evolving effective teaching methods for home science teaching at degree level with reference to effective teachers less effective teachers;. [Thesis]. Chaudhary Charan Singh University; 2009. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/26029
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Toronto
29. Macaulay, Alison. Effective Practices in Grade 9 Applied Mathematics.
Degree: 2015, University of Toronto
URL: http://hdl.handle.net/1807/71461
Subjects/Keywords: Applied mathematics; Effective math teaching; Effective schools; Math Instructional Leadership; Streaming; Teacher collaborations; 0515
Record Details
Similar Records
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Macaulay, A. (2015). Effective Practices in Grade 9 Applied Mathematics. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/71461
Chicago Manual of Style (16th Edition):
Macaulay, Alison. “Effective Practices in Grade 9 Applied Mathematics.” 2015. Doctoral Dissertation, University of Toronto. Accessed March 04, 2021. http://hdl.handle.net/1807/71461.
MLA Handbook (7th Edition):
Macaulay, Alison. “Effective Practices in Grade 9 Applied Mathematics.” 2015. Web. 04 Mar 2021.
Vancouver:
Macaulay A. Effective Practices in Grade 9 Applied Mathematics. [Internet] [Doctoral dissertation]. University of Toronto; 2015. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1807/71461.
Council of Science Editors:
Macaulay A. Effective Practices in Grade 9 Applied Mathematics. [Doctoral Dissertation]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/71461
Cape Peninsula University of Technology
30. Abrahams, Byron. Teachers’ experiences in implementing habits of mind which promote mathematics learners’ relational understanding, while operating within a community of practice .
Degree: 2016, Cape Peninsula University of Technology
URL: http://etd.cput.ac.za/handle/20.500.11838/2498
Subjects/Keywords: Mathematics – Study and teaching; Effective teaching; Creative thinking; Thought and thinking; Teaching – Mathematics
Record Details
Similar Records
❌
APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Abrahams, B. (2016). Teachers’ experiences in implementing habits of mind which promote mathematics learners’ relational understanding, while operating within a community of practice . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/2498
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):
Abrahams, Byron. “Teachers’ experiences in implementing habits of mind which promote mathematics learners’ relational understanding, while operating within a community of practice .” 2016. Thesis, Cape Peninsula University of Technology. Accessed March 04, 2021. http://etd.cput.ac.za/handle/20.500.11838/2498.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Abrahams, Byron. “Teachers’ experiences in implementing habits of mind which promote mathematics learners’ relational understanding, while operating within a community of practice .” 2016. Web. 04 Mar 2021.
Vancouver:
Abrahams B. Teachers’ experiences in implementing habits of mind which promote mathematics learners’ relational understanding, while operating within a community of practice . [Internet] [Thesis]. Cape Peninsula University of Technology; 2016. [cited 2021 Mar 04]. Available from: http://etd.cput.ac.za/handle/20.500.11838/2498.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Abrahams B. Teachers’ experiences in implementing habits of mind which promote mathematics learners’ relational understanding, while operating within a community of practice . [Thesis]. Cape Peninsula University of Technology; 2016. Available from: http://etd.cput.ac.za/handle/20.500.11838/2498
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation