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You searched for subject:(Reflective practices). Showing records 1 – 30 of 33 total matches.

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University of South Africa

1. Naicker, Kannagi. The role of educators in facilitating reflective learning in students .

Degree: 2013, University of South Africa

 Over the last 20 years the nursing profession has widely accepted reflective practices and reflective learning as effective measures to help students provide care in… (more)

Subjects/Keywords: Reflection; Reflective learning; Reflective learning environment; Reflective practices; Reflective teaching

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APA (6th Edition):

Naicker, K. (2013). The role of educators in facilitating reflective learning in students . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/15376

Chicago Manual of Style (16th Edition):

Naicker, Kannagi. “The role of educators in facilitating reflective learning in students .” 2013. Masters Thesis, University of South Africa. Accessed March 21, 2019. http://hdl.handle.net/10500/15376.

MLA Handbook (7th Edition):

Naicker, Kannagi. “The role of educators in facilitating reflective learning in students .” 2013. Web. 21 Mar 2019.

Vancouver:

Naicker K. The role of educators in facilitating reflective learning in students . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10500/15376.

Council of Science Editors:

Naicker K. The role of educators in facilitating reflective learning in students . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/15376

2. Boogren, Tina Humphrey. The Dialectical-Level Reflective Habits of Middle-Grade Teachers: A Phenomenological Study.

Degree: PhD, Educational Administration and Policy Studies, 2012, U of Denver

  The literature leads us to believe that an educator must be reflective in order to improve one's practice, and in terms of reflection, Van… (more)

Subjects/Keywords: Critical-Level Reflection; Dialectical-Level Reflection; Reflection; Reflective Practices; Reflective Teachers; Reflective Teaching

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APA (6th Edition):

Boogren, T. H. (2012). The Dialectical-Level Reflective Habits of Middle-Grade Teachers: A Phenomenological Study. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/765

Chicago Manual of Style (16th Edition):

Boogren, Tina Humphrey. “The Dialectical-Level Reflective Habits of Middle-Grade Teachers: A Phenomenological Study.” 2012. Doctoral Dissertation, U of Denver. Accessed March 21, 2019. https://digitalcommons.du.edu/etd/765.

MLA Handbook (7th Edition):

Boogren, Tina Humphrey. “The Dialectical-Level Reflective Habits of Middle-Grade Teachers: A Phenomenological Study.” 2012. Web. 21 Mar 2019.

Vancouver:

Boogren TH. The Dialectical-Level Reflective Habits of Middle-Grade Teachers: A Phenomenological Study. [Internet] [Doctoral dissertation]. U of Denver; 2012. [cited 2019 Mar 21]. Available from: https://digitalcommons.du.edu/etd/765.

Council of Science Editors:

Boogren TH. The Dialectical-Level Reflective Habits of Middle-Grade Teachers: A Phenomenological Study. [Doctoral Dissertation]. U of Denver; 2012. Available from: https://digitalcommons.du.edu/etd/765


University of Washington

3. Howard, Joh. On the Interactive Assembling of Reflective Action.

Degree: PhD, 2019, University of Washington

Reflective actions link teachers and students, pedagogies and learning. While these commonsense connections are commonplace in education research, the learning sciences have yet to produce… (more)

Subjects/Keywords: Indigenous learning; Interaction analysis; Learning sciences; Reflective action; Reflective discourse; Reflective practices; Educational psychology; Education - Seattle

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APA (6th Edition):

Howard, J. (2019). On the Interactive Assembling of Reflective Action. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/43362

Chicago Manual of Style (16th Edition):

Howard, Joh. “On the Interactive Assembling of Reflective Action.” 2019. Doctoral Dissertation, University of Washington. Accessed March 21, 2019. http://hdl.handle.net/1773/43362.

MLA Handbook (7th Edition):

Howard, Joh. “On the Interactive Assembling of Reflective Action.” 2019. Web. 21 Mar 2019.

Vancouver:

Howard J. On the Interactive Assembling of Reflective Action. [Internet] [Doctoral dissertation]. University of Washington; 2019. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1773/43362.

