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You searched for subject:(Pedagogical content knowledge). Showing records 1 – 30 of 292 total matches.

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University of Georgia

1. Kilic, Hulya. Pedagogical content knowledge of preservice secondary mathematics teachers.

Degree: PhD, Mathematics Education, 2009, University of Georgia

 The purpose of this study was to investigate how a methods course and its associated field experience supported the development of pedagogical content knowledge for… (more)

Subjects/Keywords: pedagogical content knowledge

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APA (6th Edition):

Kilic, H. (2009). Pedagogical content knowledge of preservice secondary mathematics teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kilic_hulya_200908_phd

Chicago Manual of Style (16th Edition):

Kilic, Hulya. “Pedagogical content knowledge of preservice secondary mathematics teachers.” 2009. Doctoral Dissertation, University of Georgia. Accessed March 31, 2020. http://purl.galileo.usg.edu/uga_etd/kilic_hulya_200908_phd.

MLA Handbook (7th Edition):

Kilic, Hulya. “Pedagogical content knowledge of preservice secondary mathematics teachers.” 2009. Web. 31 Mar 2020.

Vancouver:

Kilic H. Pedagogical content knowledge of preservice secondary mathematics teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2020 Mar 31]. Available from: http://purl.galileo.usg.edu/uga_etd/kilic_hulya_200908_phd.

Council of Science Editors:

Kilic H. Pedagogical content knowledge of preservice secondary mathematics teachers. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/kilic_hulya_200908_phd


University of North Texas

2. Hamilton, Christina. An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender.

Degree: 2013, University of North Texas

 The purpose of this study was to determine what relationships exist between the age, rank, and gender of university faculty in teacher education and their… (more)

Subjects/Keywords: Teacher education; pedagogical content knowledge

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APA (6th Edition):

Hamilton, C. (2013). An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500063/

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):

Hamilton, Christina. “An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender.” 2013. Thesis, University of North Texas. Accessed March 31, 2020. https://digital.library.unt.edu/ark:/67531/metadc500063/.

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

MLA Handbook (7th Edition):

Hamilton, Christina. “An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender.” 2013. Web. 31 Mar 2020.

Vancouver:

Hamilton C. An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender. [Internet] [Thesis]. University of North Texas; 2013. [cited 2020 Mar 31]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500063/.

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

Council of Science Editors:

Hamilton C. An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc500063/

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


The Ohio State University

3. Ayvazo, Shiri. Exploring the pedagogical content knowledge of effective teachers in physical education.

Degree: PhD, Physical Activity and Educational Services, 2007, The Ohio State University

Pedagogical Content Knowledge (PCK) is the blending of content knowledge and pedagogical knowledge for the purpose of teaching in ways that are comprehensible for learners.… (more)

Subjects/Keywords: Education, Physical; Pedagogical Content Knowledge; Content Knowledge; Physical Education

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APA (6th Edition):

Ayvazo, S. (2007). Exploring the pedagogical content knowledge of effective teachers in physical education. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1180112758

Chicago Manual of Style (16th Edition):

Ayvazo, Shiri. “Exploring the pedagogical content knowledge of effective teachers in physical education.” 2007. Doctoral Dissertation, The Ohio State University. Accessed March 31, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1180112758.

MLA Handbook (7th Edition):

Ayvazo, Shiri. “Exploring the pedagogical content knowledge of effective teachers in physical education.” 2007. Web. 31 Mar 2020.

Vancouver:

Ayvazo S. Exploring the pedagogical content knowledge of effective teachers in physical education. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2020 Mar 31]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1180112758.

Council of Science Editors:

Ayvazo S. Exploring the pedagogical content knowledge of effective teachers in physical education. [Doctoral Dissertation]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1180112758


University of South Africa

4. Ibeawuchi, Emmanuel Ositadinma. The role of the pedagogical content Knowledge in the learning of quadratic functions .

Degree: 2010, University of South Africa

 This study investigates to what extent educators’ pedagogical content knowledge affects learners’ achievement in quadratic functions. The components of pedagogical content knowledge (PCK) examined are:… (more)

Subjects/Keywords: Mathematical content knowledge; Pedagogical content knowledge; Quadratic functions; Mathematics educators

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APA (6th Edition):

Ibeawuchi, E. O. (2010). The role of the pedagogical content Knowledge in the learning of quadratic functions . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/4040

Chicago Manual of Style (16th Edition):

Ibeawuchi, Emmanuel Ositadinma. “The role of the pedagogical content Knowledge in the learning of quadratic functions .” 2010. Masters Thesis, University of South Africa. Accessed March 31, 2020. http://hdl.handle.net/10500/4040.

MLA Handbook (7th Edition):

Ibeawuchi, Emmanuel Ositadinma. “The role of the pedagogical content Knowledge in the learning of quadratic functions .” 2010. Web. 31 Mar 2020.

Vancouver:

Ibeawuchi EO. The role of the pedagogical content Knowledge in the learning of quadratic functions . [Internet] [Masters thesis]. University of South Africa; 2010. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/10500/4040.

Council of Science Editors:

Ibeawuchi EO. The role of the pedagogical content Knowledge in the learning of quadratic functions . [Masters Thesis]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/4040


University of Georgia

5. Baldwin, Paul Frederick. The acquisition of pedagogical content knowledge by provisionally certified science teachers.

Degree: EdD, Science Education, 2003, University of Georgia

 The debate over teacher qualifications has been characterized by two opposing factions - professionalization and deregulation. The former supports high standards for certification while the… (more)

Subjects/Keywords: Pedagogical Content Knowledge

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APA (6th Edition):

Baldwin, P. F. (2003). The acquisition of pedagogical content knowledge by provisionally certified science teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/baldwin_paul_f_200312_edd

Chicago Manual of Style (16th Edition):

Baldwin, Paul Frederick. “The acquisition of pedagogical content knowledge by provisionally certified science teachers.” 2003. Doctoral Dissertation, University of Georgia. Accessed March 31, 2020. http://purl.galileo.usg.edu/uga_etd/baldwin_paul_f_200312_edd.

