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You searched for subject:(Preservice training). Showing records 1 – 30 of 44 total matches.

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University of Ottawa

1. Nash, Jordanna J. Resource Parent Preservice Training: An Investigation of the Training Process and Outcomes of the PRIDE Program .

Degree: 2015, University of Ottawa

 PRIDE preservice training is a widely-used method of resource parent preparation, yet a program that has been the focus of very little research. This thesis… (more)

Subjects/Keywords: Preservice training; Foster parenting training; Foster parents; Adoptive parents; Kinship; Child welfare; Parent training; Evaluation

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APA (6th Edition):

Nash, J. J. (2015). Resource Parent Preservice Training: An Investigation of the Training Process and Outcomes of the PRIDE Program . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/32858

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):

Nash, Jordanna J. “Resource Parent Preservice Training: An Investigation of the Training Process and Outcomes of the PRIDE Program .” 2015. Thesis, University of Ottawa. Accessed September 17, 2019. http://hdl.handle.net/10393/32858.

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

MLA Handbook (7th Edition):

Nash, Jordanna J. “Resource Parent Preservice Training: An Investigation of the Training Process and Outcomes of the PRIDE Program .” 2015. Web. 17 Sep 2019.

Vancouver:

Nash JJ. Resource Parent Preservice Training: An Investigation of the Training Process and Outcomes of the PRIDE Program . [Internet] [Thesis]. University of Ottawa; 2015. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10393/32858.

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

Council of Science Editors:

Nash JJ. Resource Parent Preservice Training: An Investigation of the Training Process and Outcomes of the PRIDE Program . [Thesis]. University of Ottawa; 2015. Available from: http://hdl.handle.net/10393/32858

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


University of North Texas

2. Bush, Brandon. Validation of an Observation and Evaluation Instrument for the Supervision of Middle and Secondary Pre-Service Teachers.

Degree: 2017, University of North Texas

 The purpose of the study was to determine the validity and reliability of a revised observation and evaluation instrument of middle and secondary pre-service clinical… (more)

Subjects/Keywords: Education; Evaluation instrument; Preservice teachers; Supervision; Teacher training

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APA (6th Edition):

Bush, B. (2017). Validation of an Observation and Evaluation Instrument for the Supervision of Middle and Secondary Pre-Service Teachers. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc984136/

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):

Bush, Brandon. “Validation of an Observation and Evaluation Instrument for the Supervision of Middle and Secondary Pre-Service Teachers.” 2017. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc984136/.

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

MLA Handbook (7th Edition):

Bush, Brandon. “Validation of an Observation and Evaluation Instrument for the Supervision of Middle and Secondary Pre-Service Teachers.” 2017. Web. 17 Sep 2019.

Vancouver:

Bush B. Validation of an Observation and Evaluation Instrument for the Supervision of Middle and Secondary Pre-Service Teachers. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc984136/.

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

Council of Science Editors:

Bush B. Validation of an Observation and Evaluation Instrument for the Supervision of Middle and Secondary Pre-Service Teachers. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc984136/

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


Temple University

3. Taylor, Carol A. The Effects of a Combined Mathematics Content/Methods Course Involving Learning Cycles on Preservice Elementary Teachers' Beliefs about the Nature, Teaching and Learning of Mathematics.

Degree: 2009, Temple University

CITE/Mathematics and Science Education

Ed.D.

The purpose of this study was to determine whether a one-semester combined mathematics content/methods course based on Simon's (1994) Learning… (more)

Subjects/Keywords: Education, Teacher Training; Education, Elementary; Education, Mathematics; Attitudes; Beliefs; Mathematics; Education; Preservice Teachers

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APA (6th Edition):

Taylor, C. A. (2009). The Effects of a Combined Mathematics Content/Methods Course Involving Learning Cycles on Preservice Elementary Teachers' Beliefs about the Nature, Teaching and Learning of Mathematics. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,22535

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):

Taylor, Carol A. “The Effects of a Combined Mathematics Content/Methods Course Involving Learning Cycles on Preservice Elementary Teachers' Beliefs about the Nature, Teaching and Learning of Mathematics.” 2009. Thesis, Temple University. Accessed September 17, 2019. http://digital.library.temple.edu/u?/p245801coll10,22535.

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

MLA Handbook (7th Edition):

Taylor, Carol A. “The Effects of a Combined Mathematics Content/Methods Course Involving Learning Cycles on Preservice Elementary Teachers' Beliefs about the Nature, Teaching and Learning of Mathematics.” 2009. Web. 17 Sep 2019.

Vancouver:

Taylor CA. The Effects of a Combined Mathematics Content/Methods Course Involving Learning Cycles on Preservice Elementary Teachers' Beliefs about the Nature, Teaching and Learning of Mathematics. [Internet] [Thesis]. Temple University; 2009. [cited 2019 Sep 17]. Available from: http://digital.library.temple.edu/u?/p245801coll10,22535.

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

Council of Science Editors:

Taylor CA. The Effects of a Combined Mathematics Content/Methods Course Involving Learning Cycles on Preservice Elementary Teachers' Beliefs about the Nature, Teaching and Learning of Mathematics. [Thesis]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,22535

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


Kent State University

4. Gatmaitan, Michelle M. Personnel Preparation for Special Instruction in Early Intervention: The Development of Professional Dispositions in an Early Intervention Practicum.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Lifespan Development and Educational Sciences, 2018, Kent State University

 This paper aims to provide a position on the need for enhanced personnel preparation for special instruction in Early Intervention (EI). The need for specialized… (more)

Subjects/Keywords: Special Education; Education; early intervention; personnel preparation; preservice training; practicum; professional dispositions; infants and toddlers

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

APA (6th Edition):

Gatmaitan, M. M. (2018). Personnel Preparation for Special Instruction in Early Intervention: The Development of Professional Dispositions in an Early Intervention Practicum. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1537797159930715

Chicago Manual of Style (16th Edition):

Gatmaitan, Michelle M. “Personnel Preparation for Special Instruction in Early Intervention: The Development of Professional Dispositions in an Early Intervention Practicum.” 2018. Doctoral Dissertation, Kent State University. Accessed September 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1537797159930715.

MLA Handbook (7th Edition):

Gatmaitan, Michelle M. “Personnel Preparation for Special Instruction in Early Intervention: The Development of Professional Dispositions in an Early Intervention Practicum.” 2018. Web. 17 Sep 2019.

Vancouver:

Gatmaitan MM. Personnel Preparation for Special Instruction in Early Intervention: The Development of Professional Dispositions in an Early Intervention Practicum. [Internet] [Doctoral dissertation]. Kent State University; 2018. [cited 2019 Sep 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1537797159930715.