Council of Science Editors:

Howard J. On the Interactive Assembling of Reflective Action. [Doctoral Dissertation]. University of Washington; 2019. Available from: http://hdl.handle.net/1773/43362


Georgia State University

4. McDowell, Amy. Preservice Teachers' Use of Lesson Study in Teaching Nature of Science.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2010, Georgia State University

 The purpose of this study was to explore preservice teachers’ lived experiences in a lesson study focused on teaching and learning nature of science (NOS).… (more)

Subjects/Keywords: teacher training; nature of science; lesson study; reflective practices; Education

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APA (6th Edition):

McDowell, A. (2010). Preservice Teachers' Use of Lesson Study in Teaching Nature of Science. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/65

Chicago Manual of Style (16th Edition):

McDowell, Amy. “Preservice Teachers' Use of Lesson Study in Teaching Nature of Science.” 2010. Doctoral Dissertation, Georgia State University. Accessed March 21, 2019. https://scholarworks.gsu.edu/msit_diss/65.

MLA Handbook (7th Edition):

McDowell, Amy. “Preservice Teachers' Use of Lesson Study in Teaching Nature of Science.” 2010. Web. 21 Mar 2019.

Vancouver:

McDowell A. Preservice Teachers' Use of Lesson Study in Teaching Nature of Science. [Internet] [Doctoral dissertation]. Georgia State University; 2010. [cited 2019 Mar 21]. Available from: https://scholarworks.gsu.edu/msit_diss/65.

Council of Science Editors:

McDowell A. Preservice Teachers' Use of Lesson Study in Teaching Nature of Science. [Doctoral Dissertation]. Georgia State University; 2010. Available from: https://scholarworks.gsu.edu/msit_diss/65


Ohio University

5. Goss, Donna L. Contemporary Approaches to Bridging Classroom and Experiential Education - A Phenomenological Study.

Degree: PhD, Counselor Education (Education), 2018, Ohio University

 Purpose – Participants in this study were asked to describe ways in which they develop and implement experiential teaching strategies to create a robust curriculum… (more)

Subjects/Keywords: Education; Educational Theory; Entrepreneurship; experiential learning; reflective practices; entrepreneurship education

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APA (6th Edition):

Goss, D. L. (2018). Contemporary Approaches to Bridging Classroom and Experiential Education - A Phenomenological Study. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522934870787552

Chicago Manual of Style (16th Edition):

Goss, Donna L. “Contemporary Approaches to Bridging Classroom and Experiential Education - A Phenomenological Study.” 2018. Doctoral Dissertation, Ohio University. Accessed March 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522934870787552.

MLA Handbook (7th Edition):

Goss, Donna L. “Contemporary Approaches to Bridging Classroom and Experiential Education - A Phenomenological Study.” 2018. Web. 21 Mar 2019.

Vancouver:

Goss DL. Contemporary Approaches to Bridging Classroom and Experiential Education - A Phenomenological Study. [Internet] [Doctoral dissertation]. Ohio University; 2018. [cited 2019 Mar 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522934870787552.

Council of Science Editors:

Goss DL. Contemporary Approaches to Bridging Classroom and Experiential Education - A Phenomenological Study. [Doctoral Dissertation]. Ohio University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522934870787552


University of Toronto

6. Azimi, Sina. Parental Communication and Reflective Practice among Youth Sport Parents.

Degree: 2018, University of Toronto

Parents can enhance their children’s intrinsic motivation, and competence by providing positive feedback and encouraging them to become involved in decision making and problem-solving activities… (more)

Subjects/Keywords: Parent-child communication; Parenting practices; Parenting styles; Reflective practice; Self-awareness; Youth sport; 0621

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APA (6th Edition):

Azimi, S. (2018). Parental Communication and Reflective Practice among Youth Sport Parents. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/91575

Chicago Manual of Style (16th Edition):

Azimi, Sina. “Parental Communication and Reflective Practice among Youth Sport Parents.” 2018. Masters Thesis, University of Toronto. Accessed March 21, 2019. http://hdl.handle.net/1807/91575.

