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You searched for subject:(Pedagogical content knowledge). Showing records 241 – 270 of 297 total matches.

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241. Gago, David José Pereira. Utilização colaborativa de representações multimédia no ensino: um estudo de investigação-ação com professores de física e química.

Degree: 2013, Universidade de Évora

 Este estudo foi realizado no contexto de uma ação de formação subordinada ao tema das representações multimédia e destinada a professores de física e química… (more)

Subjects/Keywords: Professores; Conhecimento técnico-pedagógico do conteúdo; Círculo de estudos; Trabalho colaborativo; Comunidade de práticas; Representações multimédia; Física e Química; Investigação-ação; Teachers; Technological pedagogical content knowledge; Study circle; Collaborative work; Community of practices; Multimedia representations; Chemestry and physics; Acrion research

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APA (6th Edition):

Gago, D. J. P. (2013). Utilização colaborativa de representações multimédia no ensino: um estudo de investigação-ação com professores de física e química. (Thesis). Universidade de Évora. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/15880

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):

Gago, David José Pereira. “Utilização colaborativa de representações multimédia no ensino: um estudo de investigação-ação com professores de física e química.” 2013. Thesis, Universidade de Évora. Accessed June 04, 2020. http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/15880.

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

MLA Handbook (7th Edition):

Gago, David José Pereira. “Utilização colaborativa de representações multimédia no ensino: um estudo de investigação-ação com professores de física e química.” 2013. Web. 04 Jun 2020.

Vancouver:

Gago DJP. Utilização colaborativa de representações multimédia no ensino: um estudo de investigação-ação com professores de física e química. [Internet] [Thesis]. Universidade de Évora; 2013. [cited 2020 Jun 04]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/15880.

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

Council of Science Editors:

Gago DJP. Utilização colaborativa de representações multimédia no ensino: um estudo de investigação-ação com professores de física e química. [Thesis]. Universidade de Évora; 2013. Available from: http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/15880

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

242. Tzavara, Aggeliki. Μελέτη των διαδικασιών ενσωμάτωσης των εκπαιδευτικών εφαρμογών των τεχνολογιών της πληροφορίας και των επικοινωνιών στην εκπαίδευση των μελλοντικών νηπιαγωγών.

Degree: 2016, University of Patras; Πανεπιστήμιο Πατρών

This research is situated within the research area of implementation of Information and Communication Technologies (ICT) in education. In particular, it regards to the study… (more)

Subjects/Keywords: Προσχολική Εκπαίδευση και ΤΠΕ; Τεχνολογική παιδαγωγική γνώση περιεχομένου; Υποψήφιοι εκπαιδευτικοί; Σχεδιασμός και Υλοποίηση Δραστηριοτήτων με ΤΠΕ; Preschool education and ICT; Technological pedagogical content knowledge; Pre-service Educators; Designing and implementation of educational activities with ICT

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APA (6th Edition):

Tzavara, A. (2016). Μελέτη των διαδικασιών ενσωμάτωσης των εκπαιδευτικών εφαρμογών των τεχνολογιών της πληροφορίας και των επικοινωνιών στην εκπαίδευση των μελλοντικών νηπιαγωγών. (Thesis). University of Patras; Πανεπιστήμιο Πατρών. Retrieved from http://hdl.handle.net/10442/hedi/37045

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):

Tzavara, Aggeliki. “Μελέτη των διαδικασιών ενσωμάτωσης των εκπαιδευτικών εφαρμογών των τεχνολογιών της πληροφορίας και των επικοινωνιών στην εκπαίδευση των μελλοντικών νηπιαγωγών.” 2016. Thesis, University of Patras; Πανεπιστήμιο Πατρών. Accessed June 04, 2020. http://hdl.handle.net/10442/hedi/37045.

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

MLA Handbook (7th Edition):

Tzavara, Aggeliki. “Μελέτη των διαδικασιών ενσωμάτωσης των εκπαιδευτικών εφαρμογών των τεχνολογιών της πληροφορίας και των επικοινωνιών στην εκπαίδευση των μελλοντικών νηπιαγωγών.” 2016. Web. 04 Jun 2020.

Vancouver:

Tzavara A. Μελέτη των διαδικασιών ενσωμάτωσης των εκπαιδευτικών εφαρμογών των τεχνολογιών της πληροφορίας και των επικοινωνιών στην εκπαίδευση των μελλοντικών νηπιαγωγών. [Internet] [Thesis]. University of Patras; Πανεπιστήμιο Πατρών; 2016. [cited 2020 Jun 04]. Available from: http://hdl.handle.net/10442/hedi/37045.

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

Council of Science Editors:

Tzavara A. Μελέτη των διαδικασιών ενσωμάτωσης των εκπαιδευτικών εφαρμογών των τεχνολογιών της πληροφορίας και των επικοινωνιών στην εκπαίδευση των μελλοντικών νηπιαγωγών. [Thesis]. University of Patras; Πανεπιστήμιο Πατρών; 2016. Available from: http://hdl.handle.net/10442/hedi/37045

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

243. Sickel, Jamie L. TPACK Development in Science Teacher Preparation: A Case Study in Queensland, Australia.

Degree: PhD, Instructional Technology (Education), 2016, Ohio University

 This study sought to identify key experiences that impact the development of technological pedagogical content knowledge (TPACK) of preservice secondary sciences teachers at a medium-sized… (more)

Subjects/Keywords: Teacher Education; Educational Technology; Science Education; Education; Educational Evaluation; Teaching; Adult Education; Continuing Education; TPACK; Technological Pedagogical Content Knowledge; TPACK development; teacher education; teacher preparation; preservice teachers; science education; program design; qualitative data visualization; data visualization; TPACK visualization

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APA (6th Edition):

Sickel, J. L. (2016). TPACK Development in Science Teacher Preparation: A Case Study in Queensland, Australia. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1457379586

Chicago Manual of Style (16th Edition):

Sickel, Jamie L. “TPACK Development in Science Teacher Preparation: A Case Study in Queensland, Australia.” 2016. Doctoral Dissertation, Ohio University. Accessed June 04, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1457379586.

MLA Handbook (7th Edition):

Sickel, Jamie L. “TPACK Development in Science Teacher Preparation: A Case Study in Queensland, Australia.” 2016. Web. 04 Jun 2020.

Vancouver:

Sickel JL. TPACK Development in Science Teacher Preparation: A Case Study in Queensland, Australia. [Internet] [Doctoral dissertation]. Ohio University; 2016. [cited 2020 Jun 04]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1457379586.

Council of Science Editors:

Sickel JL. TPACK Development in Science Teacher Preparation: A Case Study in Queensland, Australia. [Doctoral Dissertation]. Ohio University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1457379586

244. Barone, Theodore Alan. Complex Assessments, Teacher Inferences, and Instructional Decision-Making.

Degree: Education, 2012, University of California – Berkeley

 The purpose of this study is to understand how teachers make sense of data from a complex set of reading assessments and how inferences they… (more)

Subjects/Keywords: Reading instruction; Teacher education; Educational tests & measurements; "Assessment Literacy"; "Pedagogical Content Knowledge"

Content Knowledge and assessment literacy. Pedagogical Content Knowledge (PCK)… …the extent of a teacher’s Pedagogical Content Knowledge affect the range and quality of… …being filtered through his Pedagogical Content Knowledge and level of assessment literacy. The… …Pedagogical Content Knowledge and assessment literacy, with a particular focus on the teaching and… …evidence. Pedagogical Content Knowledge A teacher’s instructional capacity is dependent upon… 

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APA (6th Edition):

Barone, T. A. (2012). Complex Assessments, Teacher Inferences, and Instructional Decision-Making. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/7kb845k9

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):

Barone, Theodore Alan. “Complex Assessments, Teacher Inferences, and Instructional Decision-Making.” 2012. Thesis, University of California – Berkeley. Accessed June 04, 2020. http://www.escholarship.org/uc/item/7kb845k9.

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

MLA Handbook (7th Edition):

Barone, Theodore Alan. “Complex Assessments, Teacher Inferences, and Instructional Decision-Making.” 2012. Web. 04 Jun 2020.

Vancouver:

Barone TA. Complex Assessments, Teacher Inferences, and Instructional Decision-Making. [Internet] [Thesis]. University of California – Berkeley; 2012. [cited 2020 Jun 04]. Available from: http://www.escholarship.org/uc/item/7kb845k9.