MLA Handbook (7th Edition):

Baldwin, Paul Frederick. “The acquisition of pedagogical content knowledge by provisionally certified science teachers.” 2003. Web. 31 Mar 2020.

Vancouver:

Baldwin PF. The acquisition of pedagogical content knowledge by provisionally certified science teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2003. [cited 2020 Mar 31]. Available from: http://purl.galileo.usg.edu/uga_etd/baldwin_paul_f_200312_edd.

Council of Science Editors:

Baldwin PF. The acquisition of pedagogical content knowledge by provisionally certified science teachers. [Doctoral Dissertation]. University of Georgia; 2003. Available from: http://purl.galileo.usg.edu/uga_etd/baldwin_paul_f_200312_edd


University of Georgia

6. Kim, Gooyeon. The pedagogical content knowledge of two middl-school mathematics teachers.

Degree: PhD, Mathematics Education, 2004, University of Georgia

 The purpose of this study was to investigate two middle‐school mathematics teachers’ pedagogical content knowledge in terms of how it was manifested in their classroom… (more)

Subjects/Keywords: pedagogical content knowledge

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

APA (6th Edition):

Kim, G. (2004). The pedagogical content knowledge of two middl-school mathematics teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kim_gooyeon_200412_phd

Chicago Manual of Style (16th Edition):

Kim, Gooyeon. “The pedagogical content knowledge of two middl-school mathematics teachers.” 2004. Doctoral Dissertation, University of Georgia. Accessed March 31, 2020. http://purl.galileo.usg.edu/uga_etd/kim_gooyeon_200412_phd.

MLA Handbook (7th Edition):

Kim, Gooyeon. “The pedagogical content knowledge of two middl-school mathematics teachers.” 2004. Web. 31 Mar 2020.

Vancouver:

Kim G. The pedagogical content knowledge of two middl-school mathematics teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2020 Mar 31]. Available from: http://purl.galileo.usg.edu/uga_etd/kim_gooyeon_200412_phd.

Council of Science Editors:

Kim G. The pedagogical content knowledge of two middl-school mathematics teachers. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/kim_gooyeon_200412_phd


Victoria University of Wellington

7. Alamu, Adrian. Teacher Beliefs, Knowledge, and Reported Practices Regarding Numeracy Outcomes in the Solomon Islands.

Degree: 2010, Victoria University of Wellington

 The low level of basic numeracy achievement in the Solomon Islands education system is a growing concern to key stakeholders. Apart from monitoring numeracy standards,… (more)

Subjects/Keywords: Pedagogical content knowledge; Professional development; Mathematics

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APA (6th Edition):

Alamu, A. (2010). Teacher Beliefs, Knowledge, and Reported Practices Regarding Numeracy Outcomes in the Solomon Islands. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1314

Chicago Manual of Style (16th Edition):

Alamu, Adrian. “Teacher Beliefs, Knowledge, and Reported Practices Regarding Numeracy Outcomes in the Solomon Islands.” 2010. Masters Thesis, Victoria University of Wellington. Accessed March 31, 2020. http://hdl.handle.net/10063/1314.

MLA Handbook (7th Edition):

Alamu, Adrian. “Teacher Beliefs, Knowledge, and Reported Practices Regarding Numeracy Outcomes in the Solomon Islands.” 2010. Web. 31 Mar 2020.

Vancouver:

Alamu A. Teacher Beliefs, Knowledge, and Reported Practices Regarding Numeracy Outcomes in the Solomon Islands. [Internet] [Masters thesis]. Victoria University of Wellington; 2010. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/10063/1314.

Council of Science Editors:

Alamu A. Teacher Beliefs, Knowledge, and Reported Practices Regarding Numeracy Outcomes in the Solomon Islands. [Masters Thesis]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1314

8. Grigoriou, Vasileios. Εκπαίδευση εκπαιδευτικών φυσικών επιστημών: εκπαιδευτικός μετασχηματισμός, μεθοδολογία, τεχνολογία.

Degree: 2017, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ)

Capturing and developing Pedagogical Content Knowledge (PCK) concerns educational community since the birth of the notion. During that period, the proposals that were made, were… (more)

Subjects/Keywords: Παιδαγωγική γνώση περιεχομένου; Pedagogical content knowledge

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APA (6th Edition):

Grigoriou, V. (2017). Εκπαίδευση εκπαιδευτικών φυσικών επιστημών: εκπαιδευτικός μετασχηματισμός, μεθοδολογία, τεχνολογία. (Thesis). National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Retrieved from http://hdl.handle.net/10442/hedi/42674

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):

Grigoriou, Vasileios. “Εκπαίδευση εκπαιδευτικών φυσικών επιστημών: εκπαιδευτικός μετασχηματισμός, μεθοδολογία, τεχνολογία.” 2017. Thesis, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Accessed March 31, 2020. http://hdl.handle.net/10442/hedi/42674.

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

MLA Handbook (7th Edition):

Grigoriou, Vasileios. “Εκπαίδευση εκπαιδευτικών φυσικών επιστημών: εκπαιδευτικός μετασχηματισμός, μεθοδολογία, τεχνολογία.” 2017. Web. 31 Mar 2020.

Vancouver:

Grigoriou V. Εκπαίδευση εκπαιδευτικών φυσικών επιστημών: εκπαιδευτικός μετασχηματισμός, μεθοδολογία, τεχνολογία. [Internet] [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2017. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/10442/hedi/42674.

