subject:(Effective teaching)

Oklahoma State University

1. Eck, Christopher J. Validating and applying the effective teaching instrument for school-based agricultural education teachers.

Degree: Agricultural Education, 2019, Oklahoma State University

URL: http://hdl.handle.net/11244/324817

► Change is constant in agriculture and education. Therefore, school-based agricultural education (SBAE) and its teachers must remain current to change with the times. Producing competent,… (more)

▼ Change is constant in agriculture and education. Therefore, school-based agricultural education (SBAE) and its teachers must remain current to change with the times. Producing competent, qualified, effective, SBAE teachers to meet a growing nationwide demand is a daunting task (Foster, Lawver, & Smith, 2018). Teaching effectiveness is an elusive concept (Stronge, Ward, & Grant, 2011) within SBAE considering the uniqueness of the program. Eck, Robinson, Ramsey, and Cole (2019) developed a 58-item instrument through a nationwide Delphi study, including characteristics experts deemed vital to an effective SBAE teacher. The purpose of this study was to validate the effective teaching instrument and identify SBAE teacher effectiveness nationwide. To accomplish this purpose, the study was undergirded in the human capital theory and supported by the development of a conceptual framework considering the potential factors impacting the effectiveness of SBAE teachers. A census approach was the target for data collection in this non-experimental, descriptive survey research study. The population of interest was SBAE teachers nationwide (N = 12,690) (Smith, Lawver, & Foster, 2018). Instruments were received from 3339 individuals in 45 states, resulting in a 28.2% response rate. This study determined the primary components of a SBAE teacher through a principal component analysis, resulting in 26 items measuring six components. The six components include intracurricular engagement, personal dispositions, appreciation for diversity and inclusion, pedagogical preparedness, work-life balance, and professionalism. The instrument was further validated and resulted in Cronbach's alpha level of 0.87 for the complete instrument. The study included results of SBAE teachers (44.1% male, 51.2% female) ranging from 21 to 72 years of age. These teachers represented 45 states and taught in programs ranging from a single teaching program consisting of eight students to a multi-teacher program consisting of 1502 students. Although there were no statistically significant interactions present through the factorial ANOVA, there were statistically significant main effects present for SBAE teachers' intent to retire, current state of employment, classroom/laboratory personal competency, FFA personal competency, and SAE personal competency, based on composite sum effectiveness scores. The findings of this study resulted in six overarching conclusions along with recommendations for practice and research. Advisors/Committee Members: Robinson, J. Shane (advisor), Terry, Robert, Jr. (committee member), Ramsey, Jon W. (committee member), Cole, Ki Matlock (committee member).

Subjects/Keywords: effective teaching; effective teaching instrument

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APA (6^th Edition):

Eck, C. J. (2019). Validating and applying the effective teaching instrument for school-based agricultural education teachers. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/324817

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

Chicago Manual of Style (16^th Edition):

Eck, Christopher J. “Validating and applying the effective teaching instrument for school-based agricultural education teachers.” 2019. Thesis, Oklahoma State University. Accessed March 04, 2021. http://hdl.handle.net/11244/324817.

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

MLA Handbook (7^th Edition):

Eck, Christopher J. “Validating and applying the effective teaching instrument for school-based agricultural education teachers.” 2019. Web. 04 Mar 2021.

Vancouver:

Eck CJ. Validating and applying the effective teaching instrument for school-based agricultural education teachers. [Internet] [Thesis]. Oklahoma State University; 2019. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11244/324817.

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

Council of Science Editors:

Eck CJ. Validating and applying the effective teaching instrument for school-based agricultural education teachers. [Thesis]. Oklahoma State University; 2019. Available from: http://hdl.handle.net/11244/324817

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

University of Illinois – Urbana-Champaign

2. Nierenhausen, Megan. Effective teaching characteristics as perceived by ESL students and instructors.

Degree: MA, Teaching of English Sec Lang, 2020, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/107895

► As international students continue to choose to study abroad at U.S universities, the need for student perception of effective teaching needs to be taken into… (more)

Subjects/Keywords: Perception; Effective Teaching

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APA (6^th Edition):

Nierenhausen, M. (2020). Effective teaching characteristics as perceived by ESL students and instructors. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/107895

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

Chicago Manual of Style (16^th Edition):

Nierenhausen, Megan. “Effective teaching characteristics as perceived by ESL students and instructors.” 2020. Thesis, University of Illinois – Urbana-Champaign. Accessed March 04, 2021. http://hdl.handle.net/2142/107895.

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

MLA Handbook (7^th Edition):

Nierenhausen, Megan. “Effective teaching characteristics as perceived by ESL students and instructors.” 2020. Web. 04 Mar 2021.

Vancouver:

Nierenhausen M. Effective teaching characteristics as perceived by ESL students and instructors. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2020. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2142/107895.

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

Council of Science Editors:

Nierenhausen M. Effective teaching characteristics as perceived by ESL students and instructors. [Thesis]. University of Illinois – Urbana-Champaign; 2020. Available from: http://hdl.handle.net/2142/107895

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

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

Degree: 2015, University of Zimbabwe

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

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

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 Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/4298

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

Chicago Manual of Style (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 Zimbabwe. Accessed March 04, 2021. http://dspace.unza.zm/handle/123456789/4298.

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

MLA Handbook (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. 04 Mar 2021.

Vancouver:

Sifuniso M. An analysis of the implementation of reflective teaching methods in selected primary schools in Livingstone district of Zambia. [Internet] [Thesis]. University of Zimbabwe; 2015. [cited 2021 Mar 04]. Available from: http://dspace.unza.zm/handle/123456789/4298.

