subject:(Effective teaching)

University of Zambia

1. Sifuniso, Mary. An analysis of the implementation of reflective teaching methods in selected primary schools in Livingstone district of Zambia .

Degree: 2015, University of Zambia

URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/4298

► The purpose of this study was to investigate the implementation of reflective teaching methods in Livingstone district of Zambia. The objectives of the study were… (more)

▼ The purpose of this study was to investigate the implementation of reflective teaching methods in Livingstone district of Zambia. The objectives of the study were to identify the forms of reflective teaching methods used by teachers, determine the implementation of reflective teaching methods in Schools and to establish factors which influence the implementation of reflective teaching methods. Data were collected from a total of hundred (100) respondents comprising of six (6)head teachers, two (2)deputy head teachers, six (4) senior teachers, 42 teachers, 46 pupils. Descriptive survey design was employed and data were collected using interviews, questionnaires, an observation checklist and document review. Stratified random sampling was used for the questionnaire respondents while purposive sampling was used to determine the teachers to be interviewed. The first major finding was related to forms of reflective teaching used by teachers. The forms of reflective teaching methods used by teachers were role play, mentoring, diaries, peer observation, continuing professional development meetings, storytelling, mind mapping and action research. The second finding was on the issue of the implementation of reflective teaching. Though most respondents indicated that they used written outline as opposed to mental outlines in the implementation, the data collected using observation showed the opposite as many used mental outlines. The third finding was on factors influencing implementation of reflective teaching. Pupils’ needs, administrative support, availability of space in the classroom, subject matter, and belief about teaching were the reasons teachers gave for implementing reflective teaching. The study found out that some factors hindered the implementation of reflective teaching methods. These were time limitations, curriculum needs and class size. Although teachers were aware of the importance and relevance of reflective teaching, observations showed that they had difficulties to practice the same in their classes due to limited time, curriculum needs, and class size. Finally, the majority of students said that though their teachers exhibited some forms of reflective teaching, they would want them to change the way they taught and give them more time to participate during lessons. Based on the findings, four major recommendations were made. First, this study established that teachers used only one quarter of the variety of forms that were available during the period of study. In order to establish whether or not teachers were conversant with the remaining forms, the study recommends a longitudinal study for more in-depth insight into reflection and its developmental process in further stages. Secondly, the study recommends that school administrators should find mechanisms of tracing reflectivity among teachers rather than just use teachers’ lesson plans. Thirdly, teacher Educators to provide short courses on reflective teaching and finally action research to be in the curriculum in all teacher training colleges of…

Subjects/Keywords: Reflective teaching; Effective teaching

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APA (6^th 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 Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/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 (16^th 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 Zambia. Accessed September 21, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/4298.

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

MLA Handbook (7^th Edition):

Sifuniso, Mary. “An analysis of the implementation of reflective teaching methods in selected primary schools in Livingstone district of Zambia .” 2015. Web. 21 Sep 2019.

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 Zambia; 2015. [cited 2019 Sep 21]. Available from: http://dspace.unza.zm:8080/xmlui/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 Zambia; 2015. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4298

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

Addis Ababa University

2. 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

► The study aimed at identifying the challenges of teacher and suggests potential solutions to the challenges. Three basic questions were raised to achieve the objectives… (more)

Subjects/Keywords: physical education; Effective teaching

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APA (6^th 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 (16^th 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 September 21, 2019. 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 (7^th 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. 21 Sep 2019.

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 2019 Sep 21]. 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

3. Romine, Xiomara Reid. The relationship of personal and professional teacher diversity belief typologies to average student mathematics achievement in middle schools serving the diverse populations of north Georgia.

Degree: 2010, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/380

► Prior research has indicated that teacher beliefs can negatively affect teacher behavior. These beliefs often include unrecognized prejudices/biases regarding diversity including race, class and gender,… (more)

▼ Prior research has indicated that teacher beliefs can negatively affect teacher behavior. These beliefs often include unrecognized prejudices/biases regarding diversity including race, class and gender, which can lead to learning, communication and achievement issues between diverse students and their teachers. The main purpose of this research was to determine the relationship of both personal and professional teacher diversity belief typologies to student achievement in middle level math class rooms in North Georgia in 2009. The study attempted to answer the following research questions: 1. What were the personal/professional diversity belief typologies for middle level teachers who teach diverse populations? 2. Was there a significant relationship between teacher diversity belief typologies and teacher demographics (ex. Race/ethnic background, gender, age, years teaching, education level, exposure to diversity training, participation in multicultural training and/or cultural experiences)? 3. Was there a significant relationship between diversity belief typologies and average student mathematics achievement scores (ASMA) of teachers in middle and elementary schools serving diverse populations? The Personal Beliefs About Diversity Scale (PerBADS) and The Professional Beliefs About Diversity Scale (ProBADS) were used to classify teacher diversity belief typologies. Teacher ASMA scores were determined by averaging the final percentage based score of both the highest achieving and lowest achieving classes. Four typologies were developed based on the combined scores from the ProBADS and PerBADS. The four typologies were as followed: High Professional/ Low Personal (Typology 1), High Professional/ High Personal (Typology 2), Low Professional/Low Personal (Typology 3) and Low Professional/ High Personal (Typology 4). No significant relationship was found between teacher diversity belief typologies and the teacher demographics of race/ethnic background, gender, years teaching, education level, frequency of exposure to diversity, participation in multicultural course work and/or cultural experiences. However, there was a significant relationship between having a gay/lesbian personal friend(s) and teacher diversity belief typologies. No significant relationship was found between teacher diversity belief typologies and tea cher ASMA scores. Identifying these types of beliefs and understanding the potential impact on students is imperative if we want to impact and increase achievement for diverse students. Advisors/Committee Members: Petzko, Vicki, Bernard, Hinsdale, Partridge, Chrystal, Watson, Sandra, College of Health, Education, and Professional Studies.

