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You searched for subject:(Mediation Teacher). Showing records 1 – 30 of 39 total matches.

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1. GOMES, Ednaldo Farias. A profissionalidade do tutor na docência no Sistema Universidade Aberta do Brasil: tensões entre concepções e exercício docente .

Degree: 2015, Universidade Federal de Pernambuco

 Este estudo teve como objetivo compreender a prática docente do tutor em EAD, a partir da constituição de sua profissionalidade e dos saberes necessários ao… (more)

Subjects/Keywords: Professor tutor; Mediação pedagógica; Profissionalidade; Teacher-tutor; Pedagogical mediation; Professionalism

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APA (6th Edition):

GOMES, E. F. (2015). A profissionalidade do tutor na docência no Sistema Universidade Aberta do Brasil: tensões entre concepções e exercício docente . (Thesis). Universidade Federal de Pernambuco. Retrieved from http://repositorio.ufpe.br/handle/123456789/17204

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

Chicago Manual of Style (16th Edition):

GOMES, Ednaldo Farias. “A profissionalidade do tutor na docência no Sistema Universidade Aberta do Brasil: tensões entre concepções e exercício docente .” 2015. Thesis, Universidade Federal de Pernambuco. Accessed March 02, 2021. http://repositorio.ufpe.br/handle/123456789/17204.

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

MLA Handbook (7th Edition):

GOMES, Ednaldo Farias. “A profissionalidade do tutor na docência no Sistema Universidade Aberta do Brasil: tensões entre concepções e exercício docente .” 2015. Web. 02 Mar 2021.

Vancouver:

GOMES EF. A profissionalidade do tutor na docência no Sistema Universidade Aberta do Brasil: tensões entre concepções e exercício docente . [Internet] [Thesis]. Universidade Federal de Pernambuco; 2015. [cited 2021 Mar 02]. Available from: http://repositorio.ufpe.br/handle/123456789/17204.

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

Council of Science Editors:

GOMES EF. A profissionalidade do tutor na docência no Sistema Universidade Aberta do Brasil: tensões entre concepções e exercício docente . [Thesis]. Universidade Federal de Pernambuco; 2015. Available from: http://repositorio.ufpe.br/handle/123456789/17204

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


Vanderbilt University

2. Anthony, Karen Suzanne. Self-Regulation Development in Early Childhood: The Role of Language Skills and Pre-kindergarten Learning Behaviors.

Degree: PhD, Teaching and Learning, 2013, Vanderbilt University

 Self-regulation is increasingly recognized as a key component of early school readiness. Self-regulatory skills, like paying attention, ignoring distractions, following directions, and persisting on difficult… (more)

Subjects/Keywords: executive function; children; mediation; measurement; factor analysis; teacher rating

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APA (6th Edition):

Anthony, K. S. (2013). Self-Regulation Development in Early Childhood: The Role of Language Skills and Pre-kindergarten Learning Behaviors. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10788

Chicago Manual of Style (16th Edition):

Anthony, Karen Suzanne. “Self-Regulation Development in Early Childhood: The Role of Language Skills and Pre-kindergarten Learning Behaviors.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/10788.

MLA Handbook (7th Edition):

Anthony, Karen Suzanne. “Self-Regulation Development in Early Childhood: The Role of Language Skills and Pre-kindergarten Learning Behaviors.” 2013. Web. 02 Mar 2021.

Vancouver:

Anthony KS. Self-Regulation Development in Early Childhood: The Role of Language Skills and Pre-kindergarten Learning Behaviors. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/10788.

Council of Science Editors:

Anthony KS. Self-Regulation Development in Early Childhood: The Role of Language Skills and Pre-kindergarten Learning Behaviors. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/10788

3. Chafiha Maria Suiti Laszkiewicz. Educação a distância: o papel do professor nos cursos ministrados a distância.

Degree: 2012, Universidade Nove de Julho

A Educação a Distância vem ganhando destaque na sociedade atual, não só pelo largo avanço das tecnologias da informação e da comunicação, mas também pela… (more)

Subjects/Keywords: Interação; Dialogue; Distance education; Educação a Distância; Interaction; Professor-tutor; Mediação; Diálogo; EDUCACAO; Teacher; Mediation

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APA (6th Edition):

Laszkiewicz, C. M. S. (2012). Educação a distância: o papel do professor nos cursos ministrados a distância. (Thesis). Universidade Nove de Julho. Retrieved from http://www4.uninove.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=499

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

Chicago Manual of Style (16th Edition):

Laszkiewicz, Chafiha Maria Suiti. “Educação a distância: o papel do professor nos cursos ministrados a distância.” 2012. Thesis, Universidade Nove de Julho. Accessed March 02, 2021. http://www4.uninove.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=499.

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

MLA Handbook (7th Edition):

Laszkiewicz, Chafiha Maria Suiti. “Educação a distância: o papel do professor nos cursos ministrados a distância.” 2012. Web. 02 Mar 2021.

Vancouver:

Laszkiewicz CMS. Educação a distância: o papel do professor nos cursos ministrados a distância. [Internet] [Thesis]. Universidade Nove de Julho; 2012. [cited 2021 Mar 02]. Available from: http://www4.uninove.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=499.

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

Council of Science Editors:

Laszkiewicz CMS. Educação a distância: o papel do professor nos cursos ministrados a distância. [Thesis]. Universidade Nove de Julho; 2012. Available from: http://www4.uninove.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=499

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


University of South Florida

4. Harvey, Jane. A Sociocultural-Theory-Based Study of the Impact of Mediation During Post-Observation Conferences on Language Teacher Learning.

Degree: 2011, University of South Florida

 The post-observation conference offers a potentially fecund context for promoting language teacher learning, but very little research has been conducted into how this actually happens.… (more)

Subjects/Keywords: conceptual thinking; language teacher education; mediation; post-observation conference; sociocultural theory; American Studies; Arts and Humanities; Teacher Education and Professional Development

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APA (6th Edition):

Harvey, J. (2011). A Sociocultural-Theory-Based Study of the Impact of Mediation During Post-Observation Conferences on Language Teacher Learning. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/3727

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

Chicago Manual of Style (16th Edition):

Harvey, Jane. “A Sociocultural-Theory-Based Study of the Impact of Mediation During Post-Observation Conferences on Language Teacher Learning.” 2011. Thesis, University of South Florida. Accessed March 02, 2021. https://scholarcommons.usf.edu/etd/3727.

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

MLA Handbook (7th Edition):

Harvey, Jane. “A Sociocultural-Theory-Based Study of the Impact of Mediation During Post-Observation Conferences on Language Teacher Learning.” 2011. Web. 02 Mar 2021.

Vancouver:

Harvey J. A Sociocultural-Theory-Based Study of the Impact of Mediation During Post-Observation Conferences on Language Teacher Learning. [Internet] [Thesis]. University of South Florida; 2011. [cited 2021 Mar 02]. Available from: https://scholarcommons.usf.edu/etd/3727.

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

Council of Science Editors:

Harvey J. A Sociocultural-Theory-Based Study of the Impact of Mediation During Post-Observation Conferences on Language Teacher Learning. [Thesis]. University of South Florida; 2011. Available from: https://scholarcommons.usf.edu/etd/3727

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

5. Žgajner, Nataša. STALIŠČA OSNOVNOŠOLSKIH UČITELJEV DO ŠOLSKE IN VRSTNIŠKE MEDIACIJE.