Council of Science Editors:

Gatmaitan MM. Personnel Preparation for Special Instruction in Early Intervention: The Development of Professional Dispositions in an Early Intervention Practicum. [Doctoral Dissertation]. Kent State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1537797159930715


Ohio University

5. Owu-Ewie, Charles. Enhancing the Thinking Skills of Pre-service Teachers:A Case Study of Komenda Teacher Training College.

Degree: PhD, Curriculum and Instruction (Education), 2008, Ohio University

  Since the Socratic era, there has been agitation for a shift from the traditional system of feeding learners with information to promoting intellectual development.… (more)

Subjects/Keywords: Education, Curriculum and Instruction; Education; Teacher Education; Teacher Training; Preservice; Thinking Skills; Teacher Preparation; Komenda Training College; Ghana

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APA (6th Edition):

Owu-Ewie, C. (2008). Enhancing the Thinking Skills of Pre-service Teachers:A Case Study of Komenda Teacher Training College. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1202244002

Chicago Manual of Style (16th Edition):

Owu-Ewie, Charles. “Enhancing the Thinking Skills of Pre-service Teachers:A Case Study of Komenda Teacher Training College.” 2008. Doctoral Dissertation, Ohio University. Accessed September 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1202244002.

MLA Handbook (7th Edition):

Owu-Ewie, Charles. “Enhancing the Thinking Skills of Pre-service Teachers:A Case Study of Komenda Teacher Training College.” 2008. Web. 17 Sep 2019.

Vancouver:

Owu-Ewie C. Enhancing the Thinking Skills of Pre-service Teachers:A Case Study of Komenda Teacher Training College. [Internet] [Doctoral dissertation]. Ohio University; 2008. [cited 2019 Sep 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1202244002.

Council of Science Editors:

Owu-Ewie C. Enhancing the Thinking Skills of Pre-service Teachers:A Case Study of Komenda Teacher Training College. [Doctoral Dissertation]. Ohio University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1202244002


University of North Texas

6. Barnes, Valerie Rose. Transformative Learning and Teacher Beliefs: A Comparative Study of International Teacher Experiences.

Degree: 2017, University of North Texas

 This project aims to explore the beliefs of international teachers regarding the students with whom they work, and the change in those beliefs over time.… (more)

Subjects/Keywords: transformative learning; teacher beliefs; international teachers; teach abroad; preservice teachers; teacher training; Anthropology, Cultural; Education, Teacher Training; Education, Bilingual and Multicultural

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APA (6th Edition):

Barnes, V. R. (2017). Transformative Learning and Teacher Beliefs: A Comparative Study of International Teacher Experiences. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc984215/

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):

Barnes, Valerie Rose. “Transformative Learning and Teacher Beliefs: A Comparative Study of International Teacher Experiences.” 2017. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc984215/.

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

MLA Handbook (7th Edition):

Barnes, Valerie Rose. “Transformative Learning and Teacher Beliefs: A Comparative Study of International Teacher Experiences.” 2017. Web. 17 Sep 2019.

Vancouver:

Barnes VR. Transformative Learning and Teacher Beliefs: A Comparative Study of International Teacher Experiences. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc984215/.

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

Council of Science Editors:

Barnes VR. Transformative Learning and Teacher Beliefs: A Comparative Study of International Teacher Experiences. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc984215/

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


Liberty University

7. Snow, Victor Adams. A Case Study of English-Speaking Native-Born German Public School Educators’ Experiences With Refugee and Immigrant Students.

Degree: 2017, Liberty University

 Teachers worldwide are adapting to meet educational needs caused by increased immigration. Germany has many immigrant students and ranks high in international education. This case… (more)

Subjects/Keywords: Culturally Relevant Pedagogy; Education in Germany; Multicultural Education; Preservice Teacher Training; Refugee and Immigrant Education; Teacher Experiences; Education; Elementary Education

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APA (6th Edition):

Snow, V. A. (2017). A Case Study of English-Speaking Native-Born German Public School Educators’ Experiences With Refugee and Immigrant Students. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1581

Chicago Manual of Style (16th Edition):

Snow, Victor Adams. “A Case Study of English-Speaking Native-Born German Public School Educators’ Experiences With Refugee and Immigrant Students.” 2017. Doctoral Dissertation, Liberty University. Accessed September 17, 2019. http://digitalcommons.liberty.edu/doctoral/1581.

MLA Handbook (7th Edition):

Snow, Victor Adams. “A Case Study of English-Speaking Native-Born German Public School Educators’ Experiences With Refugee and Immigrant Students.” 2017. Web. 17 Sep 2019.

Vancouver:

Snow VA. A Case Study of English-Speaking Native-Born German Public School Educators’ Experiences With Refugee and Immigrant Students. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2019 Sep 17]. Available from: http://digitalcommons.liberty.edu/doctoral/1581.

Council of Science Editors:

Snow VA. A Case Study of English-Speaking Native-Born German Public School Educators’ Experiences With Refugee and Immigrant Students. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1581


Temple University

8. Russell-McKenzie, Elisabeth. Evaluating student teaching experiences at urban and suburban field sites: Relationship to teacher efficacy, preparedness, and commitment.

Degree: PhD, 2009, Temple University

Educational Psychology

Preparedness, efficacy, and commitment to a teaching career are important products of the teacher preparation process. Yet research on how the context of… (more)

Subjects/Keywords: Education, Teacher Training; Education, Educational Psychology; Bandura; field experiences; preservice teachers; teacher commitment; teacher efficacy; urban teaching

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APA (6th Edition):

Russell-McKenzie, E. (2009). Evaluating student teaching experiences at urban and suburban field sites: Relationship to teacher efficacy, preparedness, and commitment. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,35125

Chicago Manual of Style (16th Edition):

Russell-McKenzie, Elisabeth. “Evaluating student teaching experiences at urban and suburban field sites: Relationship to teacher efficacy, preparedness, and commitment.” 2009. Doctoral Dissertation, Temple University. Accessed September 17, 2019. http://digital.library.temple.edu/u?/p245801coll10,35125.

MLA Handbook (7th Edition):

Russell-McKenzie, Elisabeth. “Evaluating student teaching experiences at urban and suburban field sites: Relationship to teacher efficacy, preparedness, and commitment.” 2009. Web. 17 Sep 2019.

Vancouver:

Russell-McKenzie E. Evaluating student teaching experiences at urban and suburban field sites: Relationship to teacher efficacy, preparedness, and commitment. [Internet] [Doctoral dissertation]. Temple University; 2009. [cited 2019 Sep 17]. Available from: http://digital.library.temple.edu/u?/p245801coll10,35125.