Subjects/Keywords: Multicultural education; Effective teaching

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

APA (6^th Edition):

Romine, X. R. (2010). The relationship of personal and professional teacher diversity belief typologies to average student mathematics achievement in middle schools serving the diverse populations of north Georgia. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/380

Chicago Manual of Style (16^th Edition):

Romine, Xiomara Reid. “The relationship of personal and professional teacher diversity belief typologies to average student mathematics achievement in middle schools serving the diverse populations of north Georgia.” 2010. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed September 21, 2019. https://scholar.utc.edu/theses/380.

MLA Handbook (7^th Edition):

Romine, Xiomara Reid. “The relationship of personal and professional teacher diversity belief typologies to average student mathematics achievement in middle schools serving the diverse populations of north Georgia.” 2010. Web. 21 Sep 2019.

Vancouver:

Romine XR. The relationship of personal and professional teacher diversity belief typologies to average student mathematics achievement in middle schools serving the diverse populations of north Georgia. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2010. [cited 2019 Sep 21]. Available from: https://scholar.utc.edu/theses/380.

Council of Science Editors:

Romine XR. The relationship of personal and professional teacher diversity belief typologies to average student mathematics achievement in middle schools serving the diverse populations of north Georgia. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2010. Available from: https://scholar.utc.edu/theses/380

4. Rivers, Linda Moyer. The impact of graphical feedback on teachers' frequency of use of incidental teaching.

Degree: 2010, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/376

► This study provided information on the impact of graphical feedback on teachers’ frequency of use of a specific teaching strategy as a supervision method which… (more)

Subjects/Keywords: Teachers, Training of; Effective teaching

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

APA (6^th Edition):

Rivers, L. M. (2010). The impact of graphical feedback on teachers' frequency of use of incidental teaching. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/376

Chicago Manual of Style (16^th Edition):

Rivers, Linda Moyer. “The impact of graphical feedback on teachers' frequency of use of incidental teaching.” 2010. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed September 21, 2019. https://scholar.utc.edu/theses/376.

MLA Handbook (7^th Edition):

Rivers, Linda Moyer. “The impact of graphical feedback on teachers' frequency of use of incidental teaching.” 2010. Web. 21 Sep 2019.

Vancouver:

Rivers LM. The impact of graphical feedback on teachers' frequency of use of incidental teaching. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2010. [cited 2019 Sep 21]. Available from: https://scholar.utc.edu/theses/376.

Council of Science Editors:

Rivers LM. The impact of graphical feedback on teachers' frequency of use of incidental teaching. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2010. Available from: https://scholar.utc.edu/theses/376

California State University – Sacramento

5. 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

► The purpose of this study was to examine perceptions of teachers and coaches working within a coaching model in a small, rural K-12 school district… (more)

Subjects/Keywords: Coaching; Effective teaching; Professional development

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APA (6^th 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 (16^th 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 September 21, 2019. 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 (7^th Edition):

Ay??n, Sandra Eileen. “Investigating the coaching model: a new way to look at embedding professional development.” 2019. Web. 21 Sep 2019.

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 2019 Sep 21]. 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 Technology, Sydney

6. McCarty, Clare. Teaching for creativity : a study in reflective practice.

Degree: 2010, University of Technology, Sydney

URL: http://hdl.handle.net/10453/20333

► This thesis relies on a professional lifetime of reflective practice which is ongoing. It proposes a pedagogy derived from the distillation of that experience. The… (more)

Subjects/Keywords: Creative teaching.; Creative ability.; Effective teaching.

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APA (6^th Edition):

McCarty, C. (2010). Teaching for creativity : a study in reflective practice. (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/20333

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

Chicago Manual of Style (16^th Edition):

McCarty, Clare. “Teaching for creativity : a study in reflective practice.” 2010. Thesis, University of Technology, Sydney. Accessed September 21, 2019. http://hdl.handle.net/10453/20333.

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

MLA Handbook (7^th Edition):

McCarty, Clare. “Teaching for creativity : a study in reflective practice.” 2010. Web. 21 Sep 2019.

Vancouver:

McCarty C. Teaching for creativity : a study in reflective practice. [Internet] [Thesis]. University of Technology, Sydney; 2010. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10453/20333.

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

Council of Science Editors:

McCarty C. Teaching for creativity : a study in reflective practice. [Thesis]. University of Technology, Sydney; 2010. Available from: http://hdl.handle.net/10453/20333

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

►

M.Ed.

This dissertation is about the instructional approaches used by teachers to teach Grade 11 quadratic equations, errors learners made and misconceptions they possessed. The… (more)

▼

M.Ed.

This dissertation is about the instructional approaches used by teachers to teach Grade 11 quadratic equations, errors learners made and misconceptions they possessed. The main topics that I had focused on were solving quadratic equations by factoring, completing a square and using quadratic formula. The intention was to observe teachers’ teaching approaches in quadratic equations and diagnosed types of errors learners displayed and misconceptions they possessed in quadratic equations. Literature review had served as a secondary source of information that was relied upon for the research study. Sources such as scholarly books, government documents, dissertations, professional journals and electronic resources were used to gather the information pertinent to the research topic. Review was also done on how teachers teach quadratic equations, learners’ learning of quadratic equations and teachers teach and learners learn mathematics. This study is action research under qualitative research paradigm in which the information collected was analyzed through thick description and not statistically. Pre-test, self and post test evaluation methods are discussed of quadratic equations by factorization, completing a square and using quadratic formula. Learners were tested on factoring, completing a square and using quadratic formula. In addition to the learners’ class exercises and home work, these scripts were also analysed for errors and misconceptions. Collected data is presented that helped to address errors and misconceptions learners displayed in solving quadratic equations and teachers’ teaching methods and approaches. Data was collected from schools in the neighborhood and the school I was attached as a mathematics teacher. In all schools, five teachers’ three lessons were observed which added up to a total of fifteen. All five teachers were interviewed as well as five learners in each school. Interviews were analyzed by comparing what their teaching approaches with the types of learners’ errors and misconceptions. In classroom observations, Indicator Evaluation Form adopted from Luneta (2006) was used to collect data as well as analyzing it. Questionnaires were prepared for both teachers and learners for interviews.