Degree: 2015, Univerza v Mariboru

Magistrsko delo se nanaša na stališča osnovnošolskih učiteljev do šolske in vrstniške mediacije. Z raziskavo smo želeli ugotoviti, kakšna je seznanjenost učiteljev z mediacijo, kakšne… (more)

Subjects/Keywords: učitelj; konflikt; vzgoja; šolska mediacija; vrstniška mediacija.; teacher; conflict; education; school mediation; peer mediation.; info:eu-repo/classification/udc/316.644:37.011.3-051:37.015.3(043.2)

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APA (6th Edition):

Žgajner, N. (2015). STALIŠČA OSNOVNOŠOLSKIH UČITELJEV DO ŠOLSKE IN VRSTNIŠKE MEDIACIJE. (Masters Thesis). Univerza v Mariboru. Retrieved from https://dk.um.si/IzpisGradiva.php?id=48491 ; https://dk.um.si/Dokument.php?id=72846&dn= ; https://plus.si.cobiss.net/opac7/bib/21514504?lang=sl

Chicago Manual of Style (16th Edition):

Žgajner, Nataša. “STALIŠČA OSNOVNOŠOLSKIH UČITELJEV DO ŠOLSKE IN VRSTNIŠKE MEDIACIJE.” 2015. Masters Thesis, Univerza v Mariboru. Accessed March 02, 2021. https://dk.um.si/IzpisGradiva.php?id=48491 ; https://dk.um.si/Dokument.php?id=72846&dn= ; https://plus.si.cobiss.net/opac7/bib/21514504?lang=sl.

MLA Handbook (7th Edition):

Žgajner, Nataša. “STALIŠČA OSNOVNOŠOLSKIH UČITELJEV DO ŠOLSKE IN VRSTNIŠKE MEDIACIJE.” 2015. Web. 02 Mar 2021.

Vancouver:

Žgajner N. STALIŠČA OSNOVNOŠOLSKIH UČITELJEV DO ŠOLSKE IN VRSTNIŠKE MEDIACIJE. [Internet] [Masters thesis]. Univerza v Mariboru; 2015. [cited 2021 Mar 02]. Available from: https://dk.um.si/IzpisGradiva.php?id=48491 ; https://dk.um.si/Dokument.php?id=72846&dn= ; https://plus.si.cobiss.net/opac7/bib/21514504?lang=sl.

Council of Science Editors:

Žgajner N. STALIŠČA OSNOVNOŠOLSKIH UČITELJEV DO ŠOLSKE IN VRSTNIŠKE MEDIACIJE. [Masters Thesis]. Univerza v Mariboru; 2015. Available from: https://dk.um.si/IzpisGradiva.php?id=48491 ; https://dk.um.si/Dokument.php?id=72846&dn= ; https://plus.si.cobiss.net/opac7/bib/21514504?lang=sl

6. Adriana Regina Sanceverino Losso. Os sentidos da mediação na prática pedagógica da educação de jovens e adultos.

Degree: 2012, Universidade do Vale do Rio do Sinos

A mediação na prática pedagógica da Educação de Jovens e Adultos (EJA), analisada nesta tese, toma como objeto as mediações pedagógicas constitutivas da relação de… (more)

Subjects/Keywords: educação de jovens e adultos; mediação pedagógica; formação de professores; youth and adult education; pedagogic mediation; teacher education; EDUCACAO

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APA (6th Edition):

Losso, A. R. S. (2012). Os sentidos da mediação na prática pedagógica da educação de jovens e adultos. (Thesis). Universidade do Vale do Rio do Sinos. Retrieved from http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=2005

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

Chicago Manual of Style (16th Edition):

Losso, Adriana Regina Sanceverino. “Os sentidos da mediação na prática pedagógica da educação de jovens e adultos.” 2012. Thesis, Universidade do Vale do Rio do Sinos. Accessed March 02, 2021. http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=2005.

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

MLA Handbook (7th Edition):

Losso, Adriana Regina Sanceverino. “Os sentidos da mediação na prática pedagógica da educação de jovens e adultos.” 2012. Web. 02 Mar 2021.

Vancouver:

Losso ARS. Os sentidos da mediação na prática pedagógica da educação de jovens e adultos. [Internet] [Thesis]. Universidade do Vale do Rio do Sinos; 2012. [cited 2021 Mar 02]. Available from: http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=2005.

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

Council of Science Editors:

Losso ARS. Os sentidos da mediação na prática pedagógica da educação de jovens e adultos. [Thesis]. Universidade do Vale do Rio do Sinos; 2012. Available from: http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=2005

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

7. Vicentina Maria Gaspar de Oliveira. Estratégias escolares no combate à violência : a mediação em uma escola de São Sebastião - DF.

Degree: 2012, Universidade Católica de Brasilia

 Este estudo apresenta resultados de uma pesquisa sobre estratégias de mediação de conflitos no âmbito escolar, a partir da experiência em uma escola pública do… (more)

Subjects/Keywords: educação; violência na escola; mediação; educadores; EDUCACAO; education; mediation; school violence; school conflict; teacher training; EDUCACAO

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APA (6th Edition):

Oliveira, V. M. G. d. (2012). Estratégias escolares no combate à violência : a mediação em uma escola de São Sebastião - DF. (Masters Thesis). Universidade Católica de Brasilia. Retrieved from http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1609

Chicago Manual of Style (16th Edition):

Oliveira, Vicentina Maria Gaspar de. “Estratégias escolares no combate à violência : a mediação em uma escola de São Sebastião - DF.” 2012. Masters Thesis, Universidade Católica de Brasilia. Accessed March 02, 2021. http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1609.

MLA Handbook (7th Edition):

Oliveira, Vicentina Maria Gaspar de. “Estratégias escolares no combate à violência : a mediação em uma escola de São Sebastião - DF.” 2012. Web. 02 Mar 2021.

Vancouver:

Oliveira VMGd. Estratégias escolares no combate à violência : a mediação em uma escola de São Sebastião - DF. [Internet] [Masters thesis]. Universidade Católica de Brasilia; 2012. [cited 2021 Mar 02]. Available from: http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1609.

Council of Science Editors:

Oliveira VMGd. Estratégias escolares no combate à violência : a mediação em uma escola de São Sebastião - DF. [Masters Thesis]. Universidade Católica de Brasilia; 2012. Available from: http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1609


Pontifícia Universidade Católica de São Paulo

8. Aglaé Cecilia Toledo Porto Alves. A experiência real influenciando na mediação virtual.

Degree: 2005, Pontifícia Universidade Católica de São Paulo

A presente dissertação tem por objetivo explicitar como as reflexões, as experiências de vida e as convivências, com seus incidentes críticos e seus diversos tempos,… (more)

Subjects/Keywords: mediation in virtual environments; EDUCACAO; Professores - Formação profissional; educação à distância; formação de formadores; Distance Education; Trainers of the Teacher Trainers

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APA (6th Edition):

Alves, A. C. T. P. (2005). A experiência real influenciando na mediação virtual. (Thesis). Pontifícia Universidade Católica de São Paulo. Retrieved from http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=698

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

Chicago Manual of Style (16th Edition):

Alves, Aglaé Cecilia Toledo Porto. “A experiência real influenciando na mediação virtual.” 2005. Thesis, Pontifícia Universidade Católica de São Paulo. Accessed March 02, 2021. http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=698.

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

MLA Handbook (7th Edition):

Alves, Aglaé Cecilia Toledo Porto. “A experiência real influenciando na mediação virtual.” 2005. Web. 02 Mar 2021.

Vancouver:

Alves ACTP. A experiência real influenciando na mediação virtual. [Internet] [Thesis]. Pontifícia Universidade Católica de São Paulo; 2005. [cited 2021 Mar 02]. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=698.