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

Council of Science Editors:

Sifuniso M. An analysis of the implementation of reflective teaching methods in selected primary schools in Livingstone district of Zambia. [Thesis]. University of Zimbabwe; 2015. Available from: http://dspace.unza.zm/handle/123456789/4298

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

University of Georgia

4. Romain, Charles Joshua. The habits of effective agricultural education teachers.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/28882

► The purpose of this research is to determine the most effective teaching characteristics and behaviors of recognized teachers throughout the state of Georgia. The researcher… (more)

Subjects/Keywords: Effective teacher; state staff; effective teaching characteristics

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

APA (6^th Edition):

Romain, C. J. (2014). The habits of effective agricultural education teachers. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/28882

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

Chicago Manual of Style (16^th Edition):

Romain, Charles Joshua. “The habits of effective agricultural education teachers.” 2014. Thesis, University of Georgia. Accessed March 04, 2021. http://hdl.handle.net/10724/28882.

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

MLA Handbook (7^th Edition):

Romain, Charles Joshua. “The habits of effective agricultural education teachers.” 2014. Web. 04 Mar 2021.

Vancouver:

Romain CJ. The habits of effective agricultural education teachers. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10724/28882.

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

Council of Science Editors:

Romain CJ. The habits of effective agricultural education teachers. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/28882

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

Addis Ababa University

5. Ejigayehu, Kebede. PRACTICES AND CHALLENGES OF PHYSICAL EDUCATION TEACHERS IN TEACHING-LEARNING PROCESS IN CASE OF SOME SELECTED HIGH SCHOOL OF ADISS ABEBA .

Degree: 2013, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/6780

► 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 March 04, 2021. http://etd.aau.edu.et/dspace/handle/123456789/6780.

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

MLA Handbook (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. 04 Mar 2021.

Vancouver:

Ejigayehu K. PRACTICES AND CHALLENGES OF PHYSICAL EDUCATION TEACHERS IN TEACHING-LEARNING PROCESS IN CASE OF SOME SELECTED HIGH SCHOOL OF ADISS ABEBA . [Internet] [Thesis]. Addis Ababa University; 2013. [cited 2021 Mar 04]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6780.

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

Council of Science Editors:

Ejigayehu K. PRACTICES AND CHALLENGES OF PHYSICAL EDUCATION TEACHERS IN TEACHING-LEARNING PROCESS IN CASE OF SOME SELECTED HIGH SCHOOL OF ADISS ABEBA . [Thesis]. Addis Ababa University; 2013. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6780

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

California State University – Sacramento

6. Ay??n, Sandra Eileen. Investigating the coaching model: a new way to look at embedding professional development.

Degree: 2019, California State University – Sacramento

URL: http://hdl.handle.net/10211.3/210211

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

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 March 04, 2021. http://hdl.handle.net/10211.3/210211.

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

MLA Handbook (7^th Edition):

Ay??n, Sandra Eileen. “Investigating the coaching model: a new way to look at embedding professional development.” 2019. Web. 04 Mar 2021.

Vancouver:

Ay??n SE. Investigating the coaching model: a new way to look at embedding professional development. [Internet] [Thesis]. California State University – Sacramento; 2019. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10211.3/210211.

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

Council of Science Editors:

Ay??n SE. Investigating the coaching model: a new way to look at embedding professional development. [Thesis]. California State University – Sacramento; 2019. Available from: http://hdl.handle.net/10211.3/210211

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

University of Johannesburg

7. Makgakga, Sello William. Effective teaching methods used by teachers to teach grade 11 quadratic equations in the context of South African schools of Limpopo Province.

Degree: 2012, University of Johannesburg

URL: http://hdl.handle.net/10210/5095

►

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 (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 March 04, 2021. http://hdl.handle.net/10210/5095.

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

MLA Handbook (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. 04 Mar 2021.

Vancouver:

Makgakga SW. Effective teaching methods used by teachers to teach grade 11 quadratic equations in the context of South African schools of Limpopo Province. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10210/5095.

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

Council of Science Editors:

Makgakga SW. Effective teaching methods used by teachers to teach grade 11 quadratic equations in the context of South African schools of Limpopo Province. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5095

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

Cape Peninsula University of Technology

8. Allie, Fadilah. Support for mathematics teachers and students in previously disadvantaged Cape Town high schools .

Degree: 2018, Cape Peninsula University of Technology

URL: http://etd.cput.ac.za/handle/20.500.11838/2942

► A large majority of school leavers in South Africa have limited educational and career opportunities in occupational fields such as medicine, engineering, information technology and… (more)