Subjects/Keywords: Effective teaching; Effective teaching methods; Quadratic equations; Grade 11 students; Mathematics Study and teaching

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

APA (6^th 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 (16^th 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 September 21, 2019. 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 (7^th 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. 21 Sep 2019.

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 2019 Sep 21]. 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

University of Zambia

8. 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

► This research is about how effective classroom management can be achieved so that pupils' learning process could be improved in our learning institutions. Effective classroom… (more)

▼ This research is about how effective classroom management can be achieved so that pupils' learning process could be improved in our learning institutions. Effective classroom management is about more than order and simply following rules. An effective classroom is where genuine learning occurs. Allen, (1996) points out that an effective classroom is a place where students are engaged and helped to achieve their intended or desired learning outcomes or objectives. Rules are good and important, but they're not in themselves the objectives, but they help to address problems that may arise in a classroom for the learning process of pupils to be enhanced. The objectives that guided the study included factors influencing effective classroom management to improve pupils learning process, the challenges of effective classroom management faced by teachers during the teaching process and possible measures that could be put in place by teachers to improve pupils learning process. The study employed a descriptive research design. This method was used because of its advantage of collecting qualitative data. It enabled the researcher to obtain opinions of the representative sample of the target population who provided answers as to why ineffective classroom management by teachers could be the reason why pupil learning process is inadequate. This design was also chosen because the study relied more on qualitative research methods. The findings of this study have shown that effective classroom management can be achieved by good classroom organization, culture, discipline and motivation. Despite the availability of this knowledge, many learning institutions world over have continued experiencing poor classroom management which has adversely affected pupils learning process at different stages of their education and Nyimba boarding secondary school in particular is not exceptional to this problem. For the past few years, the performance of pupils at the school in both examination and non-examination classes have drastically declined and this has created anxiety among many interested stakeholders who wish to know the reasons why this is happening so that corrective measures could be put in place to create a possible conducive learning environment. It was from this background that the research was conducted to learn how effective classroom management of activities by teachers could improve pupils' learning process.

Subjects/Keywords: Classroom management – Zambia; Effective teaching; Behaviour modification

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APA (6^th 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 (16^th 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 September 21, 2019. 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 (7^th Edition):

Phiri, Moses Foster. “Effective classroom management by teachers to improve pupils learning process at Nyimba Boarding Secondary School .” 2016. Web. 21 Sep 2019.

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 2019 Sep 21]. 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

9. 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

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APA (6^th 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 (16^th 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 September 21, 2019. 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 (7^th Edition):

Vest, Michael J. “Building Better Design: A Descriptive Study on LDS High School Seminary Teachers' Use of Standards in Planning.” 2012. Web. 21 Sep 2019.

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 2019 Sep 21]. 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

10. 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

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APA (6^th 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 (16^th Edition):

Whimpey, Kenneth L. “Reading Comprehension Strategies Handbook for Seminary Teachers.” 2012. Thesis, Utah Valley University. Accessed September 21, 2019. 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 (7^th Edition):

Whimpey, Kenneth L. “Reading Comprehension Strategies Handbook for Seminary Teachers.” 2012. Web. 21 Sep 2019.

Vancouver:

Whimpey KL. Reading Comprehension Strategies Handbook for Seminary Teachers. [Internet] [Thesis]. Utah Valley University; 2012. [cited 2019 Sep 21]. 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

11. 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

►

Giving students opportunities to respond (OTR) is a part of research-based instructional strategies and effective classroom management, as it not only increases student engagement and… (more)

Subjects/Keywords: Education, Elementary; Educational technology; Effective teaching

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APA (6^th 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 (16^th Edition):

Pippin, Krista L. “Opportunities to Respond: Incorporating Technology and Making the Most of Them.” 2016. Thesis, Utah Valley University. Accessed September 21, 2019. 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 (7^th Edition):

Pippin, Krista L. “Opportunities to Respond: Incorporating Technology and Making the Most of Them.” 2016. Web. 21 Sep 2019.

Vancouver:

Pippin KL. Opportunities to Respond: Incorporating Technology and Making the Most of Them. [Internet] [Thesis]. Utah Valley University; 2016. [cited 2019 Sep 21]. 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

12. Sidwell, Amber Dawn. CaptureSign: An ASL Note-Taking App.

Degree: 2016, Utah Valley University

URL: http://contentdm.uvu.edu:81/u?/UVUTheses,688

►

American Sign Language (ASL), having recently been granted legitimacy as a genuine language, has steadily increasing demands for instructional tools. Dictionaries, flashcards, and note-taking in… (more)

Subjects/Keywords: American Sign Language; Effective teaching; Educational technology

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APA (6^th 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 (16^th Edition):

Sidwell, Amber Dawn. “CaptureSign: An ASL Note-Taking App.” 2016. Thesis, Utah Valley University. Accessed September 21, 2019. 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 (7^th Edition):

Sidwell, Amber Dawn. “CaptureSign: An ASL Note-Taking App.” 2016. Web. 21 Sep 2019.

Vancouver:

Sidwell AD. CaptureSign: An ASL Note-Taking App. [Internet] [Thesis]. Utah Valley University; 2016. [cited 2019 Sep 21]. 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

13. 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

►

This creative project investigates current scholarly research and best practices, as well as the input of current students and teachers, for student evaluation of teachers,… (more)

Subjects/Keywords: Education, Secondary; Effective teaching; Evaluation; Academic theses

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APA (6^th 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 (16^th Edition):

Littler, Kimberly Renae. “The Creation and Implementation of Effective Teacher Evaluation .” 2018. Thesis, Utah Valley University. Accessed September 21, 2019. 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 (7^th Edition):

Littler, Kimberly Renae. “The Creation and Implementation of Effective Teacher Evaluation .” 2018. Web. 21 Sep 2019.