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

Council of Science Editors:

Grigoriou V. Εκπαίδευση εκπαιδευτικών φυσικών επιστημών: εκπαιδευτικός μετασχηματισμός, μεθοδολογία, τεχνολογία. [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2017. Available from: http://hdl.handle.net/10442/hedi/42674

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


University of Miami

9. Alexander, Alexandra D. Preschool Teachers' Pedagogical Content Knowledge for Science.

Degree: MS, Psychology (Arts and Sciences), 2016, University of Miami

  Preschool teachers and their interactions with children are the most important aspect of classroom quality (Gunn, et al., 2013). Therefore, it is important to… (more)

Subjects/Keywords: preschool; pedagogical content knowledge; early science; measurement

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APA (6th Edition):

Alexander, A. D. (2016). Preschool Teachers' Pedagogical Content Knowledge for Science. (Thesis). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_theses/596

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):

Alexander, Alexandra D. “Preschool Teachers' Pedagogical Content Knowledge for Science.” 2016. Thesis, University of Miami. Accessed March 31, 2020. https://scholarlyrepository.miami.edu/oa_theses/596.

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

MLA Handbook (7th Edition):

Alexander, Alexandra D. “Preschool Teachers' Pedagogical Content Knowledge for Science.” 2016. Web. 31 Mar 2020.

Vancouver:

Alexander AD. Preschool Teachers' Pedagogical Content Knowledge for Science. [Internet] [Thesis]. University of Miami; 2016. [cited 2020 Mar 31]. Available from: https://scholarlyrepository.miami.edu/oa_theses/596.

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

Council of Science Editors:

Alexander AD. Preschool Teachers' Pedagogical Content Knowledge for Science. [Thesis]. University of Miami; 2016. Available from: https://scholarlyrepository.miami.edu/oa_theses/596

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


Syracuse University

10. Willard, Carol A. Coteaching in Secondary Schools.

Degree: PhD, Teaching and Leadership, 2015, Syracuse University

  The use of coteaching as a means of supporting students with disabilities in the general education classroom is becoming more common. The literature base… (more)

Subjects/Keywords: collaboration; coteaching; pedagogical content knowledge; Education

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APA (6th Edition):

Willard, C. A. (2015). Coteaching in Secondary Schools. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/etd/412

Chicago Manual of Style (16th Edition):

Willard, Carol A. “Coteaching in Secondary Schools.” 2015. Doctoral Dissertation, Syracuse University. Accessed March 31, 2020. https://surface.syr.edu/etd/412.

MLA Handbook (7th Edition):

Willard, Carol A. “Coteaching in Secondary Schools.” 2015. Web. 31 Mar 2020.

Vancouver:

Willard CA. Coteaching in Secondary Schools. [Internet] [Doctoral dissertation]. Syracuse University; 2015. [cited 2020 Mar 31]. Available from: https://surface.syr.edu/etd/412.

Council of Science Editors:

Willard CA. Coteaching in Secondary Schools. [Doctoral Dissertation]. Syracuse University; 2015. Available from: https://surface.syr.edu/etd/412


University of Utah

11. Wiggins, Christine Marie. The development of expertise in reading and reading instruction: the continuum from preservice to advanced experienced teachers as measured by the literacy instruction knowledge scales written survey.

Degree: PhD, Educational Psychology, 2012, University of Utah

 The purpose of this study was to examine whether teachers with more teaching experience possess greater expertise with regards to content knowledge and pedagogical content(more)

Subjects/Keywords: Content knowledge; Developmental models; Expertise; Knowledge of reading; Pedagogical content knowledge; Teacher knowledge

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APA (6th Edition):

Wiggins, C. M. (2012). The development of expertise in reading and reading instruction: the continuum from preservice to advanced experienced teachers as measured by the literacy instruction knowledge scales written survey. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3513/rec/2440

Chicago Manual of Style (16th Edition):

Wiggins, Christine Marie. “The development of expertise in reading and reading instruction: the continuum from preservice to advanced experienced teachers as measured by the literacy instruction knowledge scales written survey.” 2012. Doctoral Dissertation, University of Utah. Accessed March 31, 2020. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3513/rec/2440.

MLA Handbook (7th Edition):

Wiggins, Christine Marie. “The development of expertise in reading and reading instruction: the continuum from preservice to advanced experienced teachers as measured by the literacy instruction knowledge scales written survey.” 2012. Web. 31 Mar 2020.

Vancouver:

Wiggins CM. The development of expertise in reading and reading instruction: the continuum from preservice to advanced experienced teachers as measured by the literacy instruction knowledge scales written survey. [Internet] [Doctoral dissertation]. University of Utah; 2012. [cited 2020 Mar 31]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3513/rec/2440.

Council of Science Editors:

Wiggins CM. The development of expertise in reading and reading instruction: the continuum from preservice to advanced experienced teachers as measured by the literacy instruction knowledge scales written survey. [Doctoral Dissertation]. University of Utah; 2012. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3513/rec/2440


Boston College

12. Kim, Rina. South Korean elementary teachers' knowledge for teaching mathematics.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2014, Boston College

 The purpose of this research is to identify the categories of South Korean elementary teachers' knowledge for teaching mathematics. Operating under the assumption that elementary… (more)

Subjects/Keywords: Knowledge for Teaching Mathematics; Mathematics Conceptual Knowledge; Mathematics Curriculum Knowledge; Mathematics Learner Knowledge; Mathematics Pedagogical Procedural Knowledge; Pedagogical Content Knowledge

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APA (6th Edition):

Kim, R. (2014). South Korean elementary teachers' knowledge for teaching mathematics. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:104388

Chicago Manual of Style (16th Edition):

Kim, Rina. “South Korean elementary teachers' knowledge for teaching mathematics.” 2014. Doctoral Dissertation, Boston College. Accessed March 31, 2020. http://dlib.bc.edu/islandora/object/bc-ir:104388.