▼ A large majority of school leavers in South Africa have limited educational and career opportunities in occupational fields such as medicine, engineering, information technology and scientific research because of poor performance in mathematics and science at Grade 12 level. Although various forms of support for mathematics teaching and learning have been introduced by the government and private institutions to overcome some of these challenges and improve performance, South African mathematics performance still remains at the bottom of the rank. Underachievement in mathematics has been particularly recognised as a major problem in schools serving black, coloured and Indian students from historically poor communities also known as previously disadvantaged communities - in South Africa. The main purpose of this research was to increase understanding of the specific challenges of mathematics teaching and learning at a selected number of schools in the previously disadvantaged Cape Flats area of Cape Town, and to explore the availability of, access to, and utilisation of support opportunities by the mathematics teachers and students at these schools with the aim of identifying appropriate support programmes for such schools. Bronfenbrenner’s ecological systems theory was used as the theoretical framework for this research. Bronfenbrenner advocated that research investigating human development should involve a field-theoretical approach in which the interaction of process, person, and context are taken into consideration. The underlying rationale for a process-person-context research model is also applicable to organisational development, and is a useful model for understanding how developmental processes (e.g. mathematics teaching and learning) and outcomes (e.g. students’ achievement in mathematics) vary as a joint function of the characteristics of not only the school itself but also those of the ecological systems or environment surrounding the school. The study was conducted using an exploratory sequential mixed method research (MMR) approach. Both qualitative and quantitative data were collected and analysed. This enabled the researcher to conduct an in-depth examination of the varied, detailed and extensive array of information obtained from different sources to provide extensive explanation that portray a holistic picture of the situation at each school. Five schools from two education districts in the Cape Metropole participated in the study. Five curriculum advisers from the eight education districts in the Cape Metropole in which the schools are situated, as well as five mathematics teachers and heads of departments responsible for mathematics teaching and learning at each of the five schools were interviewed. Twenty Grade 12 mathematics students at each of the five schools completed a survey questionnaire designed to elicit respondents’ views on challenges they faced in the teaching and learning of mathematics. This included their views on parental involvement and support. The survey was followed by focus… Advisors/Committee Members: Sosibo, Lungi, Prof (advisor), Vermeulen, Cornelis, Prof (advisor).

Subjects/Keywords: Mathematics teachers – Training of; Mathematics – Study and teaching; Effective teaching; Mentoring in education; Effective teaching

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

APA (6^th Edition):

Allie, F. (2018). Support for mathematics teachers and students in previously disadvantaged Cape Town high schools . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/2942

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

Chicago Manual of Style (16^th Edition):

Allie, Fadilah. “Support for mathematics teachers and students in previously disadvantaged Cape Town high schools .” 2018. Thesis, Cape Peninsula University of Technology. Accessed March 04, 2021. http://etd.cput.ac.za/handle/20.500.11838/2942.

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

MLA Handbook (7^th Edition):

Allie, Fadilah. “Support for mathematics teachers and students in previously disadvantaged Cape Town high schools .” 2018. Web. 04 Mar 2021.

Vancouver:

Allie F. Support for mathematics teachers and students in previously disadvantaged Cape Town high schools . [Internet] [Thesis]. Cape Peninsula University of Technology; 2018. [cited 2021 Mar 04]. Available from: http://etd.cput.ac.za/handle/20.500.11838/2942.

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

Council of Science Editors:

Allie F. Support for mathematics teachers and students in previously disadvantaged Cape Town high schools . [Thesis]. Cape Peninsula University of Technology; 2018. Available from: http://etd.cput.ac.za/handle/20.500.11838/2942

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

9. Kimbrough-Walls, Vickie J. Students' Perception of Important Teaching Behaviors in Classroom and Clinical Environments of a Community College Nursing and Dental Hygiene Program.

Degree: 2012, University of Nevada – Reno

URL: http://hdl.handle.net/11714/3564

► Student success is dependent on effective instruction. Yet, effective teaching is difficult to define and described differently by students, faculty, and administrators. Nursing and dental… (more)

Subjects/Keywords: clinical teaching; dental hygiene education; Effective teaching; Teaching behaviors; Teaching strategies

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APA (6^th Edition):

Kimbrough-Walls, V. J. (2012). Students' Perception of Important Teaching Behaviors in Classroom and Clinical Environments of a Community College Nursing and Dental Hygiene Program. (Thesis). University of Nevada – Reno. Retrieved from http://hdl.handle.net/11714/3564

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

Chicago Manual of Style (16^th Edition):

Kimbrough-Walls, Vickie J. “Students' Perception of Important Teaching Behaviors in Classroom and Clinical Environments of a Community College Nursing and Dental Hygiene Program.” 2012. Thesis, University of Nevada – Reno. Accessed March 04, 2021. http://hdl.handle.net/11714/3564.

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

MLA Handbook (7^th Edition):

Kimbrough-Walls, Vickie J. “Students' Perception of Important Teaching Behaviors in Classroom and Clinical Environments of a Community College Nursing and Dental Hygiene Program.” 2012. Web. 04 Mar 2021.

Vancouver:

Kimbrough-Walls VJ. Students' Perception of Important Teaching Behaviors in Classroom and Clinical Environments of a Community College Nursing and Dental Hygiene Program. [Internet] [Thesis]. University of Nevada – Reno; 2012. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11714/3564.

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

Council of Science Editors:

Kimbrough-Walls VJ. Students' Perception of Important Teaching Behaviors in Classroom and Clinical Environments of a Community College Nursing and Dental Hygiene Program. [Thesis]. University of Nevada – Reno; 2012. Available from: http://hdl.handle.net/11714/3564

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

University of Zambia

10. Phiri, Moses Foster. Effective classroom management by teachers to improve pupils learning process at Nyimba Boarding Secondary School .

Degree: 2016, University of Zambia

URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/4965

► 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 March 04, 2021. http://dspace.unza.zm:8080/xmlui/handle/123456789/4965.

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

MLA Handbook (7^th Edition):

Phiri, Moses Foster. “Effective classroom management by teachers to improve pupils learning process at Nyimba Boarding Secondary School .” 2016. Web. 04 Mar 2021.

Vancouver:

Phiri MF. Effective classroom management by teachers to improve pupils learning process at Nyimba Boarding Secondary School . [Internet] [Thesis]. University of Zambia; 2016. [cited 2021 Mar 04]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4965.