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

Council of Science Editors:

Alves ACTP. A experiência real influenciando na mediação virtual. [Thesis]. Pontifícia Universidade Católica de São Paulo; 2005. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=698

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


Humboldt State University

9. Falk, Sienna Fawn. Counseling skills for teachers.

Degree: MA, Education, 2009, Humboldt State University

 Special Education teachers are required to perform many different roles in a given day. It is well documented that students with disabilities often have social… (more)

Subjects/Keywords: Counseling; Special education; Mediation; Social and emotional; Teacher training

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APA (6th Edition):

Falk, S. F. (2009). Counseling skills for teachers. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/2148/532

Chicago Manual of Style (16th Edition):

Falk, Sienna Fawn. “Counseling skills for teachers.” 2009. Masters Thesis, Humboldt State University. Accessed March 02, 2021. http://hdl.handle.net/2148/532.

MLA Handbook (7th Edition):

Falk, Sienna Fawn. “Counseling skills for teachers.” 2009. Web. 02 Mar 2021.

Vancouver:

Falk SF. Counseling skills for teachers. [Internet] [Masters thesis]. Humboldt State University; 2009. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/2148/532.

Council of Science Editors:

Falk SF. Counseling skills for teachers. [Masters Thesis]. Humboldt State University; 2009. Available from: http://hdl.handle.net/2148/532


Wayne State University

10. Muriel De Bonafede, Viviana Mirian Monica. Examining World Language Teachers' Maximized Target Language Use In The Teaching Of Novice Learners.

Degree: EdD, Curriculum and Instruction, 2018, Wayne State University

  Current research in second language acquisition and best practice recommendations for world language teaching emphasize to importance of maximized Target Language (TL) use in… (more)

Subjects/Keywords: instructional strategies; mediation; novice learners; sociocultural theory; target language; world languages; Other Teacher Education and Professional Development

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APA (6th Edition):

Muriel De Bonafede, V. M. M. (2018). Examining World Language Teachers' Maximized Target Language Use In The Teaching Of Novice Learners. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1949

Chicago Manual of Style (16th Edition):

Muriel De Bonafede, Viviana Mirian Monica. “Examining World Language Teachers' Maximized Target Language Use In The Teaching Of Novice Learners.” 2018. Doctoral Dissertation, Wayne State University. Accessed March 02, 2021. https://digitalcommons.wayne.edu/oa_dissertations/1949.

MLA Handbook (7th Edition):

Muriel De Bonafede, Viviana Mirian Monica. “Examining World Language Teachers' Maximized Target Language Use In The Teaching Of Novice Learners.” 2018. Web. 02 Mar 2021.

Vancouver:

Muriel De Bonafede VMM. Examining World Language Teachers' Maximized Target Language Use In The Teaching Of Novice Learners. [Internet] [Doctoral dissertation]. Wayne State University; 2018. [cited 2021 Mar 02]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1949.

Council of Science Editors:

Muriel De Bonafede VMM. Examining World Language Teachers' Maximized Target Language Use In The Teaching Of Novice Learners. [Doctoral Dissertation]. Wayne State University; 2018. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1949

11. Ramos, Catarina Alexandra Fins. As estratégias de mediação do educador em momentos de grande grupo: uma análise reflexiva da prática.

Degree: 2017, Repositório Científico do Instituto Politécnico de Lisboa

Relatório de Prática profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar

No decurso dos… (more)

Subjects/Keywords: Educadora de infância; Jardim de infância; Reflexão; Investigação; Mediação; Participação; Grande grupo; Kindergarten teacher; Kindergarten; Reflection, research; Mediation; Participation; Large group

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APA (6th Edition):

Ramos, C. A. F. (2017). As estratégias de mediação do educador em momentos de grande grupo: uma análise reflexiva da prática. (Thesis). Repositório Científico do Instituto Politécnico de Lisboa. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/8351

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

Chicago Manual of Style (16th Edition):

Ramos, Catarina Alexandra Fins. “As estratégias de mediação do educador em momentos de grande grupo: uma análise reflexiva da prática.” 2017. Thesis, Repositório Científico do Instituto Politécnico de Lisboa. Accessed March 02, 2021. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/8351.

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

MLA Handbook (7th Edition):

Ramos, Catarina Alexandra Fins. “As estratégias de mediação do educador em momentos de grande grupo: uma análise reflexiva da prática.” 2017. Web. 02 Mar 2021.

Vancouver:

Ramos CAF. As estratégias de mediação do educador em momentos de grande grupo: uma análise reflexiva da prática. [Internet] [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2017. [cited 2021 Mar 02]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/8351.

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

Council of Science Editors:

Ramos CAF. As estratégias de mediação do educador em momentos de grande grupo: uma análise reflexiva da prática. [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2017. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/8351

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

12. Rocha, Micherlângela Barroso. Estudo das interações sociais entre professores e alunos no ensino superior.

Degree: 2011, Universidade Federal do Amazonas

As circunstâncias em que se dá o processo ensino-aprendizagem devem ser analisadas, tanto em seu aspecto pedagógico, quanto psicológico, a fim de que se possam… (more)

Subjects/Keywords: Mediação; Relação Professor-Aluno; Relação Aluno-Aluno; Mediation; Student-Teacher ratio; Student-Atudent; CIÊNCIAS HUMANAS: EDUCAÇÃO

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APA (6th Edition):

Rocha, M. B. (2011). Estudo das interações sociais entre professores e alunos no ensino superior. (Masters Thesis). Universidade Federal do Amazonas. Retrieved from http://tede.ufam.edu.br/handle/tede/3178

Chicago Manual of Style (16th Edition):

Rocha, Micherlângela Barroso. “Estudo das interações sociais entre professores e alunos no ensino superior.” 2011. Masters Thesis, Universidade Federal do Amazonas. Accessed March 02, 2021. http://tede.ufam.edu.br/handle/tede/3178.

MLA Handbook (7th Edition):

Rocha, Micherlângela Barroso. “Estudo das interações sociais entre professores e alunos no ensino superior.” 2011. Web. 02 Mar 2021.

Vancouver:

Rocha MB. Estudo das interações sociais entre professores e alunos no ensino superior. [Internet] [Masters thesis]. Universidade Federal do Amazonas; 2011. [cited 2021 Mar 02]. Available from: http://tede.ufam.edu.br/handle/tede/3178.

Council of Science Editors:

Rocha MB. Estudo das interações sociais entre professores e alunos no ensino superior. [Masters Thesis]. Universidade Federal do Amazonas; 2011. Available from: http://tede.ufam.edu.br/handle/tede/3178

13. Lima, Suelen Coelho. A comunicação alternativa e a mediação do professor na sala de recursos multifuncionais : um estudo de caso.

Degree: 2016, Universidade Federal do Amazonas

A pesquisa objetivou analisar o papel do professor como mediador no processo de ensino e aprendizagem na sala de recursos multifuncionais procurando estabelecer como ocorre… (more)

Subjects/Keywords: Comunicação Alternativa; Inclusão Escolar; Mediação Docente; Alternative Communication; School inclusion; Mediation Teacher; CIÊNCIAS HUMANAS: EDUCAÇÃO: ENSINO-APRENDIZAGEM

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

APA (6th Edition):

Lima, S. C. (2016). A comunicação alternativa e a mediação do professor na sala de recursos multifuncionais : um estudo de caso. (Masters Thesis). Universidade Federal do Amazonas. Retrieved from http://tede.ufam.edu.br/handle/tede/5321

Chicago Manual of Style (16th Edition):

Lima, Suelen Coelho. “A comunicação alternativa e a mediação do professor na sala de recursos multifuncionais : um estudo de caso.” 2016. Masters Thesis, Universidade Federal do Amazonas. Accessed March 02, 2021. http://tede.ufam.edu.br/handle/tede/5321.

MLA Handbook (7th Edition):

Lima, Suelen Coelho. “A comunicação alternativa e a mediação do professor na sala de recursos multifuncionais : um estudo de caso.” 2016. Web. 02 Mar 2021.

Vancouver:

Lima SC. A comunicação alternativa e a mediação do professor na sala de recursos multifuncionais : um estudo de caso. [Internet] [Masters thesis]. Universidade Federal do Amazonas; 2016. [cited 2021 Mar 02]. Available from: http://tede.ufam.edu.br/handle/tede/5321.

