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You searched for subject:(Preservice teachers). Showing records 1 – 30 of 348 total matches.

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University of Georgia

1. Weber, John J. Post-secondary science students’ conceptions of randomness and entropy.

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

 Thermodynamics and entropy are important aspects of secondary physical science. The molecular approach to thermodynamics provides insight into how the random motion of molecules results… (more)

Subjects/Keywords: Preservice teachers

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

APA (6th Edition):

Weber, J. J. (2009). Post-secondary science students’ conceptions of randomness and entropy. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/weber_john_j_200912_phd

Chicago Manual of Style (16th Edition):

Weber, John J. “Post-secondary science students’ conceptions of randomness and entropy.” 2009. Doctoral Dissertation, University of Georgia. Accessed May 24, 2019. http://purl.galileo.usg.edu/uga_etd/weber_john_j_200912_phd.

MLA Handbook (7th Edition):

Weber, John J. “Post-secondary science students’ conceptions of randomness and entropy.” 2009. Web. 24 May 2019.

Vancouver:

Weber JJ. Post-secondary science students’ conceptions of randomness and entropy. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 May 24]. Available from: http://purl.galileo.usg.edu/uga_etd/weber_john_j_200912_phd.

Council of Science Editors:

Weber JJ. Post-secondary science students’ conceptions of randomness and entropy. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/weber_john_j_200912_phd


University of Georgia

2. Abney, Angel Rowe. Elementary preservice teachers' working models of children's mathematics.

Degree: PhD, Mathematics Education, 2007, University of Georgia

 Four elementary preservice teachers participated in a field-based mathematics methods course about children’s mathematics with respect to numbers and operations and discussed an Experiential Model… (more)

Subjects/Keywords: Preservice Teachers

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APA (6th Edition):

Abney, A. R. (2007). Elementary preservice teachers' working models of children's mathematics. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/abney_angel_r_200712_phd

Chicago Manual of Style (16th Edition):

Abney, Angel Rowe. “Elementary preservice teachers' working models of children's mathematics.” 2007. Doctoral Dissertation, University of Georgia. Accessed May 24, 2019. http://purl.galileo.usg.edu/uga_etd/abney_angel_r_200712_phd.

MLA Handbook (7th Edition):

Abney, Angel Rowe. “Elementary preservice teachers' working models of children's mathematics.” 2007. Web. 24 May 2019.

Vancouver:

Abney AR. Elementary preservice teachers' working models of children's mathematics. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 May 24]. Available from: http://purl.galileo.usg.edu/uga_etd/abney_angel_r_200712_phd.

Council of Science Editors:

Abney AR. Elementary preservice teachers' working models of children's mathematics. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/abney_angel_r_200712_phd


University of Georgia

3. Rich, Peter Jacob. The video analysis tool: analyzing, assessing and adapting preservice teachers' instructional decisions.

Degree: PhD, Instructional Technology, 2007, University of Georgia

 Instructional decision making, claimed to be the basic or most important teaching skill, has been the subject of much research and debate, yielding decision-making models,… (more)

Subjects/Keywords: preservice teachers

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APA (6th Edition):

Rich, P. J. (2007). The video analysis tool: analyzing, assessing and adapting preservice teachers' instructional decisions. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/rich_peter_j_200712_phd

Chicago Manual of Style (16th Edition):

Rich, Peter Jacob. “The video analysis tool: analyzing, assessing and adapting preservice teachers' instructional decisions.” 2007. Doctoral Dissertation, University of Georgia. Accessed May 24, 2019. http://purl.galileo.usg.edu/uga_etd/rich_peter_j_200712_phd.

MLA Handbook (7th Edition):

Rich, Peter Jacob. “The video analysis tool: analyzing, assessing and adapting preservice teachers' instructional decisions.” 2007. Web. 24 May 2019.

Vancouver:

Rich PJ. The video analysis tool: analyzing, assessing and adapting preservice teachers' instructional decisions. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 May 24]. Available from: http://purl.galileo.usg.edu/uga_etd/rich_peter_j_200712_phd.

Council of Science Editors:

Rich PJ. The video analysis tool: analyzing, assessing and adapting preservice teachers' instructional decisions. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/rich_peter_j_200712_phd


University of Georgia

4. Barned, Nicole Eloise. Attitudes of preservice teachers towards the inclusion of children with Autism Spectrum Disorders.

Degree: MA, Educational Psychology, 2009, University of Georgia

 Thirty-nine preservice teachers‟ registered in an introductory course into Educational Psychology completed a Modified Autism Inclusion Questionnaire to (1) examine their attitudes towards ASD and… (more)

Subjects/Keywords: Preservice teachers Attitude

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APA (6th Edition):

Barned, N. E. (2009). Attitudes of preservice teachers towards the inclusion of children with Autism Spectrum Disorders. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/barned_nicole_e_200912_ma

Chicago Manual of Style (16th Edition):

Barned, Nicole Eloise. “Attitudes of preservice teachers towards the inclusion of children with Autism Spectrum Disorders.” 2009. Masters Thesis, University of Georgia. Accessed May 24, 2019. http://purl.galileo.usg.edu/uga_etd/barned_nicole_e_200912_ma.

MLA Handbook (7th Edition):

Barned, Nicole Eloise. “Attitudes of preservice teachers towards the inclusion of children with Autism Spectrum Disorders.” 2009. Web. 24 May 2019.

Vancouver:

Barned NE. Attitudes of preservice teachers towards the inclusion of children with Autism Spectrum Disorders. [Internet] [Masters thesis]. University of Georgia; 2009. [cited 2019 May 24]. Available from: http://purl.galileo.usg.edu/uga_etd/barned_nicole_e_200912_ma.