Council of Science Editors:

Russell-McKenzie E. Evaluating student teaching experiences at urban and suburban field sites: Relationship to teacher efficacy, preparedness, and commitment. [Doctoral Dissertation]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,35125


University of Canterbury

9. Nordin, Hasniza. Pre-service teachers' TPACK and experience of ICT integration in schools in Malaysia and New Zealand.

Degree: School of Educational Studies and Leadership, 2014, University of Canterbury

 Information and communication technologies (ICT) are common in schools worldwide in the 21st century, in both developed and developing countries. A number of initiatives have… (more)

Subjects/Keywords: TPACK; ICT; e-learning; initial teacher training; preservice teacher education; field experience; practicum; comparison; New Zealand; Malaysia

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APA (6th Edition):

Nordin, H. (2014). Pre-service teachers' TPACK and experience of ICT integration in schools in Malaysia and New Zealand. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/9856

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):

Nordin, Hasniza. “Pre-service teachers' TPACK and experience of ICT integration in schools in Malaysia and New Zealand.” 2014. Thesis, University of Canterbury. Accessed September 17, 2019. http://hdl.handle.net/10092/9856.

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

MLA Handbook (7th Edition):

Nordin, Hasniza. “Pre-service teachers' TPACK and experience of ICT integration in schools in Malaysia and New Zealand.” 2014. Web. 17 Sep 2019.

Vancouver:

Nordin H. Pre-service teachers' TPACK and experience of ICT integration in schools in Malaysia and New Zealand. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10092/9856.

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

Council of Science Editors:

Nordin H. Pre-service teachers' TPACK and experience of ICT integration in schools in Malaysia and New Zealand. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/9856

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


University of Cincinnati

10. MARKS, MELISSA J. FROM COURSEWORK TO CLASSROOM: A QUALITATIVE STUDY ON THE INFLUENCE OF PRESERVICE SOCIALIZATION.

Degree: EdD, Education : Curriculum and Instruction, 2002, University of Cincinnati

 This longitudinal qualitative study followed five preservice teachers through the final two years of a five-year teacher education program. The study investigated the socialization process,… (more)

Subjects/Keywords: Education, Teacher Training; teacher socialization; preservice teachers

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APA (6th Edition):

MARKS, M. J. (2002). FROM COURSEWORK TO CLASSROOM: A QUALITATIVE STUDY ON THE INFLUENCE OF PRESERVICE SOCIALIZATION. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022625173

Chicago Manual of Style (16th Edition):

MARKS, MELISSA J. “FROM COURSEWORK TO CLASSROOM: A QUALITATIVE STUDY ON THE INFLUENCE OF PRESERVICE SOCIALIZATION.” 2002. Doctoral Dissertation, University of Cincinnati. Accessed September 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022625173.

MLA Handbook (7th Edition):

MARKS, MELISSA J. “FROM COURSEWORK TO CLASSROOM: A QUALITATIVE STUDY ON THE INFLUENCE OF PRESERVICE SOCIALIZATION.” 2002. Web. 17 Sep 2019.

Vancouver:

MARKS MJ. FROM COURSEWORK TO CLASSROOM: A QUALITATIVE STUDY ON THE INFLUENCE OF PRESERVICE SOCIALIZATION. [Internet] [Doctoral dissertation]. University of Cincinnati; 2002. [cited 2019 Sep 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022625173.

Council of Science Editors:

MARKS MJ. FROM COURSEWORK TO CLASSROOM: A QUALITATIVE STUDY ON THE INFLUENCE OF PRESERVICE SOCIALIZATION. [Doctoral Dissertation]. University of Cincinnati; 2002. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022625173


University of Alabama

11. Woodruff, Joseph Clifford. Is the closet door still closed in 2014?: a program evaluation of preservice teacher training.

Degree: 2014, University of Alabama

 The purpose of this program evaluation was to examine the four components of the CIPP evaluation model (Context, Input, Process, and Product evaluations) in the… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Educational evaluation; Teacher education; Education; CIPP; Education; LGBT; Preservice; Program Evaluation; Training

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APA (6th Edition):

Woodruff, J. C. (2014). Is the closet door still closed in 2014?: a program evaluation of preservice teacher training. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/105076

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):

Woodruff, Joseph Clifford. “Is the closet door still closed in 2014?: a program evaluation of preservice teacher training.” 2014. Thesis, University of Alabama. Accessed September 17, 2019. http://purl.lib.ua.edu/105076.

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

MLA Handbook (7th Edition):

Woodruff, Joseph Clifford. “Is the closet door still closed in 2014?: a program evaluation of preservice teacher training.” 2014. Web. 17 Sep 2019.

Vancouver:

Woodruff JC. Is the closet door still closed in 2014?: a program evaluation of preservice teacher training. [Internet] [Thesis]. University of Alabama; 2014. [cited 2019 Sep 17]. Available from: http://purl.lib.ua.edu/105076.

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

Council of Science Editors:

Woodruff JC. Is the closet door still closed in 2014?: a program evaluation of preservice teacher training. [Thesis]. University of Alabama; 2014. Available from: http://purl.lib.ua.edu/105076

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

12. Michel, Laurent. Étude de la construction du sujet enseignant lors de la situation tutorale dans le cadre de sa formation initiale : une étude de cas à partir d’un modèle d’enseignement de type coteaching : Study of a teaching subject construction during the mentoring sequence in his initial training : a case study from a coteaching teaching model.

Degree: Docteur es, Sciences et techniques des activités physiques et sportives, 2018, Université de la Réunion

À partir du constat, issu de l’analyse de la littérature internationale, d’une efficacité relative des dispositifs traditionnels de formation initiale des enseignants novices (EN) fondés… (more)

Subjects/Keywords: Formation initiale; Tutorat; Construction du sujet; Enseignant novice; Coteaching; Recherche technologique; Initial training; Mentoring; Teaching subject; Preservice teacher; Coteaching; Technological research

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APA (6th Edition):

Michel, L. (2018). Étude de la construction du sujet enseignant lors de la situation tutorale dans le cadre de sa formation initiale : une étude de cas à partir d’un modèle d’enseignement de type coteaching : Study of a teaching subject construction during the mentoring sequence in his initial training : a case study from a coteaching teaching model. (Doctoral Dissertation). Université de la Réunion. Retrieved from http://www.theses.fr/2018LARE0024

Chicago Manual of Style (16th Edition):

Michel, Laurent. “Étude de la construction du sujet enseignant lors de la situation tutorale dans le cadre de sa formation initiale : une étude de cas à partir d’un modèle d’enseignement de type coteaching : Study of a teaching subject construction during the mentoring sequence in his initial training : a case study from a coteaching teaching model.” 2018. Doctoral Dissertation, Université de la Réunion. Accessed September 17, 2019. http://www.theses.fr/2018LARE0024.