Council of Science Editors:

Lima SC. A comunicação alternativa e a mediação do professor na sala de recursos multifuncionais : um estudo de caso. [Masters Thesis]. Universidade Federal do Amazonas; 2016. Available from: http://tede.ufam.edu.br/handle/tede/5321

14. Griffin, Claire. L'identite professionnelle des professeurs d'anglais "locuteurs natifs" exercant en France depuis le traité de Maastricht : Entre conservation ontologique et acculturation. Les limites du capital natif. : The professional identity of native English-speaking teachers in France since the Treaty of Maastricht. : Exploring the limits of an initial linguistic and cultural capital, between ontological conservation and acculturation.

Degree: Docteur es, Etudes anglophones, 2012, Université Sorbonne Nouvelle – Paris III

Depuis l’ouverture des concours de recrutement de l’Éducation nationale aux ressortissants européens, au début des années 1990, de nombreux Britanniques et Irlandais ont rejoint le… (more)

Subjects/Keywords: Enseignants d'anglais "natifs"; Identité professionnelle enseignante; Didactique des langues et des cultures; Mobilité enseignante; Médiation interculturelle; Bi/plurilinguisme; Native English-Speaking Teacher; Teacher professional identity; English teaching and learning; European teacher mobility; Intercultural mediation; Multilingualism; 372.6; 420

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APA (6th Edition):

Griffin, C. (2012). L'identite professionnelle des professeurs d'anglais "locuteurs natifs" exercant en France depuis le traité de Maastricht : Entre conservation ontologique et acculturation. Les limites du capital natif. : The professional identity of native English-speaking teachers in France since the Treaty of Maastricht. : Exploring the limits of an initial linguistic and cultural capital, between ontological conservation and acculturation. (Doctoral Dissertation). Université Sorbonne Nouvelle – Paris III. Retrieved from http://www.theses.fr/2012PA030128

Chicago Manual of Style (16th Edition):

Griffin, Claire. “L'identite professionnelle des professeurs d'anglais "locuteurs natifs" exercant en France depuis le traité de Maastricht : Entre conservation ontologique et acculturation. Les limites du capital natif. : The professional identity of native English-speaking teachers in France since the Treaty of Maastricht. : Exploring the limits of an initial linguistic and cultural capital, between ontological conservation and acculturation.” 2012. Doctoral Dissertation, Université Sorbonne Nouvelle – Paris III. Accessed March 02, 2021. http://www.theses.fr/2012PA030128.

MLA Handbook (7th Edition):

Griffin, Claire. “L'identite professionnelle des professeurs d'anglais "locuteurs natifs" exercant en France depuis le traité de Maastricht : Entre conservation ontologique et acculturation. Les limites du capital natif. : The professional identity of native English-speaking teachers in France since the Treaty of Maastricht. : Exploring the limits of an initial linguistic and cultural capital, between ontological conservation and acculturation.” 2012. Web. 02 Mar 2021.

Vancouver:

Griffin C. L'identite professionnelle des professeurs d'anglais "locuteurs natifs" exercant en France depuis le traité de Maastricht : Entre conservation ontologique et acculturation. Les limites du capital natif. : The professional identity of native English-speaking teachers in France since the Treaty of Maastricht. : Exploring the limits of an initial linguistic and cultural capital, between ontological conservation and acculturation. [Internet] [Doctoral dissertation]. Université Sorbonne Nouvelle – Paris III; 2012. [cited 2021 Mar 02]. Available from: http://www.theses.fr/2012PA030128.

Council of Science Editors:

Griffin C. L'identite professionnelle des professeurs d'anglais "locuteurs natifs" exercant en France depuis le traité de Maastricht : Entre conservation ontologique et acculturation. Les limites du capital natif. : The professional identity of native English-speaking teachers in France since the Treaty of Maastricht. : Exploring the limits of an initial linguistic and cultural capital, between ontological conservation and acculturation. [Doctoral Dissertation]. Université Sorbonne Nouvelle – Paris III; 2012. Available from: http://www.theses.fr/2012PA030128

15. Silva, Wellington Barbosa. Interação e mediação : um binômio nas práticas de leitura em sala de aula.

Degree: 2007, Universidade Federal de Alagoas

During these last decades, Portuguese language teaching has been the center of the discussion on the necessity of school education improvement in our country. In… (more)

Subjects/Keywords: Leitura na escola; Interação em sala de aula; Mediação do professor; Reading skills in elementary school; Interaction in the classroom; Teacher s mediation; CNPQ::CIENCIAS HUMANAS::EDUCACAO

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

APA (6th Edition):

Silva, W. B. (2007). Interação e mediação : um binômio nas práticas de leitura em sala de aula. (Masters Thesis). Universidade Federal de Alagoas. Retrieved from http://www.repositorio.ufal.br/handle/riufal/305

Chicago Manual of Style (16th Edition):

Silva, Wellington Barbosa. “Interação e mediação : um binômio nas práticas de leitura em sala de aula.” 2007. Masters Thesis, Universidade Federal de Alagoas. Accessed March 02, 2021. http://www.repositorio.ufal.br/handle/riufal/305.

MLA Handbook (7th Edition):

Silva, Wellington Barbosa. “Interação e mediação : um binômio nas práticas de leitura em sala de aula.” 2007. Web. 02 Mar 2021.

Vancouver:

Silva WB. Interação e mediação : um binômio nas práticas de leitura em sala de aula. [Internet] [Masters thesis]. Universidade Federal de Alagoas; 2007. [cited 2021 Mar 02]. Available from: http://www.repositorio.ufal.br/handle/riufal/305.

Council of Science Editors:

Silva WB. Interação e mediação : um binômio nas práticas de leitura em sala de aula. [Masters Thesis]. Universidade Federal de Alagoas; 2007. Available from: http://www.repositorio.ufal.br/handle/riufal/305

16. Santos, Noélia Rodrigues dos. Práticas de leitura no ensino fundamental: em que medida a escola contribui para motivar e formar alunos leitores?.

Degree: 2008, Universidade Federal de Alagoas

Reading shows itself as a great contemporary educational concerning. And, in this context, school plays an important role, because it s knew that is insufficient… (more)

Subjects/Keywords: Leitura no contexto escolar; Motivação para leitura; Aluno leitor; Mediação do professor; Reading in school context; Motivation to reading; Reading pupil; Teacher s mediation; CNPQ::CIENCIAS HUMANAS::EDUCACAO

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

APA (6th Edition):

Santos, N. R. d. (2008). Práticas de leitura no ensino fundamental: em que medida a escola contribui para motivar e formar alunos leitores?. (Masters Thesis). Universidade Federal de Alagoas. Retrieved from http://www.repositorio.ufal.br/handle/riufal/307

Chicago Manual of Style (16th Edition):

Santos, Noélia Rodrigues dos. “Práticas de leitura no ensino fundamental: em que medida a escola contribui para motivar e formar alunos leitores?.” 2008. Masters Thesis, Universidade Federal de Alagoas. Accessed March 02, 2021. http://www.repositorio.ufal.br/handle/riufal/307.

MLA Handbook (7th Edition):

Santos, Noélia Rodrigues dos. “Práticas de leitura no ensino fundamental: em que medida a escola contribui para motivar e formar alunos leitores?.” 2008. Web. 02 Mar 2021.

Vancouver:

Santos NRd. Práticas de leitura no ensino fundamental: em que medida a escola contribui para motivar e formar alunos leitores?. [Internet] [Masters thesis]. Universidade Federal de Alagoas; 2008. [cited 2021 Mar 02]. Available from: http://www.repositorio.ufal.br/handle/riufal/307.