MLA Handbook (7th Edition):

Azimi, Sina. “Parental Communication and Reflective Practice among Youth Sport Parents.” 2018. Web. 21 Mar 2019.

Vancouver:

Azimi S. Parental Communication and Reflective Practice among Youth Sport Parents. [Internet] [Masters thesis]. University of Toronto; 2018. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1807/91575.

Council of Science Editors:

Azimi S. Parental Communication and Reflective Practice among Youth Sport Parents. [Masters Thesis]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/91575

7. Serrão, Isabel Maria Dias dos Santos. Relatório da prática de ensino supervisionada na Escola Secundária André de Gouveia, Évora: ensino de biologia e geologia no 3º ciclo do ensino básico e no ensino secundário.

Degree: 2012, Universidade de Évora

 Este relatório descreve, analisa e reflete a Prática de Ensino Supervisionada (PES), que decorreu entre setembro de 2010 e junho de 2011, na Escola Secundária… (more)

Subjects/Keywords: Formação; Reflexão; Práticas letivas; Desenvolvimento; Teacher training; Reflective practice; Teaching practices; Professional development

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APA (6th Edition):

Serrão, I. M. D. d. S. (2012). Relatório da prática de ensino supervisionada na Escola Secundária André de Gouveia, Évora: ensino de biologia e geologia no 3º ciclo do ensino básico e no ensino secundário. (Thesis). Universidade de Évora. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/11817

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):

Serrão, Isabel Maria Dias dos Santos. “Relatório da prática de ensino supervisionada na Escola Secundária André de Gouveia, Évora: ensino de biologia e geologia no 3º ciclo do ensino básico e no ensino secundário.” 2012. Thesis, Universidade de Évora. Accessed March 21, 2019. http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/11817.

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

MLA Handbook (7th Edition):

Serrão, Isabel Maria Dias dos Santos. “Relatório da prática de ensino supervisionada na Escola Secundária André de Gouveia, Évora: ensino de biologia e geologia no 3º ciclo do ensino básico e no ensino secundário.” 2012. Web. 21 Mar 2019.

Vancouver:

Serrão IMDdS. Relatório da prática de ensino supervisionada na Escola Secundária André de Gouveia, Évora: ensino de biologia e geologia no 3º ciclo do ensino básico e no ensino secundário. [Internet] [Thesis]. Universidade de Évora; 2012. [cited 2019 Mar 21]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/11817.

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

Council of Science Editors:

Serrão IMDdS. Relatório da prática de ensino supervisionada na Escola Secundária André de Gouveia, Évora: ensino de biologia e geologia no 3º ciclo do ensino básico e no ensino secundário. [Thesis]. Universidade de Évora; 2012. Available from: http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/11817

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

8. Qureshi, Azhar. A Phenomenological Case Study of Pakistani Science Teachers’ Experiences of Professional Development.

Degree: PhD, Middle and Secondary Education, 2017, Georgia State University

  Effective teacher development is significant for any educational system to remain competitive in the global arena (Bayar, 2014). However, science teachers’ professional development activities… (more)

Subjects/Keywords: Professional development; Lived experiences; Pakistani science teachers; Professional learning and change; Active learning; Reflective practices

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APA (6th Edition):

Qureshi, A. (2017). A Phenomenological Case Study of Pakistani Science Teachers’ Experiences of Professional Development. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/39

Chicago Manual of Style (16th Edition):

Qureshi, Azhar. “A Phenomenological Case Study of Pakistani Science Teachers’ Experiences of Professional Development.” 2017. Doctoral Dissertation, Georgia State University. Accessed March 21, 2019. https://scholarworks.gsu.edu/mse_diss/39.

MLA Handbook (7th Edition):

Qureshi, Azhar. “A Phenomenological Case Study of Pakistani Science Teachers’ Experiences of Professional Development.” 2017. Web. 21 Mar 2019.

Vancouver:

Qureshi A. A Phenomenological Case Study of Pakistani Science Teachers’ Experiences of Professional Development. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2019 Mar 21]. Available from: https://scholarworks.gsu.edu/mse_diss/39.