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

Council of Science Editors:

Barone TA. Complex Assessments, Teacher Inferences, and Instructional Decision-Making. [Thesis]. University of California – Berkeley; 2012. Available from: http://www.escholarship.org/uc/item/7kb845k9

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


Kyoto University

245. 大山, 牧子. 大学教育における教員の省察プロセスのモデル化に関する研究 .

Degree: 2017, Kyoto University

Subjects/Keywords: 省察; 大学教育; モデル化; 大学教員; Pedagogical Content Knowledge

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APA (6th Edition):

大山, . (2017). 大学教育における教員の省察プロセスのモデル化に関する研究 . (Thesis). Kyoto University. Retrieved from http://hdl.handle.net/2433/225349

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):

大山, 牧子. “大学教育における教員の省察プロセスのモデル化に関する研究 .” 2017. Thesis, Kyoto University. Accessed June 04, 2020. http://hdl.handle.net/2433/225349.

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

MLA Handbook (7th Edition):

大山, 牧子. “大学教育における教員の省察プロセスのモデル化に関する研究 .” 2017. Web. 04 Jun 2020.

Vancouver:

大山 . 大学教育における教員の省察プロセスのモデル化に関する研究 . [Internet] [Thesis]. Kyoto University; 2017. [cited 2020 Jun 04]. Available from: http://hdl.handle.net/2433/225349.

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

Council of Science Editors:

大山 . 大学教育における教員の省察プロセスのモデル化に関する研究 . [Thesis]. Kyoto University; 2017. Available from: http://hdl.handle.net/2433/225349

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

246. Smith, Raymond Thomas. TOPIC-SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE (PCK) IN CHEMISTRY: CHARACTERIZING ACID-BASE CHEMISTRY AND CHEMICAL BONDING PCK THROUGH A NOVEL DATA COLLECTION METHOD.

Degree: MS, Chemistry, 2015, Miami University

Pedagogical content knowledge (PCK) is a complex concept. Broadly defined, PCK allows teachers to transform subject matter, context, and pedagogical knowledge into instruction so diverse… (more)

Subjects/Keywords: Chemistry; Education; Science Education; Pedagogical Content Knowledge; Chemical Bonding; Acid-Base Chemistry; PCK; PCK Component

…Statement of the Problem Pedagogical content knowledge (PCK) is a knowledge base unique… …knowledge bases— content knowledge, pedagogical knowledge, and knowledge of context— into… …pedagogical content knowledge, the following research questions guided this study: 1. To what extent… …Pedagogical Content Knowledge: An Overview Due to its importance in developing critical thinking and… …has been referred to in a significant literature base as pedagogical content knowledge and… 

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APA (6th Edition):

Smith, R. T. (2015). TOPIC-SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE (PCK) IN CHEMISTRY: CHARACTERIZING ACID-BASE CHEMISTRY AND CHEMICAL BONDING PCK THROUGH A NOVEL DATA COLLECTION METHOD. (Masters Thesis). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1430488973

Chicago Manual of Style (16th Edition):

Smith, Raymond Thomas. “TOPIC-SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE (PCK) IN CHEMISTRY: CHARACTERIZING ACID-BASE CHEMISTRY AND CHEMICAL BONDING PCK THROUGH A NOVEL DATA COLLECTION METHOD.” 2015. Masters Thesis, Miami University. Accessed June 04, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1430488973.

MLA Handbook (7th Edition):

Smith, Raymond Thomas. “TOPIC-SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE (PCK) IN CHEMISTRY: CHARACTERIZING ACID-BASE CHEMISTRY AND CHEMICAL BONDING PCK THROUGH A NOVEL DATA COLLECTION METHOD.” 2015. Web. 04 Jun 2020.

Vancouver:

Smith RT. TOPIC-SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE (PCK) IN CHEMISTRY: CHARACTERIZING ACID-BASE CHEMISTRY AND CHEMICAL BONDING PCK THROUGH A NOVEL DATA COLLECTION METHOD. [Internet] [Masters thesis]. Miami University; 2015. [cited 2020 Jun 04]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1430488973.

Council of Science Editors:

Smith RT. TOPIC-SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE (PCK) IN CHEMISTRY: CHARACTERIZING ACID-BASE CHEMISTRY AND CHEMICAL BONDING PCK THROUGH A NOVEL DATA COLLECTION METHOD. [Masters Thesis]. Miami University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1430488973

247. Love, Tyler Scott. Examining the Extent to Which Select Teacher Preparation Experiences Inform Technology and Engineering Educators’ Teaching of Science Content and Practices.

Degree: PhD, Teaching and Learning, 2015, Virginia Tech

 With the recent release of the Next Generation Science Standards (NGSS) (NGSS Lead States, 2014b) science educators were expected to teach engineering content and practices… (more)

Subjects/Keywords: Pedagogical Content Knowledge; Technology and Engineering education; Integrative STEM Education; Mixed methods

…43 Figure 4: Model of Content Knowledge and Pedagogical Knowledge in Science, Technology… …pedagogical content knowledge (PCK) which Lee Shulman first introduced in his presidential… …to the basics” movement, focusing strongly on content knowledge again. The Excellence… …requires the recruitment and proper preparation of teachers that have both the content knowledge… …pedagogical approaches to intentionally teach content and practices of science and mathematics… 

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APA (6th Edition):

Love, T. S. (2015). Examining the Extent to Which Select Teacher Preparation Experiences Inform Technology and Engineering Educators’ Teaching of Science Content and Practices. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64004

Chicago Manual of Style (16th Edition):

Love, Tyler Scott. “Examining the Extent to Which Select Teacher Preparation Experiences Inform Technology and Engineering Educators’ Teaching of Science Content and Practices.” 2015. Doctoral Dissertation, Virginia Tech. Accessed June 04, 2020. http://hdl.handle.net/10919/64004.

MLA Handbook (7th Edition):

Love, Tyler Scott. “Examining the Extent to Which Select Teacher Preparation Experiences Inform Technology and Engineering Educators’ Teaching of Science Content and Practices.” 2015. Web. 04 Jun 2020.

Vancouver:

Love TS. Examining the Extent to Which Select Teacher Preparation Experiences Inform Technology and Engineering Educators’ Teaching of Science Content and Practices. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 Jun 04]. Available from: http://hdl.handle.net/10919/64004.

Council of Science Editors:

Love TS. Examining the Extent to Which Select Teacher Preparation Experiences Inform Technology and Engineering Educators’ Teaching of Science Content and Practices. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/64004

248. Hughes, Kimberly A. Exploring Influences of Mathematics Coach-Teacher Interactions on the Development of Teacher Pedagogical Knowledge, Effective Mathematical Teaching Practices, and a Classroom Culture of Mathematical Inquiry.

Degree: PhD, EDU Teaching and Learning, 2015, The Ohio State University

 This study set out to examine how interactions between a mathematics instructional coach and a teacher influence teacher pedagogical content knowledge, instructional practices, and a… (more)

Subjects/Keywords: Mathematics Education; Instructional Coaching; Mathematics; Pedagogical Content Knowledge; Classroom Culture of Mathematical Inquiry; Teaching Practices

pedagogical content knowledge .................................................12 Teacher learning… …67 Further Analysis of Pedagogical Content Knowledge and Effective Teaching Practices… …71 Pedagogical content knowledge… …185 xi List of Tables Table 1. Domains of Pedagogical Content Knowledge… …52 Figure 6. Components of pedagogical content knowledge… 

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APA (6th Edition):

Hughes, K. A. (2015). Exploring Influences of Mathematics Coach-Teacher Interactions on the Development of Teacher Pedagogical Knowledge, Effective Mathematical Teaching Practices, and a Classroom Culture of Mathematical Inquiry. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1440155450

Chicago Manual of Style (16th Edition):

Hughes, Kimberly A. “Exploring Influences of Mathematics Coach-Teacher Interactions on the Development of Teacher Pedagogical Knowledge, Effective Mathematical Teaching Practices, and a Classroom Culture of Mathematical Inquiry.” 2015. Doctoral Dissertation, The Ohio State University. Accessed June 04, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1440155450.

MLA Handbook (7th Edition):

Hughes, Kimberly A. “Exploring Influences of Mathematics Coach-Teacher Interactions on the Development of Teacher Pedagogical Knowledge, Effective Mathematical Teaching Practices, and a Classroom Culture of Mathematical Inquiry.” 2015. Web. 04 Jun 2020.