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

Council of Science Editors:

Phiri MF. Effective classroom management by teachers to improve pupils learning process at Nyimba Boarding Secondary School . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4965

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

Utah Valley University

11. Vest, Michael J. Building Better Design: A Descriptive Study on LDS High School Seminary Teachers' Use of Standards in Planning.

Degree: 2012, Utah Valley University

URL: http://contentdm.uvu.edu:81/u?/UVUTheses,576

This study, which involved eight LDS Seminary teachers in the western United States, was performed to determine whether they used the established standard for LDS Seminary teachers in their curriculum design planning.

59 p. 22 cm.

Subjects/Keywords: Mormon seminaries; Effective teaching; Dissertations, Academic

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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 March 04, 2021. http://contentdm.uvu.edu:81/u?/UVUTheses,576.

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

MLA Handbook (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. 04 Mar 2021.

Vancouver:

Vest MJ. Building Better Design: A Descriptive Study on LDS High School Seminary Teachers' Use of Standards in Planning. [Internet] [Thesis]. Utah Valley University; 2012. [cited 2021 Mar 04]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,576.

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

Council of Science Editors:

Vest MJ. Building Better Design: A Descriptive Study on LDS High School Seminary Teachers' Use of Standards in Planning. [Thesis]. Utah Valley University; 2012. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,576

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

Utah Valley University

12. Whimpey, Kenneth L. Reading Comprehension Strategies Handbook for Seminary Teachers.

Degree: 2012, Utah Valley University

URL: http://contentdm.uvu.edu:81/u?/UVUTheses,578

This projects creates a handbook that will give LDS Seminary teachers effective reading comprehension strategies to impart to their students. These strategies will enable seminary students to "drink deeply" from the scripture texts they read in Seminary classes.

61 p. 22 cm.

Subjects/Keywords: Mormon seminaries: Effective teaching; Dissertations, Academic

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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 March 04, 2021. http://contentdm.uvu.edu:81/u?/UVUTheses,578.

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

MLA Handbook (7^th Edition):

Whimpey, Kenneth L. “Reading Comprehension Strategies Handbook for Seminary Teachers.” 2012. Web. 04 Mar 2021.

Vancouver:

Whimpey KL. Reading Comprehension Strategies Handbook for Seminary Teachers. [Internet] [Thesis]. Utah Valley University; 2012. [cited 2021 Mar 04]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,578.

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

Council of Science Editors:

Whimpey KL. Reading Comprehension Strategies Handbook for Seminary Teachers. [Thesis]. Utah Valley University; 2012. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,578

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

Utah Valley University

13. Pippin, Krista L. Opportunities to Respond: Incorporating Technology and Making the Most of Them.

Degree: 2016, Utah Valley University

URL: http://contentdm.uvu.edu:81/u?/UVUTheses,679

►

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 March 04, 2021. http://contentdm.uvu.edu:81/u?/UVUTheses,679.

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

MLA Handbook (7^th Edition):

Pippin, Krista L. “Opportunities to Respond: Incorporating Technology and Making the Most of Them.” 2016. Web. 04 Mar 2021.

Vancouver:

Pippin KL. Opportunities to Respond: Incorporating Technology and Making the Most of Them. [Internet] [Thesis]. Utah Valley University; 2016. [cited 2021 Mar 04]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,679.

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

Council of Science Editors:

Pippin KL. Opportunities to Respond: Incorporating Technology and Making the Most of Them. [Thesis]. Utah Valley University; 2016. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,679

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

Utah Valley University

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

Degree: 2016, Utah Valley University

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

►

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 March 04, 2021. http://contentdm.uvu.edu:81/u?/UVUTheses,688.

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

MLA Handbook (7^th Edition):

Sidwell, Amber Dawn. “CaptureSign: An ASL Note-Taking App.” 2016. Web. 04 Mar 2021.

Vancouver:

Sidwell AD. CaptureSign: An ASL Note-Taking App. [Internet] [Thesis]. Utah Valley University; 2016. [cited 2021 Mar 04]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,688.

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

Council of Science Editors:

Sidwell AD. CaptureSign: An ASL Note-Taking App. [Thesis]. Utah Valley University; 2016. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,688

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

Utah Valley University

15. Littler, Kimberly Renae. The Creation and Implementation of Effective Teacher Evaluation .

Degree: 2018, Utah Valley University

URL: http://contentdm.uvu.edu:81/u?/UVUTheses,732

►

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 March 04, 2021. http://contentdm.uvu.edu:81/u?/UVUTheses,732.

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

MLA Handbook (7^th Edition):

Littler, Kimberly Renae. “The Creation and Implementation of Effective Teacher Evaluation .” 2018. Web. 04 Mar 2021.

Vancouver:

Littler KR. The Creation and Implementation of Effective Teacher Evaluation . [Internet] [Thesis]. Utah Valley University; 2018. [cited 2021 Mar 04]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,732.

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

Council of Science Editors:

Littler KR. The Creation and Implementation of Effective Teacher Evaluation . [Thesis]. Utah Valley University; 2018. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,732

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

University of Miami

16. Grinberg Konigsberg, Mijal. Student Perceptions of Teaching Practices: An Analysis of Student Faculty Evaluations.

Degree: Doctor of Education (EdD), Educational and Psychological Studies (Education), 2014, University of Miami

URL: https://scholarlyrepository.miami.edu/oa_dissertations/1331

► 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 March 04, 2021. https://scholarlyrepository.miami.edu/oa_dissertations/1331.

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

MLA Handbook (7^th Edition):

Grinberg Konigsberg, Mijal. “Student Perceptions of Teaching Practices: An Analysis of Student Faculty Evaluations.” 2014. Web. 04 Mar 2021.