Council of Science Editors:

Barned NE. Attitudes of preservice teachers towards the inclusion of children with Autism Spectrum Disorders. [Masters Thesis]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/barned_nicole_e_200912_ma


Texas A&M University

5. Wright, Kimberly Boddie. Assessing EC-4 preservice teachers' mathematics knowledge for teaching fractions concepts.

Degree: 2008, Texas A&M University

 Recognizing the need for U.S. students' mathematics learning to be built on a solid foundation of conceptual understanding, professional organizations such as the National Council… (more)

Subjects/Keywords: Fractions; Preservice Teachers

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

APA (6th Edition):

Wright, K. B. (2008). Assessing EC-4 preservice teachers' mathematics knowledge for teaching fractions concepts. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/86023

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):

Wright, Kimberly Boddie. “Assessing EC-4 preservice teachers' mathematics knowledge for teaching fractions concepts.” 2008. Thesis, Texas A&M University. Accessed May 24, 2019. http://hdl.handle.net/1969.1/86023.

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

MLA Handbook (7th Edition):

Wright, Kimberly Boddie. “Assessing EC-4 preservice teachers' mathematics knowledge for teaching fractions concepts.” 2008. Web. 24 May 2019.

Vancouver:

Wright KB. Assessing EC-4 preservice teachers' mathematics knowledge for teaching fractions concepts. [Internet] [Thesis]. Texas A&M University; 2008. [cited 2019 May 24]. Available from: http://hdl.handle.net/1969.1/86023.

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

Council of Science Editors:

Wright KB. Assessing EC-4 preservice teachers' mathematics knowledge for teaching fractions concepts. [Thesis]. Texas A&M University; 2008. Available from: http://hdl.handle.net/1969.1/86023

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


University of Georgia

6. Kang, Nam-Hwa. Preservice secondary science teachers' habitus and beliefs about teaching and student motivation.

Degree: PhD, Elementary Education, 2002, University of Georgia

 The purpose of the study is to examine preservice science teachers’ beliefs about teaching and student motivation and their development of teaching habitus throughout their… (more)

Subjects/Keywords: Preservice teachers

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

APA (6th Edition):

Kang, N. (2002). Preservice secondary science teachers' habitus and beliefs about teaching and student motivation. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kang_nam_h_200208_phd

Chicago Manual of Style (16th Edition):

Kang, Nam-Hwa. “Preservice secondary science teachers' habitus and beliefs about teaching and student motivation.” 2002. Doctoral Dissertation, University of Georgia. Accessed May 24, 2019. http://purl.galileo.usg.edu/uga_etd/kang_nam_h_200208_phd.

MLA Handbook (7th Edition):

Kang, Nam-Hwa. “Preservice secondary science teachers' habitus and beliefs about teaching and student motivation.” 2002. Web. 24 May 2019.

Vancouver:

Kang N. Preservice secondary science teachers' habitus and beliefs about teaching and student motivation. [Internet] [Doctoral dissertation]. University of Georgia; 2002. [cited 2019 May 24]. Available from: http://purl.galileo.usg.edu/uga_etd/kang_nam_h_200208_phd.

Council of Science Editors:

Kang N. Preservice secondary science teachers' habitus and beliefs about teaching and student motivation. [Doctoral Dissertation]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/kang_nam_h_200208_phd


University of Georgia

7. Hallman, Allyson. Preservice elementary teachers' use of mathematical discussion in the implementation of problem-solving tasks.

Degree: PhD, Mathematics Education, 2011, University of Georgia

 Engaging in mathematical communication holds promise for student learning, but focusing teaching practice on mathematical discourse is challenging. Teacher education has been shown to have… (more)

Subjects/Keywords: Preservice elementary mathematics teachers

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

APA (6th Edition):

Hallman, A. (2011). Preservice elementary teachers' use of mathematical discussion in the implementation of problem-solving tasks. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/hallman_allyson_201112_phd

Chicago Manual of Style (16th Edition):

Hallman, Allyson. “Preservice elementary teachers' use of mathematical discussion in the implementation of problem-solving tasks.” 2011. Doctoral Dissertation, University of Georgia. Accessed May 24, 2019. http://purl.galileo.usg.edu/uga_etd/hallman_allyson_201112_phd.

MLA Handbook (7th Edition):

Hallman, Allyson. “Preservice elementary teachers' use of mathematical discussion in the implementation of problem-solving tasks.” 2011. Web. 24 May 2019.

Vancouver:

Hallman A. Preservice elementary teachers' use of mathematical discussion in the implementation of problem-solving tasks. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 May 24]. Available from: http://purl.galileo.usg.edu/uga_etd/hallman_allyson_201112_phd.

Council of Science Editors:

Hallman A. Preservice elementary teachers' use of mathematical discussion in the implementation of problem-solving tasks. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/hallman_allyson_201112_phd


University of Georgia

8. Banker, Teresa Gail. Preservice secondary mathematics teachers' beliefs and practice regarding the use of graphing calculators in mathematics instruction.

Degree: PhD, Mathematics Education, 2001, University of Georgia

 This study investigated perservice teachers' decisions about use of the graphing calculator during instruction. Particularly, the study noted how the graphing calculator was used in… (more)

Subjects/Keywords: Preservice Teachers

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APA (6th Edition):

Banker, T. G. (2001). Preservice secondary mathematics teachers' beliefs and practice regarding the use of graphing calculators in mathematics instruction. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/banker_teresa_g_200112_phd

Chicago Manual of Style (16th Edition):

Banker, Teresa Gail. “Preservice secondary mathematics teachers' beliefs and practice regarding the use of graphing calculators in mathematics instruction.” 2001. Doctoral Dissertation, University of Georgia. Accessed May 24, 2019. http://purl.galileo.usg.edu/uga_etd/banker_teresa_g_200112_phd.

MLA Handbook (7th Edition):

Banker, Teresa Gail. “Preservice secondary mathematics teachers' beliefs and practice regarding the use of graphing calculators in mathematics instruction.” 2001. Web. 24 May 2019.