Vancouver:

Hughes KA. Exploring Influences of Mathematics Coach-Teacher Interactions on the Development of Teacher Pedagogical Knowledge, Effective Mathematical Teaching Practices, and a Classroom Culture of Mathematical Inquiry. [Internet] [Doctoral dissertation]. The Ohio State University; 2015. [cited 2020 Jun 04]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1440155450.

Council of Science Editors:

Hughes KA. Exploring Influences of Mathematics Coach-Teacher Interactions on the Development of Teacher Pedagogical Knowledge, Effective Mathematical Teaching Practices, and a Classroom Culture of Mathematical Inquiry. [Doctoral Dissertation]. The Ohio State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1440155450


University of KwaZulu-Natal

249. Maniraho, Jean Francois. The pedagogical content knowledge (PCK) of Rwandan grade six mathematics teachers and its relationship to student learning.

Degree: 2017, University of KwaZulu-Natal

Abstract available in PDF file. Advisors/Committee Members: Christiansen., Iben Maj. (advisor).

Subjects/Keywords: Mathematics teachers in Rwanda.; Teacher and student relationship in Rewanda.; Pedagogical content knowledge.; Grade six mathematics in Rwanda.

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APA (6th Edition):

Maniraho, J. F. (2017). The pedagogical content knowledge (PCK) of Rwandan grade six mathematics teachers and its relationship to student learning. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/14853

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):

Maniraho, Jean Francois. “The pedagogical content knowledge (PCK) of Rwandan grade six mathematics teachers and its relationship to student learning.” 2017. Thesis, University of KwaZulu-Natal. Accessed June 04, 2020. http://hdl.handle.net/10413/14853.

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

MLA Handbook (7th Edition):

Maniraho, Jean Francois. “The pedagogical content knowledge (PCK) of Rwandan grade six mathematics teachers and its relationship to student learning.” 2017. Web. 04 Jun 2020.

Vancouver:

Maniraho JF. The pedagogical content knowledge (PCK) of Rwandan grade six mathematics teachers and its relationship to student learning. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2020 Jun 04]. Available from: http://hdl.handle.net/10413/14853.

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

Council of Science Editors:

Maniraho JF. The pedagogical content knowledge (PCK) of Rwandan grade six mathematics teachers and its relationship to student learning. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/14853

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

250. Knolton, Davin V. Technological, pedagogical, content knowledge (TPACK): an exploratory study of adjunct faculty technology proficiency.

Degree: PhD, Department of Educational Leadership, 2014, Kansas State University

 In an era of increasing demand for a limited budget, more universities are turning to adjunct faculty to fill the need and to address the… (more)

Subjects/Keywords: Technological Pedagogical Content Knowledge (TPACK); Technology integration; Pedagogy; Methods; Adjunct faculty; Adult Education (0516)

…162 ix LIST OF FIGURES Figure 1 – Pedagogical Content Knowledge (PCK)… …Representing Content Knowledge, Pedagogical Knowledge, and Technology Knowledge… …21 Figure 3 – The Formation of Technological Pedagogical Content Knowledge… …21 Figure 4 – The Technological Pedagogical Content Knowledge (TPACK) Framework… …Preservice Teacher-Technological Pedagogical Content Knowledge SCS – Second Chance School SPSS… 

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APA (6th Edition):

Knolton, D. V. (2014). Technological, pedagogical, content knowledge (TPACK): an exploratory study of adjunct faculty technology proficiency. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/18695

Chicago Manual of Style (16th Edition):

Knolton, Davin V. “Technological, pedagogical, content knowledge (TPACK): an exploratory study of adjunct faculty technology proficiency.” 2014. Doctoral Dissertation, Kansas State University. Accessed June 04, 2020. http://hdl.handle.net/2097/18695.

MLA Handbook (7th Edition):

Knolton, Davin V. “Technological, pedagogical, content knowledge (TPACK): an exploratory study of adjunct faculty technology proficiency.” 2014. Web. 04 Jun 2020.

Vancouver:

Knolton DV. Technological, pedagogical, content knowledge (TPACK): an exploratory study of adjunct faculty technology proficiency. [Internet] [Doctoral dissertation]. Kansas State University; 2014. [cited 2020 Jun 04]. Available from: http://hdl.handle.net/2097/18695.

Council of Science Editors:

Knolton DV. Technological, pedagogical, content knowledge (TPACK): an exploratory study of adjunct faculty technology proficiency. [Doctoral Dissertation]. Kansas State University; 2014. Available from: http://hdl.handle.net/2097/18695


University of Colorado

251. Chandler, Kyle W. A Survey of Choral Methods Instructors at NASM-Accredited Institutions: Pedagogical Content Knowledge Orientation and the Choral Methods Class.

Degree: PhD, 2012, University of Colorado

  Research concerning undergraduate choral teacher education is relatively limited despite the fact that annually about 10,000 students are enrolled in choral music education degree… (more)

Subjects/Keywords: Influence of Instructor Educational Background on PCK Emphasis; Influence of Instructor Work Experience on PCK Emphasis; Music Education Curriculum - Choral Methods; Music Teacher Education; Pedagogical Content Knowledge (PCK); Teaching Music in Higher Education; Educational Methods; Music Education; Music Pedagogy

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APA (6th Edition):

Chandler, K. W. (2012). A Survey of Choral Methods Instructors at NASM-Accredited Institutions: Pedagogical Content Knowledge Orientation and the Choral Methods Class. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/mued_gradetds/1

Chicago Manual of Style (16th Edition):

Chandler, Kyle W. “A Survey of Choral Methods Instructors at NASM-Accredited Institutions: Pedagogical Content Knowledge Orientation and the Choral Methods Class.” 2012. Doctoral Dissertation, University of Colorado. Accessed June 04, 2020. https://scholar.colorado.edu/mued_gradetds/1.

MLA Handbook (7th Edition):

Chandler, Kyle W. “A Survey of Choral Methods Instructors at NASM-Accredited Institutions: Pedagogical Content Knowledge Orientation and the Choral Methods Class.” 2012. Web. 04 Jun 2020.

Vancouver:

Chandler KW. A Survey of Choral Methods Instructors at NASM-Accredited Institutions: Pedagogical Content Knowledge Orientation and the Choral Methods Class. [Internet] [Doctoral dissertation]. University of Colorado; 2012. [cited 2020 Jun 04]. Available from: https://scholar.colorado.edu/mued_gradetds/1.

Council of Science Editors:

Chandler KW. A Survey of Choral Methods Instructors at NASM-Accredited Institutions: Pedagogical Content Knowledge Orientation and the Choral Methods Class. [Doctoral Dissertation]. University of Colorado; 2012. Available from: https://scholar.colorado.edu/mued_gradetds/1


University of Michigan

252. Smithey, Julie Faye. Preservice Elementary Teachers' Development of PCK-Readiness about Learners' Science Ideas.

Degree: PhD, Education, 2008, University of Michigan

 Preservice elementary teachers face many daunting challenges as they learn to teach science. Teacher educators try to design methods courses that help them meet these… (more)

Subjects/Keywords: Pedagogical Content Knowledge; Preservice Teacher Education; Science Teacher Education; Elementary Teacher Education; Elementary Science Teachers; Education; Social Sciences

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

APA (6th Edition):

Smithey, J. F. (2008). Preservice Elementary Teachers' Development of PCK-Readiness about Learners' Science Ideas. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/58448

Chicago Manual of Style (16th Edition):

Smithey, Julie Faye. “Preservice Elementary Teachers' Development of PCK-Readiness about Learners' Science Ideas.” 2008. Doctoral Dissertation, University of Michigan. Accessed June 04, 2020. http://hdl.handle.net/2027.42/58448.

MLA Handbook (7th Edition):

Smithey, Julie Faye. “Preservice Elementary Teachers' Development of PCK-Readiness about Learners' Science Ideas.” 2008. Web. 04 Jun 2020.

Vancouver:

Smithey JF. Preservice Elementary Teachers' Development of PCK-Readiness about Learners' Science Ideas. [Internet] [Doctoral dissertation]. University of Michigan; 2008. [cited 2020 Jun 04]. Available from: http://hdl.handle.net/2027.42/58448.