MLA Handbook (7th Edition):

Kim, Rina. “South Korean elementary teachers' knowledge for teaching mathematics.” 2014. Web. 31 Mar 2020.

Vancouver:

Kim R. South Korean elementary teachers' knowledge for teaching mathematics. [Internet] [Doctoral dissertation]. Boston College; 2014. [cited 2020 Mar 31]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104388.

Council of Science Editors:

Kim R. South Korean elementary teachers' knowledge for teaching mathematics. [Doctoral Dissertation]. Boston College; 2014. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104388


University of Pretoria

13. Moodley, Kimera. The relationship between teachers’ ideas about teaching electricity and their awareness of learners’ misconceptions.

Degree: MEd, Science, Mathematics and Technology Education, 2014, University of Pretoria

 This study explored the relationship between teachers’ ideas on teaching electricity and their awareness of learners’ misconceptions. A sample of six participants was conveniently selected… (more)

Subjects/Keywords: Misconceptions; Electricity; Pedagogical Content Knowledge; Subject Matter Knowledge; UCTD

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APA (6th Edition):

Moodley, K. (2014). The relationship between teachers’ ideas about teaching electricity and their awareness of learners’ misconceptions. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/43187

Chicago Manual of Style (16th Edition):

Moodley, Kimera. “The relationship between teachers’ ideas about teaching electricity and their awareness of learners’ misconceptions.” 2014. Masters Thesis, University of Pretoria. Accessed March 31, 2020. http://hdl.handle.net/2263/43187.

MLA Handbook (7th Edition):

Moodley, Kimera. “The relationship between teachers’ ideas about teaching electricity and their awareness of learners’ misconceptions.” 2014. Web. 31 Mar 2020.

Vancouver:

Moodley K. The relationship between teachers’ ideas about teaching electricity and their awareness of learners’ misconceptions. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/2263/43187.

Council of Science Editors:

Moodley K. The relationship between teachers’ ideas about teaching electricity and their awareness of learners’ misconceptions. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/43187


University of Texas – Austin

14. Lucero, Margaret Marie. Teachers' orientations towards and awareness of students' evolutionary and natural selection alternative conceptions and their influence on teaching practice.

Degree: PhD, Science Education, 2013, University of Texas – Austin

 Evolution is the conceptual framework on which biology is based, but its components are not well understood by many individuals, and the topic is home… (more)

Subjects/Keywords: Evolutionary theory; Alternative conceptions; Pedagogical content knowledge; Subject matter knowledge

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APA (6th Edition):

Lucero, M. M. (2013). Teachers' orientations towards and awareness of students' evolutionary and natural selection alternative conceptions and their influence on teaching practice. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/44599

Chicago Manual of Style (16th Edition):

Lucero, Margaret Marie. “Teachers' orientations towards and awareness of students' evolutionary and natural selection alternative conceptions and their influence on teaching practice.” 2013. Doctoral Dissertation, University of Texas – Austin. Accessed March 31, 2020. http://hdl.handle.net/2152/44599.

MLA Handbook (7th Edition):

Lucero, Margaret Marie. “Teachers' orientations towards and awareness of students' evolutionary and natural selection alternative conceptions and their influence on teaching practice.” 2013. Web. 31 Mar 2020.

Vancouver:

Lucero MM. Teachers' orientations towards and awareness of students' evolutionary and natural selection alternative conceptions and their influence on teaching practice. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2013. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/2152/44599.

Council of Science Editors:

Lucero MM. Teachers' orientations towards and awareness of students' evolutionary and natural selection alternative conceptions and their influence on teaching practice. [Doctoral Dissertation]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/44599


University of Tasmania

15. Maher, NS. Perspectives on pedagogical content knowledge in the senior secondary mathematics classroom.

Degree: 2019, University of Tasmania

Pedagogical Content Knowledge (PCK) is an essential and complex facet of mathematics teacher knowledge that impacts on teaching and learning. Drawing upon Shulman’s (1986) early… (more)

Subjects/Keywords: Mathematics teacher knowledge; pedagogical content knowledge; senior secondary

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

APA (6th Edition):

Maher, N. (2019). Perspectives on pedagogical content knowledge in the senior secondary mathematics classroom. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/31741/1/Maher_whole_thesis.pdf ; Maher, NS ORCID: 0000-0002-7656-8378 <https://orcid.org/0000-0002-7656-8378> 2019 , 'Perspectives on pedagogical content knowledge in the senior secondary mathematics classroom', PhD thesis, University of Tasmania.

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):

Maher, NS. “Perspectives on pedagogical content knowledge in the senior secondary mathematics classroom.” 2019. Thesis, University of Tasmania. Accessed March 31, 2020. https://eprints.utas.edu.au/31741/1/Maher_whole_thesis.pdf ; Maher, NS ORCID: 0000-0002-7656-8378 <https://orcid.org/0000-0002-7656-8378> 2019 , 'Perspectives on pedagogical content knowledge in the senior secondary mathematics classroom', PhD thesis, University of Tasmania..

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

MLA Handbook (7th Edition):

Maher, NS. “Perspectives on pedagogical content knowledge in the senior secondary mathematics classroom.” 2019. Web. 31 Mar 2020.

Vancouver:

Maher N. Perspectives on pedagogical content knowledge in the senior secondary mathematics classroom. [Internet] [Thesis]. University of Tasmania; 2019. [cited 2020 Mar 31]. Available from: https://eprints.utas.edu.au/31741/1/Maher_whole_thesis.pdf ; Maher, NS ORCID: 0000-0002-7656-8378 <https://orcid.org/0000-0002-7656-8378> 2019 , 'Perspectives on pedagogical content knowledge in the senior secondary mathematics classroom', PhD thesis, University of Tasmania..