Vancouver:

Banker TG. Preservice secondary mathematics teachers' beliefs and practice regarding the use of graphing calculators in mathematics instruction. [Internet] [Doctoral dissertation]. University of Georgia; 2001. [cited 2019 May 24]. Available from: http://purl.galileo.usg.edu/uga_etd/banker_teresa_g_200112_phd.

Council of Science Editors:

Banker TG. Preservice secondary mathematics teachers' beliefs and practice regarding the use of graphing calculators in mathematics instruction. [Doctoral Dissertation]. University of Georgia; 2001. Available from: http://purl.galileo.usg.edu/uga_etd/banker_teresa_g_200112_phd


University of Georgia

9. Pendergast, Evelaine Grace. Shaping birth through kindergarten preservice teachers' self-efficacy towards teaching science.

Degree: PhD, Special Education, 2015, University of Georgia

 The purpose of this study aimed to describe how experiences in an innovative science course with connected service learning influenced preservice birth through kindergarten teachers’… (more)

Subjects/Keywords: birth through kindergarten preservice teachers

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APA (6th Edition):

Pendergast, E. G. (2015). Shaping birth through kindergarten preservice teachers' self-efficacy towards teaching science. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/pendergast_evelaine_g_201512_phd

Chicago Manual of Style (16th Edition):

Pendergast, Evelaine Grace. “Shaping birth through kindergarten preservice teachers' self-efficacy towards teaching science.” 2015. Doctoral Dissertation, University of Georgia. Accessed May 24, 2019. http://purl.galileo.usg.edu/uga_etd/pendergast_evelaine_g_201512_phd.

MLA Handbook (7th Edition):

Pendergast, Evelaine Grace. “Shaping birth through kindergarten preservice teachers' self-efficacy towards teaching science.” 2015. Web. 24 May 2019.

Vancouver:

Pendergast EG. Shaping birth through kindergarten preservice teachers' self-efficacy towards teaching science. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2019 May 24]. Available from: http://purl.galileo.usg.edu/uga_etd/pendergast_evelaine_g_201512_phd.

Council of Science Editors:

Pendergast EG. Shaping birth through kindergarten preservice teachers' self-efficacy towards teaching science. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/pendergast_evelaine_g_201512_phd


University of Georgia

10. Olson, Jennifer Wray. How do preservice teachers learn from early field experiences?: narratives from a cohort in an elementary teacher education program.

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

 This longitudinal study followed a cohort of preservice teachers in a teacher education program, at a large southeastern university, as they progressed through three semesters… (more)

Subjects/Keywords: preservice teachers

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APA (6th Edition):

Olson, J. W. (2004). How do preservice teachers learn from early field experiences?: narratives from a cohort in an elementary teacher education program. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/olson_jennifer_w_200405_phd

Chicago Manual of Style (16th Edition):

Olson, Jennifer Wray. “How do preservice teachers learn from early field experiences?: narratives from a cohort in an elementary teacher education program.” 2004. Doctoral Dissertation, University of Georgia. Accessed May 24, 2019. http://purl.galileo.usg.edu/uga_etd/olson_jennifer_w_200405_phd.

MLA Handbook (7th Edition):

Olson, Jennifer Wray. “How do preservice teachers learn from early field experiences?: narratives from a cohort in an elementary teacher education program.” 2004. Web. 24 May 2019.

Vancouver:

Olson JW. How do preservice teachers learn from early field experiences?: narratives from a cohort in an elementary teacher education program. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 May 24]. Available from: http://purl.galileo.usg.edu/uga_etd/olson_jennifer_w_200405_phd.

Council of Science Editors:

Olson JW. How do preservice teachers learn from early field experiences?: narratives from a cohort in an elementary teacher education program. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/olson_jennifer_w_200405_phd


University of Georgia

11. Johnson, Patricia. Learning to teach mathematics for understanding.

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

 The purpose of the study was to explore and describe how a preservice elementary teacher, Mary, learned to teach mathematics for understanding. I was interested… (more)

Subjects/Keywords: Preservice teachers

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APA (6th Edition):

Johnson, P. (2004). Learning to teach mathematics for understanding. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/johnson_patricia_200412_phd

Chicago Manual of Style (16th Edition):

Johnson, Patricia. “Learning to teach mathematics for understanding.” 2004. Doctoral Dissertation, University of Georgia. Accessed May 24, 2019. http://purl.galileo.usg.edu/uga_etd/johnson_patricia_200412_phd.

MLA Handbook (7th Edition):

Johnson, Patricia. “Learning to teach mathematics for understanding.” 2004. Web. 24 May 2019.

Vancouver:

Johnson P. Learning to teach mathematics for understanding. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 May 24]. Available from: http://purl.galileo.usg.edu/uga_etd/johnson_patricia_200412_phd.

Council of Science Editors:

Johnson P. Learning to teach mathematics for understanding. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/johnson_patricia_200412_phd


University of Georgia

12. Horne, Mary Ann. What experiences have early preservice teachers had with computers and how does that relate to their inclinations to use computers in their future classrooms?.

Degree: MA, Educational Psychology, 2005, University of Georgia

 This study analyzed the responses of 234 preservice teachers to a 201-item survey of their prior and current computer related technology (CRT) use, and their… (more)

Subjects/Keywords: preservice teachers

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APA (6th Edition):

Horne, M. A. (2005). What experiences have early preservice teachers had with computers and how does that relate to their inclinations to use computers in their future classrooms?. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/horne_mary_a_200508_ma

Chicago Manual of Style (16th Edition):

Horne, Mary Ann. “What experiences have early preservice teachers had with computers and how does that relate to their inclinations to use computers in their future classrooms?.” 2005. Masters Thesis, University of Georgia. Accessed May 24, 2019. http://purl.galileo.usg.edu/uga_etd/horne_mary_a_200508_ma.

MLA Handbook (7th Edition):

Horne, Mary Ann. “What experiences have early preservice teachers had with computers and how does that relate to their inclinations to use computers in their future classrooms?.” 2005. Web. 24 May 2019.