Council of Science Editors:

Smithey JF. Preservice Elementary Teachers' Development of PCK-Readiness about Learners' Science Ideas. [Doctoral Dissertation]. University of Michigan; 2008. Available from: http://hdl.handle.net/2027.42/58448


West Virginia University

253. Gilbert, Jamie K. A Descriptive Analysis of PETE Master’s Programs in the U.S. and their Alignment with Advanced Teaching Standards.

Degree: EdD, Physical Education Teacher Education, 2019, West Virginia University

  Background: This study provided a descriptive analysis of PETE master’s degree programs in the United States. Program demographics and curriculum alignment with SHAPE America’s… (more)

Subjects/Keywords: Physical Education Teacher Education (PETE); Teacher Candidate (TC); Structural Issues; Pedagogical Content Knowledge (PCK) Mode of Instructional Delivery; Traditional Delivery Mode; Hybrid or Blended Curriculum; Hybrid or Blended Course; Curricular Model; Initial Teacher Certification; Curriculum and Instruction; Health and Physical Education

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

APA (6th Edition):

Gilbert, J. K. (2019). A Descriptive Analysis of PETE Master’s Programs in the U.S. and their Alignment with Advanced Teaching Standards. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/3771

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):

Gilbert, Jamie K. “A Descriptive Analysis of PETE Master’s Programs in the U.S. and their Alignment with Advanced Teaching Standards.” 2019. Thesis, West Virginia University. Accessed June 04, 2020. https://researchrepository.wvu.edu/etd/3771.

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

MLA Handbook (7th Edition):

Gilbert, Jamie K. “A Descriptive Analysis of PETE Master’s Programs in the U.S. and their Alignment with Advanced Teaching Standards.” 2019. Web. 04 Jun 2020.

Vancouver:

Gilbert JK. A Descriptive Analysis of PETE Master’s Programs in the U.S. and their Alignment with Advanced Teaching Standards. [Internet] [Thesis]. West Virginia University; 2019. [cited 2020 Jun 04]. Available from: https://researchrepository.wvu.edu/etd/3771.

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

Council of Science Editors:

Gilbert JK. A Descriptive Analysis of PETE Master’s Programs in the U.S. and their Alignment with Advanced Teaching Standards. [Thesis]. West Virginia University; 2019. Available from: https://researchrepository.wvu.edu/etd/3771

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


Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

254. Sofianidis, Angelos. Ανάπτυξη και εφαρμογή συστήματος αξιολόγησης για διδάσκοντες φυσικών επιστημών βασισμένο στην Παιδαγωγική Γνώση Περιεχομένου.

Degree: 2019, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

 The present doctoral dissertation aims at designing an evaluation system for science teachers in secondary education. Pedagogical Content Knowledge (PCK) was selected as the theoretical… (more)

Subjects/Keywords: Αξιολόγηση εκπαιδευτικών; Πρακτικές διδασκαλίας στις φυσικές επιστήμες; Αντιλήψεις μαθητών; Παιδαγωγική γνώση περιεχομένου (ΠΓΠ); Σύστημα αξιολόγησης εκπαιδευτικών; Teachers’ evaluation; Teachers’ practices in science education; Students’ perceptions; Pedagogical content knowledge; Teachers' evaluation system

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

APA (6th Edition):

Sofianidis, A. (2019). Ανάπτυξη και εφαρμογή συστήματος αξιολόγησης για διδάσκοντες φυσικών επιστημών βασισμένο στην Παιδαγωγική Γνώση Περιεχομένου. (Thesis). Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Retrieved from http://hdl.handle.net/10442/hedi/45661

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):

Sofianidis, Angelos. “Ανάπτυξη και εφαρμογή συστήματος αξιολόγησης για διδάσκοντες φυσικών επιστημών βασισμένο στην Παιδαγωγική Γνώση Περιεχομένου.” 2019. Thesis, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Accessed June 04, 2020. http://hdl.handle.net/10442/hedi/45661.

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

MLA Handbook (7th Edition):

Sofianidis, Angelos. “Ανάπτυξη και εφαρμογή συστήματος αξιολόγησης για διδάσκοντες φυσικών επιστημών βασισμένο στην Παιδαγωγική Γνώση Περιεχομένου.” 2019. Web. 04 Jun 2020.

Vancouver:

Sofianidis A. Ανάπτυξη και εφαρμογή συστήματος αξιολόγησης για διδάσκοντες φυσικών επιστημών βασισμένο στην Παιδαγωγική Γνώση Περιεχομένου. [Internet] [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2019. [cited 2020 Jun 04]. Available from: http://hdl.handle.net/10442/hedi/45661.

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

Council of Science Editors:

Sofianidis A. Ανάπτυξη και εφαρμογή συστήματος αξιολόγησης για διδάσκοντες φυσικών επιστημών βασισμένο στην Παιδαγωγική Γνώση Περιεχομένου. [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2019. Available from: http://hdl.handle.net/10442/hedi/45661

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

255. Abazi, Adelina. Läraren i praktiken : En studie om lärares förmåga att inspirera och medvetandegöra elevers inlärning, samt omforma sina akademiska ämneskunskaper.

Degree: Humanities and Social Science, 2015, Halmstad University

  Denna uppsats, Läraren och den praktiska verkligheten, handlar om hur lärare gör för att omforma sina ämneskunskaper till ämnesdidaktiska, vilka metoder de använder i… (more)

Subjects/Keywords: Autonomous learning; Engelska; Gymnasieskolan; Learning to learn; Lärare; Pedagogical content knowledge; Proximala utvecklingszonen

…2000: 101 8 Tholin 1992: 16 9 Tholin 2008: 9 !4 2.2 Pedagogical content knowledge… …Teorin om Pedagogical Content Knowledge (PCK) skapades av Lee S. Shulman. Jessica… …och ren ämnesexpertis med hjälp av begreppet a knowledge base, det vill säga en… …kunskapskälla som Shulman sedan utvecklade modellen ’A Model for Pedagogical Reasoning and Action’ för… 

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APA (6th Edition):

Abazi, A. (2015). Läraren i praktiken : En studie om lärares förmåga att inspirera och medvetandegöra elevers inlärning, samt omforma sina akademiska ämneskunskaper. (Thesis). Halmstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-27807

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):

Abazi, Adelina. “Läraren i praktiken : En studie om lärares förmåga att inspirera och medvetandegöra elevers inlärning, samt omforma sina akademiska ämneskunskaper.” 2015. Thesis, Halmstad University. Accessed June 04, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-27807.

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

MLA Handbook (7th Edition):

Abazi, Adelina. “Läraren i praktiken : En studie om lärares förmåga att inspirera och medvetandegöra elevers inlärning, samt omforma sina akademiska ämneskunskaper.” 2015. Web. 04 Jun 2020.

Vancouver:

Abazi A. Läraren i praktiken : En studie om lärares förmåga att inspirera och medvetandegöra elevers inlärning, samt omforma sina akademiska ämneskunskaper. [Internet] [Thesis]. Halmstad University; 2015. [cited 2020 Jun 04]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-27807.

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

Council of Science Editors:

Abazi A. Läraren i praktiken : En studie om lärares förmåga att inspirera och medvetandegöra elevers inlärning, samt omforma sina akademiska ämneskunskaper. [Thesis]. Halmstad University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-27807

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

256. Jansson, Carolina. Betydelsen av utbildning för att arbeta med biologi i förskolan : En jämförande studie av attityder och arbetssätt mellan förskollärare och barnskötare.

Degree: Educational Studies, 2016, Karlstad University

The purpose of the study is to investigate whether the teachers' education influences their attitudes, and their way of working with biology in preschool.… (more)

Subjects/Keywords: Attitudes; educational backgrounds; comparative study; pedagogical content knowledge; Attityder; utbildningsbakgrund; jämförande studie; pedagogiskt kunskapsinnehåll

…González-Howard, M., Katsh-Singer, R., Loper, S. (2016). Pedagogical content knowledge… …x28;2014) 21 Shulman, L. (2013). Those who understand: Knowledge growth in… 

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APA (6th Edition):

Jansson, C. (2016). Betydelsen av utbildning för att arbeta med biologi i förskolan : En jämförande studie av attityder och arbetssätt mellan förskollärare och barnskötare. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43351

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):

Jansson, Carolina. “Betydelsen av utbildning för att arbeta med biologi i förskolan : En jämförande studie av attityder och arbetssätt mellan förskollärare och barnskötare.” 2016. Thesis, Karlstad University. Accessed June 04, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43351.