MLA Handbook (7th Edition):

Michel, Laurent. “Étude de la construction du sujet enseignant lors de la situation tutorale dans le cadre de sa formation initiale : une étude de cas à partir d’un modèle d’enseignement de type coteaching : Study of a teaching subject construction during the mentoring sequence in his initial training : a case study from a coteaching teaching model.” 2018. Web. 17 Sep 2019.

Vancouver:

Michel L. Étude de la construction du sujet enseignant lors de la situation tutorale dans le cadre de sa formation initiale : une étude de cas à partir d’un modèle d’enseignement de type coteaching : Study of a teaching subject construction during the mentoring sequence in his initial training : a case study from a coteaching teaching model. [Internet] [Doctoral dissertation]. Université de la Réunion; 2018. [cited 2019 Sep 17]. Available from: http://www.theses.fr/2018LARE0024.

Council of Science Editors:

Michel L. Étude de la construction du sujet enseignant lors de la situation tutorale dans le cadre de sa formation initiale : une étude de cas à partir d’un modèle d’enseignement de type coteaching : Study of a teaching subject construction during the mentoring sequence in his initial training : a case study from a coteaching teaching model. [Doctoral Dissertation]. Université de la Réunion; 2018. Available from: http://www.theses.fr/2018LARE0024


University of North Texas

13. Thompson, Emily Kyle. Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation.

Degree: 2017, University of North Texas

Preservice teachers (PSTs) bring a plethora of knowledge and experiences to their educator preparation courses. The PSTs have also formed ideas about how to teach… (more)

Subjects/Keywords: preservice teachers; teacher educators; writing instruction; apprenticeship of observation; literacy instruction; beliefs; writing beliefs; Education, Curriculum and Instruction; Education, Teacher Training

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APA (6th Edition):

Thompson, E. K. (2017). Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1062868/

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):

Thompson, Emily Kyle. “Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation.” 2017. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc1062868/.

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

MLA Handbook (7th Edition):

Thompson, Emily Kyle. “Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation.” 2017. Web. 17 Sep 2019.

Vancouver:

Thompson EK. Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1062868/.

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

Council of Science Editors:

Thompson EK. Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1062868/

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


Liberty University

14. Weber, Stephanie. Can Preservice Teachers be Taught to Become Reflective Thinkers During Their First Internship Experience?.

Degree: 2013, Liberty University

 Reflective thinking is a developmental process that progresses over time from a technical, routine level to a critical, self-evaluating level. Preservice teachers, who tend to… (more)

Subjects/Keywords: explicit instruction; preservice teachers; reflective thinking; Education, General; Education, Teacher Training; Education, Curriculum and Instruction; Psychology, General; Curriculum and Instruction; Education; Educational Methods; Psychology; Teacher Education and Professional Development

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

APA (6th Edition):

Weber, S. (2013). Can Preservice Teachers be Taught to Become Reflective Thinkers During Their First Internship Experience?. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/698

Chicago Manual of Style (16th Edition):

Weber, Stephanie. “Can Preservice Teachers be Taught to Become Reflective Thinkers During Their First Internship Experience?.” 2013. Doctoral Dissertation, Liberty University. Accessed September 17, 2019. http://digitalcommons.liberty.edu/doctoral/698.

MLA Handbook (7th Edition):

Weber, Stephanie. “Can Preservice Teachers be Taught to Become Reflective Thinkers During Their First Internship Experience?.” 2013. Web. 17 Sep 2019.

Vancouver:

Weber S. Can Preservice Teachers be Taught to Become Reflective Thinkers During Their First Internship Experience?. [Internet] [Doctoral dissertation]. Liberty University; 2013. [cited 2019 Sep 17]. Available from: http://digitalcommons.liberty.edu/doctoral/698.

Council of Science Editors:

Weber S. Can Preservice Teachers be Taught to Become Reflective Thinkers During Their First Internship Experience?. [Doctoral Dissertation]. Liberty University; 2013. Available from: http://digitalcommons.liberty.edu/doctoral/698

15. JOSIANE REDMER HINZ. ATIVIDADE DE ESTÁGIO DE LÍNGUA PORTUGUESA: O TRABALHO DOCENTE EM PERSPECTIVA DIALÓGICA.

Degree: 2009, Universidade Catolica de Pelotas

 Levando em consideração a importância do estágio supervisionado na formação docente e a complexidade dessa atividade, esta pesquisa tem como objetivo geral investigar características do… (more)

Subjects/Keywords: LINGUISTICA APLICADA; estágio de língua portuguesa; dialogical approach; atividade docente; abordagem dialógica; professor-estagiário; Portuguese language preservice training; work activity; teaching activity; teaching trainee; atividade de trabalho

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

APA (6th Edition):

HINZ, J. R. (2009). ATIVIDADE DE ESTÁGIO DE LÍNGUA PORTUGUESA: O TRABALHO DOCENTE EM PERSPECTIVA DIALÓGICA. (Thesis). Universidade Catolica de Pelotas. Retrieved from http://biblioteca.ucpel.tche.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=188

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):

HINZ, JOSIANE REDMER. “ATIVIDADE DE ESTÁGIO DE LÍNGUA PORTUGUESA: O TRABALHO DOCENTE EM PERSPECTIVA DIALÓGICA.” 2009. Thesis, Universidade Catolica de Pelotas. Accessed September 17, 2019. http://biblioteca.ucpel.tche.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=188.

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

MLA Handbook (7th Edition):

HINZ, JOSIANE REDMER. “ATIVIDADE DE ESTÁGIO DE LÍNGUA PORTUGUESA: O TRABALHO DOCENTE EM PERSPECTIVA DIALÓGICA.” 2009. Web. 17 Sep 2019.

Vancouver:

HINZ JR. ATIVIDADE DE ESTÁGIO DE LÍNGUA PORTUGUESA: O TRABALHO DOCENTE EM PERSPECTIVA DIALÓGICA. [Internet] [Thesis]. Universidade Catolica de Pelotas; 2009. [cited 2019 Sep 17]. Available from: http://biblioteca.ucpel.tche.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=188.