Vancouver:

Horne MA. What experiences have early preservice teachers had with computers and how does that relate to their inclinations to use computers in their future classrooms?. [Internet] [Masters thesis]. University of Georgia; 2005. [cited 2019 May 24]. Available from: http://purl.galileo.usg.edu/uga_etd/horne_mary_a_200508_ma.

Council of Science Editors:

Horne MA. What experiences have early preservice teachers had with computers and how does that relate to their inclinations to use computers in their future classrooms?. [Masters Thesis]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/horne_mary_a_200508_ma


University of North Texas

13. Schellen, Julie K. An Examination of How 4-8 Preservice Teachers Understand and Implement Multicultural Concepts.

Degree: 2013, University of North Texas

 Preparing teachers to teach in the diverse classroom has become one of the most important goals for universities and teacher training programs. The main purposes… (more)

Subjects/Keywords: Preservice teachers; multicultural concepts; diversity

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APA (6th Edition):

Schellen, J. K. (2013). An Examination of How 4-8 Preservice Teachers Understand and Implement Multicultural Concepts. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc271892/

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):

Schellen, Julie K. “An Examination of How 4-8 Preservice Teachers Understand and Implement Multicultural Concepts.” 2013. Thesis, University of North Texas. Accessed May 24, 2019. https://digital.library.unt.edu/ark:/67531/metadc271892/.

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

MLA Handbook (7th Edition):

Schellen, Julie K. “An Examination of How 4-8 Preservice Teachers Understand and Implement Multicultural Concepts.” 2013. Web. 24 May 2019.

Vancouver:

Schellen JK. An Examination of How 4-8 Preservice Teachers Understand and Implement Multicultural Concepts. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 May 24]. Available from: https://digital.library.unt.edu/ark:/67531/metadc271892/.

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

Council of Science Editors:

Schellen JK. An Examination of How 4-8 Preservice Teachers Understand and Implement Multicultural Concepts. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc271892/

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


University of Wollongong

14. Garner, Andrea Roxanne. What’s showing: film industry portrayals of autism spectrum conditions and their influences on preservice teachers in Australia.

Degree: PhD, 2014, University of Wollongong

  This thesis makes a significant contribution to understanding how exposure to entertainment media portrayals of characters with autism spectrum conditions influences the attitudes and… (more)

Subjects/Keywords: autism; media; preservice teachers; attitudes

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APA (6th Edition):

Garner, A. R. (2014). What’s showing: film industry portrayals of autism spectrum conditions and their influences on preservice teachers in Australia. (Doctoral Dissertation). University of Wollongong. Retrieved from ; http://ro.uow.edu.au/theses/4282

Chicago Manual of Style (16th Edition):

Garner, Andrea Roxanne. “What’s showing: film industry portrayals of autism spectrum conditions and their influences on preservice teachers in Australia.” 2014. Doctoral Dissertation, University of Wollongong. Accessed May 24, 2019. ; http://ro.uow.edu.au/theses/4282.

MLA Handbook (7th Edition):

Garner, Andrea Roxanne. “What’s showing: film industry portrayals of autism spectrum conditions and their influences on preservice teachers in Australia.” 2014. Web. 24 May 2019.

Vancouver:

Garner AR. What’s showing: film industry portrayals of autism spectrum conditions and their influences on preservice teachers in Australia. [Internet] [Doctoral dissertation]. University of Wollongong; 2014. [cited 2019 May 24]. Available from: ; http://ro.uow.edu.au/theses/4282.

Council of Science Editors:

Garner AR. What’s showing: film industry portrayals of autism spectrum conditions and their influences on preservice teachers in Australia. [Doctoral Dissertation]. University of Wollongong; 2014. Available from: ; http://ro.uow.edu.au/theses/4282


University of Illinois – Urbana-Champaign

15. Kessler, Meghan A. Teaching for the test: Social studies student teacher perceptions and enactment of high stakes performance assessments.

Degree: PhD, Curriculum and Instruction, 2018, University of Illinois – Urbana-Champaign

 This qualitative, multi-case study explores student teacher perceptions and enactment (Ball, Maguire, & Braun, 2012) during preservice teacher preparation. This study elucidates the perceptions and… (more)

Subjects/Keywords: edTPA; Danielson Framework; preservice teachers

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APA (6th Edition):

Kessler, M. A. (2018). Teaching for the test: Social studies student teacher perceptions and enactment of high stakes performance assessments. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/100950

Chicago Manual of Style (16th Edition):

Kessler, Meghan A. “Teaching for the test: Social studies student teacher perceptions and enactment of high stakes performance assessments.” 2018. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed May 24, 2019. http://hdl.handle.net/2142/100950.

MLA Handbook (7th Edition):

Kessler, Meghan A. “Teaching for the test: Social studies student teacher perceptions and enactment of high stakes performance assessments.” 2018. Web. 24 May 2019.

Vancouver:

Kessler MA. Teaching for the test: Social studies student teacher perceptions and enactment of high stakes performance assessments. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2018. [cited 2019 May 24]. Available from: http://hdl.handle.net/2142/100950.

Council of Science Editors:

Kessler MA. Teaching for the test: Social studies student teacher perceptions and enactment of high stakes performance assessments. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/100950


Texas A&M University

16. Clark-Goff, Kylah Lynn. Exploring change in preservice teachers' beliefs about English language learning and teaching.

Degree: 2009, Texas A&M University

 Increasing numbers of English language learners (ELLs) and diminishing services for those students is resulting in mainstream teachers across the United States taking on the… (more)

Subjects/Keywords: ESL; English language learning; preservice teachers; beliefs

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

APA (6th Edition):

Clark-Goff, K. L. (2009). Exploring change in preservice teachers' beliefs about English language learning and teaching. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2705

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):

Clark-Goff, Kylah Lynn. “Exploring change in preservice teachers' beliefs about English language learning and teaching.” 2009. Thesis, Texas A&M University. Accessed May 24, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2705.