Council of Science Editors:

Santos NRd. Práticas de leitura no ensino fundamental: em que medida a escola contribui para motivar e formar alunos leitores?. [Masters Thesis]. Universidade Federal de Alagoas; 2008. Available from: http://www.repositorio.ufal.br/handle/riufal/307

17. Massaro, Munique [UNESP]. Formação continuada do professor de Educação Infantil no contexto de sistemas de comunicação suplementar e alternativa.

Degree: 2016, Universidade Estadual Paulista

 Sistemas de comunicação suplementares e alternativos possibilitam o desenvolvimento da linguagem e da competência comunicativa de crianças com deficiência e necessidades complexas de comunicação. Dessa… (more)

Subjects/Keywords: Educação especial; Educação infantil; Mediação pedagógica; Formação continuada do professor; Sistemas suplementares e alternativos de comunicação; Special Education; Early Childhood Education; Pedagogical Mediation; Continuing Teacher Education; Augmentative and Alternative Communication

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APA (6th Edition):

Massaro, M. [. (2016). Formação continuada do professor de Educação Infantil no contexto de sistemas de comunicação suplementar e alternativa. (Thesis). Universidade Estadual Paulista. Retrieved from http://hdl.handle.net/11449/144589

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

Chicago Manual of Style (16th Edition):

Massaro, Munique [UNESP]. “Formação continuada do professor de Educação Infantil no contexto de sistemas de comunicação suplementar e alternativa.” 2016. Thesis, Universidade Estadual Paulista. Accessed March 02, 2021. http://hdl.handle.net/11449/144589.

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

MLA Handbook (7th Edition):

Massaro, Munique [UNESP]. “Formação continuada do professor de Educação Infantil no contexto de sistemas de comunicação suplementar e alternativa.” 2016. Web. 02 Mar 2021.

Vancouver:

Massaro M[. Formação continuada do professor de Educação Infantil no contexto de sistemas de comunicação suplementar e alternativa. [Internet] [Thesis]. Universidade Estadual Paulista; 2016. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/11449/144589.

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

Council of Science Editors:

Massaro M[. Formação continuada do professor de Educação Infantil no contexto de sistemas de comunicação suplementar e alternativa. [Thesis]. Universidade Estadual Paulista; 2016. Available from: http://hdl.handle.net/11449/144589

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

18. Tormin, Malba Cunha. Dubabi Du: uma proposta de formação e intervenção musical na creche.

Degree: PhD, Educação, 2014, University of São Paulo

O presente estudo integra interfaces das áreas de Psicologia, Educação e Música, com o objetivo de investigar como as professoras de creche de um Centro… (more)

Subjects/Keywords: Creche; Desenvolvimento e aprendizagem musical; Formação de professores; Learning and musical development; Linguagem musical; Mediação e intervenção pedagógica; Mediation and educational intervention; Musical language; Nurseries; Teacher training

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APA (6th Edition):

Tormin, M. C. (2014). Dubabi Du: uma proposta de formação e intervenção musical na creche. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-25092014-152305/ ;

Chicago Manual of Style (16th Edition):

Tormin, Malba Cunha. “Dubabi Du: uma proposta de formação e intervenção musical na creche.” 2014. Doctoral Dissertation, University of São Paulo. Accessed March 02, 2021. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-25092014-152305/ ;.

MLA Handbook (7th Edition):

Tormin, Malba Cunha. “Dubabi Du: uma proposta de formação e intervenção musical na creche.” 2014. Web. 02 Mar 2021.

Vancouver:

Tormin MC. Dubabi Du: uma proposta de formação e intervenção musical na creche. [Internet] [Doctoral dissertation]. University of São Paulo; 2014. [cited 2021 Mar 02]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-25092014-152305/ ;.

Council of Science Editors:

Tormin MC. Dubabi Du: uma proposta de formação e intervenção musical na creche. [Doctoral Dissertation]. University of São Paulo; 2014. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-25092014-152305/ ;


University of Michigan

19. Cutter, Jane Norton. Teacher mediation of student learning in an inclusive group during guided inquiry science instruction.

Degree: PhD, Special education, 2003, University of Michigan

 Students with learning disabilities are increasingly educated in the general classroom. However, many students identified with LD do poorly in school as measured by statewide… (more)

Subjects/Keywords: Group; Guided Inquiry; Inclusive; Instruction; Learning; Science; Student; Teacher Mediation

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APA (6th Edition):

Cutter, J. N. (2003). Teacher mediation of student learning in an inclusive group during guided inquiry science instruction. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/123567

Chicago Manual of Style (16th Edition):

Cutter, Jane Norton. “Teacher mediation of student learning in an inclusive group during guided inquiry science instruction.” 2003. Doctoral Dissertation, University of Michigan. Accessed March 02, 2021. http://hdl.handle.net/2027.42/123567.

MLA Handbook (7th Edition):

Cutter, Jane Norton. “Teacher mediation of student learning in an inclusive group during guided inquiry science instruction.” 2003. Web. 02 Mar 2021.

Vancouver:

Cutter JN. Teacher mediation of student learning in an inclusive group during guided inquiry science instruction. [Internet] [Doctoral dissertation]. University of Michigan; 2003. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/2027.42/123567.

Council of Science Editors:

Cutter JN. Teacher mediation of student learning in an inclusive group during guided inquiry science instruction. [Doctoral Dissertation]. University of Michigan; 2003. Available from: http://hdl.handle.net/2027.42/123567


Universitat de Barcelona

20. Gabbarini, Patricia Alejandra. Enseñar a Enseñar en las aulas universitarias. Experiencia y Saber en dos profesoras de formación del profesorado.

Degree: 2017, Universitat de Barcelona

 This dissertation explores the relationship among experience and knowledge in Teacher Education. To have a deep understanding, it carries out: a) the knowledge from experience… (more)

Subjects/Keywords: Formació del professorat; Formación de profesores; Teacher training; Ensenyament; Enseñanza; Teaching; Experiència; Experiencia; Experience; Saviesa; Sabiduría; Wisdom; Mediació escolar; Mediación escolar; Peer mediation; Ciències de l’Educació; 37

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APA (6th Edition):

Gabbarini, P. A. (2017). Enseñar a Enseñar en las aulas universitarias. Experiencia y Saber en dos profesoras de formación del profesorado. (Thesis). Universitat de Barcelona. Retrieved from http://hdl.handle.net/10803/461005

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

Chicago Manual of Style (16th Edition):

Gabbarini, Patricia Alejandra. “Enseñar a Enseñar en las aulas universitarias. Experiencia y Saber en dos profesoras de formación del profesorado.” 2017. Thesis, Universitat de Barcelona. Accessed March 02, 2021. http://hdl.handle.net/10803/461005.

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

MLA Handbook (7th Edition):

Gabbarini, Patricia Alejandra. “Enseñar a Enseñar en las aulas universitarias. Experiencia y Saber en dos profesoras de formación del profesorado.” 2017. Web. 02 Mar 2021.

Vancouver:

Gabbarini PA. Enseñar a Enseñar en las aulas universitarias. Experiencia y Saber en dos profesoras de formación del profesorado. [Internet] [Thesis]. Universitat de Barcelona; 2017. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10803/461005.

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

Council of Science Editors:

Gabbarini PA. Enseñar a Enseñar en las aulas universitarias. Experiencia y Saber en dos profesoras de formación del profesorado. [Thesis]. Universitat de Barcelona; 2017. Available from: http://hdl.handle.net/10803/461005

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

21. Pegourie Khellef, Marjorie. Les gestes professionnels des enseignants de disciplines dites non linguistiques dans trois établissements à dispositif d’enseignement bilingue français-arabe en Egypte : Professional gestures of teacher of non-linguistic subject from three Egyptian schools with bilingual French-Arabic programs.