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

MLA Handbook (7th Edition):

Jansson, Carolina. “Betydelsen av utbildning för att arbeta med biologi i förskolan : En jämförande studie av attityder och arbetssätt mellan förskollärare och barnskötare.” 2016. Web. 04 Jun 2020.

Vancouver:

Jansson C. Betydelsen av utbildning för att arbeta med biologi i förskolan : En jämförande studie av attityder och arbetssätt mellan förskollärare och barnskötare. [Internet] [Thesis]. Karlstad University; 2016. [cited 2020 Jun 04]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43351.

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

Council of Science Editors:

Jansson C. Betydelsen av utbildning för att arbeta med biologi i förskolan : En jämförande studie av attityder och arbetssätt mellan förskollärare och barnskötare. [Thesis]. Karlstad University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43351

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

257. Sande, Mary Elizabeth. Pedagogical content knowledge and the gas laws: a multiple case study.

Degree: PhD, 2010, University of Minnesota

Pedagogical content knowledge (PCK) has been described as an assemblage of the most powerful analogies, demonstrations, examples and illustrations that make content knowledge understandable to… (more)

Subjects/Keywords: Alternate conceptions; Chemistry teachers; Gas Laws; Pedagogical content knowledge; Representations; Education, Curriculum and Instruction

…102 Pedagogical Content Knowledge… …122 Pedagogical Content Knowledge… …144 Pedagogical Content Knowledge… …196 APPENDIX A: The Gas Law PCK Model: The Intersection of Pedagogical Content Knowledge and… …matter knowledge for teaching and pedagogical content knowledge (PCK), specifically… 

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APA (6th Edition):

Sande, M. E. (2010). Pedagogical content knowledge and the gas laws: a multiple case study. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/95498

Chicago Manual of Style (16th Edition):

Sande, Mary Elizabeth. “Pedagogical content knowledge and the gas laws: a multiple case study.” 2010. Doctoral Dissertation, University of Minnesota. Accessed June 04, 2020. http://purl.umn.edu/95498.

MLA Handbook (7th Edition):

Sande, Mary Elizabeth. “Pedagogical content knowledge and the gas laws: a multiple case study.” 2010. Web. 04 Jun 2020.

Vancouver:

Sande ME. Pedagogical content knowledge and the gas laws: a multiple case study. [Internet] [Doctoral dissertation]. University of Minnesota; 2010. [cited 2020 Jun 04]. Available from: http://purl.umn.edu/95498.

Council of Science Editors:

Sande ME. Pedagogical content knowledge and the gas laws: a multiple case study. [Doctoral Dissertation]. University of Minnesota; 2010. Available from: http://purl.umn.edu/95498


University of Melbourne

258. Baker, Monica. An investigation of the effect of teachers' reflection on their development of pedagogical content knowledge for teaching primary mathematics.

Degree: 2008, University of Melbourne

 In recent years, teachers' pedagogical content knowledge (PCK) has become the subject of an increasing volume of research. Another body of literature has grown around… (more)

Subjects/Keywords: Attitudes; Australia; Mathematics; Mathematics teachers; Pedagogical content knowledge; Reflection (Philosophy); Study and teaching (Primary); Training of; Victoria

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APA (6th Edition):

Baker, M. (2008). An investigation of the effect of teachers' reflection on their development of pedagogical content knowledge for teaching primary mathematics. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/42410

Chicago Manual of Style (16th Edition):

Baker, Monica. “An investigation of the effect of teachers' reflection on their development of pedagogical content knowledge for teaching primary mathematics.” 2008. Masters Thesis, University of Melbourne. Accessed June 04, 2020. http://hdl.handle.net/11343/42410.

MLA Handbook (7th Edition):

Baker, Monica. “An investigation of the effect of teachers' reflection on their development of pedagogical content knowledge for teaching primary mathematics.” 2008. Web. 04 Jun 2020.

Vancouver:

Baker M. An investigation of the effect of teachers' reflection on their development of pedagogical content knowledge for teaching primary mathematics. [Internet] [Masters thesis]. University of Melbourne; 2008. [cited 2020 Jun 04]. Available from: http://hdl.handle.net/11343/42410.

Council of Science Editors:

Baker M. An investigation of the effect of teachers' reflection on their development of pedagogical content knowledge for teaching primary mathematics. [Masters Thesis]. University of Melbourne; 2008. Available from: http://hdl.handle.net/11343/42410

259. Tshewang, Sampa. The use of ICT by science teachers in middle secondary science education in the Himalayan Kingdom of Bhutan.

Degree: 2019, Edith Cowan University

 This research investigated Bhutanese middle secondary science teachers’ ICT knowledge, skills, perceptions and attitudes, patterns of ICT use, and associated factors linked to effective ICT… (more)

Subjects/Keywords: Bhutan; ICT; science education; middle secondary science teachers; Technological Pedagogical Content Knowledge; quantitative; qualitative; Education

Pedagogical Content Knowledge PK Pedagogical Knowledge REC Royal Education Council RGoB Royal… …Technology Knowledge TPACK Technological Pedagogical Content Knowledge TPK Technological… …37 2.8.4 Pedagogical Content Knowledge (PCK)… …Content Knowledge (TPACK) questions (Mishra & Kohler, 2009) were also… …Information and Communication Technologies Policy Strategies CK Content Knowledge DEO Dzongkhag… 

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APA (6th Edition):

Tshewang, S. (2019). The use of ICT by science teachers in middle secondary science education in the Himalayan Kingdom of Bhutan. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/2258

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):

Tshewang, Sampa. “The use of ICT by science teachers in middle secondary science education in the Himalayan Kingdom of Bhutan.” 2019. Thesis, Edith Cowan University. Accessed June 04, 2020. https://ro.ecu.edu.au/theses/2258.

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

MLA Handbook (7th Edition):

Tshewang, Sampa. “The use of ICT by science teachers in middle secondary science education in the Himalayan Kingdom of Bhutan.” 2019. Web. 04 Jun 2020.

Vancouver:

Tshewang S. The use of ICT by science teachers in middle secondary science education in the Himalayan Kingdom of Bhutan. [Internet] [Thesis]. Edith Cowan University; 2019. [cited 2020 Jun 04]. Available from: https://ro.ecu.edu.au/theses/2258.

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

Council of Science Editors:

Tshewang S. The use of ICT by science teachers in middle secondary science education in the Himalayan Kingdom of Bhutan. [Thesis]. Edith Cowan University; 2019. Available from: https://ro.ecu.edu.au/theses/2258

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

260. Dow, Allison. Exploring the Current State of Grades 4 to 8 Science Education in Ontario .

Degree: Department of Graduate and Undergraduate Studies in Education, Brock University

 This study sought to explore the current state of Grades 4 to 8 science education in Ontario from the perspective of Junior/Intermediate (J/I) teachers. The… (more)

Subjects/Keywords: Science Education; Ontario; Elementary Education; Science Pedagogical Content Knowledge; Science Teachers

pedagogical content knowledge (PCK). Specifically, many teachers seem to be at a loss with… …availability, teachers’ lack of science content knowledge and related pedagogical strategies, and a… …Grades 4–8 in order to focus on the elementary context.  Pedagogical Content Knowledge (… …meaningful way. The science content knowledge that I gained in school gave me insight into the… …science content knowledge. Definitions, diagrams, identification charts, and qualitative… 

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APA (6th Edition):

Dow, A. (n.d.). Exploring the Current State of Grades 4 to 8 Science Education in Ontario . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/6983

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dow, Allison. “Exploring the Current State of Grades 4 to 8 Science Education in Ontario .” Thesis, Brock University. Accessed June 04, 2020. http://hdl.handle.net/10464/6983.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dow, Allison. “Exploring the Current State of Grades 4 to 8 Science Education in Ontario .” Web. 04 Jun 2020.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Dow A. Exploring the Current State of Grades 4 to 8 Science Education in Ontario . [Internet] [Thesis]. Brock University; [cited 2020 Jun 04]. Available from: http://hdl.handle.net/10464/6983.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Dow A. Exploring the Current State of Grades 4 to 8 Science Education in Ontario . [Thesis]. Brock University; Available from: http://hdl.handle.net/10464/6983

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

261. Adams, Krista Lynn. Beginning Chemistry Teachers Use of the Triplet Relationship During their First Three Years in the Classroom.