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

MLA Handbook (7th Edition):

Clark-Goff, Kylah Lynn. “Exploring change in preservice teachers' beliefs about English language learning and teaching.” 2009. Web. 24 May 2019.

Vancouver:

Clark-Goff KL. Exploring change in preservice teachers' beliefs about English language learning and teaching. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 May 24]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2705.

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

Council of Science Editors:

Clark-Goff KL. Exploring change in preservice teachers' beliefs about English language learning and teaching. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2705

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

17. Arican, Muhammet. Exploring preservice middle and high school mathematics teachers’ understanding of directly and inversely proportional relationships.

Degree: PhD, Mathematics Education, 2015, University of Georgia

 This study used hands-on and missing-value word problems to examine preservice middle and high school teachers’ knowledge resources when inferring directly and inversely proportional relationships… (more)

Subjects/Keywords: Preservice teachers

…66 Table 4: Preservice Teachers’ Solution Strategies… …third problem is that preservice and in-service teachers tend to judge nonproportional… …observed that preservice 6 teachers (PSTs) had greater difficulty with the conceptual… …how preservice middle and high school mathematics teachers infer directly and inversely… …How do preservice middle and high school mathematics teachers infer directly and inversely… 

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APA (6th Edition):

Arican, M. (2015). Exploring preservice middle and high school mathematics teachers’ understanding of directly and inversely proportional relationships. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/arican_muhammet_201508_phd

Chicago Manual of Style (16th Edition):

Arican, Muhammet. “Exploring preservice middle and high school mathematics teachers’ understanding of directly and inversely proportional relationships.” 2015. Doctoral Dissertation, University of Georgia. Accessed May 24, 2019. http://purl.galileo.usg.edu/uga_etd/arican_muhammet_201508_phd.

MLA Handbook (7th Edition):

Arican, Muhammet. “Exploring preservice middle and high school mathematics teachers’ understanding of directly and inversely proportional relationships.” 2015. Web. 24 May 2019.

Vancouver:

Arican M. Exploring preservice middle and high school mathematics teachers’ understanding of directly and inversely proportional relationships. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2019 May 24]. Available from: http://purl.galileo.usg.edu/uga_etd/arican_muhammet_201508_phd.

Council of Science Editors:

Arican M. Exploring preservice middle and high school mathematics teachers’ understanding of directly and inversely proportional relationships. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/arican_muhammet_201508_phd


Louisiana State University

18. Guilbeaux-James, Judy Arnette. The effect of rhythm-based computer-assisted music instruction designed for individual learning style preferences on the learning of preservice elementary education majors.

Degree: PhD, Music, 2009, Louisiana State University

 This study investigated the effect of rhythm based computer-assisted music instruction designed for individual learning style preferences. Participants were undergraduate preservice elementary education majors (N… (more)

Subjects/Keywords: CAMI; rhythm; learning styles; preservice teachers

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APA (6th Edition):

Guilbeaux-James, J. A. (2009). The effect of rhythm-based computer-assisted music instruction designed for individual learning style preferences on the learning of preservice elementary education majors. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04032009-124752 ; https://digitalcommons.lsu.edu/gradschool_dissertations/118

Chicago Manual of Style (16th Edition):

Guilbeaux-James, Judy Arnette. “The effect of rhythm-based computer-assisted music instruction designed for individual learning style preferences on the learning of preservice elementary education majors.” 2009. Doctoral Dissertation, Louisiana State University. Accessed May 24, 2019. etd-04032009-124752 ; https://digitalcommons.lsu.edu/gradschool_dissertations/118.

MLA Handbook (7th Edition):

Guilbeaux-James, Judy Arnette. “The effect of rhythm-based computer-assisted music instruction designed for individual learning style preferences on the learning of preservice elementary education majors.” 2009. Web. 24 May 2019.

Vancouver:

Guilbeaux-James JA. The effect of rhythm-based computer-assisted music instruction designed for individual learning style preferences on the learning of preservice elementary education majors. [Internet] [Doctoral dissertation]. Louisiana State University; 2009. [cited 2019 May 24]. Available from: etd-04032009-124752 ; https://digitalcommons.lsu.edu/gradschool_dissertations/118.

Council of Science Editors:

Guilbeaux-James JA. The effect of rhythm-based computer-assisted music instruction designed for individual learning style preferences on the learning of preservice elementary education majors. [Doctoral Dissertation]. Louisiana State University; 2009. Available from: etd-04032009-124752 ; https://digitalcommons.lsu.edu/gradschool_dissertations/118


University of Southern California

19. Kaupp, Lauren Johanna. Differentiated motivations of preservice teachers to enter the teaching profession in Hawai‘i.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 This study uses expectancy value theory to understand the motivations to enter the teaching profession of preservice teachers in Hawai‘i. The purpose of the study… (more)

Subjects/Keywords: expectancy value theory; motivation; preservice teachers

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

APA (6th Edition):

Kaupp, L. J. (2014). Differentiated motivations of preservice teachers to enter the teaching profession in Hawai‘i. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/441134/rec/1988

Chicago Manual of Style (16th Edition):

Kaupp, Lauren Johanna. “Differentiated motivations of preservice teachers to enter the teaching profession in Hawai‘i.” 2014. Doctoral Dissertation, University of Southern California. Accessed May 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/441134/rec/1988.

MLA Handbook (7th Edition):

Kaupp, Lauren Johanna. “Differentiated motivations of preservice teachers to enter the teaching profession in Hawai‘i.” 2014. Web. 24 May 2019.

Vancouver:

Kaupp LJ. Differentiated motivations of preservice teachers to enter the teaching profession in Hawai‘i. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 May 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/441134/rec/1988.