Vancouver:

Littler KR. The Creation and Implementation of Effective Teacher Evaluation . [Internet] [Thesis]. Utah Valley University; 2018. [cited 2019 Sep 21]. 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 New South Wales

14. Chessman, Angela Mary. Teacher attitudes and effective teaching practices for gifted students at stage 6.

Degree: Education, 2010, University of New South Wales

URL: http://handle.unsw.edu.au/1959.4/45448 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:8743/SOURCE02?view=true

► The central importance of the teacher in enhancing student achievement outcomes is well documented. Reviews of teaching practice have repeatedly concluded that no single strategy… (more)

▼ The central importance of the teacher in enhancing student achievement outcomes is well documented. Reviews of teaching practice have repeatedly concluded that no single strategy produces the most effective outcomes for all types of learners and classroom contexts. Little empirical information is available on the characteristics and practices of effective teachers of gifted and talented students. However, in research on effective teaching as a whole, both similarities and differences are discernible between general and gifted education. Effective teachers of the gifted may have the attributes generally described for effective teachers, but also particular characteristics and competencies. These include positive attitudes towards gifted students and the ability to relate well to them. An understanding of the nature and needs of gifted students and the ability to implement specialised approaches for them are also emphasised. In this study, 239 Higher School Certificate teachers of Mathematics, English, History, Languages and Music provided information on their attitudes and beliefs about effective teaching practices for gifted and talented students. Analysis of this information revealed that the primary predictors of more positive attitudes to provision for the gifted were being female, having postgraduate training in gifted education and having responsibility for gifted education. Age and years of teaching experience had no significant association with attitude to gifted-education provision. The primary predictors of improved student performance between the NSW School Certificate and Higher School Certificate were teachers perceived importance of those competencies identified in the teacher effectiveness literature as being important for enhancing student outcomes, their knowledge of the definition of giftedness, and their report on the use of curriculum differentiation models. These findings have implications for the further investigation of classroom practice of Higher School Certificate teachers. Advisors/Committee Members: Rogers, Karen, School of Education, University of St Thomas, Minnesota, USA, Ayres, Paul, Education, Faculty of Arts & Social Sciences, UNSW.

Subjects/Keywords: Effective teaching; Teacher attitudes; Gifted; Senior secondary

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APA (6^th Edition):

Chessman, A. M. (2010). Teacher attitudes and effective teaching practices for gifted students at stage 6. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/45448 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:8743/SOURCE02?view=true

Chicago Manual of Style (16^th Edition):

Chessman, Angela Mary. “Teacher attitudes and effective teaching practices for gifted students at stage 6.” 2010. Doctoral Dissertation, University of New South Wales. Accessed September 21, 2019. http://handle.unsw.edu.au/1959.4/45448 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:8743/SOURCE02?view=true.

MLA Handbook (7^th Edition):

Chessman, Angela Mary. “Teacher attitudes and effective teaching practices for gifted students at stage 6.” 2010. Web. 21 Sep 2019.

Vancouver:

Chessman AM. Teacher attitudes and effective teaching practices for gifted students at stage 6. [Internet] [Doctoral dissertation]. University of New South Wales; 2010. [cited 2019 Sep 21]. Available from: http://handle.unsw.edu.au/1959.4/45448 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:8743/SOURCE02?view=true.

Council of Science Editors:

Chessman AM. Teacher attitudes and effective teaching practices for gifted students at stage 6. [Doctoral Dissertation]. University of New South Wales; 2010. Available from: http://handle.unsw.edu.au/1959.4/45448 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:8743/SOURCE02?view=true

University of Miami

15. 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

► Student faculty evaluations from an undergraduate music business related program at a private Mexican institution were analyzed using quantitative and qualitative methods with the purpose… (more)

Subjects/Keywords: music business; teaching; effective teaching; effective instruction; student ratings; student faculty evaluations; Mexico

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APA (6^th 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 (16^th Edition):

Grinberg Konigsberg, Mijal. “Student Perceptions of Teaching Practices: An Analysis of Student Faculty Evaluations.” 2014. Thesis, University of Miami. Accessed September 21, 2019. 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 (7^th Edition):

Grinberg Konigsberg, Mijal. “Student Perceptions of Teaching Practices: An Analysis of Student Faculty Evaluations.” 2014. Web. 21 Sep 2019.

Vancouver:

Grinberg Konigsberg M. Student Perceptions of Teaching Practices: An Analysis of Student Faculty Evaluations. [Internet] [Thesis]. University of Miami; 2014. [cited 2019 Sep 21]. 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

16. 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

► This research investigated how grade 7 learners dealt with introductory aspects of integers when they are introduced through a temperature model. In particular, the study… (more)

Subjects/Keywords: Effective teaching; Intentional teaching model; Secondary education; Teaching strategy

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APA (6^th 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 (16^th 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 September 21, 2019. 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 (7^th Edition):

Soga, Mncedisi Help. “The introduction to integers in a grade 7 classroom through an intentional teaching strategy .” 2017. Web. 21 Sep 2019.

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 2019 Sep 21]. 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

17. 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

► This study investigated the principles and practices of a group of three effective ESL writing teachers at UIUC and the impact of their pedagogical decisions… (more)

Subjects/Keywords: teaching of ESL writing; effective teaching; teaching principles; students' views

11 more images…

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APA (6^th 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 (16^th 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 September 21, 2019. 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 (7^th 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. 21 Sep 2019.

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 2019 Sep 21]. 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

18. 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/

► Individual personality traits of pre-service teachers may have a significant influence on their confidence in teaching. Confidence in teaching does not always align with the… (more)