Degree: PhD, Curriculum and Instruction, 2012, Arizona State University

Pedagogical content knowledge (PCK) has been described as the knowledge teachers' use in the process of designing and implementing lessons to a particular group of… (more)

Subjects/Keywords: Science education; Chemistry; Beginning Chemistry Teachers; Induction; Longitudinal; Mixed-Methods; Pedagogical Content Knowledge; Triplet Relationship

…13 3. Components of pedagogical content knowledge for science teaching . 14 4. The… …added): • content knowledge; • general pedagogical knowledge, with special reference to… …programs that serve as “tools of the trade” for teachers; • pedagogical content knowledge, that… …pedagogical content knowledge (PCK) as unique due to the combination of content and… …provide a broader conception of the components that make up PCK. Pedagogical Content Knowledge… 

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APA (6th Edition):

Adams, K. L. (2012). Beginning Chemistry Teachers Use of the Triplet Relationship During their First Three Years in the Classroom. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/14599

Chicago Manual of Style (16th Edition):

Adams, Krista Lynn. “Beginning Chemistry Teachers Use of the Triplet Relationship During their First Three Years in the Classroom.” 2012. Doctoral Dissertation, Arizona State University. Accessed June 04, 2020. http://repository.asu.edu/items/14599.

MLA Handbook (7th Edition):

Adams, Krista Lynn. “Beginning Chemistry Teachers Use of the Triplet Relationship During their First Three Years in the Classroom.” 2012. Web. 04 Jun 2020.

Vancouver:

Adams KL. Beginning Chemistry Teachers Use of the Triplet Relationship During their First Three Years in the Classroom. [Internet] [Doctoral dissertation]. Arizona State University; 2012. [cited 2020 Jun 04]. Available from: http://repository.asu.edu/items/14599.

Council of Science Editors:

Adams KL. Beginning Chemistry Teachers Use of the Triplet Relationship During their First Three Years in the Classroom. [Doctoral Dissertation]. Arizona State University; 2012. Available from: http://repository.asu.edu/items/14599


Northeastern University

262. Wiley, Kerry. Middle school mathematics teachers' use of advanced mathematical knowledge in practice; Middle school mathematics teachers' use of advanced mathematical knowledge in practice: an interpretative phenomenological analysis; an interpretive phenomenological analysis.

Degree: EdD, School of Education, 2014, Northeastern University

 Current policy dictates mathematics teacher must have a deep understanding of the subject to teach it. Many states require a major in mathematics as part… (more)

Subjects/Keywords: advanced mathematical thinking; interpretative phenomenological analysis; mathematical knowledge for teaching; mathematics teacher preparation; Junior High, Intermediate, Middle School Education and Teaching; Science and Mathematics Education; Teacher Education and Professional Development; Mathematics; Study and teaching (Middle school) ; Mathematics teachers; Certification; Mathematics teachers; Training of; Middle school teachers; Training of; Pedagogical content knowledge

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APA (6th Edition):

Wiley, K. (2014). Middle school mathematics teachers' use of advanced mathematical knowledge in practice; Middle school mathematics teachers' use of advanced mathematical knowledge in practice: an interpretative phenomenological analysis; an interpretive phenomenological analysis. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20018708

Chicago Manual of Style (16th Edition):

Wiley, Kerry. “Middle school mathematics teachers' use of advanced mathematical knowledge in practice; Middle school mathematics teachers' use of advanced mathematical knowledge in practice: an interpretative phenomenological analysis; an interpretive phenomenological analysis.” 2014. Masters Thesis, Northeastern University. Accessed June 04, 2020. http://hdl.handle.net/2047/d20018708.

MLA Handbook (7th Edition):

Wiley, Kerry. “Middle school mathematics teachers' use of advanced mathematical knowledge in practice; Middle school mathematics teachers' use of advanced mathematical knowledge in practice: an interpretative phenomenological analysis; an interpretive phenomenological analysis.” 2014. Web. 04 Jun 2020.

Vancouver:

Wiley K. Middle school mathematics teachers' use of advanced mathematical knowledge in practice; Middle school mathematics teachers' use of advanced mathematical knowledge in practice: an interpretative phenomenological analysis; an interpretive phenomenological analysis. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2020 Jun 04]. Available from: http://hdl.handle.net/2047/d20018708.

Council of Science Editors:

Wiley K. Middle school mathematics teachers' use of advanced mathematical knowledge in practice; Middle school mathematics teachers' use of advanced mathematical knowledge in practice: an interpretative phenomenological analysis; an interpretive phenomenological analysis. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20018708

263. Cardoso, Alexandre Miranda. Mathematics Teaching Assistants' Reflections on Their First Year Teaching.

Degree: MA, Mathematics/Mathematics (Pure), 2014, Bowling Green State University

 Mathematics teaching assistants (MTAs) play a critical role in the instruction of undergraduate mathematics students and may go on to become faculty members. Although the… (more)

Subjects/Keywords: Mathematics Education; mathematics teaching assistants; mathematical knowledge for teaching; subject matter knowledge; pedagogical knowledge for teaching; knowledge of content and students; knowledge of content and teaching; knowledge of curriculum

…areas of knowledge: subject matter knowledge (SMK) and pedagogical content knowledge… …in this study are summarized in Figure 2. Subject Matter Knowledge Pedagogical Content… …understand MTAs’ mathematical knowledge for teaching as well as their pedagogical successes and… …content knowledge and specialized content knowledge. The former is defined as the common… …distinguish between specialized and common content knowledge since it is not clear what should be… 

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APA (6th Edition):

Cardoso, A. M. (2014). Mathematics Teaching Assistants' Reflections on Their First Year Teaching. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1403525638

Chicago Manual of Style (16th Edition):

Cardoso, Alexandre Miranda. “Mathematics Teaching Assistants' Reflections on Their First Year Teaching.” 2014. Masters Thesis, Bowling Green State University. Accessed June 04, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1403525638.

MLA Handbook (7th Edition):

Cardoso, Alexandre Miranda. “Mathematics Teaching Assistants' Reflections on Their First Year Teaching.” 2014. Web. 04 Jun 2020.

Vancouver:

Cardoso AM. Mathematics Teaching Assistants' Reflections on Their First Year Teaching. [Internet] [Masters thesis]. Bowling Green State University; 2014. [cited 2020 Jun 04]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1403525638.

Council of Science Editors:

Cardoso AM. Mathematics Teaching Assistants' Reflections on Their First Year Teaching. [Masters Thesis]. Bowling Green State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1403525638

264. Nisbet, Leslie. Mathematics Teaching Experiences of Elementary Preservice Teachers with High and Low Mathematics Anxiety during Student Teaching: A Multiple Case Study.

Degree: PhD, Curriculum and Instruction, 2015, Florida International University

  This study investigated the teaching experiences of six elementary preservice teachers (EPTs), three with high mathematics anxiety and three with low mathematics anxiety, during… (more)

Subjects/Keywords: Mathematics Anxiety; Student Teaching; Preservice Teachers; Pedagogical Content Knowledge; Content Knowledge; Curriculum and Instruction; Elementary Education and Teaching; Science and Mathematics Education

…observing evidence of content knowledge, pedagogical content knowledge and mathematics anxiety of… …and develop mathematics content knowledge and pedagogical content knowledge (PCK)… …knowledge and pedagogical content knowledge during planning, enacting, and reflecting on… …anxiety, content knowledge (CK), and pedagogical content knowledge (PCK)… …related to their content knowledge and pedagogical content knowledge as they 12 participated… 

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APA (6th Edition):

Nisbet, L. (2015). Mathematics Teaching Experiences of Elementary Preservice Teachers with High and Low Mathematics Anxiety during Student Teaching: A Multiple Case Study. (Doctoral Dissertation). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/2193 ; 10.25148/etd.FIDC000106 ; FIDC000106

Chicago Manual of Style (16th Edition):

Nisbet, Leslie. “Mathematics Teaching Experiences of Elementary Preservice Teachers with High and Low Mathematics Anxiety during Student Teaching: A Multiple Case Study.” 2015. Doctoral Dissertation, Florida International University. Accessed June 04, 2020. https://digitalcommons.fiu.edu/etd/2193 ; 10.25148/etd.FIDC000106 ; FIDC000106.