Council of Science Editors:

Kaupp LJ. Differentiated motivations of preservice teachers to enter the teaching profession in Hawai‘i. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/441134/rec/1988


Virginia Tech

20. Banks, Amanda Brooks. Preparing K-12 Educators to Teach Students with Disabilities.

Degree: PhD, Education, Vocational-Technical, 2018, Virginia Tech

 My dissertation is comprised of two manuscripts on preparing educators to address the needs of students with disabilities. The first manuscript is a systematic review… (more)

Subjects/Keywords: preservice preparation; teacher education; special education teachers

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

APA (6th Edition):

Banks, A. B. (2018). Preparing K-12 Educators to Teach Students with Disabilities. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83802

Chicago Manual of Style (16th Edition):

Banks, Amanda Brooks. “Preparing K-12 Educators to Teach Students with Disabilities.” 2018. Doctoral Dissertation, Virginia Tech. Accessed May 24, 2019. http://hdl.handle.net/10919/83802.

MLA Handbook (7th Edition):

Banks, Amanda Brooks. “Preparing K-12 Educators to Teach Students with Disabilities.” 2018. Web. 24 May 2019.

Vancouver:

Banks AB. Preparing K-12 Educators to Teach Students with Disabilities. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2019 May 24]. Available from: http://hdl.handle.net/10919/83802.

Council of Science Editors:

Banks AB. Preparing K-12 Educators to Teach Students with Disabilities. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/83802


University of Central Florida

21. Tobias, Jennifer. Preservice Elementary Teachers' Diverlopment Of Rational Number Understanding Through The Social Perspective And The Relationship Among Social And Individual Environments.

Degree: 2009, University of Central Florida

 A classroom teaching experiment was conducted in a semester-long undergraduate mathematics content course for elementary education majors. Preservice elementary teachers' development of rational number understanding… (more)

Subjects/Keywords: Preservice Teachers; Fractions; Rational Numbers; Education

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

APA (6th Edition):

Tobias, J. (2009). Preservice Elementary Teachers' Diverlopment Of Rational Number Understanding Through The Social Perspective And The Relationship Among Social And Individual Environments. (Doctoral Dissertation). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/3967

Chicago Manual of Style (16th Edition):

Tobias, Jennifer. “Preservice Elementary Teachers' Diverlopment Of Rational Number Understanding Through The Social Perspective And The Relationship Among Social And Individual Environments.” 2009. Doctoral Dissertation, University of Central Florida. Accessed May 24, 2019. http://stars.library.ucf.edu/etd/3967.

MLA Handbook (7th Edition):

Tobias, Jennifer. “Preservice Elementary Teachers' Diverlopment Of Rational Number Understanding Through The Social Perspective And The Relationship Among Social And Individual Environments.” 2009. Web. 24 May 2019.

Vancouver:

Tobias J. Preservice Elementary Teachers' Diverlopment Of Rational Number Understanding Through The Social Perspective And The Relationship Among Social And Individual Environments. [Internet] [Doctoral dissertation]. University of Central Florida; 2009. [cited 2019 May 24]. Available from: http://stars.library.ucf.edu/etd/3967.

Council of Science Editors:

Tobias J. Preservice Elementary Teachers' Diverlopment Of Rational Number Understanding Through The Social Perspective And The Relationship Among Social And Individual Environments. [Doctoral Dissertation]. University of Central Florida; 2009. Available from: http://stars.library.ucf.edu/etd/3967


Oklahoma State University

22. Carnley, Jennifer. Physical Activity : Values and Beliefs of Preservice Early Childhood Teachers.

Degree: Human Development & Family Science, 2013, Oklahoma State University

 The current study examines the beliefs and values of preservice early childhood teachers with regard to physical activity opportunities in the school environment, such as… (more)

Subjects/Keywords: efficacy; let's move!; physical activity; preservice teachers

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APA (6th Edition):

Carnley, J. (2013). Physical Activity : Values and Beliefs of Preservice Early Childhood Teachers. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/11074

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):

Carnley, Jennifer. “Physical Activity : Values and Beliefs of Preservice Early Childhood Teachers.” 2013. Thesis, Oklahoma State University. Accessed May 24, 2019. http://hdl.handle.net/11244/11074.

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

MLA Handbook (7th Edition):

Carnley, Jennifer. “Physical Activity : Values and Beliefs of Preservice Early Childhood Teachers.” 2013. Web. 24 May 2019.

Vancouver:

Carnley J. Physical Activity : Values and Beliefs of Preservice Early Childhood Teachers. [Internet] [Thesis]. Oklahoma State University; 2013. [cited 2019 May 24]. Available from: http://hdl.handle.net/11244/11074.

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

Council of Science Editors:

Carnley J. Physical Activity : Values and Beliefs of Preservice Early Childhood Teachers. [Thesis]. Oklahoma State University; 2013. Available from: http://hdl.handle.net/11244/11074

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


University of Missouri – Columbia

23. Huey, Maryann E. Characterizing middle and secondary preservice teachers' change in inferential reasoning.

Degree: 2011, University of Missouri – Columbia

 This study characterizes how a cohort of 33 middle and secondary mathematics preservice teachers' inferential reasoning changed while enrolled in a statistics course designed for… (more)

Subjects/Keywords: mathematics education; preservice teachers; inferential reasoning

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

APA (6th Edition):

Huey, M. E. (2011). Characterizing middle and secondary preservice teachers' change in inferential reasoning. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/15776

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):

Huey, Maryann E. “Characterizing middle and secondary preservice teachers' change in inferential reasoning.” 2011. Thesis, University of Missouri – Columbia. Accessed May 24, 2019. http://hdl.handle.net/10355/15776.

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

MLA Handbook (7th Edition):

Huey, Maryann E. “Characterizing middle and secondary preservice teachers' change in inferential reasoning.” 2011. Web. 24 May 2019.

Vancouver:

Huey ME. Characterizing middle and secondary preservice teachers' change in inferential reasoning. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2019 May 24]. Available from: http://hdl.handle.net/10355/15776.