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

Council of Science Editors:

Maher N. Perspectives on pedagogical content knowledge in the senior secondary mathematics classroom. [Thesis]. University of Tasmania; 2019. Available from: https://eprints.utas.edu.au/31741/1/Maher_whole_thesis.pdf ; Maher, NS ORCID: 0000-0002-7656-8378 <https://orcid.org/0000-0002-7656-8378> 2019 , 'Perspectives on pedagogical content knowledge in the senior secondary mathematics classroom', PhD thesis, University of Tasmania.

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


University of Pretoria

16. Mthethwa-Kunene, K.F.E. Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland.

Degree: PhD, Humanities Education, 2014, University of Pretoria

 Recent trends show that learners’ enrolment and performance in science at secondary school level is dwindling. Some science topics including genetics in biology are said… (more)

Subjects/Keywords: *; Conditional knowledge; Content knowledge; Declarative knowledge; Genetics; UCTD; Learning difficulties; Pedagogical content knowledge (PCK); Procedural knowledge; Biology teacher

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

APA (6th Edition):

Mthethwa-Kunene, K.F.E.. (2014). Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/43191

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

Chicago Manual of Style (16th Edition):

Mthethwa-Kunene, K.F.E.. “Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland.” 2014. Doctoral Dissertation, University of Pretoria. Accessed March 31, 2020. http://hdl.handle.net/2263/43191.

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

MLA Handbook (7th Edition):

Mthethwa-Kunene, K.F.E.. “Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland.” 2014. Web. 31 Mar 2020.

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

Vancouver:

Mthethwa-Kunene, K.F.E.. Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland. [Internet] [Doctoral dissertation]. University of Pretoria; 2014. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/2263/43191.

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

Council of Science Editors:

Mthethwa-Kunene, K.F.E.. Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland. [Doctoral Dissertation]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/43191

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


Texas A&M University

17. Piccolo, Diana Lynne. Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development.

Degree: 2009, Texas A&M University

 In the Teaching Principle (National Council of Teachers of Mathematics [NCTM], 2000), it explained that development and utilization of pedagogical content knowledge required teachers to… (more)

Subjects/Keywords: Mathematics Education; Pre-service Teachers; Pedagogical Content Knowledge; Content Knowledge for Teaching Mathematics; Mentoring Support

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APA (6th Edition):

Piccolo, D. L. (2009). Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2708

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):

Piccolo, Diana Lynne. “Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development.” 2009. Thesis, Texas A&M University. Accessed March 31, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2708.

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

MLA Handbook (7th Edition):

Piccolo, Diana Lynne. “Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development.” 2009. Web. 31 Mar 2020.

Vancouver:

Piccolo DL. Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2708.

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

Council of Science Editors:

Piccolo DL. Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2708

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


Boston College

18. Reeves, Todd. Does Content Knowledge Matter for New Teachers?.

Degree: PhD, Educational Research, Measurement, and Evaluation, 2013, Boston College

 There is considerable evidence that new teachers are ill prepared for classroom practice, including self-reported evidence collected from teachers (e.g., Levine, 2006), and statistical evidence… (more)

Subjects/Keywords: content knowledge; pedagogical content knowledge; propensity score analysis; quantitative research; secondary analysis; teaching experience

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APA (6th Edition):

Reeves, T. (2013). Does Content Knowledge Matter for New Teachers?. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101431

Chicago Manual of Style (16th Edition):

Reeves, Todd. “Does Content Knowledge Matter for New Teachers?.” 2013. Doctoral Dissertation, Boston College. Accessed March 31, 2020. http://dlib.bc.edu/islandora/object/bc-ir:101431.

MLA Handbook (7th Edition):

Reeves, Todd. “Does Content Knowledge Matter for New Teachers?.” 2013. Web. 31 Mar 2020.

Vancouver:

Reeves T. Does Content Knowledge Matter for New Teachers?. [Internet] [Doctoral dissertation]. Boston College; 2013. [cited 2020 Mar 31]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101431.

Council of Science Editors:

Reeves T. Does Content Knowledge Matter for New Teachers?. [Doctoral Dissertation]. Boston College; 2013. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101431


University of Arizona

19. Argueta, Arthur. Preservice Agriculture Teachers Development of Knowledge of Content and Students During Their Student Teaching Experience .

Degree: 2018, University of Arizona

 The central research question that guided this study was: how does PCK develop in the area of KCS within the unit of plant growth and… (more)

Subjects/Keywords: Knowledge of Content and Students; Pedagogical Content Knowledge; Preservice Agriculture Teachers; Student Teaching

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APA (6th Edition):

Argueta, A. (2018). Preservice Agriculture Teachers Development of Knowledge of Content and Students During Their Student Teaching Experience . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/628089

Chicago Manual of Style (16th Edition):

Argueta, Arthur. “Preservice Agriculture Teachers Development of Knowledge of Content and Students During Their Student Teaching Experience .” 2018. Masters Thesis, University of Arizona. Accessed March 31, 2020. http://hdl.handle.net/10150/628089.

MLA Handbook (7th Edition):

Argueta, Arthur. “Preservice Agriculture Teachers Development of Knowledge of Content and Students During Their Student Teaching Experience .” 2018. Web. 31 Mar 2020.

Vancouver:

Argueta A. Preservice Agriculture Teachers Development of Knowledge of Content and Students During Their Student Teaching Experience . [Internet] [Masters thesis]. University of Arizona; 2018. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/10150/628089.

Council of Science Editors:

Argueta A. Preservice Agriculture Teachers Development of Knowledge of Content and Students During Their Student Teaching Experience . [Masters Thesis]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/628089


University of South Africa

20. Makina, Antonia. A framework for the development of pedagogical content knowledge for secondary school statistics teachers .