Degree: Docteur es, Sociolinguistique, 2019, Rennes 2

De quelle manière un enseignant de discipline dite non linguistique (DdNL) prend-il en charge la situation exolingue de sa classe ? En d’autres termes, quelle… (more)

Subjects/Keywords: Gestes professionnels; Médiation; Geste discursif; Enseignant de discipline dite non linguistique; Intégration; Bi-plurilinguisme; Professional gesture; Mediation; Discursive gesture; Teacher of non-linguistic subject; Integration; Bi-plurilinguism; 306.44

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APA (6th Edition):

Pegourie Khellef, M. (2019). Les gestes professionnels des enseignants de disciplines dites non linguistiques dans trois établissements à dispositif d’enseignement bilingue français-arabe en Egypte : Professional gestures of teacher of non-linguistic subject from three Egyptian schools with bilingual French-Arabic programs. (Doctoral Dissertation). Rennes 2. Retrieved from http://www.theses.fr/2019REN20028

Chicago Manual of Style (16th Edition):

Pegourie Khellef, Marjorie. “Les gestes professionnels des enseignants de disciplines dites non linguistiques dans trois établissements à dispositif d’enseignement bilingue français-arabe en Egypte : Professional gestures of teacher of non-linguistic subject from three Egyptian schools with bilingual French-Arabic programs.” 2019. Doctoral Dissertation, Rennes 2. Accessed March 02, 2021. http://www.theses.fr/2019REN20028.

MLA Handbook (7th Edition):

Pegourie Khellef, Marjorie. “Les gestes professionnels des enseignants de disciplines dites non linguistiques dans trois établissements à dispositif d’enseignement bilingue français-arabe en Egypte : Professional gestures of teacher of non-linguistic subject from three Egyptian schools with bilingual French-Arabic programs.” 2019. Web. 02 Mar 2021.

Vancouver:

Pegourie Khellef M. Les gestes professionnels des enseignants de disciplines dites non linguistiques dans trois établissements à dispositif d’enseignement bilingue français-arabe en Egypte : Professional gestures of teacher of non-linguistic subject from three Egyptian schools with bilingual French-Arabic programs. [Internet] [Doctoral dissertation]. Rennes 2; 2019. [cited 2021 Mar 02]. Available from: http://www.theses.fr/2019REN20028.

Council of Science Editors:

Pegourie Khellef M. Les gestes professionnels des enseignants de disciplines dites non linguistiques dans trois établissements à dispositif d’enseignement bilingue français-arabe en Egypte : Professional gestures of teacher of non-linguistic subject from three Egyptian schools with bilingual French-Arabic programs. [Doctoral Dissertation]. Rennes 2; 2019. Available from: http://www.theses.fr/2019REN20028

22. Lima, Suelen Coelho. A comunica??o alternativa e a media??o do professor na sala de recursos multifuncionais : um estudo de caso.

Degree: 2016, Universidade Federal do Amazonas

A pesquisa objetivou analisar o papel do professor como mediador no processo de ensino e aprendizagem na sala de recursos multifuncionais procurando estabelecer como ocorre… (more)

Subjects/Keywords: Comunica??o Alternativa; Inclus?o Escolar; Media??o Docente; Alternative Communication; School inclusion; Mediation Teacher; CI?NCIAS HUMANAS: EDUCA??O: ENSINO-APRENDIZAGEM

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lima, S. C. (2016). A comunica??o alternativa e a media??o do professor na sala de recursos multifuncionais : um estudo de caso. (Masters Thesis). Universidade Federal do Amazonas. Retrieved from http://tede.ufam.edu.br/handle/tede/5321

Chicago Manual of Style (16th Edition):

Lima, Suelen Coelho. “A comunica??o alternativa e a media??o do professor na sala de recursos multifuncionais : um estudo de caso.” 2016. Masters Thesis, Universidade Federal do Amazonas. Accessed March 02, 2021. http://tede.ufam.edu.br/handle/tede/5321.

MLA Handbook (7th Edition):

Lima, Suelen Coelho. “A comunica??o alternativa e a media??o do professor na sala de recursos multifuncionais : um estudo de caso.” 2016. Web. 02 Mar 2021.

Vancouver:

Lima SC. A comunica??o alternativa e a media??o do professor na sala de recursos multifuncionais : um estudo de caso. [Internet] [Masters thesis]. Universidade Federal do Amazonas; 2016. [cited 2021 Mar 02]. Available from: http://tede.ufam.edu.br/handle/tede/5321.

Council of Science Editors:

Lima SC. A comunica??o alternativa e a media??o do professor na sala de recursos multifuncionais : um estudo de caso. [Masters Thesis]. Universidade Federal do Amazonas; 2016. Available from: http://tede.ufam.edu.br/handle/tede/5321


Universidad de Salamanca

23. Pereira Machado Lima, Natércia Maria. Fostering Experimental Competences Using Complementary Resources .

Degree: 2020, Universidad de Salamanca

 [EN]The use of ICT in the academic context is a reality, in the world we live in. The young generation of students is digital native,… (more)

Subjects/Keywords: Tesis y disertaciones académicas; Universidad de Salamanca (España); Tesis Doctoral; Academic dissertations; Engineering education; Curriculum design; Experimental practices; VISIR; Simulation; Hands-on-labs; Remote labs; Teacher mediation; Teacher Reflection; Student`s learning; Student's characteristics; Students’ engagement; Didactical implementations

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

APA (6th Edition):

Pereira Machado Lima, N. M. (2020). Fostering Experimental Competences Using Complementary Resources . (Thesis). Universidad de Salamanca. Retrieved from http://hdl.handle.net/10366/144127

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

Chicago Manual of Style (16th Edition):

Pereira Machado Lima, Natércia Maria. “Fostering Experimental Competences Using Complementary Resources .” 2020. Thesis, Universidad de Salamanca. Accessed March 02, 2021. http://hdl.handle.net/10366/144127.

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

MLA Handbook (7th Edition):

Pereira Machado Lima, Natércia Maria. “Fostering Experimental Competences Using Complementary Resources .” 2020. Web. 02 Mar 2021.

Vancouver:

Pereira Machado Lima NM. Fostering Experimental Competences Using Complementary Resources . [Internet] [Thesis]. Universidad de Salamanca; 2020. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/10366/144127.

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

Council of Science Editors:

Pereira Machado Lima NM. Fostering Experimental Competences Using Complementary Resources . [Thesis]. Universidad de Salamanca; 2020. Available from: http://hdl.handle.net/10366/144127

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

24. De Simone, J.J. The Roles of Collaborative Professional Development, Self-Efficacy, and Positive Affect in Encouraging Teacher Data Use in the Classroom.

Degree: PhD, Curriculum and Teaching, 2018, University of Kansas

 This dissertation tests a hypothesized model that links collaborative data use professional development experiences and successful use of student data in the classroom. More and… (more)

Subjects/Keywords: Teacher education; Education; Collaboration; Data Driven Decision-Making; Positive Affect; Self-Efficacy; Serial Mediation; Teacher Data Use

…Figure 2: Mediated Path Results of the Pilot Study 51 Table 1: National Teacher Demographics… …61 Table 3: Quota Sample Teacher Demographics by Discipline 62 Table 4: Whole Sample… …Teacher Demographics 63 Table 5: Whole Sample Teacher Disciplines 64 Figure 3: Conceptual… …Diagram of a Mediated Regression Model 67 Figure 4: Serial Mediation Regression Model 69… …Classroom Data Use 78 Table 6: Total and Direct Effect Serial Mediation Regression Results with… 

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APA (6th Edition):

De Simone, J. J. (2018). The Roles of Collaborative Professional Development, Self-Efficacy, and Positive Affect in Encouraging Teacher Data Use in the Classroom. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/27550

Chicago Manual of Style (16th Edition):

De Simone, J J. “The Roles of Collaborative Professional Development, Self-Efficacy, and Positive Affect in Encouraging Teacher Data Use in the Classroom.” 2018. Doctoral Dissertation, University of Kansas. Accessed March 02, 2021. http://hdl.handle.net/1808/27550.