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

Council of Science Editors:

HINZ JR. ATIVIDADE DE ESTÁGIO DE LÍNGUA PORTUGUESA: O TRABALHO DOCENTE EM PERSPECTIVA DIALÓGICA. [Thesis]. Universidade Catolica de Pelotas; 2009. Available from: http://biblioteca.ucpel.tche.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=188

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


University of Kansas

16. Segebrecht, Lynn Elaine. PRE-SERVICE TO IN-SERVICE: A THREE-YEAR CASE STUDY OF PRIMARY LITERACY TEACHERS.

Degree: PhD, Curriculum and Teaching, 2010, University of Kansas

 ABSTRACT The purpose of this emic collective case study was to investigate the transitions of three effective teachers of literacy from pre-service to in-service teaching.… (more)

Subjects/Keywords: Education; Teacher training; Reading; Educational evaluation; Assessment-driven school environments; Literacy instruction; New teacher transition; Novice teachers; Preservice teachers; Teacher education in literacy

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

APA (6th Edition):

Segebrecht, L. E. (2010). PRE-SERVICE TO IN-SERVICE: A THREE-YEAR CASE STUDY OF PRIMARY LITERACY TEACHERS. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/7000

Chicago Manual of Style (16th Edition):

Segebrecht, Lynn Elaine. “PRE-SERVICE TO IN-SERVICE: A THREE-YEAR CASE STUDY OF PRIMARY LITERACY TEACHERS.” 2010. Doctoral Dissertation, University of Kansas. Accessed September 17, 2019. http://hdl.handle.net/1808/7000.

MLA Handbook (7th Edition):

Segebrecht, Lynn Elaine. “PRE-SERVICE TO IN-SERVICE: A THREE-YEAR CASE STUDY OF PRIMARY LITERACY TEACHERS.” 2010. Web. 17 Sep 2019.

Vancouver:

Segebrecht LE. PRE-SERVICE TO IN-SERVICE: A THREE-YEAR CASE STUDY OF PRIMARY LITERACY TEACHERS. [Internet] [Doctoral dissertation]. University of Kansas; 2010. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/1808/7000.

Council of Science Editors:

Segebrecht LE. PRE-SERVICE TO IN-SERVICE: A THREE-YEAR CASE STUDY OF PRIMARY LITERACY TEACHERS. [Doctoral Dissertation]. University of Kansas; 2010. Available from: http://hdl.handle.net/1808/7000


Portland State University

17. Mitchell, Nancy Smith. An Action Research Study to Determine the Feasibility of Using Concept Maps as Alternative Assessments by a Novice Teacher.

Degree: MS(M.S.) in Teaching in General Science, Science Teaching, 2011, Portland State University

  This action research study investigated the feasibility of a novice teacher using concept maps as assessments in secondary science classes. The subjects in this… (more)

Subjects/Keywords: Alternative assessment; Concept maps; Preservice teachers; Concept mapping  – Study and teaching (Secondary); Student teachers  – Training of; Action research in education  – Case studies; Educational tests and measurements  – Research

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

APA (6th Edition):

Mitchell, N. S. (2011). An Action Research Study to Determine the Feasibility of Using Concept Maps as Alternative Assessments by a Novice Teacher. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/603

Chicago Manual of Style (16th Edition):

Mitchell, Nancy Smith. “An Action Research Study to Determine the Feasibility of Using Concept Maps as Alternative Assessments by a Novice Teacher.” 2011. Masters Thesis, Portland State University. Accessed September 17, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/603.

MLA Handbook (7th Edition):

Mitchell, Nancy Smith. “An Action Research Study to Determine the Feasibility of Using Concept Maps as Alternative Assessments by a Novice Teacher.” 2011. Web. 17 Sep 2019.

Vancouver:

Mitchell NS. An Action Research Study to Determine the Feasibility of Using Concept Maps as Alternative Assessments by a Novice Teacher. [Internet] [Masters thesis]. Portland State University; 2011. [cited 2019 Sep 17]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/603.

Council of Science Editors:

Mitchell NS. An Action Research Study to Determine the Feasibility of Using Concept Maps as Alternative Assessments by a Novice Teacher. [Masters Thesis]. Portland State University; 2011. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/603


University of Alabama

18. Berwager, Kelly Campbell. Straddling the borderlands of art education discourse: professional teacher identity development of preservice and novice art education teachers.

Degree: 2013, University of Alabama

 There has been a plethora of research done on all kinds of beginning teachers, but little has focused on art education teachers, and even less… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Art education; Education; Teacher education; art education; art methods; education; preservice art teachers; teacher identity; teacher training

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

APA (6th Edition):

Berwager, K. C. (2013). Straddling the borderlands of art education discourse: professional teacher identity development of preservice and novice art education teachers. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/84412

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):

Berwager, Kelly Campbell. “Straddling the borderlands of art education discourse: professional teacher identity development of preservice and novice art education teachers.” 2013. Thesis, University of Alabama. Accessed September 17, 2019. http://purl.lib.ua.edu/84412.

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

MLA Handbook (7th Edition):

Berwager, Kelly Campbell. “Straddling the borderlands of art education discourse: professional teacher identity development of preservice and novice art education teachers.” 2013. Web. 17 Sep 2019.

Vancouver:

Berwager KC. Straddling the borderlands of art education discourse: professional teacher identity development of preservice and novice art education teachers. [Internet] [Thesis]. University of Alabama; 2013. [cited 2019 Sep 17]. Available from: http://purl.lib.ua.edu/84412.

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

Council of Science Editors:

Berwager KC. Straddling the borderlands of art education discourse: professional teacher identity development of preservice and novice art education teachers. [Thesis]. University of Alabama; 2013. Available from: http://purl.lib.ua.edu/84412

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


Kent State University

19. McConnell, Marcella Kay. SECONDARY MATHEMATICS PRESERVICE TEACHERS' BEGINNING STORY.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies, 2015, Kent State University

 The purpose of this study was to determine how four preservice secondary mathematics teachers' experiences in learning how to teach shaped their development as teachers… (more)

Subjects/Keywords: Inservice Training; Mathematics Education; Secondary Education; Teacher Education; Teaching; preservice secondary mathematics teachers; low-achieving students; narrative inquiry; expectations; efficacy; mathematical myths beliefs; mathematical knowledge for teaching; caring; equity

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

APA (6th Edition):

McConnell, M. K. (2015). SECONDARY MATHEMATICS PRESERVICE TEACHERS' BEGINNING STORY. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1447277739

Chicago Manual of Style (16th Edition):

McConnell, Marcella Kay. “SECONDARY MATHEMATICS PRESERVICE TEACHERS' BEGINNING STORY.” 2015. Doctoral Dissertation, Kent State University. Accessed September 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1447277739.

MLA Handbook (7th Edition):

McConnell, Marcella Kay. “SECONDARY MATHEMATICS PRESERVICE TEACHERS' BEGINNING STORY.” 2015. Web. 17 Sep 2019.