Vancouver:

Grinberg Konigsberg M. Student Perceptions of Teaching Practices: An Analysis of Student Faculty Evaluations. [Internet] [Thesis]. University of Miami; 2014. [cited 2021 Mar 04]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1331.

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

Council of Science Editors:

Grinberg Konigsberg M. Student Perceptions of Teaching Practices: An Analysis of Student Faculty Evaluations. [Thesis]. University of Miami; 2014. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1331

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

University of the Western Cape

17. Soga, Mncedisi Help. The introduction to integers in a grade 7 classroom through an intentional teaching strategy .

Degree: 2017, University of the Western Cape

URL: http://hdl.handle.net/11394/5691

► 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 March 04, 2021. http://hdl.handle.net/11394/5691.

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

MLA Handbook (7^th Edition):

Soga, Mncedisi Help. “The introduction to integers in a grade 7 classroom through an intentional teaching strategy .” 2017. Web. 04 Mar 2021.

Vancouver:

Soga MH. The introduction to integers in a grade 7 classroom through an intentional teaching strategy . [Internet] [Thesis]. University of the Western Cape; 2017. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11394/5691.

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

Council of Science Editors:

Soga MH. The introduction to integers in a grade 7 classroom through an intentional teaching strategy . [Thesis]. University of the Western Cape; 2017. Available from: http://hdl.handle.net/11394/5691

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

18. Sandoval Munoz, Catalina del Pilar. Effective ESL writing practices: the impact of effective teachers' principles and practices on their students' learning outcomes.

Degree: MA, Teaching of English Sec Lang, 2016, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/90619

► 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 March 04, 2021. http://hdl.handle.net/2142/90619.

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

MLA Handbook (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. 04 Mar 2021.

Vancouver:

Sandoval Munoz CdP. Effective ESL writing practices: the impact of effective teachers' principles and practices on their students' learning outcomes. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2016. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2142/90619.

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

Council of Science Editors:

Sandoval Munoz CdP. Effective ESL writing practices: the impact of effective teachers' principles and practices on their students' learning outcomes. [Thesis]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90619

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

University of North Texas

19. Hopper, Susan B. The Relationship of Personality Traits to Teacher Candidate Perceptions of Teaching Confidence and Teaching Experience in a Simulated Classroom Environment.

Degree: 2014, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc500089/

► 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 (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 March 04, 2021. https://digital.library.unt.edu/ark:/67531/metadc500089/.

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

MLA Handbook (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. 04 Mar 2021.

Vancouver:

Hopper SB. The Relationship of Personality Traits to Teacher Candidate Perceptions of Teaching Confidence and Teaching Experience in a Simulated Classroom Environment. [Internet] [Thesis]. University of North Texas; 2014. [cited 2021 Mar 04]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500089/.

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

Council of Science Editors:

Hopper SB. The Relationship of Personality Traits to Teacher Candidate Perceptions of Teaching Confidence and Teaching Experience in a Simulated Classroom Environment. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc500089/

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

Utah Valley University

20. Baker, Courtney L. Using Data Notebooks As A Tool to Increase Student Engagement and Achievement in 4th Grade Mathematics.

Degree: 2017, Utah Valley University

URL: http://contentdm.uvu.edu:81/u?/UVUTheses,728

The purpose of this study is to explore the application of data notebooks on students' attitudes toward learning, their intelligence and overall academic achievement in my classroom.

75 p.;

Subjects/Keywords: Education, Elementary; Effective teaching; Mathematics – Study and teaching; Academic theses

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APA (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 March 04, 2021. http://contentdm.uvu.edu:81/u?/UVUTheses,728.

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

MLA Handbook (7^th Edition):

Baker, Courtney L. “Using Data Notebooks As A Tool to Increase Student Engagement and Achievement in 4th Grade Mathematics.” 2017. Web. 04 Mar 2021.

Vancouver:

Baker CL. Using Data Notebooks As A Tool to Increase Student Engagement and Achievement in 4th Grade Mathematics. [Internet] [Thesis]. Utah Valley University; 2017. [cited 2021 Mar 04]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,728.

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

Council of Science Editors:

Baker CL. Using Data Notebooks As A Tool to Increase Student Engagement and Achievement in 4th Grade Mathematics. [Thesis]. Utah Valley University; 2017. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,728

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

Nelson Mandela Metropolitan University

21. [No author]. Exploring fathers’ reading involvement in a grade 4 classroom.

Degree: Faculty of Education, 2016, Nelson Mandela Metropolitan University

URL: http://hdl.handle.net/10948/12505

► 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 March 04, 2021. http://hdl.handle.net/10948/12505.

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

MLA Handbook (7^th Edition):

author], [No. “Exploring fathers’ reading involvement in a grade 4 classroom.” 2016. Web. 04 Mar 2021.

Vancouver:

author] [. Exploring fathers’ reading involvement in a grade 4 classroom. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2016. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10948/12505.

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

Council of Science Editors:

author] [. Exploring fathers’ reading involvement in a grade 4 classroom. [Thesis]. Nelson Mandela Metropolitan University; 2016. Available from: http://hdl.handle.net/10948/12505

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

University of Wolverhampton

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

Degree: PhD, 2015, University of Wolverhampton

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

► 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: 378.1; 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. (Doctoral Dissertation). University of Wolverhampton. Retrieved from http://hdl.handle.net/2436/561197

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. Doctoral Dissertation, University of Wolverhampton. Accessed March 04, 2021. http://hdl.handle.net/2436/561197.