Council of Science Editors:

Qureshi A. A Phenomenological Case Study of Pakistani Science Teachers’ Experiences of Professional Development. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/mse_diss/39


University of California – Berkeley

9. Kim, Hee-jeong. Teacher Learning through Practices: How Mathematics Teachers Change in Practices with Innovative Curriculum Materials.

Degree: Education, 2015, University of California – Berkeley

 Professional learning and development in and from practices have focused either on how individuals learn from formally organized contexts or on how a group of… (more)

Subjects/Keywords: Education; Mathematics education; Teacher education; Classroom Practice; Curriculum Use; Professional Identiy; Reflective Practices; Teacher Change

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APA (6th Edition):

Kim, H. (2015). Teacher Learning through Practices: How Mathematics Teachers Change in Practices with Innovative Curriculum Materials. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/85m4b57v

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):

Kim, Hee-jeong. “Teacher Learning through Practices: How Mathematics Teachers Change in Practices with Innovative Curriculum Materials.” 2015. Thesis, University of California – Berkeley. Accessed March 21, 2019. http://www.escholarship.org/uc/item/85m4b57v.

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

MLA Handbook (7th Edition):

Kim, Hee-jeong. “Teacher Learning through Practices: How Mathematics Teachers Change in Practices with Innovative Curriculum Materials.” 2015. Web. 21 Mar 2019.

Vancouver:

Kim H. Teacher Learning through Practices: How Mathematics Teachers Change in Practices with Innovative Curriculum Materials. [Internet] [Thesis]. University of California – Berkeley; 2015. [cited 2019 Mar 21]. Available from: http://www.escholarship.org/uc/item/85m4b57v.

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

Council of Science Editors:

Kim H. Teacher Learning through Practices: How Mathematics Teachers Change in Practices with Innovative Curriculum Materials. [Thesis]. University of California – Berkeley; 2015. Available from: http://www.escholarship.org/uc/item/85m4b57v

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


Duquesne University

10. Yeschenko, Melanie Renee. Improving Metacognitive Awareness and Authentic Teaching Practices through Scaffolding Goal Setting and Reflective Practices with ECD Majors at the Community College Level.

Degree: EdD, Educational Studies (General Education), 2017, Duquesne University

  This research set out to enhance instruction for early education and child development majors in a community college setting in a manner that allows… (more)

Subjects/Keywords: community college; early childhood education; goal setting; metacognitive awareness; reflective practices; scaffolding

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APA (6th Edition):

Yeschenko, M. R. (2017). Improving Metacognitive Awareness and Authentic Teaching Practices through Scaffolding Goal Setting and Reflective Practices with ECD Majors at the Community College Level. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/190

Chicago Manual of Style (16th Edition):

Yeschenko, Melanie Renee. “Improving Metacognitive Awareness and Authentic Teaching Practices through Scaffolding Goal Setting and Reflective Practices with ECD Majors at the Community College Level.” 2017. Doctoral Dissertation, Duquesne University. Accessed March 21, 2019. https://dsc.duq.edu/etd/190.

MLA Handbook (7th Edition):

Yeschenko, Melanie Renee. “Improving Metacognitive Awareness and Authentic Teaching Practices through Scaffolding Goal Setting and Reflective Practices with ECD Majors at the Community College Level.” 2017. Web. 21 Mar 2019.

Vancouver:

Yeschenko MR. Improving Metacognitive Awareness and Authentic Teaching Practices through Scaffolding Goal Setting and Reflective Practices with ECD Majors at the Community College Level. [Internet] [Doctoral dissertation]. Duquesne University; 2017. [cited 2019 Mar 21]. Available from: https://dsc.duq.edu/etd/190.

Council of Science Editors:

Yeschenko MR. Improving Metacognitive Awareness and Authentic Teaching Practices through Scaffolding Goal Setting and Reflective Practices with ECD Majors at the Community College Level. [Doctoral Dissertation]. Duquesne University; 2017. Available from: https://dsc.duq.edu/etd/190


University of Alabama

11. Poovey, Rachel Real. The relationship of teacher participation in professional learning communities to the perceptions of reflective practices of elementary school teachers.