Vancouver:

McConnell MK. SECONDARY MATHEMATICS PRESERVICE TEACHERS' BEGINNING STORY. [Internet] [Doctoral dissertation]. Kent State University; 2015. [cited 2019 Sep 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1447277739.

Council of Science Editors:

McConnell MK. SECONDARY MATHEMATICS PRESERVICE TEACHERS' BEGINNING STORY. [Doctoral Dissertation]. Kent State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1447277739


University of Canterbury

20. Davis, N.E. VISCED: Final report on teacher training.

Degree: School of Literacies and Arts in Education, 2012, University of Canterbury

 Teacher training has a continuum that includes initial teacher education, induction and continuing professional development; it is closely connected to quality assurance and learning outcomes.… (more)

Subjects/Keywords: education; teacher training; teacher training; teacher education; initial teacher training; initial teacher education; preservice teacher education; professional development; Field of Research::13 - Education::1303 - Specialist Studies in Education::130313 - Teacher Education and Professional Development of Educators

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

APA (6th Edition):

Davis, N. E. (2012). VISCED: Final report on teacher training. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/7806

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):

Davis, N E. “VISCED: Final report on teacher training.” 2012. Thesis, University of Canterbury. Accessed September 17, 2019. http://hdl.handle.net/10092/7806.

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

MLA Handbook (7th Edition):

Davis, N E. “VISCED: Final report on teacher training.” 2012. Web. 17 Sep 2019.

Vancouver:

Davis NE. VISCED: Final report on teacher training. [Internet] [Thesis]. University of Canterbury; 2012. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10092/7806.

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

Council of Science Editors:

Davis NE. VISCED: Final report on teacher training. [Thesis]. University of Canterbury; 2012. Available from: http://hdl.handle.net/10092/7806

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


University of North Texas

21. Robinson, Linda Marie McDonald. Perceptions of Preservice Educators, Inservice Educators, and Professional Development Personnel Regarding Effective Methods for Learning Technology Integration Skills.

Degree: 2002, University of North Texas

 This study examined educators' preferences for learning technology integration skills in order to provide the education community with justifiable data concerning the need for educator… (more)

Subjects/Keywords: Educational technology.; Teachers  – Training of.; Technology integration; staff development; teacher training; inservice; preservice; educators

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APA (6th Edition):

Robinson, L. M. M. (2002). Perceptions of Preservice Educators, Inservice Educators, and Professional Development Personnel Regarding Effective Methods for Learning Technology Integration Skills. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc3316/

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):

Robinson, Linda Marie McDonald. “Perceptions of Preservice Educators, Inservice Educators, and Professional Development Personnel Regarding Effective Methods for Learning Technology Integration Skills.” 2002. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc3316/.

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

MLA Handbook (7th Edition):

Robinson, Linda Marie McDonald. “Perceptions of Preservice Educators, Inservice Educators, and Professional Development Personnel Regarding Effective Methods for Learning Technology Integration Skills.” 2002. Web. 17 Sep 2019.

Vancouver:

Robinson LMM. Perceptions of Preservice Educators, Inservice Educators, and Professional Development Personnel Regarding Effective Methods for Learning Technology Integration Skills. [Internet] [Thesis]. University of North Texas; 2002. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc3316/.

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

Council of Science Editors:

Robinson LMM. Perceptions of Preservice Educators, Inservice Educators, and Professional Development Personnel Regarding Effective Methods for Learning Technology Integration Skills. [Thesis]. University of North Texas; 2002. Available from: https://digital.library.unt.edu/ark:/67531/metadc3316/

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

22. McWilliams, J. Hudson. A Comparison of the Effectiveness of Three Approaches to Preservice Human Relations Training for Teachers.

Degree: 1974, North Texas State University

 This study was an investigation of the different effects of three procedures of human relations training in changing the personality characteristics and attitudes of preservice(more)

Subjects/Keywords: human relations training; preservice teachers; interpersonal attitudes; Interpersonal relations  – Study and teaching.; Teachers  – Training of.; Group counseling.

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APA (6th Edition):

McWilliams, J. H. (1974). A Comparison of the Effectiveness of Three Approaches to Preservice Human Relations Training for Teachers. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500705/

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):

McWilliams, J Hudson. “A Comparison of the Effectiveness of Three Approaches to Preservice Human Relations Training for Teachers.” 1974. Thesis, North Texas State University. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc500705/.

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

MLA Handbook (7th Edition):

McWilliams, J Hudson. “A Comparison of the Effectiveness of Three Approaches to Preservice Human Relations Training for Teachers.” 1974. Web. 17 Sep 2019.

Vancouver:

McWilliams JH. A Comparison of the Effectiveness of Three Approaches to Preservice Human Relations Training for Teachers. [Internet] [Thesis]. North Texas State University; 1974. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500705/.

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

Council of Science Editors:

McWilliams JH. A Comparison of the Effectiveness of Three Approaches to Preservice Human Relations Training for Teachers. [Thesis]. North Texas State University; 1974. Available from: https://digital.library.unt.edu/ark:/67531/metadc500705/

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


Liberty University

23. Goyak, Antone Michael. The Effects of Cooperative Learning Techniques on Perceived Classroom Environment and Critical Thinking Skills of Preservice Teachers.

Degree: 2009, Liberty University

 This study analyzed the effects of cooperative learning techniques versus lecture techniques on the following aspects of a higher education classroom: (a) the perception of… (more)

Subjects/Keywords: College and University Classroom Environment Inventory; cooperative learning; critical thinking; learning environment; preservice teacher; Watson-Glaser Critical Thinking Appraisal; Form-S; Education, Curriculum and Instruction; Education, Higher; Education, Teacher Training; Curriculum and Instruction

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

APA (6th Edition):

Goyak, A. M. (2009). The Effects of Cooperative Learning Techniques on Perceived Classroom Environment and Critical Thinking Skills of Preservice Teachers. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/147

Chicago Manual of Style (16th Edition):

Goyak, Antone Michael. “The Effects of Cooperative Learning Techniques on Perceived Classroom Environment and Critical Thinking Skills of Preservice Teachers.” 2009. Doctoral Dissertation, Liberty University. Accessed September 17, 2019. http://digitalcommons.liberty.edu/doctoral/147.

MLA Handbook (7th Edition):

Goyak, Antone Michael. “The Effects of Cooperative Learning Techniques on Perceived Classroom Environment and Critical Thinking Skills of Preservice Teachers.” 2009. Web. 17 Sep 2019.

Vancouver:

Goyak AM. The Effects of Cooperative Learning Techniques on Perceived Classroom Environment and Critical Thinking Skills of Preservice Teachers. [Internet] [Doctoral dissertation]. Liberty University; 2009. [cited 2019 Sep 17]. Available from: http://digitalcommons.liberty.edu/doctoral/147.