MLA Handbook (7^th Edition):

Clarke, Karen. “Understanding effective teaching : perceptions from students, staff and executive managers in a post-1992 university.” 2015. Web. 04 Mar 2021.

Vancouver:

Clarke K. Understanding effective teaching : perceptions from students, staff and executive managers in a post-1992 university. [Internet] [Doctoral dissertation]. University of Wolverhampton; 2015. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2436/561197.

Council of Science Editors:

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

University of North Carolina – Greensboro

23. Allen, Melony Holyfield. Thoughtfully adaptive teaching in fourth-grade science instruction.

Degree: 2011, University of North Carolina – Greensboro

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7336

► 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 March 04, 2021. 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. 04 Mar 2021.

Vancouver:

Allen MH. Thoughtfully adaptive teaching in fourth-grade science instruction. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2011. [cited 2021 Mar 04]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7336.

Council of Science Editors:

Allen MH. Thoughtfully adaptive teaching in fourth-grade science instruction. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2011. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7336

University of Georgia

24. Smith, Karen Harrell. Comparing the theories and practices of Tyler and Dewey with expert and effective teaching of today.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/20918

► The extent to which the fields of effective and expert teaching and the past scholarship on teaching overlap sufficiently justify further exploration of these similarities.… (more)

▼ The extent to which the fields of effective and expert teaching and the past scholarship on teaching overlap sufficiently justify further exploration of these similarities. John Dewey and Ralph Tyler established a theoretical foundation for expertise in teaching that can contribute to the contemporary literature about effective and expert teaching. The literature of effective and expert teaching and John Dewey and Ralph Tyler writings about teaching were studied to determine if effective and expert teaching research was validated, and even improved by the theories and practices advocated by Dewey and Tyler. The resources for the literature review included the Reader’s Guide to Periodical Literature, a chapter by Axtelle and Burnett (1970) in Guide to the Works of John Dewey, John Dewey’s collected works index, the Educational Index, Teacher’s College Record, and bibliographies and reviews of Dewey’s and Tyler’s work. The Reader’s Guide to Periodical Literature served as a resource in order to span the years prior to those listed in the Educational Index. After a bibliography was created from these sources, an analysis of Dewey and Tyler’s concepts of teaching was conducted. This study found such a historical perspective can inform contemporary studies of effective and expert teaching. Similarities among Dewey, Tyler, and effective and expert teaching showed the importance of classroom management and discipline, meaningful lessons, a professional spirit, teaching adaptability and flexibility, and student evaluation. However, important areas of research were overlooked by current effective and expert teaching and should be considered in the future. These specific areas from the analysis of Dewey and Tyler’s writings included implementing problem-solving techniques, integrating ethical and moral teaching methods, focusing on students’ interests and needs, utilizing multiple forms of student evaluations, and remaining cognizant of students’ entire school experiences.

Subjects/Keywords: John Dewey; Effective Teaching; Expert Teaching; Ralph Tyler

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

APA (6^th Edition):

Smith, K. H. (2014). Comparing the theories and practices of Tyler and Dewey with expert and effective teaching of today. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/20918

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

Chicago Manual of Style (16^th Edition):

Smith, Karen Harrell. “Comparing the theories and practices of Tyler and Dewey with expert and effective teaching of today.” 2014. Thesis, University of Georgia. Accessed March 04, 2021. http://hdl.handle.net/10724/20918.

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

MLA Handbook (7^th Edition):

Smith, Karen Harrell. “Comparing the theories and practices of Tyler and Dewey with expert and effective teaching of today.” 2014. Web. 04 Mar 2021.

Vancouver:

Smith KH. Comparing the theories and practices of Tyler and Dewey with expert and effective teaching of today. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10724/20918.

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

Council of Science Editors:

Smith KH. Comparing the theories and practices of Tyler and Dewey with expert and effective teaching of today. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/20918

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

Massey University

25. Saptandari, Edilburga Wulan. Understanding Indonesian primary school teachers' social-emotional practice.

Degree: PhD, Psychology, 2019, Massey University

URL: http://hdl.handle.net/10179/15451

► Teaching and learning is an emotional experience and teachers play a crucial role in the nature of this experience. There is consistent evidence that shows… (more)

▼ Teaching and learning is an emotional experience and teachers play a crucial role in the nature of this experience. There is consistent evidence that shows a significant relationship between teachers’ emotion, emotion regulation and social-emotional skills, and students’ emotional, social and academic outcomes (Jennings & Greenberg, 2009). However, little is known about teachers’ emotional style, especially in an Indonesian context. This thesis aims to explore the underlying dimensions of the Indonesian primary school teachers’ socialemotional practices. A mixed-methods research design was employed. The first, qualitative research phase was conducted using classroom observations, focus group discussions and individual interviews. Twelve Indonesian primary school teachers who were nominated as having excellent social and emotional skills and 45 students were recruited for this phase. The observation notes and teachers’ and students’ statements were transcribed verbatim. A thematic approach was used for data analysis. Key emergent themes included teachers’ relational philosophies about their work, teachers’ sense of duty to nurture students, teachers’ strategies to regulate their emotions and teachers’ attempts to establish classroom harmony. Based on the findings of the qualitative phase, two separate measurements to assess teachers’ social-emotional practices called Teachers’ Social-Emotional Practices – teachers’ perspectives (TSEP-T) and teachers’ social and emotional practices – and Students’ Perspectives (TSEP-S) were developed. Subsequently, in Study 2, multidimensional scaling and hierarchical cluster analysis were applied to the data to produce visual representations of the structure of teacher-perceived and student-perceived teachers’ social-emotional practices. In Study 3, the nature of teachers’ social-emotional practices was further investigated by administering TSEP-T to 90 teachers and TSEP-S to 333 students. From teachers’ data, five highly applicable clusters of social-emotional behaviours across five style patterns were identified, while from students’ data, eight highly applicable clusters of teachers’ social-emotional behaviours across ten style patterns were identified. Finally, the associations between the identified clusters and styles with a student-teacher relationship, student connectedness and wellbeing were explored using ANOVA. The findings across three phases of the study showed the Indonesian teachers’ social-emotional practices as comprising relational philosophy, emotional relationship, nurturing, emotion regulation and classroom harmony dimensions. The resulting dimensions were visually represented using “a jasmine flower” model, which allows this model to be discussed and expanded. Findings are compared and contrasted with existing literature and discussed with regard to the potential usefulness of teachers’ social-emotional styles for enhancing the teacher-student relationship, student connectedness and wellbeing. Implications based on these findings…