Degree: 2012, University of Alabama

 The purpose of this study was to examine relationships between teacher involvement in professional learning communities (PLC) and their levels of reflections about their professional… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Educational leadership; Professional learning communities; Reflection; Reflective practices; technological professional development

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APA (6th Edition):

Poovey, R. R. (2012). The relationship of teacher participation in professional learning communities to the perceptions of reflective practices of elementary school teachers. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/55001

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):

Poovey, Rachel Real. “The relationship of teacher participation in professional learning communities to the perceptions of reflective practices of elementary school teachers.” 2012. Thesis, University of Alabama. Accessed March 21, 2019. http://purl.lib.ua.edu/55001.

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

MLA Handbook (7th Edition):

Poovey, Rachel Real. “The relationship of teacher participation in professional learning communities to the perceptions of reflective practices of elementary school teachers.” 2012. Web. 21 Mar 2019.

Vancouver:

Poovey RR. The relationship of teacher participation in professional learning communities to the perceptions of reflective practices of elementary school teachers. [Internet] [Thesis]. University of Alabama; 2012. [cited 2019 Mar 21]. Available from: http://purl.lib.ua.edu/55001.

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

Council of Science Editors:

Poovey RR. The relationship of teacher participation in professional learning communities to the perceptions of reflective practices of elementary school teachers. [Thesis]. University of Alabama; 2012. Available from: http://purl.lib.ua.edu/55001

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

12. Pinto, Débora Raquel Moreira. O impacto do modelo touchpoints nas representações do educador.

Degree: 2013, Repositório Científico do Instituto Politécnico de Lisboa

Dissertação apresentada na Escola Superior de Educação de Lisboa, para obtenção do grau de Mestre em Ciências da Educação Especialidade Intervenção Precoce

No intuito de… (more)

Subjects/Keywords: Relação escola-família; Práticas reflexivas; Touchpoints; Desenvolvimento da criança; Family-school relationship; Touchpoints reflective practices; Child development

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APA (6th Edition):

Pinto, D. R. M. (2013). O impacto do modelo touchpoints nas representações do educador. (Thesis). Repositório Científico do Instituto Politécnico de Lisboa. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/3270

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):

Pinto, Débora Raquel Moreira. “O impacto do modelo touchpoints nas representações do educador.” 2013. Thesis, Repositório Científico do Instituto Politécnico de Lisboa. Accessed March 21, 2019. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/3270.

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

MLA Handbook (7th Edition):

Pinto, Débora Raquel Moreira. “O impacto do modelo touchpoints nas representações do educador.” 2013. Web. 21 Mar 2019.

Vancouver:

Pinto DRM. O impacto do modelo touchpoints nas representações do educador. [Internet] [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2013. [cited 2019 Mar 21]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/3270.

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

Council of Science Editors:

Pinto DRM. O impacto do modelo touchpoints nas representações do educador. [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2013. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/3270

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

13. Teles, Ana Cristina Camarinha Pereira. Práticas de co-formação em contexto de trabalho e desenvolvimento profissional .

Degree: 2011, Universidade Aberta

 O desenvolvimento profissional é um processo que envolve aprendizagens, mudança e crescimento profissional. Considera-se, o desenvolvimento profissional como um processo individual e colectivo que se… (more)

Subjects/Keywords: Professores; Formação de professores; Desenvolvimento profissional; Trabalho colaborativo; Professional development; Innovation; Reflective practices; Teacher-researcher; Collaborative work

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APA (6th Edition):

Teles, A. C. C. P. (2011). Práticas de co-formação em contexto de trabalho e desenvolvimento profissional . (Masters Thesis). Universidade Aberta. Retrieved from http://hdl.handle.net/10400.2/2037

Chicago Manual of Style (16th Edition):

Teles, Ana Cristina Camarinha Pereira. “Práticas de co-formação em contexto de trabalho e desenvolvimento profissional .” 2011. Masters Thesis, Universidade Aberta. Accessed March 21, 2019. http://hdl.handle.net/10400.2/2037.