Council of Science Editors:

Goyak AM. The Effects of Cooperative Learning Techniques on Perceived Classroom Environment and Critical Thinking Skills of Preservice Teachers. [Doctoral Dissertation]. Liberty University; 2009. Available from: http://digitalcommons.liberty.edu/doctoral/147


Université de Montréal

24. Taddarth, Assma. The effects of teacher training on foreign language preservice teachers' beliefs : the case of oral corrective feedback .

Degree: 2017, Université de Montréal

 L'objectif de cette étude est de contribuer à explorer le changement dans les représentations des enseignants quant à la rétroaction corrective (RC), et ce, afin… (more)

Subjects/Keywords: Teacher beliefs; Corrective feedback; Teacher training; French as a foreign language; Belief change; Recasts; Prompts; Représentations des enseignants; Rétroaction corrective; Formation des enseignants; Futurs enseignants; Français langue étrangère; Formation; Changement des représentations; Reformulation; Incitation; Preservice teachers

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APA (6th Edition):

Taddarth, A. (2017). The effects of teacher training on foreign language preservice teachers' beliefs : the case of oral corrective feedback . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/19254

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):

Taddarth, Assma. “The effects of teacher training on foreign language preservice teachers' beliefs : the case of oral corrective feedback .” 2017. Thesis, Université de Montréal. Accessed September 17, 2019. http://hdl.handle.net/1866/19254.

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

MLA Handbook (7th Edition):

Taddarth, Assma. “The effects of teacher training on foreign language preservice teachers' beliefs : the case of oral corrective feedback .” 2017. Web. 17 Sep 2019.

Vancouver:

Taddarth A. The effects of teacher training on foreign language preservice teachers' beliefs : the case of oral corrective feedback . [Internet] [Thesis]. Université de Montréal; 2017. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/1866/19254.

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

Council of Science Editors:

Taddarth A. The effects of teacher training on foreign language preservice teachers' beliefs : the case of oral corrective feedback . [Thesis]. Université de Montréal; 2017. Available from: http://hdl.handle.net/1866/19254

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


Liberty University

25. Snow, Victor. A Case Study of English-Speaking Native-Born German Public School Educators’ Experiences With Refugee and Immigrant Students.

Degree: 2017, Liberty University

 Teachers worldwide are adapting to meet educational needs caused by increased immigration. Germany has many immigrant students and ranks high in international education. This case… (more)

Subjects/Keywords: Culturally Relevant Pedagogy; Education in Germany; Multicultural Education; Preservice Teacher Training; Refugee and Immigrant Education; Teacher Experiences; Bilingual, Multilingual, and Multicultural Education; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research

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

APA (6th Edition):

Snow, V. (2017). A Case Study of English-Speaking Native-Born German Public School Educators’ Experiences With Refugee and Immigrant Students. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1511

Chicago Manual of Style (16th Edition):

Snow, Victor. “A Case Study of English-Speaking Native-Born German Public School Educators’ Experiences With Refugee and Immigrant Students.” 2017. Doctoral Dissertation, Liberty University. Accessed September 17, 2019. http://digitalcommons.liberty.edu/doctoral/1511.

MLA Handbook (7th Edition):

Snow, Victor. “A Case Study of English-Speaking Native-Born German Public School Educators’ Experiences With Refugee and Immigrant Students.” 2017. Web. 17 Sep 2019.

Vancouver:

Snow V. A Case Study of English-Speaking Native-Born German Public School Educators’ Experiences With Refugee and Immigrant Students. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2019 Sep 17]. Available from: http://digitalcommons.liberty.edu/doctoral/1511.

Council of Science Editors:

Snow V. A Case Study of English-Speaking Native-Born German Public School Educators’ Experiences With Refugee and Immigrant Students. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1511


Portland State University

26. Murray, Olivia Jo. "Outing" Queer Issues in Teacher Preparation Programs: How Pre-Service Teachers Experience Sexual and Gender Diversity in Their Field Placements.

Degree: Doctor of Education (EdD) in Educational Leadership: Curriculum and Instruction, Curriculum & Instruction, 2011, Portland State University

  Currently in the United States there are more than 4 million lesbian, gay, bisexual, and transgender (LGBT) students in K-12 public schools (Bochenek, Brown,… (more)

Subjects/Keywords: Gender diversity; Preservice teachers; Sexual diversity; Teachers  – Training of  – United States; Multicultural education  – Study and teaching  – United States; Homosexuality and education  – Study and teaching  – United States; Gay students  – United States  – Case studies

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APA (6th Edition):

Murray, O. J. (2011). "Outing" Queer Issues in Teacher Preparation Programs: How Pre-Service Teachers Experience Sexual and Gender Diversity in Their Field Placements. (Doctoral Dissertation). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/635

Chicago Manual of Style (16th Edition):

Murray, Olivia Jo. “"Outing" Queer Issues in Teacher Preparation Programs: How Pre-Service Teachers Experience Sexual and Gender Diversity in Their Field Placements.” 2011. Doctoral Dissertation, Portland State University. Accessed September 17, 2019. http://pdxscholar.library.pdx.edu/open_access_etds/635.

MLA Handbook (7th Edition):

Murray, Olivia Jo. “"Outing" Queer Issues in Teacher Preparation Programs: How Pre-Service Teachers Experience Sexual and Gender Diversity in Their Field Placements.” 2011. Web. 17 Sep 2019.

Vancouver:

Murray OJ. "Outing" Queer Issues in Teacher Preparation Programs: How Pre-Service Teachers Experience Sexual and Gender Diversity in Their Field Placements. [Internet] [Doctoral dissertation]. Portland State University; 2011. [cited 2019 Sep 17]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/635.

Council of Science Editors:

Murray OJ. "Outing" Queer Issues in Teacher Preparation Programs: How Pre-Service Teachers Experience Sexual and Gender Diversity in Their Field Placements. [Doctoral Dissertation]. Portland State University; 2011. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/635


Université de Montréal

27. Mian Bi, Sehi A. Usages et compétence TIC en formation initiale à l'ENS d'Abidjan (Côte d'Ivoire : le cas des formateurs et des futurs enseignants .