Subjects/Keywords: Teaching; Indonesia; Psychological aspects; Practice; Effective teaching; Elementary school teachers; Attitudes

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

APA (6^th Edition):

Saptandari, E. W. (2019). Understanding Indonesian primary school teachers' social-emotional practice. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/15451

Chicago Manual of Style (16^th Edition):

Saptandari, Edilburga Wulan. “Understanding Indonesian primary school teachers' social-emotional practice.” 2019. Doctoral Dissertation, Massey University. Accessed March 04, 2021. http://hdl.handle.net/10179/15451.

MLA Handbook (7^th Edition):

Saptandari, Edilburga Wulan. “Understanding Indonesian primary school teachers' social-emotional practice.” 2019. Web. 04 Mar 2021.

Vancouver:

Saptandari EW. Understanding Indonesian primary school teachers' social-emotional practice. [Internet] [Doctoral dissertation]. Massey University; 2019. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10179/15451.

Council of Science Editors:

Saptandari EW. Understanding Indonesian primary school teachers' social-emotional practice. [Doctoral Dissertation]. Massey University; 2019. Available from: http://hdl.handle.net/10179/15451

University of KwaZulu-Natal

26. Ndlovu, Sindisiwe Maxentia. Teachers cultivating resilience in learners attending school in rural contexts: a narrative inquiry.

Degree: 2017, University of KwaZulu-Natal

URL: http://hdl.handle.net/10413/15466

► 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 Guruvasagie. (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 March 04, 2021. http://hdl.handle.net/10413/15466.

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

MLA Handbook (7^th Edition):

Ndlovu, Sindisiwe Maxentia. “Teachers cultivating resilience in learners attending school in rural contexts: a narrative inquiry.” 2017. Web. 04 Mar 2021.

Vancouver:

Ndlovu SM. Teachers cultivating resilience in learners attending school in rural contexts: a narrative inquiry. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10413/15466.

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

Council of Science Editors:

Ndlovu SM. Teachers cultivating resilience in learners attending school in rural contexts: a narrative inquiry. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/15466

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

27. NC DOCKS at The University of North Carolina at Greensboro; Pierro, Rebekah Chace. What leads to effective science-teaching practices in preschool classrooms? An examination of teachers’ person, context, and time influences on science teaching.

Degree: 2019, NC Docks

URL: http://libres.uncg.edu/ir/uncg/f/Pierro_uncg_0154D_12866.pdf

► Science is a natural conduit for children to learn about, and interact with, the natural world (McClure et al., 2017), yet early childhood classrooms are… (more)

Subjects/Keywords: Science $x Study and teaching (Preschool); Teacher effectiveness; Effective teaching

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APA (6^th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Pierro, R. C. (2019). What leads to effective science-teaching practices in preschool classrooms? An examination of teachers’ person, context, and time influences on science teaching. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Pierro_uncg_0154D_12866.pdf

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

Chicago Manual of Style (16^th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Pierro, Rebekah Chace. “What leads to effective science-teaching practices in preschool classrooms? An examination of teachers’ person, context, and time influences on science teaching.” 2019. Thesis, NC Docks. Accessed March 04, 2021. http://libres.uncg.edu/ir/uncg/f/Pierro_uncg_0154D_12866.pdf.

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

MLA Handbook (7^th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Pierro, Rebekah Chace. “What leads to effective science-teaching practices in preschool classrooms? An examination of teachers’ person, context, and time influences on science teaching.” 2019. Web. 04 Mar 2021.

Vancouver:

NC DOCKS at The University of North Carolina at Greensboro; Pierro RC. What leads to effective science-teaching practices in preschool classrooms? An examination of teachers’ person, context, and time influences on science teaching. [Internet] [Thesis]. NC Docks; 2019. [cited 2021 Mar 04]. Available from: http://libres.uncg.edu/ir/uncg/f/Pierro_uncg_0154D_12866.pdf.

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

Council of Science Editors:

NC DOCKS at The University of North Carolina at Greensboro; Pierro RC. What leads to effective science-teaching practices in preschool classrooms? An examination of teachers’ person, context, and time influences on science teaching. [Thesis]. NC Docks; 2019. Available from: http://libres.uncg.edu/ir/uncg/f/Pierro_uncg_0154D_12866.pdf

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

28. Agrawal, Anuja. Evolving effective teaching methods for home science teaching at degree level with reference to effective teachers less effective teachers;.

Degree: Education, 2009, Chaudhary Charan Singh University

URL: http://shodhganga.inflibnet.ac.in/handle/10603/26029

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 March 04, 2021. http://shodhganga.inflibnet.ac.in/handle/10603/26029.