Degree: 2013, University of South Africa

 The study developed and designed a pedagogical content knowledge framework to guide and support the professional development of pedagogical content knowledge to about 130 statistics… (more)

Subjects/Keywords: Statistics teachers; Teacher knowledge; Pedagogical content knowledge; Statistics; Professional development; Pedagogic knowledge; Subject-content knowledge; Professional development; Educators

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APA (6th Edition):

Makina, A. (2013). A framework for the development of pedagogical content knowledge for secondary school statistics teachers . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/13851

Chicago Manual of Style (16th Edition):

Makina, Antonia. “A framework for the development of pedagogical content knowledge for secondary school statistics teachers .” 2013. Masters Thesis, University of South Africa. Accessed March 31, 2020. http://hdl.handle.net/10500/13851.

MLA Handbook (7th Edition):

Makina, Antonia. “A framework for the development of pedagogical content knowledge for secondary school statistics teachers .” 2013. Web. 31 Mar 2020.

Vancouver:

Makina A. A framework for the development of pedagogical content knowledge for secondary school statistics teachers . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/10500/13851.

Council of Science Editors:

Makina A. A framework for the development of pedagogical content knowledge for secondary school statistics teachers . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/13851


University of Pretoria

21. Draper, Kim. Understanding science teachers’ use and integration of ICT in a developing country context.

Degree: Education Management and Policy Studies, 2011, University of Pretoria

 Information and communication technology (ICT) has infiltrated society to the point of becoming essential to much of its everyday functioning. People rely on ICT to… (more)

Subjects/Keywords: Teaching; Science; Learning; Information and communication technology; Pedagogical content knowledge; Pedagogy; Technological pedagogical content knowledge; UCTD

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APA (6th Edition):

Draper, K. (2011). Understanding science teachers’ use and integration of ICT in a developing country context. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/26687

Chicago Manual of Style (16th Edition):

Draper, Kim. “Understanding science teachers’ use and integration of ICT in a developing country context.” 2011. Doctoral Dissertation, University of Pretoria. Accessed March 31, 2020. http://hdl.handle.net/2263/26687.

MLA Handbook (7th Edition):

Draper, Kim. “Understanding science teachers’ use and integration of ICT in a developing country context.” 2011. Web. 31 Mar 2020.

Vancouver:

Draper K. Understanding science teachers’ use and integration of ICT in a developing country context. [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/2263/26687.

Council of Science Editors:

Draper K. Understanding science teachers’ use and integration of ICT in a developing country context. [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/26687


University of Pretoria

22. [No author]. Understanding science teachers’ use and integration of ICT in a developing country context .

Degree: 2011, University of Pretoria

 Information and communication technology (ICT) has infiltrated society to the point of becoming essential to much of its everyday functioning. People rely on ICT to… (more)

Subjects/Keywords: Teaching; Science; Learning; Information and communication technology; Pedagogical content knowledge; Pedagogy; Technological pedagogical content knowledge; UCTD

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

APA (6th Edition):

author], [. (2011). Understanding science teachers’ use and integration of ICT in a developing country context . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-02032011-132142/

Chicago Manual of Style (16th Edition):

author], [No. “Understanding science teachers’ use and integration of ICT in a developing country context .” 2011. Doctoral Dissertation, University of Pretoria. Accessed March 31, 2020. http://upetd.up.ac.za/thesis/available/etd-02032011-132142/.

MLA Handbook (7th Edition):

author], [No. “Understanding science teachers’ use and integration of ICT in a developing country context .” 2011. Web. 31 Mar 2020.

Vancouver:

author] [. Understanding science teachers’ use and integration of ICT in a developing country context . [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2020 Mar 31]. Available from: http://upetd.up.ac.za/thesis/available/etd-02032011-132142/.

Council of Science Editors:

author] [. Understanding science teachers’ use and integration of ICT in a developing country context . [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://upetd.up.ac.za/thesis/available/etd-02032011-132142/


University of Tasmania

23. Getenet, ST. Enhancing mathematics teacher educators' technological pedagogical content knowledge through collaborative professional development : Ethiopia.

Degree: 2015, University of Tasmania

 This study documented the design, development and refinement of a professional development program, which improved teacher educators’ knowledge, to facilitate their effective use of technology… (more)

Subjects/Keywords: Mathematics teacher educators; Technological Pedagogical Content Knowledge; Mathematics Pre-Service Teachers; Specialised Technological Pedagogical Content Knowledge.

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APA (6th Edition):

Getenet, S. (2015). Enhancing mathematics teacher educators' technological pedagogical content knowledge through collaborative professional development : Ethiopia. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/23192/1/Getenet_whole_thesis.pdf

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

Chicago Manual of Style (16th Edition):

Getenet, ST. “Enhancing mathematics teacher educators' technological pedagogical content knowledge through collaborative professional development : Ethiopia.” 2015. Thesis, University of Tasmania. Accessed March 31, 2020. https://eprints.utas.edu.au/23192/1/Getenet_whole_thesis.pdf.

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

MLA Handbook (7th Edition):

Getenet, ST. “Enhancing mathematics teacher educators' technological pedagogical content knowledge through collaborative professional development : Ethiopia.” 2015. Web. 31 Mar 2020.

Vancouver:

Getenet S. Enhancing mathematics teacher educators' technological pedagogical content knowledge through collaborative professional development : Ethiopia. [Internet] [Thesis]. University of Tasmania; 2015. [cited 2020 Mar 31]. Available from: https://eprints.utas.edu.au/23192/1/Getenet_whole_thesis.pdf.