Degree: 2010, Université de Montréal

 Les Technologies de l’Information et de la Communication (TIC) sont de plus en plus présentes dans toutes les sphères de la société y compris dans… (more)

Subjects/Keywords: Formation des enseignants; Futurs enseignants; Formateurs; TIC; Usages des TIC; Compétences professionnelles; Compétence TIC; Côte d'Ivoire; Teacher training; Preservice teachers; Teacher educators; ICT; ICT use; Professional competencies; ICT competence; Ivory Coast

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

APA (6th Edition):

Mian Bi, S. A. (2010). Usages et compétence TIC en formation initiale à l'ENS d'Abidjan (Côte d'Ivoire : le cas des formateurs et des futurs enseignants . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/4824

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):

Mian Bi, Sehi A. “Usages et compétence TIC en formation initiale à l'ENS d'Abidjan (Côte d'Ivoire : le cas des formateurs et des futurs enseignants .” 2010. Thesis, Université de Montréal. Accessed September 17, 2019. http://hdl.handle.net/1866/4824.

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

MLA Handbook (7th Edition):

Mian Bi, Sehi A. “Usages et compétence TIC en formation initiale à l'ENS d'Abidjan (Côte d'Ivoire : le cas des formateurs et des futurs enseignants .” 2010. Web. 17 Sep 2019.

Vancouver:

Mian Bi SA. Usages et compétence TIC en formation initiale à l'ENS d'Abidjan (Côte d'Ivoire : le cas des formateurs et des futurs enseignants . [Internet] [Thesis]. Université de Montréal; 2010. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/1866/4824.

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

Council of Science Editors:

Mian Bi SA. Usages et compétence TIC en formation initiale à l'ENS d'Abidjan (Côte d'Ivoire : le cas des formateurs et des futurs enseignants . [Thesis]. Université de Montréal; 2010. Available from: http://hdl.handle.net/1866/4824

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


The Ohio State University

28. Ongel, Sevinc. Investigation of the theoretical pedagogical knowledge of preservice teachers in a post-bachelor degree teacher education program.

Degree: PhD, Educational Studies: Hums, Science, Tech and Voc, 2003, The Ohio State University

 Current teacher education reform movements in the United States suggest fundamental changes in preservice teacher education. Additional emphasis is placed on the structural changes in… (more)

Subjects/Keywords: Education, Teacher Training; teacher education; post-bachelor degree programs; preservice teachers; pedagogical knowledge; mathematics education; science education

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APA (6th Edition):

Ongel, S. (2003). Investigation of the theoretical pedagogical knowledge of preservice teachers in a post-bachelor degree teacher education program. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1064406604

Chicago Manual of Style (16th Edition):

Ongel, Sevinc. “Investigation of the theoretical pedagogical knowledge of preservice teachers in a post-bachelor degree teacher education program.” 2003. Doctoral Dissertation, The Ohio State University. Accessed September 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1064406604.

MLA Handbook (7th Edition):

Ongel, Sevinc. “Investigation of the theoretical pedagogical knowledge of preservice teachers in a post-bachelor degree teacher education program.” 2003. Web. 17 Sep 2019.

Vancouver:

Ongel S. Investigation of the theoretical pedagogical knowledge of preservice teachers in a post-bachelor degree teacher education program. [Internet] [Doctoral dissertation]. The Ohio State University; 2003. [cited 2019 Sep 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1064406604.

Council of Science Editors:

Ongel S. Investigation of the theoretical pedagogical knowledge of preservice teachers in a post-bachelor degree teacher education program. [Doctoral Dissertation]. The Ohio State University; 2003. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1064406604

29. Pribble, Lois. Early Childhood Preservice Teachers' Knowledge and Application of Social Emotional Assessment and Intervention Practices.

Degree: 2013, University of Oregon

 Social emotional competence is an essential developmental skill recognized as the most critical for school and later success. Rising rates in behavioral referrals and preschool… (more)

Subjects/Keywords: Behavior interventions; Behavior support plans; Early childhood education; Preservice training; Social Emotional Assessment

…41 5. Overall training question percentages for preservice teachers… …to be addressed in early childhood classrooms, adequate preservice teacher training and… …important to ensure that preservice teachers receive proper training and support. Lack of… …knowing the type of training preservice teachers receive is particularly disconcerting given… …preservice training programs and in classrooms. Teacher resources developed to coincide with the 19… 

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APA (6th Edition):

Pribble, L. (2013). Early Childhood Preservice Teachers' Knowledge and Application of Social Emotional Assessment and Intervention Practices. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/13008

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):

Pribble, Lois. “Early Childhood Preservice Teachers' Knowledge and Application of Social Emotional Assessment and Intervention Practices.” 2013. Thesis, University of Oregon. Accessed September 17, 2019. http://hdl.handle.net/1794/13008.

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

MLA Handbook (7th Edition):

Pribble, Lois. “Early Childhood Preservice Teachers' Knowledge and Application of Social Emotional Assessment and Intervention Practices.” 2013. Web. 17 Sep 2019.

Vancouver:

Pribble L. Early Childhood Preservice Teachers' Knowledge and Application of Social Emotional Assessment and Intervention Practices. [Internet] [Thesis]. University of Oregon; 2013. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/1794/13008.

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

Council of Science Editors:

Pribble L. Early Childhood Preservice Teachers' Knowledge and Application of Social Emotional Assessment and Intervention Practices. [Thesis]. University of Oregon; 2013. Available from: http://hdl.handle.net/1794/13008

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


Duquesne University

30. McVey, Mary. The Role of Teacher Education Experiences in Addressing the Concerns of Apprentice Teachers.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2004, Duquesne University

 This study investigated the role of a teacher education program in helping apprentice teachers to address their teaching concerns. Quantitative and qualitative analyses of program… (more)

Subjects/Keywords: apprentice teachers; concerns of apprentice teachers; preservice teachers; teacher education; teacher educators; teacher preparation; training

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

APA (6th Edition):

McVey, M. (2004). The Role of Teacher Education Experiences in Addressing the Concerns of Apprentice Teachers. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/917

Chicago Manual of Style (16th Edition):

McVey, Mary. “The Role of Teacher Education Experiences in Addressing the Concerns of Apprentice Teachers.” 2004. Doctoral Dissertation, Duquesne University. Accessed September 17, 2019. https://dsc.duq.edu/etd/917.

MLA Handbook (7th Edition):

McVey, Mary. “The Role of Teacher Education Experiences in Addressing the Concerns of Apprentice Teachers.” 2004. Web. 17 Sep 2019.

Vancouver:

McVey M. The Role of Teacher Education Experiences in Addressing the Concerns of Apprentice Teachers. [Internet] [Doctoral dissertation]. Duquesne University; 2004. [cited 2019 Sep 17]. Available from: https://dsc.duq.edu/etd/917.

Council of Science Editors:

McVey M. The Role of Teacher Education Experiences in Addressing the Concerns of Apprentice Teachers. [Doctoral Dissertation]. Duquesne University; 2004. Available from: https://dsc.duq.edu/etd/917

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