MLA Handbook (7th Edition):

De Simone, J J. “The Roles of Collaborative Professional Development, Self-Efficacy, and Positive Affect in Encouraging Teacher Data Use in the Classroom.” 2018. Web. 02 Mar 2021.

Vancouver:

De Simone JJ. The Roles of Collaborative Professional Development, Self-Efficacy, and Positive Affect in Encouraging Teacher Data Use in the Classroom. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1808/27550.

Council of Science Editors:

De Simone JJ. The Roles of Collaborative Professional Development, Self-Efficacy, and Positive Affect in Encouraging Teacher Data Use in the Classroom. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/27550

25. Campos, Maria Célia Rabello Malta. Formação docente em oficinas de jogos : indicadores de mediação da aprendizagem.

Degree: PhD, Psicologia Escolar e do Desenvolvimento Humano, 2004, University of São Paulo

Propõe um modelo de formação continuada de professores do ensino fundamental através de oficinas de jogos e supervisão de sua prática em sala de aula.… (more)

Subjects/Keywords: competência profissional; formação de professores; games; jogos; learning mediation; mediação da aprendizagem; professional competence; teacher education

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APA (6th Edition):

Campos, M. C. R. M. (2004). Formação docente em oficinas de jogos : indicadores de mediação da aprendizagem. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/47/47131/tde-30052006-162802/ ;

Chicago Manual of Style (16th Edition):

Campos, Maria Célia Rabello Malta. “Formação docente em oficinas de jogos : indicadores de mediação da aprendizagem.” 2004. Doctoral Dissertation, University of São Paulo. Accessed March 02, 2021. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-30052006-162802/ ;.

MLA Handbook (7th Edition):

Campos, Maria Célia Rabello Malta. “Formação docente em oficinas de jogos : indicadores de mediação da aprendizagem.” 2004. Web. 02 Mar 2021.

Vancouver:

Campos MCRM. Formação docente em oficinas de jogos : indicadores de mediação da aprendizagem. [Internet] [Doctoral dissertation]. University of São Paulo; 2004. [cited 2021 Mar 02]. Available from: http://www.teses.usp.br/teses/disponiveis/47/47131/tde-30052006-162802/ ;.

Council of Science Editors:

Campos MCRM. Formação docente em oficinas de jogos : indicadores de mediação da aprendizagem. [Doctoral Dissertation]. University of São Paulo; 2004. Available from: http://www.teses.usp.br/teses/disponiveis/47/47131/tde-30052006-162802/ ;


Universiteit Utrecht

26. Lange, A. de. Meer is niet altijd beter: De invloed van risicocumulatie op storend gedrag, slechte werkhouding en de leerkracht-leerlingrelatie in het basisonderwijs, voortgezet onderwijs en middelbaar beroepsonderwijs.

Degree: 2015, Universiteit Utrecht

 Om meer inzicht te verkrijgen in schoolloopbanen is er kwantitatief onderzoek uitgevoerd naar de invloed van risicocumulatie op schools functioneren (storend gedrag en werkhouding) en… (more)

Subjects/Keywords: Risicocumulatietheorie; levensloopmodel; ecologisch model; schools functioneren; leerkracht-leerlingrelatie; lineair effect; treshold effect; mediatie Cumulative risk theory; life course theory; ecological model; school functioning; student-teacher relationship; linear effect; threshold effect; mediation

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APA (6th Edition):

Lange, A. d. (2015). Meer is niet altijd beter: De invloed van risicocumulatie op storend gedrag, slechte werkhouding en de leerkracht-leerlingrelatie in het basisonderwijs, voortgezet onderwijs en middelbaar beroepsonderwijs. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/319642

Chicago Manual of Style (16th Edition):

Lange, A de. “Meer is niet altijd beter: De invloed van risicocumulatie op storend gedrag, slechte werkhouding en de leerkracht-leerlingrelatie in het basisonderwijs, voortgezet onderwijs en middelbaar beroepsonderwijs.” 2015. Masters Thesis, Universiteit Utrecht. Accessed March 02, 2021. http://dspace.library.uu.nl:8080/handle/1874/319642.

MLA Handbook (7th Edition):

Lange, A de. “Meer is niet altijd beter: De invloed van risicocumulatie op storend gedrag, slechte werkhouding en de leerkracht-leerlingrelatie in het basisonderwijs, voortgezet onderwijs en middelbaar beroepsonderwijs.” 2015. Web. 02 Mar 2021.

Vancouver:

Lange Ad. Meer is niet altijd beter: De invloed van risicocumulatie op storend gedrag, slechte werkhouding en de leerkracht-leerlingrelatie in het basisonderwijs, voortgezet onderwijs en middelbaar beroepsonderwijs. [Internet] [Masters thesis]. Universiteit Utrecht; 2015. [cited 2021 Mar 02]. Available from: http://dspace.library.uu.nl:8080/handle/1874/319642.

Council of Science Editors:

Lange Ad. Meer is niet altijd beter: De invloed van risicocumulatie op storend gedrag, slechte werkhouding en de leerkracht-leerlingrelatie in het basisonderwijs, voortgezet onderwijs en middelbaar beroepsonderwijs. [Masters Thesis]. Universiteit Utrecht; 2015. Available from: http://dspace.library.uu.nl:8080/handle/1874/319642

27. Marcela Cristina de Moraes. Mediação pedagógica, inserção escolar de alunos com deficiência mental e arte: um olhar sobre o projeto espaço criativo.

Degree: 2007, Federal University of Uberlândia

A inserção de crianças com necessidades educacionais especiais no ensino regular é garantida pela Lei de Diretrizes e Bases da Educação Nacional LDB 9.394/96. A… (more)

Subjects/Keywords: PSICOLOGIA; Mediação pedagógica; Ensino e aprendizagem em arte; Inserção escolar; Formação de professores; Inclusão em educação - Goiás (Estado); Educação especial - Goiás (Estado); Pedagogical mediation; Education and learning in art; School inclusion; Teacher training

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APA (6th Edition):

Moraes, M. C. d. (2007). Mediação pedagógica, inserção escolar de alunos com deficiência mental e arte: um olhar sobre o projeto espaço criativo. (Thesis). Federal University of Uberlândia. Retrieved from http://www.bdtd.ufu.br//tde_busca/arquivo.php?codArquivo=1302 ; http://www.bdtd.ufu.br//tde_busca/arquivo.php?codArquivo=1303

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

Chicago Manual of Style (16th Edition):

Moraes, Marcela Cristina de. “Mediação pedagógica, inserção escolar de alunos com deficiência mental e arte: um olhar sobre o projeto espaço criativo.” 2007. Thesis, Federal University of Uberlândia. Accessed March 02, 2021. http://www.bdtd.ufu.br//tde_busca/arquivo.php?codArquivo=1302 ; http://www.bdtd.ufu.br//tde_busca/arquivo.php?codArquivo=1303.

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

MLA Handbook (7th Edition):

Moraes, Marcela Cristina de. “Mediação pedagógica, inserção escolar de alunos com deficiência mental e arte: um olhar sobre o projeto espaço criativo.” 2007. Web. 02 Mar 2021.

Vancouver:

Moraes MCd. Mediação pedagógica, inserção escolar de alunos com deficiência mental e arte: um olhar sobre o projeto espaço criativo. [Internet] [Thesis]. Federal University of Uberlândia; 2007. [cited 2021 Mar 02]. Available from: http://www.bdtd.ufu.br//tde_busca/arquivo.php?codArquivo=1302 ; http://www.bdtd.ufu.br//tde_busca/arquivo.php?codArquivo=1303.