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

Council of Science Editors:

Getenet S. Enhancing mathematics teacher educators' technological pedagogical content knowledge through collaborative professional development : Ethiopia. [Thesis]. University of Tasmania; 2015. Available from: https://eprints.utas.edu.au/23192/1/Getenet_whole_thesis.pdf

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


University of Pretoria

24. Ijeh, Sunday Bomboi. How competent mathematics teachers develop pedagogical content knowledge in statistics teaching.

Degree: Science, Mathematics and Technology Education, 2013, University of Pretoria

 This study is concerned with how competent mathematics teachers develop pedagogical content knowledge (PCK) in statistics teaching. Pedagogical content knowledge was used as the theoretical… (more)

Subjects/Keywords: Conceptual knowledge; Pck; Procedural knowledge; Pedagogical knowledge; Pedagogical content knowledge; Subject matter content knowledge; Learning difficulties; Competent teachers; Instructional strategies; Conceptions; Data handling; UCTD

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

APA (6th Edition):

Ijeh, S. B. (2013). How competent mathematics teachers develop pedagogical content knowledge in statistics teaching. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24074

Chicago Manual of Style (16th Edition):

Ijeh, Sunday Bomboi. “How competent mathematics teachers develop pedagogical content knowledge in statistics teaching.” 2013. Doctoral Dissertation, University of Pretoria. Accessed March 31, 2020. http://hdl.handle.net/2263/24074.

MLA Handbook (7th Edition):

Ijeh, Sunday Bomboi. “How competent mathematics teachers develop pedagogical content knowledge in statistics teaching.” 2013. Web. 31 Mar 2020.

Vancouver:

Ijeh SB. How competent mathematics teachers develop pedagogical content knowledge in statistics teaching. [Internet] [Doctoral dissertation]. University of Pretoria; 2013. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/2263/24074.

Council of Science Editors:

Ijeh SB. How competent mathematics teachers develop pedagogical content knowledge in statistics teaching. [Doctoral Dissertation]. University of Pretoria; 2013. Available from: http://hdl.handle.net/2263/24074


University of Pretoria

25. [No author]. How competent mathematics teachers develop pedagogical content knowledge in statistics teaching .

Degree: 2013, University of Pretoria

 This study is concerned with how competent mathematics teachers develop pedagogical content knowledge (PCK) in statistics teaching. Pedagogical content knowledge was used as the theoretical… (more)

Subjects/Keywords: Conceptual knowledge; Pck; Procedural knowledge; Pedagogical knowledge; Pedagogical content knowledge; Subject matter content knowledge; Learning difficulties; Competent teachers; Instructional strategies; Conceptions; Data handling; UCTD

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

APA (6th Edition):

author], [. (2013). How competent mathematics teachers develop pedagogical content knowledge in statistics teaching . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-04222013-081504/

Chicago Manual of Style (16th Edition):

author], [No. “How competent mathematics teachers develop pedagogical content knowledge in statistics teaching .” 2013. Doctoral Dissertation, University of Pretoria. Accessed March 31, 2020. http://upetd.up.ac.za/thesis/available/etd-04222013-081504/.

MLA Handbook (7th Edition):

author], [No. “How competent mathematics teachers develop pedagogical content knowledge in statistics teaching .” 2013. Web. 31 Mar 2020.

Vancouver:

author] [. How competent mathematics teachers develop pedagogical content knowledge in statistics teaching . [Internet] [Doctoral dissertation]. University of Pretoria; 2013. [cited 2020 Mar 31]. Available from: http://upetd.up.ac.za/thesis/available/etd-04222013-081504/.

Council of Science Editors:

author] [. How competent mathematics teachers develop pedagogical content knowledge in statistics teaching . [Doctoral Dissertation]. University of Pretoria; 2013. Available from: http://upetd.up.ac.za/thesis/available/etd-04222013-081504/


Loughborough University

26. Herold, Frank. The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme.

Degree: PhD, 2013, Loughborough University

 This study is concerned with the development of subject knowledge in pre-service teachers of secondary physical education (PE) during their one year Physical Education Teacher… (more)

Subjects/Keywords: 371.1; Subject knowledge; Content knowledge; Pedagogical content knowledge; PCK; Communities of practice; Physical education; Initial teacher education; PE; PETE

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APA (6th Edition):

Herold, F. (2013). The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme. (Doctoral Dissertation). Loughborough University. Retrieved from https://dspace.lboro.ac.uk/2134/13618 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590540

Chicago Manual of Style (16th Edition):

Herold, Frank. “The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme.” 2013. Doctoral Dissertation, Loughborough University. Accessed March 31, 2020. https://dspace.lboro.ac.uk/2134/13618 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590540.

MLA Handbook (7th Edition):

Herold, Frank. “The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme.” 2013. Web. 31 Mar 2020.

Vancouver:

Herold F. The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme. [Internet] [Doctoral dissertation]. Loughborough University; 2013. [cited 2020 Mar 31]. Available from: https://dspace.lboro.ac.uk/2134/13618 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590540.

Council of Science Editors:

Herold F. The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme. [Doctoral Dissertation]. Loughborough University; 2013. Available from: https://dspace.lboro.ac.uk/2134/13618 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590540


University of South Africa

27. Gama, Revival Bongekile. An exploration of Life orientation educators’ knowledge and the teaching of study skills in further education and training phase high schools in Ekudibeng Cluster, Gauteng East.