▼ Individual personality traits of pre-service teachers may have a significant influence on their confidence in teaching. Confidence in teaching does not always align with the experience of pre-service teachers. simSchool enables transformational experiences for teacher candidates to improve in general teaching skills, connect learning theories in the classroom, and develop confidence to be an effective teacher without the ill impacts of practicing on real students. This study executed a quasi-experimental design to explore the personality traits of 152 pre-service teachers and examined how their perceptions of teaching confidence and teaching experience were related in the context of simSchool. A treatment and comparison group completed the Survey of Teaching Skills pre/post tests and the OCEAN survey for quantitative data analysis to investigate four research questions: 1. Is there a difference between treatment and comparison groups on educator’s gains in confidence and experience? 2. Is there a relationship between personality type and perceived teaching effectiveness? 3. Is there a relationship between personality attributes and pre-service educator ratings of teaching experience in a simulated teaching environment? 4. Is there a relationship between personality attributes and pre-service educator ratings of teaching confidence in a simulated teaching environment? Findings from repeated measures MANOVA tests indicated that the simSchool treatment group increased their perceptions of experience with significant gains (p < .05), in contrast to the comparison group. Two key constructs of personality and effective teaching, the latter of which is comprised of the pre-service teachers’ self-reports of teaching confidence and teaching experience, were examined using canonical correlation analysis. The traits of openness, conscientiousness, extraversion, agreeableness and neuroticism were components linked by structure coefficients to the synthetic variable of personality, the latter of which was found to be correlated with effective teaching. Pearson product-moment correlation coefficients were produced to assess the relationship between experience and confidence and relationships between experience and confidence with the personality traits of conscientiousness, openness, extraversion, and emotional stability. Multiple regression analyses were run using the predictors of openness, conscientiousness, extraversion, and neuroticism. These were found to be significantly (p < .05) effective in predicting self-reported teaching experience and confidence from personality traits. Furthermore, the variable of openness was individually found to be a significant (p < .05) predictor of teaching experience and confidence. These findings suggest that personality traits affect the experience and confidence ratings of pre-service teachers in a simulated classroom environment and that simSchool training can foster the development of teaching effectiveness. Advisors/Committee Members: Knezek, Gerald A., Christensen, Rhonda, Tyler-Wood, Tandra L..

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

APA (6^th 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 (16^th 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 September 21, 2019. 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 (7^th 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. 21 Sep 2019.

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 2019 Sep 21]. 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

University of Namibia

19. Nakanyala, JM. Investigating factors affecting the effective teaching of Grade 12 Physical Science in selcted secondary schools in the Oshana educational region in Namibia .

Degree: 2015, University of Namibia

URL: http://hdl.handle.net/11070/1668

► This study investigated the factors affecting the effective teaching of Physical Science in the Oshana Educational Region. The objectives of the study were: (a) to… (more)

▼ This study investigated the factors affecting the effective teaching of Physical Science in the Oshana Educational Region. The objectives of the study were: (a) to determine the views of teachers, school principals and the advisory teacher on the factors affecting the effective teaching of Grade 12 Physical Science; (b) to find out to what extent Grade 12 Physical Science teachers use effective teaching methods in their teaching; (c) to suggest strategies which can be implemented to improve the teaching of Physical Science. The study employed a mixed methods approach to generate both quantitative and qualitative data in two main sequential phases and lesson observations were meant to help augment data from the two phases. In the first phase, quantitative data was collected by means of closed-ended questionnaires from 14 Grade 12 Physical Science teachers, eight school principals in the selected secondary schools and the advisory teacher in the Oshana Educational Region. The data from the first phase were then analysed and used to formulate questions for phase two, the semi-structured interviews which helped to give more information on the statistical data from phase one. Five of the 14 Grade 12 Physical Science teachers, plus the advisory teacher, participated in the interviews. Lesson observations were also conducted as a way to collate and corroborate data from the two phases as well to triangulate data. Five teachers who participated in the interviews were also observed teaching Grade 12 Physical Science. Descriptive statistics were used to analyse the quantitative data, while the content analysis method was used to analyse the qualitative data. The study revealed that the Grade 12 Physical Science teachers who participated in this study used the lecture method more often in their teaching. It also found that teachers rarely used teaching methods such as group work, problem-based learning, and practical work in teaching the Grade 12 Physical Science to learners. In addition, the study discovered that there were numerous factors preventing the teachers from using the aforementioned teaching methods in their teaching process, such as overcrowded classrooms; lack of resources; learners‟ attitudes toward learning Physical Science; time allocated to Physical Science lessons; learners‟ poor backgrounds in Physical Science; and learners‟ poor English proficiency. Finally, the results from the interviews revealed the strategies that might be implemented to improve the teaching of the Grade 12 Physical Science. In the light of the above findings, the study recommends that the advisory teacher visit schools more often to ensure that all the Grade 12 Physical Science teachers in the region are using effective teaching methods in their teaching of the Grade 12 Physical Science Ordinary Level lessons. The study recommends that the teachers improvise for the unavailable laboratory materials by using alternative materials from the environment, as well as recyclable materials during practical work in their teaching.

Subjects/Keywords: Teaching ; Physical science ; Oshana region ; Physics, Study and teaching (Secondary) ; Effective teaching ; High school teaching

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APA (6^th Edition):

Nakanyala, J. (2015). Investigating factors affecting the effective teaching of Grade 12 Physical Science in selcted secondary schools in the Oshana educational region in Namibia . (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/1668

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

Chicago Manual of Style (16^th Edition):

Nakanyala, JM. “Investigating factors affecting the effective teaching of Grade 12 Physical Science in selcted secondary schools in the Oshana educational region in Namibia .” 2015. Thesis, University of Namibia. Accessed September 21, 2019. http://hdl.handle.net/11070/1668.

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

MLA Handbook (7^th Edition):

Nakanyala, JM. “Investigating factors affecting the effective teaching of Grade 12 Physical Science in selcted secondary schools in the Oshana educational region in Namibia .” 2015. Web. 21 Sep 2019.

Vancouver:

Nakanyala J. Investigating factors affecting the effective teaching of Grade 12 Physical Science in selcted secondary schools in the Oshana educational region in Namibia . [Internet] [Thesis]. University of Namibia; 2015. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/11070/1668.

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

Council of Science Editors:

Nakanyala J. Investigating factors affecting the effective teaching of Grade 12 Physical Science in selcted secondary schools in the Oshana educational region in Namibia . [Thesis]. University of Namibia; 2015. Available from: http://hdl.handle.net/11070/1668

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

IUPUI

20. Reese, Cynthia E. Effective Teaching in Clinical Simulation: Development of the Student Perception of Effective Teaching in Clinical Simulation Scale.