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

MLA Handbook (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. 04 Mar 2021.

Vancouver:

Agrawal A. Evolving effective teaching methods for home science teaching at degree level with reference to effective teachers less effective teachers;. [Internet] [Thesis]. Chaudhary Charan Singh University; 2009. [cited 2021 Mar 04]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/26029.

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

Council of Science Editors:

Agrawal A. Evolving effective teaching methods for home science teaching at degree level with reference to effective teachers less effective teachers;. [Thesis]. Chaudhary Charan Singh University; 2009. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/26029

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

University of Toronto

29. Macaulay, Alison. Effective Practices in Grade 9 Applied Mathematics.

Degree: 2015, University of Toronto

URL: http://hdl.handle.net/1807/71461

►

Student achievement in Grade 9 has been linked to both secondary and post-secondary outcomes. Although Ontario has implemented significant curriculum and secondary school reforms, a… (more)

▼

Student achievement in Grade 9 has been linked to both secondary and post-secondary outcomes. Although Ontario has implemented significant curriculum and secondary school reforms, a significant subset of Ontario Grade 9 students consistently do not attain proficiency in mathematics. Students that take the applied mathematics course—on the pathway to college—are more likely to not reach the provincial standard on the provincial Grade 9 mathematics assessment than they are to reach it. This can have long-lasting consequences. The purpose of this qualitative study was to discern practices from the field that might contribute to better student outcomes in Grade 9 Applied Mathematics classrooms. Mathematics education experts from across the province were interviewed and visits were conducted at four of the province’s most successful schools on the Grade 9 provincial mathematics assessment. The findings from this study contribute to our understanding of the types of resources, professional development, departmental, leadership, and teaching practices that support student achievement in Grade 9 Applied Mathematics. The findings can be distilled into six central ideas. These are the importance of: reform-based teaching strategies and dispositions that foster intellectual engagement and investment in learning; instructional leadership by both the school administrator and mathematics department head; collaboration for both the teachers of and students in the Grade 9 Applied Mathematics course; valuing EQAO assessments at all levels of the system; mitigating the stigma around applied-level courses; and, careful attention to the placement of teachers in Grade 9 Applied classrooms. This study contributes to the Ontario literature on Grade 9 Applied Mathematics and the literature on implementing mathematics reform. The findings of this study are of relevance to policy-makers and practitioners, especially school leaders and teachers. The study concludes with recommendations for both research and practice.

Ed.D.

Advisors/Committee Members: Flessa, Joseph, Leadership, Higher and Adult Education.

Subjects/Keywords: Applied mathematics; Effective math teaching; Effective schools; Math Instructional Leadership; Streaming; Teacher collaborations; 0515

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

APA (6^th Edition):

Macaulay, A. (2015). Effective Practices in Grade 9 Applied Mathematics. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/71461

Chicago Manual of Style (16^th Edition):

Macaulay, Alison. “Effective Practices in Grade 9 Applied Mathematics.” 2015. Doctoral Dissertation, University of Toronto. Accessed March 04, 2021. http://hdl.handle.net/1807/71461.

MLA Handbook (7^th Edition):

Macaulay, Alison. “Effective Practices in Grade 9 Applied Mathematics.” 2015. Web. 04 Mar 2021.

Vancouver:

Macaulay A. Effective Practices in Grade 9 Applied Mathematics. [Internet] [Doctoral dissertation]. University of Toronto; 2015. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1807/71461.

Council of Science Editors:

Macaulay A. Effective Practices in Grade 9 Applied Mathematics. [Doctoral Dissertation]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/71461

Cape Peninsula University of Technology

30. Abrahams, Byron. Teachers’ experiences in implementing habits of mind which promote mathematics learners’ relational understanding, while operating within a community of practice .

Degree: 2016, Cape Peninsula University of Technology

URL: http://etd.cput.ac.za/handle/20.500.11838/2498

► Current insights into the South African education crisis suggest that emphasis needs to be placed on developing teachers’ mathematical knowledge for teaching (MKfT) through ongoing… (more)

Subjects/Keywords: Mathematics – Study and teaching; Effective teaching; Creative thinking; Thought and thinking; Teaching – Mathematics

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

APA (6^th Edition):

Abrahams, B. (2016). Teachers’ experiences in implementing habits of mind which promote mathematics learners’ relational understanding, while operating within a community of practice . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/2498

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

Chicago Manual of Style (16^th Edition):

Abrahams, Byron. “Teachers’ experiences in implementing habits of mind which promote mathematics learners’ relational understanding, while operating within a community of practice .” 2016. Thesis, Cape Peninsula University of Technology. Accessed March 04, 2021. http://etd.cput.ac.za/handle/20.500.11838/2498.

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

MLA Handbook (7^th Edition):

Abrahams, Byron. “Teachers’ experiences in implementing habits of mind which promote mathematics learners’ relational understanding, while operating within a community of practice .” 2016. Web. 04 Mar 2021.

Vancouver:

Abrahams B. Teachers’ experiences in implementing habits of mind which promote mathematics learners’ relational understanding, while operating within a community of practice . [Internet] [Thesis]. Cape Peninsula University of Technology; 2016. [cited 2021 Mar 04]. Available from: http://etd.cput.ac.za/handle/20.500.11838/2498.

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

Council of Science Editors:

Abrahams B. Teachers’ experiences in implementing habits of mind which promote mathematics learners’ relational understanding, while operating within a community of practice . [Thesis]. Cape Peninsula University of Technology; 2016. Available from: http://etd.cput.ac.za/handle/20.500.11838/2498

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

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Open Access Theses and Dissertations