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

Council of Science Editors:

Huey ME. Characterizing middle and secondary preservice teachers' change in inferential reasoning. [Thesis]. University of Missouri – Columbia; 2011. Available from: http://hdl.handle.net/10355/15776

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


University of Newcastle

24. Jean-Baptiste, Davis Leonard Kevin. Preservice teachers' perceptions of how to increase their students' long-term interest in science.

Degree: MPhil, 2018, University of Newcastle

Masters Research - Master of Philosophy (MPhil)

There is a global decline in the number of students choosing science courses and pursuing science related careers.… (more)

Subjects/Keywords: interest; preservice teachers; science; primary; secondary; confidence

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APA (6th Edition):

Jean-Baptiste, D. L. K. (2018). Preservice teachers' perceptions of how to increase their students' long-term interest in science. (Masters Thesis). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1384124

Chicago Manual of Style (16th Edition):

Jean-Baptiste, Davis Leonard Kevin. “Preservice teachers' perceptions of how to increase their students' long-term interest in science.” 2018. Masters Thesis, University of Newcastle. Accessed May 24, 2019. http://hdl.handle.net/1959.13/1384124.

MLA Handbook (7th Edition):

Jean-Baptiste, Davis Leonard Kevin. “Preservice teachers' perceptions of how to increase their students' long-term interest in science.” 2018. Web. 24 May 2019.

Vancouver:

Jean-Baptiste DLK. Preservice teachers' perceptions of how to increase their students' long-term interest in science. [Internet] [Masters thesis]. University of Newcastle; 2018. [cited 2019 May 24]. Available from: http://hdl.handle.net/1959.13/1384124.

Council of Science Editors:

Jean-Baptiste DLK. Preservice teachers' perceptions of how to increase their students' long-term interest in science. [Masters Thesis]. University of Newcastle; 2018. Available from: http://hdl.handle.net/1959.13/1384124


University of Utah

25. Chiang, Mei-Tzu. How does preservice teachers' learning about learning theories influence their beliefs about learning?.

Degree: PhD, Educational Psychology;, 2010, University of Utah

 To date, there has not been much research that examines the relationship between a learning theory course and preservice teachers’ beliefs about learning. Thus, the… (more)

Subjects/Keywords: Beliefs about learning; Educational Psychology; course; Learning theories course; Preservice teachers' beliefs; Preservice teachers' learning

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APA (6th Edition):

Chiang, M. (2010). How does preservice teachers' learning about learning theories influence their beliefs about learning?. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/444/rec/590

Chicago Manual of Style (16th Edition):

Chiang, Mei-Tzu. “How does preservice teachers' learning about learning theories influence their beliefs about learning?.” 2010. Doctoral Dissertation, University of Utah. Accessed May 24, 2019. http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/444/rec/590.

MLA Handbook (7th Edition):

Chiang, Mei-Tzu. “How does preservice teachers' learning about learning theories influence their beliefs about learning?.” 2010. Web. 24 May 2019.

Vancouver:

Chiang M. How does preservice teachers' learning about learning theories influence their beliefs about learning?. [Internet] [Doctoral dissertation]. University of Utah; 2010. [cited 2019 May 24]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/444/rec/590.

Council of Science Editors:

Chiang M. How does preservice teachers' learning about learning theories influence their beliefs about learning?. [Doctoral Dissertation]. University of Utah; 2010. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/444/rec/590


University of Texas – Austin

26. -5453-8151. "Economics is political" : Preservice teachers, purpose, and the challenges of critical economics pedagogy.

Degree: Curriculum and Instruction, 2018, University of Texas – Austin

 Economics education is an understudied discipline within social studies, yet the discipline of economics holds an outsize import in political decisions. Teachers are largely ill-prepared… (more)

Subjects/Keywords: Economics education; Critical economics education; Preservice teachers; Preservice social studies teachers; Economics and social studies

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APA (6th Edition):

-5453-8151. (2018). "Economics is political" : Preservice teachers, purpose, and the challenges of critical economics pedagogy. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/68086

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

Chicago Manual of Style (16th Edition):

-5453-8151. “"Economics is political" : Preservice teachers, purpose, and the challenges of critical economics pedagogy.” 2018. Thesis, University of Texas – Austin. Accessed May 24, 2019. http://hdl.handle.net/2152/68086.

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

MLA Handbook (7th Edition):

-5453-8151. “"Economics is political" : Preservice teachers, purpose, and the challenges of critical economics pedagogy.” 2018. Web. 24 May 2019.

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

Vancouver:

-5453-8151. "Economics is political" : Preservice teachers, purpose, and the challenges of critical economics pedagogy. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 May 24]. Available from: http://hdl.handle.net/2152/68086.

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

Council of Science Editors:

-5453-8151. "Economics is political" : Preservice teachers, purpose, and the challenges of critical economics pedagogy. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/68086

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


University of Florida

27. Tutak, Fatma. A Study of Geometry Content Knowledge of Elementary Preservice Teachers The Case of Quadrilaterals.

Degree: PhD, Curriculum and Instruction (ISC) - Teaching and Learning, 2009, University of Florida

 A STUDY OF GEOMETRY CONTENT KNOWLEDGE OF ELEMENTARY PRESERVICE TEACHERS: THE CASE OFQUADRILATERALS Teacher quality is the most influential factor in student learning (Ferguson, 1991).… (more)

Subjects/Keywords: College mathematics; Geometry; Learning; Mathematical knowledge; Mathematics; Mathematics education; Mathematics teachers; Preservice teachers; Students; Teachers; content, geometry, knowledge, mathematics, preservice, teacher

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

APA (6th Edition):

Tutak, F. (2009). A Study of Geometry Content Knowledge of Elementary Preservice Teachers The Case of Quadrilaterals. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0041186

Chicago Manual of Style (16th Edition):

Tutak, Fatma. “A Study of Geometry Content Knowledge of Elementary Preservice Teachers The Case of Quadrilaterals.” 2009. Doctoral Dissertation, University of Florida. Accessed May 24, 2019. http://ufdc.ufl.edu/UFE0041186.