Degree: 2009, IUPUI

URL: http://hdl.handle.net/1805/1901

►

Indiana University-Purdue University Indianapolis (IUPUI)

Clinical simulation is an innovative teaching/learning strategy that supports the efforts of educators to prepare students for practice. Despite the… (more)

▼

Indiana University-Purdue University Indianapolis (IUPUI)

Clinical simulation is an innovative teaching/learning strategy that supports the efforts of educators to prepare students for practice. Despite the positive implications of clinical simulations in nursing education, no empirical evidence exists to inform effective teaching in simulated learning environments. The purpose of this research is to create an instrument to measure effective teaching strategies in clinical simulation contexts. The conceptual framework for this study is the Nursing Education Simulation Framework. The Student Perception of Effective Teaching in Clinical Simulation (SPETCS) is a survey instrument scored on a 5-point Likert scale with two response scales: Extent and Importance. The Extent response scale measures participants’ perception of the extent to which the instructor used a particular teaching strategy during the simulation, and the Importance response scale measures perception of the degree of importance of the teaching strategy toward meeting simulation learning outcomes. A descriptive, quantitative, cross-sectional design was used. Evidence to support content validity was obtained via a panel of simulation experts (n = 7) which yielded a content validity index of .91. A convenience sample of undergraduate nursing students (n = 121) was used for psychometric analysis. Internal consistency reliability met hypothesized expectations for the Extent (α = .95) and Importance (α = .96) response scales. Temporal stability reliability results were mixed; correlations between administration times met expectations on the Importance scale (ICC = .67), but were lower than expected on the Extent scale (ICC = .52). Both response scales correlated within hypothesized parameters with two criterion instruments (p < .01). The Importance scale was selected for exploratory factor analysis (EFA). EFA revealed 2 factors: Learner Support and Real-World Application. The result of careful item and factor analysis was an easy to administer 33 item scale with 2 response scales. The SPETCS has evidence of reliability and validity and can serve as a tool for the assessment, evaluation, and feedback in the ongoing professional development of nurse educators who use clinical simulations in the teaching/learning process. In addition, results of this study can support the identification of best practices and teaching competencies in the clinical simulation environment.

Advisors/Committee Members: Jeffries, Pamela, Pesut, Daniel J., Halstead, Judith, Bakas, Tamilyn.

Subjects/Keywords: simulation; effective teaching; instrument development; nursing education; Effective teaching; Nursing – Study and teaching – Methodology; Role playing

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APA (6^th Edition):

Reese, C. E. (2009). Effective Teaching in Clinical Simulation: Development of the Student Perception of Effective Teaching in Clinical Simulation Scale. (Thesis). IUPUI. Retrieved from http://hdl.handle.net/1805/1901

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

Chicago Manual of Style (16^th Edition):

Reese, Cynthia E. “Effective Teaching in Clinical Simulation: Development of the Student Perception of Effective Teaching in Clinical Simulation Scale.” 2009. Thesis, IUPUI. Accessed September 21, 2019. http://hdl.handle.net/1805/1901.

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

MLA Handbook (7^th Edition):

Reese, Cynthia E. “Effective Teaching in Clinical Simulation: Development of the Student Perception of Effective Teaching in Clinical Simulation Scale.” 2009. Web. 21 Sep 2019.

Vancouver:

Reese CE. Effective Teaching in Clinical Simulation: Development of the Student Perception of Effective Teaching in Clinical Simulation Scale. [Internet] [Thesis]. IUPUI; 2009. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/1805/1901.

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

Council of Science Editors:

Reese CE. Effective Teaching in Clinical Simulation: Development of the Student Perception of Effective Teaching in Clinical Simulation Scale. [Thesis]. IUPUI; 2009. Available from: http://hdl.handle.net/1805/1901

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

Utah Valley University

21. 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 (6^th 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 (16^th 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 September 21, 2019. 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 (7^th Edition):

Baker, Courtney L. “Using Data Notebooks As A Tool to Increase Student Engagement and Achievement in 4th Grade Mathematics.” 2017. Web. 21 Sep 2019.

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 2019 Sep 21]. 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

University of North Carolina – Greensboro

22. 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

► The purpose of this study was to examine teachers' thoughtfully adaptive teaching. Teachers' instructional adaptations made while teaching and during planning when implementing the Full… (more)

Subjects/Keywords: Effective teaching; Teacher effectiveness; Adaptability (Psychology); Science – Study and teaching (Elementary)

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APA (6^th 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 (16^th Edition):

Allen, Melony Holyfield. “Thoughtfully adaptive teaching in fourth-grade science instruction.” 2011. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 21, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7336.

MLA Handbook (7^th Edition):

Allen, Melony Holyfield. “Thoughtfully adaptive teaching in fourth-grade science instruction.” 2011. Web. 21 Sep 2019.

Vancouver:

Allen MH. Thoughtfully adaptive teaching in fourth-grade science instruction. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2011. [cited 2019 Sep 21]. 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 North Carolina – Greensboro

23. Mims, Sharon U. Teacher Practices in Preschool Classrooms: Promoting Engaged Learners.

Degree: 2010, University of North Carolina – Greensboro

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4341

► Early childhood educators often describe classroom quality in terms that indicate we can "recognize it when we see it", but we have struggled to provide… (more)

Subjects/Keywords: Education, Preschool – Standards.; Education, Preschool – Evaluation.; Effective Teaching.; Teaching – Evaluation.

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APA (6^th Edition):

Mims, S. U. (2010). Teacher Practices in Preschool Classrooms: Promoting Engaged Learners. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4341

Chicago Manual of Style (16^th Edition):

Mims, Sharon U. “Teacher Practices in Preschool Classrooms: Promoting Engaged Learners.” 2010. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 21, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4341.

MLA Handbook (7^th Edition):

Mims, Sharon U. “Teacher Practices in Preschool Classrooms: Promoting Engaged Learners.” 2010. Web. 21 Sep 2019.

Vancouver:

Mims SU. Teacher Practices in Preschool Classrooms: Promoting Engaged Learners. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2010. [cited 2019 Sep 21]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4341.