Degree: 2015, University of South Africa

 This study aimed at exploring the Life Orientation (LO) teachers’ knowledge and teaching of study skills in high schools, Ekudibeng cluster, Gauteng East. The Curriculum… (more)

Subjects/Keywords: Life Orientation teachers’ knowledge; Further Education and Training Band; Study skills; Schools’ performance; Subject content knowledge (SCK); Pedagogical content knowledge (PCK)

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APA (6th Edition):

Gama, R. B. (2015). An exploration of Life orientation educators’ knowledge and the teaching of study skills in further education and training phase high schools in Ekudibeng Cluster, Gauteng East. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/20192

Chicago Manual of Style (16th Edition):

Gama, Revival Bongekile. “An exploration of Life orientation educators’ knowledge and the teaching of study skills in further education and training phase high schools in Ekudibeng Cluster, Gauteng East.” 2015. Masters Thesis, University of South Africa. Accessed March 31, 2020. http://hdl.handle.net/10500/20192.

MLA Handbook (7th Edition):

Gama, Revival Bongekile. “An exploration of Life orientation educators’ knowledge and the teaching of study skills in further education and training phase high schools in Ekudibeng Cluster, Gauteng East.” 2015. Web. 31 Mar 2020.

Vancouver:

Gama RB. An exploration of Life orientation educators’ knowledge and the teaching of study skills in further education and training phase high schools in Ekudibeng Cluster, Gauteng East. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/10500/20192.

Council of Science Editors:

Gama RB. An exploration of Life orientation educators’ knowledge and the teaching of study skills in further education and training phase high schools in Ekudibeng Cluster, Gauteng East. [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/20192


Loughborough University

28. Herold, Frank. The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme.

Degree: PhD, 2013, Loughborough University

 This study is concerned with the development of subject knowledge in pre-service teachers of secondary physical education (PE) during their one year Physical Education Teacher… (more)

Subjects/Keywords: 371.1; Subject knowledge; Content knowledge; Pedagogical content knowledge; PCK; Communities of practice; Physical education; Initial teacher education; PE; PETE

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Herold, F. (2013). The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme. (Doctoral Dissertation). Loughborough University. Retrieved from http://hdl.handle.net/2134/13618

Chicago Manual of Style (16th Edition):

Herold, Frank. “The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme.” 2013. Doctoral Dissertation, Loughborough University. Accessed March 31, 2020. http://hdl.handle.net/2134/13618.

MLA Handbook (7th Edition):

Herold, Frank. “The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme.” 2013. Web. 31 Mar 2020.

Vancouver:

Herold F. The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme. [Internet] [Doctoral dissertation]. Loughborough University; 2013. [cited 2020 Mar 31]. Available from: http://hdl.handle.net/2134/13618.

Council of Science Editors:

Herold F. The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme. [Doctoral Dissertation]. Loughborough University; 2013. Available from: http://hdl.handle.net/2134/13618

29. Marquis, Jenee M. A Descriptive Profile of Dance Curriculum in Physical Education Teacher Education Programs.

Degree: PhD, Kinesiology and Health, 2017, Georgia State University

  Dance as a content area has received little attention within physical education teacher education (PETE) research. To date, there has been only one study,… (more)

Subjects/Keywords: physical education teacher education; dance; content knowledge; pedagogical content knowledge; mixed methods; curricular space; teacher knowledge base

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APA (6th Edition):

Marquis, J. M. (2017). A Descriptive Profile of Dance Curriculum in Physical Education Teacher Education Programs. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/kin_health_diss/19

Chicago Manual of Style (16th Edition):

Marquis, Jenee M. “A Descriptive Profile of Dance Curriculum in Physical Education Teacher Education Programs.” 2017. Doctoral Dissertation, Georgia State University. Accessed March 31, 2020. https://scholarworks.gsu.edu/kin_health_diss/19.

MLA Handbook (7th Edition):

Marquis, Jenee M. “A Descriptive Profile of Dance Curriculum in Physical Education Teacher Education Programs.” 2017. Web. 31 Mar 2020.

Vancouver:

Marquis JM. A Descriptive Profile of Dance Curriculum in Physical Education Teacher Education Programs. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2020 Mar 31]. Available from: https://scholarworks.gsu.edu/kin_health_diss/19.

Council of Science Editors:

Marquis JM. A Descriptive Profile of Dance Curriculum in Physical Education Teacher Education Programs. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/kin_health_diss/19


Temple University

30. Galbally, Jaclyn. The Relationship of Literacy Teaching Efficacy Beliefs and Literacy Pedagogical Content Knowledge During Student Teaching.

Degree: PhD, 2014, Temple University

Educational Psychology

Student literacy rates across the country are unacceptably low. Teacher preparation has emerged as a priority in both research and practice in efforts… (more)

Subjects/Keywords: Teacher education; Reading instruction;

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

APA (6th Edition):

Galbally, J. (2014). The Relationship of Literacy Teaching Efficacy Beliefs and Literacy Pedagogical Content Knowledge During Student Teaching. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,261842

Chicago Manual of Style (16th Edition):

Galbally, Jaclyn. “The Relationship of Literacy Teaching Efficacy Beliefs and Literacy Pedagogical Content Knowledge During Student Teaching.” 2014. Doctoral Dissertation, Temple University. Accessed March 31, 2020. http://digital.library.temple.edu/u?/p245801coll10,261842.

MLA Handbook (7th Edition):

Galbally, Jaclyn. “The Relationship of Literacy Teaching Efficacy Beliefs and Literacy Pedagogical Content Knowledge During Student Teaching.” 2014. Web. 31 Mar 2020.

Vancouver:

Galbally J. The Relationship of Literacy Teaching Efficacy Beliefs and Literacy Pedagogical Content Knowledge During Student Teaching. [Internet] [Doctoral dissertation]. Temple University; 2014. [cited 2020 Mar 31]. Available from: http://digital.library.temple.edu/u?/p245801coll10,261842.

Council of Science Editors:

Galbally J. The Relationship of Literacy Teaching Efficacy Beliefs and Literacy Pedagogical Content Knowledge During Student Teaching. [Doctoral Dissertation]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,261842

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