MLA Handbook (7th Edition):

Nisbet, Leslie. “Mathematics Teaching Experiences of Elementary Preservice Teachers with High and Low Mathematics Anxiety during Student Teaching: A Multiple Case Study.” 2015. Web. 04 Jun 2020.

Vancouver:

Nisbet L. Mathematics Teaching Experiences of Elementary Preservice Teachers with High and Low Mathematics Anxiety during Student Teaching: A Multiple Case Study. [Internet] [Doctoral dissertation]. Florida International University; 2015. [cited 2020 Jun 04]. Available from: https://digitalcommons.fiu.edu/etd/2193 ; 10.25148/etd.FIDC000106 ; FIDC000106.

Council of Science Editors:

Nisbet L. Mathematics Teaching Experiences of Elementary Preservice Teachers with High and Low Mathematics Anxiety during Student Teaching: A Multiple Case Study. [Doctoral Dissertation]. Florida International University; 2015. Available from: https://digitalcommons.fiu.edu/etd/2193 ; 10.25148/etd.FIDC000106 ; FIDC000106

265. Gerber, Lindsey N. The Effects of a Model Developmental Mathematics Program on Elementary and Middle School Preservice Teachers.

Degree: PhD, Mathematics Education, 2012, Texas State University – San Marcos

 Teacher quality is instrumental in improving student performance. Unfortunately, discrepancies between teacher preparation programs and national and state K–12 student standards have contributed to the… (more)

Subjects/Keywords: Developmental mathematics; Preservice teachers; Pedagogical content knowledge; Content knowledge; Pedagogical knowledge; Disposition; Mathematics – Study and teaching; Mathematics – Remedial teaching; Student teachers – Education; Competency-based education; Effective teaching; Interaction analysis in education; Teacher effectiveness

…55 Pedagogical content knowledge… …Pedagogical Content Knowledge PCK Pedagogical Content Knowledge PDAS Professional Development… …to evaluate their pedagogical, content, and pedagogical content knowledge and disposition… …pedagogical content knowledge. Due to the limited xix scope of this study, further research needs… …teachers in content knowledge, pedagogical knowledge, pedagogical content knowledge, and… 

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APA (6th Edition):

Gerber, L. N. (2012). The Effects of a Model Developmental Mathematics Program on Elementary and Middle School Preservice Teachers. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4418

Chicago Manual of Style (16th Edition):

Gerber, Lindsey N. “The Effects of a Model Developmental Mathematics Program on Elementary and Middle School Preservice Teachers.” 2012. Doctoral Dissertation, Texas State University – San Marcos. Accessed June 04, 2020. https://digital.library.txstate.edu/handle/10877/4418.

MLA Handbook (7th Edition):

Gerber, Lindsey N. “The Effects of a Model Developmental Mathematics Program on Elementary and Middle School Preservice Teachers.” 2012. Web. 04 Jun 2020.

Vancouver:

Gerber LN. The Effects of a Model Developmental Mathematics Program on Elementary and Middle School Preservice Teachers. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2012. [cited 2020 Jun 04]. Available from: https://digital.library.txstate.edu/handle/10877/4418.

Council of Science Editors:

Gerber LN. The Effects of a Model Developmental Mathematics Program on Elementary and Middle School Preservice Teachers. [Doctoral Dissertation]. Texas State University – San Marcos; 2012. Available from: https://digital.library.txstate.edu/handle/10877/4418

266. Ζυγούρη, Έλενα. Η ετοιμότητα των εκπαιδευτικών της πρωτοβάθμιας εκπαίδευσης να υλοποιήσουν τις αρχές, τους στόχους, τις μεθοδολογικές και διδακτικές προσεγγίσεις, όπως αυτές προτείνονται στο Διαθεματικό Ενιαίο Πλαίσιο Σπουδών (ΔΕΠΠΣ) για την περιβαλλοντική εκπαίδευση.

Degree: 2008, University of Western Macedonia; Πανεπιστήμιο Δυτικής Μακεδονίας

Subjects/Keywords: Ετοιμότητα εκπαιδευτικών; Περιβαλλοντική εκπαίδευση; Αναλυτικά προγράμματα; Γνωστική βάση; Παιδαγωγική γνώση περιεχομένου; Επαγγελματική επάρκεια εκπαιδευτικών; Περιβαλλοντική γνώση; Μεθοδολογικές προσεγγίσεις; Teacher's readiness; Environmental education; Curriculum; Knowledge bases; Pedagogical content knowledge; Teacher's professional development; Environmental knowledge; Methodological approaches

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APA (6th Edition):

Ζυγούρη, . . (2008). Η ετοιμότητα των εκπαιδευτικών της πρωτοβάθμιας εκπαίδευσης να υλοποιήσουν τις αρχές, τους στόχους, τις μεθοδολογικές και διδακτικές προσεγγίσεις, όπως αυτές προτείνονται στο Διαθεματικό Ενιαίο Πλαίσιο Σπουδών (ΔΕΠΠΣ) για την περιβαλλοντική εκπαίδευση. (Thesis). University of Western Macedonia; Πανεπιστήμιο Δυτικής Μακεδονίας. Retrieved from http://hdl.handle.net/10442/hedi/17330

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):

Ζυγούρη, Έλενα. “Η ετοιμότητα των εκπαιδευτικών της πρωτοβάθμιας εκπαίδευσης να υλοποιήσουν τις αρχές, τους στόχους, τις μεθοδολογικές και διδακτικές προσεγγίσεις, όπως αυτές προτείνονται στο Διαθεματικό Ενιαίο Πλαίσιο Σπουδών (ΔΕΠΠΣ) για την περιβαλλοντική εκπαίδευση.” 2008. Thesis, University of Western Macedonia; Πανεπιστήμιο Δυτικής Μακεδονίας. Accessed June 04, 2020. http://hdl.handle.net/10442/hedi/17330.

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

MLA Handbook (7th Edition):

Ζυγούρη, Έλενα. “Η ετοιμότητα των εκπαιδευτικών της πρωτοβάθμιας εκπαίδευσης να υλοποιήσουν τις αρχές, τους στόχους, τις μεθοδολογικές και διδακτικές προσεγγίσεις, όπως αυτές προτείνονται στο Διαθεματικό Ενιαίο Πλαίσιο Σπουδών (ΔΕΠΠΣ) για την περιβαλλοντική εκπαίδευση.” 2008. Web. 04 Jun 2020.

Vancouver:

Ζυγούρη . Η ετοιμότητα των εκπαιδευτικών της πρωτοβάθμιας εκπαίδευσης να υλοποιήσουν τις αρχές, τους στόχους, τις μεθοδολογικές και διδακτικές προσεγγίσεις, όπως αυτές προτείνονται στο Διαθεματικό Ενιαίο Πλαίσιο Σπουδών (ΔΕΠΠΣ) για την περιβαλλοντική εκπαίδευση. [Internet] [Thesis]. University of Western Macedonia; Πανεπιστήμιο Δυτικής Μακεδονίας; 2008. [cited 2020 Jun 04]. Available from: http://hdl.handle.net/10442/hedi/17330.

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

Council of Science Editors:

Ζυγούρη . Η ετοιμότητα των εκπαιδευτικών της πρωτοβάθμιας εκπαίδευσης να υλοποιήσουν τις αρχές, τους στόχους, τις μεθοδολογικές και διδακτικές προσεγγίσεις, όπως αυτές προτείνονται στο Διαθεματικό Ενιαίο Πλαίσιο Σπουδών (ΔΕΠΠΣ) για την περιβαλλοντική εκπαίδευση. [Thesis]. University of Western Macedonia; Πανεπιστήμιο Δυτικής Μακεδονίας; 2008. Available from: http://hdl.handle.net/10442/hedi/17330

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

267. Halef, Birsen. Hur lärare talar om och agerar i sva-undervisning i årskurs 2–3 : En undersökning i två skolor med olika organisation av sva-undervisning.