Council of Science Editors:

Mims SU. Teacher Practices in Preschool Classrooms: Promoting Engaged Learners. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2010. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4341

University of KwaZulu-Natal

24. 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

► This study explores teachers’ stories of lived experience and their capacity for cultivating resilience in learners attending schools in rural contexts. Through the storied lives… (more)

▼ This study explores teachers’ stories of lived experience and their capacity for cultivating resilience in learners attending schools in rural contexts. Through the storied lives of the three teachers, Saint, Maria and Faith, I was able to develop a deeper and more insightful understanding of the everyday challenges that teachers’ who work in rural context face. I also understand the perspectives that teachers adopt to negotiate the challenges in order to open up possibilities for thinking and acting differently inside and outside of their classrooms. The methodological approach for this study is narrative inquiry, and it is located within the interpretative paradigm. The data sources were personal stories of participants. Various artsbased methods were employed for generating the data which included collage inquiry, artefact inquiry and unstructured interviews. Through these multiple data sources, I was able to reconstruct stories of the personal and professional lives of the teacher participants to respond to the research questions in my study. The study has employed the triple lens theory that combines the Broaden and Build theory, resilience as multidimensional and complex process, and the generative theory of rurality. This triple lens framework enabled me to understand rurality as a social space that is complex and dynamic; and teachers and the practices they adopt to open up possibilities to sustain their commitment and to strengthen their capacity to develop resilience in learners. The study shows the importance of personal and cultural values and routines in broadening their lives as teachers to become life-long learners and activists campaigning for a different life as men and women. As teachers, these individuals are able to adopt unique and personally meaningful approaches and methods that are contextually relevant to learners attending school in a rural context. Opening up opportunities through both curricular and extracurricular activities, they draw on particular personal and cultural knowledge to develop social, emotional and intellectual skills in learners so that they may think and act differently. Advisors/Committee Members: Pillay, Daisy. (advisor).

Subjects/Keywords: Learning Ability.; Effective Teaching.; Motivation in Teaching.; Teachers - Attitudes.; Theses - Education.

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APA (6^th 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 (16^th Edition):

Ndlovu, Sindisiwe Maxentia. “Teachers cultivating resilience in learners attending school in rural contexts: a narrative inquiry.” 2017. Thesis, University of KwaZulu-Natal. Accessed September 21, 2019. 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 (7^th Edition):

Ndlovu, Sindisiwe Maxentia. “Teachers cultivating resilience in learners attending school in rural contexts: a narrative inquiry.” 2017. Web. 21 Sep 2019.

Vancouver:

Ndlovu SM. Teachers cultivating resilience in learners attending school in rural contexts: a narrative inquiry. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2019 Sep 21]. 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

Deakin University

25. Bird, Lyn. Developing self-regulated learning skills in young students.

Degree: School of Education, 2009, Deakin University

URL: http://hdl.handle.net/10536/DRO/DU:30027481

► This study generated multiple voices and multiple perspectives on how to develop self-regulated learning skills in young students. It provides schools with an effective professional… (more)

Subjects/Keywords: Primary school teaching; Learning; Effective teaching; Cognitive styles in children

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APA (6^th Edition):

Bird, L. (2009). Developing self-regulated learning skills in young students. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30027481

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

Chicago Manual of Style (16^th Edition):

Bird, Lyn. “Developing self-regulated learning skills in young students.” 2009. Thesis, Deakin University. Accessed September 21, 2019. http://hdl.handle.net/10536/DRO/DU:30027481.

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

MLA Handbook (7^th Edition):

Bird, Lyn. “Developing self-regulated learning skills in young students.” 2009. Web. 21 Sep 2019.

Vancouver:

Bird L. Developing self-regulated learning skills in young students. [Internet] [Thesis]. Deakin University; 2009. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10536/DRO/DU:30027481.

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

Council of Science Editors:

Bird L. Developing self-regulated learning skills in young students. [Thesis]. Deakin University; 2009. Available from: http://hdl.handle.net/10536/DRO/DU:30027481

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

University of Missouri – Columbia

26. Haggard, David A., 1953-. Inquiry-based instruction implementation: a district's learning experience through teacher input.

Degree: 2010, University of Missouri – Columbia

URL: https://doi.org/10.32469/10355/8299

► Inquiry-based Instruction is a format of instruction that is reported to provide students opportunities to develop their higher-order thinking skills (analysis, synthesis, and evaluation) as… (more)

Subjects/Keywords: School improvement programs; Inquiry-based learning; Active learning; Effective teaching; Teaching

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APA (6^th Edition):

Haggard, David A., 1. (2010). Inquiry-based instruction implementation: a district's learning experience through teacher input. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/8299

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

Chicago Manual of Style (16^th Edition):

Haggard, David A., 1953-. “Inquiry-based instruction implementation: a district's learning experience through teacher input.” 2010. Thesis, University of Missouri – Columbia. Accessed September 21, 2019. https://doi.org/10.32469/10355/8299.

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

MLA Handbook (7^th Edition):

Haggard, David A., 1953-. “Inquiry-based instruction implementation: a district's learning experience through teacher input.” 2010. Web. 21 Sep 2019.

Vancouver:

Haggard, David A. 1. Inquiry-based instruction implementation: a district's learning experience through teacher input. [Internet] [Thesis]. University of Missouri – Columbia; 2010. [cited 2019 Sep 21]. Available from: https://doi.org/10.32469/10355/8299.

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

Council of Science Editors:

Haggard, David A. 1. Inquiry-based instruction implementation: a district's learning experience through teacher input. [Thesis]. University of Missouri – Columbia; 2010. Available from: https://doi.org/10.32469/10355/8299

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

Nelson Mandela Metropolitan University

27. [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

► The state of education in South Africa is of nationwide concern and primary school learners are at serious risk of not learning to read. The… (more)

Subjects/Keywords: Reading (Elementary) – South Africa; Reading – Remedial teaching; Effective teaching

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APA (6^th 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 (16^th Edition):

author], [No. “Exploring fathers’ reading involvement in a grade 4 classroom.” 2016. Thesis, Nelson Mandela Metropolitan University. Accessed September 21, 2019. 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 (7^th Edition):

author], [No. “Exploring fathers’ reading involvement in a grade 4 classroom.” 2016. Web. 21 Sep 2019.