MLA Handbook (7th Edition):

Tutak, Fatma. “A Study of Geometry Content Knowledge of Elementary Preservice Teachers The Case of Quadrilaterals.” 2009. Web. 24 May 2019.

Vancouver:

Tutak F. A Study of Geometry Content Knowledge of Elementary Preservice Teachers The Case of Quadrilaterals. [Internet] [Doctoral dissertation]. University of Florida; 2009. [cited 2019 May 24]. Available from: http://ufdc.ufl.edu/UFE0041186.

Council of Science Editors:

Tutak F. A Study of Geometry Content Knowledge of Elementary Preservice Teachers The Case of Quadrilaterals. [Doctoral Dissertation]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0041186


University of Florida

28. Apraiz, Kristen L. The Effect of a Mathematical Task Focused Intervention on Prospective Elementary School Teachers Beliefs about Mathematics Instruction.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2014, University of Florida

 The purpose of this study was to determine the extent to which elementary prospective teachers beliefs about mathematics instruction change as a result of participating… (more)

Subjects/Keywords: Classrooms; College mathematics; Learning; Letter writing; Mathematics; Mathematics education; Mathematics teachers; Preservice teachers; Students; Teachers; beliefs  – mathematics  – preservice

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

APA (6th Edition):

Apraiz, K. L. (2014). The Effect of a Mathematical Task Focused Intervention on Prospective Elementary School Teachers Beliefs about Mathematics Instruction. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0046939

Chicago Manual of Style (16th Edition):

Apraiz, Kristen L. “The Effect of a Mathematical Task Focused Intervention on Prospective Elementary School Teachers Beliefs about Mathematics Instruction.” 2014. Doctoral Dissertation, University of Florida. Accessed May 24, 2019. http://ufdc.ufl.edu/UFE0046939.

MLA Handbook (7th Edition):

Apraiz, Kristen L. “The Effect of a Mathematical Task Focused Intervention on Prospective Elementary School Teachers Beliefs about Mathematics Instruction.” 2014. Web. 24 May 2019.

Vancouver:

Apraiz KL. The Effect of a Mathematical Task Focused Intervention on Prospective Elementary School Teachers Beliefs about Mathematics Instruction. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 May 24]. Available from: http://ufdc.ufl.edu/UFE0046939.

Council of Science Editors:

Apraiz KL. The Effect of a Mathematical Task Focused Intervention on Prospective Elementary School Teachers Beliefs about Mathematics Instruction. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0046939


University of South Florida

29. Ozturk, Mehmet Emin. Collaboration with Families: Perceptions of Special Education Preservice Teachers and Teacher Preparation.

Degree: 2017, University of South Florida

 The purpose of this study was to explore the integration of family involvement in the courses and field experiences in an undergraduate special education program.… (more)

Subjects/Keywords: Family-school collaboration; perceptions of preservice teachers; preservice teacher preparation; Special Education and Teaching

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

APA (6th Edition):

Ozturk, M. E. (2017). Collaboration with Families: Perceptions of Special Education Preservice Teachers and Teacher Preparation. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7071

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):

Ozturk, Mehmet Emin. “Collaboration with Families: Perceptions of Special Education Preservice Teachers and Teacher Preparation.” 2017. Thesis, University of South Florida. Accessed May 24, 2019. https://scholarcommons.usf.edu/etd/7071.

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

MLA Handbook (7th Edition):

Ozturk, Mehmet Emin. “Collaboration with Families: Perceptions of Special Education Preservice Teachers and Teacher Preparation.” 2017. Web. 24 May 2019.

Vancouver:

Ozturk ME. Collaboration with Families: Perceptions of Special Education Preservice Teachers and Teacher Preparation. [Internet] [Thesis]. University of South Florida; 2017. [cited 2019 May 24]. Available from: https://scholarcommons.usf.edu/etd/7071.

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

Council of Science Editors:

Ozturk ME. Collaboration with Families: Perceptions of Special Education Preservice Teachers and Teacher Preparation. [Thesis]. University of South Florida; 2017. Available from: https://scholarcommons.usf.edu/etd/7071

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


Penn State University

30. Mohd Zulkifli, Rafeizah Binti. Vocational Teachers Competencies: What Do Preservice Teacher Need to Learn?.

Degree: PhD, Workforce Education and Development, 2016, Penn State University

 The purpose of this study was to determine the planning and preparation competencies necessary for vocational teachers’ preparation of a skilled workforce that meets the… (more)

Subjects/Keywords: Vocational Teachers; Teacher Competencies; Planning and Preparation Competencies; Preservice Teachers

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APA (6th Edition):

Mohd Zulkifli, R. B. (2016). Vocational Teachers Competencies: What Do Preservice Teacher Need to Learn?. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/9306sz292

Chicago Manual of Style (16th Edition):

Mohd Zulkifli, Rafeizah Binti. “Vocational Teachers Competencies: What Do Preservice Teacher Need to Learn?.” 2016. Doctoral Dissertation, Penn State University. Accessed May 24, 2019. https://etda.libraries.psu.edu/catalog/9306sz292.

MLA Handbook (7th Edition):

Mohd Zulkifli, Rafeizah Binti. “Vocational Teachers Competencies: What Do Preservice Teacher Need to Learn?.” 2016. Web. 24 May 2019.

Vancouver:

Mohd Zulkifli RB. Vocational Teachers Competencies: What Do Preservice Teacher Need to Learn?. [Internet] [Doctoral dissertation]. Penn State University; 2016. [cited 2019 May 24]. Available from: https://etda.libraries.psu.edu/catalog/9306sz292.

Council of Science Editors:

Mohd Zulkifli RB. Vocational Teachers Competencies: What Do Preservice Teacher Need to Learn?. [Doctoral Dissertation]. Penn State University; 2016. Available from: https://etda.libraries.psu.edu/catalog/9306sz292

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