Degree: Culture and Education, 2016, Södertörn University

  Research has shown that the Swedish results of education have fallen continuously since 2000. It has been shown that there are differences in performance… (more)

Subjects/Keywords: Second language learning; separate teaching; teaching within the framework of the class; scaffolding; interaction; PCK (Pedagogical Content Knowledge); Sva-undervisning; separat undervisning; undervisning inom klassens ram; stöttning; interaktion; PCK (Pedagogical Content Knowledge)

…olika kunskapsområden hos lärare: Subjekt matter content knowledge, Pedagogical content… …x29;  pedagogical content knowledge (ämnesdidaktisk kunskap)  knowledge of… …content knowledge (ämneskunskap) och general pedagogical knowledge (… …knowledge, Curricular content knowledge. Den första kunskapskategorin handlar om ämneskunskap och… …2008:72). Av dessa tre kunskapskategorier har Pedagogical contet knowledge (PCK… 

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APA (6th Edition):

Halef, B. (2016). Hur lärare talar om och agerar i sva-undervisning i årskurs 2–3 : En undersökning i två skolor med olika organisation av sva-undervisning. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30885

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):

Halef, Birsen. “Hur lärare talar om och agerar i sva-undervisning i årskurs 2–3 : En undersökning i två skolor med olika organisation av sva-undervisning.” 2016. Thesis, Södertörn University. Accessed June 04, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30885.

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

MLA Handbook (7th Edition):

Halef, Birsen. “Hur lärare talar om och agerar i sva-undervisning i årskurs 2–3 : En undersökning i två skolor med olika organisation av sva-undervisning.” 2016. Web. 04 Jun 2020.

Vancouver:

Halef B. Hur lärare talar om och agerar i sva-undervisning i årskurs 2–3 : En undersökning i två skolor med olika organisation av sva-undervisning. [Internet] [Thesis]. Södertörn University; 2016. [cited 2020 Jun 04]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30885.

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

Council of Science Editors:

Halef B. Hur lärare talar om och agerar i sva-undervisning i årskurs 2–3 : En undersökning i två skolor med olika organisation av sva-undervisning. [Thesis]. Södertörn University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30885

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


North-West University

268. Kruger, Corné Gerda. Applied competence in a distance learning programme for the professional development of foundation phase teachers / Corné Gerda Kruger .

Degree: 2015, North-West University

 The ongoing debate about the capacity of distance learning (DL) to assist in the development of teaching skills and to improve teaching practice is the… (more)

Subjects/Keywords: Distance learning; Open distance learning; Foundation Phase teacher professional development; Applied competence; Pedagogical content knowledge; Self-directedness; Self-directed learning; Reflective teaching practice; Inquiry -based practice; Professional teaching attitude; Guided applied practice; Afstandsleer; Oop afstandsleer; Grondslagfase-onderwyser; Grondslagfase-onderwyser professionele ontwikkeling; Praktiese bekwaamheid; Pedagogiese inhoudskennis; Selfgerigtheid; Selfgerigte leer; Refleksiewe onderrigpraktyk; Ondersoekende onderrigpraktyk; Professionele onderwys gesindheid; Begeleide toegepaste praktyk

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APA (6th Edition):

Kruger, C. G. (2015). Applied competence in a distance learning programme for the professional development of foundation phase teachers / Corné Gerda Kruger . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/15897

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):

Kruger, Corné Gerda. “Applied competence in a distance learning programme for the professional development of foundation phase teachers / Corné Gerda Kruger .” 2015. Thesis, North-West University. Accessed June 04, 2020. http://hdl.handle.net/10394/15897.

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

MLA Handbook (7th Edition):

Kruger, Corné Gerda. “Applied competence in a distance learning programme for the professional development of foundation phase teachers / Corné Gerda Kruger .” 2015. Web. 04 Jun 2020.

Vancouver:

Kruger CG. Applied competence in a distance learning programme for the professional development of foundation phase teachers / Corné Gerda Kruger . [Internet] [Thesis]. North-West University; 2015. [cited 2020 Jun 04]. Available from: http://hdl.handle.net/10394/15897.

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

Council of Science Editors:

Kruger CG. Applied competence in a distance learning programme for the professional development of foundation phase teachers / Corné Gerda Kruger . [Thesis]. North-West University; 2015. Available from: http://hdl.handle.net/10394/15897

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

269. Wiener, Gerfried. Elementary particle physics in early physics education.

Degree: 2017, University of Vienna

 Das Kapitel der Elementarteilchenphysik gilt sowohl in der Forschung als auch in der Lehre als grundlegend, ist allerdings noch nicht vollständig in aktuellen Lehrplänen integriert.… (more)

Subjects/Keywords: 33.50 Physik der Elementarteilchen und Felder: Allgemeines; 33.29 Moderne Physik: Sonstiges; 33.30 Atomphysik, Molekülphysik; 33.46 Hochenergie-Kernphysik; 33.56 Elementarteilchenphysik; 33.04 Ausbildung, Beruf, Organisationen; Elementarteilchenphysik / Anfangsunterricht / Akzeptanzbefragung / Subatomarer Aufbau der Materie / Fachdidaktisches Wissen (PCK) / LehrerInnenfortbildung; Elementary particle physics / early physics education / probing acceptance / subatomic structure of matter / pedagogical content knowledge / professional development programme

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APA (6th Edition):

Wiener, G. (2017). Elementary particle physics in early physics education. (Thesis). University of Vienna. Retrieved from http://othes.univie.ac.at/46446/

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):

Wiener, Gerfried. “Elementary particle physics in early physics education.” 2017. Thesis, University of Vienna. Accessed June 04, 2020. http://othes.univie.ac.at/46446/.

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

MLA Handbook (7th Edition):

Wiener, Gerfried. “Elementary particle physics in early physics education.” 2017. Web. 04 Jun 2020.

Vancouver:

Wiener G. Elementary particle physics in early physics education. [Internet] [Thesis]. University of Vienna; 2017. [cited 2020 Jun 04]. Available from: http://othes.univie.ac.at/46446/.

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

Council of Science Editors:

Wiener G. Elementary particle physics in early physics education. [Thesis]. University of Vienna; 2017. Available from: http://othes.univie.ac.at/46446/

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

270. Lizotte, Kristin. The Implementation Of A Scripted Literacy Program By Elementary School Teachers: An Interpretive Phenomenological Analysis Examining Curricular Decision-making While Teaching Reading.

Degree: EdD, School of Education, 2019, Northeastern University

 This interpretive phenomenological analysis examined how elementary school teachers in their first ten years of teaching implemented a commercial literacy program, and what influenced their… (more)

Subjects/Keywords: curricular decision-making; elementary teachers; literacy program use; pedagogical content knowledge; reading instruction; scripted curriculum; Elementary education; Reading instruction

…five years of teaching in their own classroom. 12 Pedagogical Content Knowledge (PCK… …work on teacher learning, including his concept of pedagogical content knowledge (PCK… …writing on the concept of pedagogical content knowledge, the specific knowledge required by… …Empirical Research Shulman’s concept of pedagogical content knowledge is widely cited in scholarly… …the proposed study. Pedagogical content knowledge. PCK is the specific knowledge required by… 

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APA (6th Edition):

Lizotte, K. (2019). The Implementation Of A Scripted Literacy Program By Elementary School Teachers: An Interpretive Phenomenological Analysis Examining Curricular Decision-making While Teaching Reading. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20324115

Chicago Manual of Style (16th Edition):

Lizotte, Kristin. “The Implementation Of A Scripted Literacy Program By Elementary School Teachers: An Interpretive Phenomenological Analysis Examining Curricular Decision-making While Teaching Reading.” 2019. Doctoral Dissertation, Northeastern University. Accessed June 04, 2020. http://hdl.handle.net/2047/D20324115.

MLA Handbook (7th Edition):

Lizotte, Kristin. “The Implementation Of A Scripted Literacy Program By Elementary School Teachers: An Interpretive Phenomenological Analysis Examining Curricular Decision-making While Teaching Reading.” 2019. Web. 04 Jun 2020.

Vancouver:

Lizotte K. The Implementation Of A Scripted Literacy Program By Elementary School Teachers: An Interpretive Phenomenological Analysis Examining Curricular Decision-making While Teaching Reading. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2020 Jun 04]. Available from: http://hdl.handle.net/2047/D20324115.

Council of Science Editors:

Lizotte K. The Implementation Of A Scripted Literacy Program By Elementary School Teachers: An Interpretive Phenomenological Analysis Examining Curricular Decision-making While Teaching Reading. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20324115

[1] [2] [3] [4] [5] [6] [7] [8] [9] [10]

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