Vancouver:

author] [. Exploring fathers’ reading involvement in a grade 4 classroom. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2016. [cited 2019 Sep 21]. 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 Missouri – Columbia

28. Haggard, David A., 1953-. Inquiry-based instruction implementation: a district's learning experience through teacher input.

Degree: 2010, University of Missouri – Columbia

URL: http://hdl.handle.net/10355/8299

► Inquiry-based Instruction is a format of instruction that is reported to provide students opportunities to develop their higher-order thinking skills (analysis, synthesis, and evaluation) as… (more)

Subjects/Keywords: School improvement programs; Inquiry-based learning; Active learning; Effective teaching; Teaching

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

Haggard, David A., 1. (2010). Inquiry-based instruction implementation: a district's learning experience through teacher input. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/8299

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

Chicago Manual of Style (16^th Edition):

Haggard, David A., 1953-. “Inquiry-based instruction implementation: a district's learning experience through teacher input.” 2010. Thesis, University of Missouri – Columbia. Accessed September 21, 2019. http://hdl.handle.net/10355/8299.

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

MLA Handbook (7^th Edition):

Haggard, David A., 1953-. “Inquiry-based instruction implementation: a district's learning experience through teacher input.” 2010. Web. 21 Sep 2019.

Vancouver:

Haggard, David A. 1. Inquiry-based instruction implementation: a district's learning experience through teacher input. [Internet] [Thesis]. University of Missouri – Columbia; 2010. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10355/8299.

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

Council of Science Editors:

Haggard, David A. 1. Inquiry-based instruction implementation: a district's learning experience through teacher input. [Thesis]. University of Missouri – Columbia; 2010. Available from: http://hdl.handle.net/10355/8299

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

University of Wolverhampton

29. Clarke, Karen. Understanding effective teaching: perceptions from students, staff and executive managers in a post-1992 university.

Degree: 2015, University of Wolverhampton

URL: http://hdl.handle.net/2436/561197

► This study proposes a model for effective teaching based on the development of an affiliative culture for both students and staff. Characteristics such as respect,… (more)

▼ This study proposes a model for effective teaching based on the development of an affiliative culture for both students and staff. Characteristics such as respect, helpfulness, and approachability are combined with specific teaching skills that are perceived by staff and students to be effective both for displaying these traits and also to enhance teaching. Although the literature shows that qualitative attributes are not new, from the data gathered, it appears that they are not always recognised by staff as significant for students’ learning. The literature also indicates that there is a disjuncture in the perceptions of effective teaching from executive management, staff and students. The context of the research is in a post-1992 university and current trends indicate there has been a shift in higher education towards a more bureaucratic approach to accountability in terms of student numbers and financial aspects that have resulted in larger teaching groups especially for post1992 universities. Additionally, the student funding system has changed so that students are now responsible for paying all their tuition fees, albeit via student loans. The literature proposes that this means that students may consider themselves as customers which indicate a different kind of relationship with a university. The research literature posits that these reforms have led to increased pressures on teaching staff so that they do not have time to develop a climate of affiliation which encompasses openness, trust and a sense of belonging for the students which, in turn, leads to creating a positive learning environment and student success. The literature review considers the perceptions of effective teaching from academic teaching staff, students and executive managers. This research uses a case study approach with the research design set within an interpretivist paradigm whereby the opinions and perceptions of the respondents are explored. Data were gathered through multiple data collection tools, such as internal student surveys, a student focus group interview, and filmed teaching observations, stimulated recall discussions with staff and conversational interviews with executive managers. In addition, secondary data were used from the narrative comments in the National Student Survey, (NSS) (2012) to complement the internal survey. The research questions focus on the perceptions and strategies that are viewed as part of effective teaching from the three groups of participants. 4 From the findings, I have developed a model to promote effective teaching which proposes an alignment of affiliation with specific teaching skills that encourages participation from both staff and students so that learning is jointly constructed. The model presents a way that combines the personal qualities and values gathered from the data, with students’ preferred teaching strategies which are perceived to enable effective teaching to take place. The inter-relationship between specific teaching skills and personal characteristics, identified in the model,…

Subjects/Keywords: Effective teaching; observable personal characteristics; pedagogic research; identified teaching skills

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APA (6^th Edition):

Clarke, K. (2015). Understanding effective teaching: perceptions from students, staff and executive managers in a post-1992 university. (Thesis). University of Wolverhampton. Retrieved from http://hdl.handle.net/2436/561197

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

Chicago Manual of Style (16^th Edition):

Clarke, Karen. “Understanding effective teaching: perceptions from students, staff and executive managers in a post-1992 university.” 2015. Thesis, University of Wolverhampton. Accessed September 21, 2019. http://hdl.handle.net/2436/561197.

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

MLA Handbook (7^th Edition):

Clarke, Karen. “Understanding effective teaching: perceptions from students, staff and executive managers in a post-1992 university.” 2015. Web. 21 Sep 2019.

Vancouver:

Clarke K. Understanding effective teaching: perceptions from students, staff and executive managers in a post-1992 university. [Internet] [Thesis]. University of Wolverhampton; 2015. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/2436/561197.

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

Council of Science Editors:

Clarke K. Understanding effective teaching: perceptions from students, staff and executive managers in a post-1992 university. [Thesis]. University of Wolverhampton; 2015. Available from: http://hdl.handle.net/2436/561197

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

30. 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

None newline

Summary p.1-16, Bibliography p. 257-265

Advisors/Committee Members: Mishra, R.S.

Subjects/Keywords: Effective Teachers; Teaching Methods; Evolving Effective

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APA (6^th 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 (16^th 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 September 21, 2019. 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 (7^th Edition):

Agrawal, Anuja. “Evolving effective teaching methods for home science teaching at degree level with reference to effective teachers less effective teachers;.” 2009. Web. 21 Sep 2019.

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 2019 Sep 21]. 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

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Open Access Theses and Dissertations