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

Council of Science Editors:

Moraes MCd. Mediação pedagógica, inserção escolar de alunos com deficiência mental e arte: um olhar sobre o projeto espaço criativo. [Thesis]. Federal University of Uberlândia; 2007. Available from: http://www.bdtd.ufu.br//tde_busca/arquivo.php?codArquivo=1302 ; http://www.bdtd.ufu.br//tde_busca/arquivo.php?codArquivo=1303

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

28. Fradet-Le Coz, Marie-Françoise. La construction de la fiction dans l'écriture de textes narratifs à visée littéraire à l'entrée au collège : quand le dialogue pédagogique interfère avec le dialogue intérieur chez les jeunes scripteurs : Application of Random Matrix Theory to High Dimensional Statistics.

Degree: Docteur es, Sciences du Langage, 2009, Université Paris-Est

La présente recherche s'inscrit dans le contexte de l'enseignement-apprentissage de l'écriture à l'entrée au collège. Il s'agit d'observer comment se construit la fiction dans des… (more)

Subjects/Keywords: Apprentissage; Collégien; Ecriture; Enseignant; Fiction; Interprétation; Médiation; Learning; Pupil; Writing; Teacher; Fiction; Interpretation; Mediation

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APA (6th Edition):

Fradet-Le Coz, M. (2009). La construction de la fiction dans l'écriture de textes narratifs à visée littéraire à l'entrée au collège : quand le dialogue pédagogique interfère avec le dialogue intérieur chez les jeunes scripteurs : Application of Random Matrix Theory to High Dimensional Statistics. (Doctoral Dissertation). Université Paris-Est. Retrieved from http://www.theses.fr/2009PEST0029

Chicago Manual of Style (16th Edition):

Fradet-Le Coz, Marie-Françoise. “La construction de la fiction dans l'écriture de textes narratifs à visée littéraire à l'entrée au collège : quand le dialogue pédagogique interfère avec le dialogue intérieur chez les jeunes scripteurs : Application of Random Matrix Theory to High Dimensional Statistics.” 2009. Doctoral Dissertation, Université Paris-Est. Accessed March 02, 2021. http://www.theses.fr/2009PEST0029.

MLA Handbook (7th Edition):

Fradet-Le Coz, Marie-Françoise. “La construction de la fiction dans l'écriture de textes narratifs à visée littéraire à l'entrée au collège : quand le dialogue pédagogique interfère avec le dialogue intérieur chez les jeunes scripteurs : Application of Random Matrix Theory to High Dimensional Statistics.” 2009. Web. 02 Mar 2021.

Vancouver:

Fradet-Le Coz M. La construction de la fiction dans l'écriture de textes narratifs à visée littéraire à l'entrée au collège : quand le dialogue pédagogique interfère avec le dialogue intérieur chez les jeunes scripteurs : Application of Random Matrix Theory to High Dimensional Statistics. [Internet] [Doctoral dissertation]. Université Paris-Est; 2009. [cited 2021 Mar 02]. Available from: http://www.theses.fr/2009PEST0029.

Council of Science Editors:

Fradet-Le Coz M. La construction de la fiction dans l'écriture de textes narratifs à visée littéraire à l'entrée au collège : quand le dialogue pédagogique interfère avec le dialogue intérieur chez les jeunes scripteurs : Application of Random Matrix Theory to High Dimensional Statistics. [Doctoral Dissertation]. Université Paris-Est; 2009. Available from: http://www.theses.fr/2009PEST0029

29. Hawbaker, Rebecca Marie. Using video modeling to improve the social communication of an adolescent with autism spectrum disorder.

Degree: PhD, Teaching and Learning, 2018, University of Iowa

  Difficulty with many aspects of social interactions is a defining characteristic of Autism Spectrum Disorder (ASD). Video modeling (VM) has successfully improved a range… (more)

Subjects/Keywords: Adolescence; Austism; Conversation; Peer Mediation; Video Modeling; Teacher Education and Professional Development

…peer data for mediation effects and normative comparisons. Finally, the study examines the… 

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

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APA (6th Edition):

Hawbaker, R. M. (2018). Using video modeling to improve the social communication of an adolescent with autism spectrum disorder. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/6589

Chicago Manual of Style (16th Edition):

Hawbaker, Rebecca Marie. “Using video modeling to improve the social communication of an adolescent with autism spectrum disorder.” 2018. Doctoral Dissertation, University of Iowa. Accessed March 02, 2021. https://ir.uiowa.edu/etd/6589.

MLA Handbook (7th Edition):

Hawbaker, Rebecca Marie. “Using video modeling to improve the social communication of an adolescent with autism spectrum disorder.” 2018. Web. 02 Mar 2021.

Vancouver:

Hawbaker RM. Using video modeling to improve the social communication of an adolescent with autism spectrum disorder. [Internet] [Doctoral dissertation]. University of Iowa; 2018. [cited 2021 Mar 02]. Available from: https://ir.uiowa.edu/etd/6589.

Council of Science Editors:

Hawbaker RM. Using video modeling to improve the social communication of an adolescent with autism spectrum disorder. [Doctoral Dissertation]. University of Iowa; 2018. Available from: https://ir.uiowa.edu/etd/6589


Université Toulouse II – Le Mirail

30. Fauré, Laurent. Co-enseignement et développement professionnel des enseignants en agroéquipements de l'enseignement agricole : Co-teaching and development professionnal of agricultural equipment teacher.

Degree: Docteur es, Sciences de l'éducation, 2017, Université Toulouse II – Le Mirail

Cette thèse à partir d’articles étudie la circulation des savoirs dans les pratiques d’enseignement et de co-enseignement en sciences et techniques des agroéquipements, au travers… (more)

Subjects/Keywords: Agroéquipements; Co-enseignement; Développement professionnel; Régulation en situation; Pratiques d’enseignement; Formation des enseignants; Savoir; Médiation; Agriculural equipment; Co-teaching; Professionnal development; In-classroom support; Teaching practices; Teacher training; Knowledge; Mediation; 373.246

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APA (6th Edition):

Fauré, L. (2017). Co-enseignement et développement professionnel des enseignants en agroéquipements de l'enseignement agricole : Co-teaching and development professionnal of agricultural equipment teacher. (Doctoral Dissertation). Université Toulouse II – Le Mirail. Retrieved from http://www.theses.fr/2017TOU20031

Chicago Manual of Style (16th Edition):

Fauré, Laurent. “Co-enseignement et développement professionnel des enseignants en agroéquipements de l'enseignement agricole : Co-teaching and development professionnal of agricultural equipment teacher.” 2017. Doctoral Dissertation, Université Toulouse II – Le Mirail. Accessed March 02, 2021. http://www.theses.fr/2017TOU20031.

MLA Handbook (7th Edition):

Fauré, Laurent. “Co-enseignement et développement professionnel des enseignants en agroéquipements de l'enseignement agricole : Co-teaching and development professionnal of agricultural equipment teacher.” 2017. Web. 02 Mar 2021.

Vancouver:

Fauré L. Co-enseignement et développement professionnel des enseignants en agroéquipements de l'enseignement agricole : Co-teaching and development professionnal of agricultural equipment teacher. [Internet] [Doctoral dissertation]. Université Toulouse II – Le Mirail; 2017. [cited 2021 Mar 02]. Available from: http://www.theses.fr/2017TOU20031.

Council of Science Editors:

Fauré L. Co-enseignement et développement professionnel des enseignants en agroéquipements de l'enseignement agricole : Co-teaching and development professionnal of agricultural equipment teacher. [Doctoral Dissertation]. Université Toulouse II – Le Mirail; 2017. Available from: http://www.theses.fr/2017TOU20031

[1] [2]

.