MLA Handbook (7th Edition):

Teles, Ana Cristina Camarinha Pereira. “Práticas de co-formação em contexto de trabalho e desenvolvimento profissional .” 2011. Web. 21 Mar 2019.

Vancouver:

Teles ACCP. Práticas de co-formação em contexto de trabalho e desenvolvimento profissional . [Internet] [Masters thesis]. Universidade Aberta; 2011. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10400.2/2037.

Council of Science Editors:

Teles ACCP. Práticas de co-formação em contexto de trabalho e desenvolvimento profissional . [Masters Thesis]. Universidade Aberta; 2011. Available from: http://hdl.handle.net/10400.2/2037


Texas A&M University

14. Stephens, Charity Caye. The Effects of a Tiered Learning Matrix on Teachers' Perceptions, Pedagogy, and Sense of Efficacy.

Degree: EdD, Curriculum and Instruction, 2018, Texas A&M University

 A teacher’s sense of efficacy is his or her willingness to implement pedagogical strategies to reach students at various levels of readiness. A professional learning… (more)

Subjects/Keywords: AdvancED; Differentiated Instruction; Learning Intentions; Levels of Readiness; Reflective Practices; Scaffold; Teacher Sense of Efficacy; Tiering; Tiered Learning Matrix

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APA (6th Edition):

Stephens, C. C. (2018). The Effects of a Tiered Learning Matrix on Teachers' Perceptions, Pedagogy, and Sense of Efficacy. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174353

Chicago Manual of Style (16th Edition):

Stephens, Charity Caye. “The Effects of a Tiered Learning Matrix on Teachers' Perceptions, Pedagogy, and Sense of Efficacy.” 2018. Doctoral Dissertation, Texas A&M University. Accessed March 21, 2019. http://hdl.handle.net/1969.1/174353.

MLA Handbook (7th Edition):

Stephens, Charity Caye. “The Effects of a Tiered Learning Matrix on Teachers' Perceptions, Pedagogy, and Sense of Efficacy.” 2018. Web. 21 Mar 2019.

Vancouver:

Stephens CC. The Effects of a Tiered Learning Matrix on Teachers' Perceptions, Pedagogy, and Sense of Efficacy. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1969.1/174353.

Council of Science Editors:

Stephens CC. The Effects of a Tiered Learning Matrix on Teachers' Perceptions, Pedagogy, and Sense of Efficacy. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174353


Victoria University of Wellington

15. Southgate, Deborah G. Advocating Practice: the Role of the Community Oncology Nurse.

Degree: 2002, Victoria University of Wellington

 The oncology nurse, along with many other expert practitioners, has a vital role within the community, and due to the many changes within the health… (more)

Subjects/Keywords: Community nursing; Oncology practices; Expert practitioner; Community oncology; Palliative care; Reflective practice; Practice development; Personal story; Reflective process; Reflective topical autobiography

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

APA (6th Edition):

Southgate, D. G. (2002). Advocating Practice: the Role of the Community Oncology Nurse. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/88

Chicago Manual of Style (16th Edition):

Southgate, Deborah G. “Advocating Practice: the Role of the Community Oncology Nurse.” 2002. Masters Thesis, Victoria University of Wellington. Accessed March 21, 2019. http://hdl.handle.net/10063/88.

MLA Handbook (7th Edition):

Southgate, Deborah G. “Advocating Practice: the Role of the Community Oncology Nurse.” 2002. Web. 21 Mar 2019.

Vancouver:

Southgate DG. Advocating Practice: the Role of the Community Oncology Nurse. [Internet] [Masters thesis]. Victoria University of Wellington; 2002. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10063/88.

Council of Science Editors:

Southgate DG. Advocating Practice: the Role of the Community Oncology Nurse. [Masters Thesis]. Victoria University of Wellington; 2002. Available from: http://hdl.handle.net/10063/88


University of Canterbury

16. White, Stephanie. Student teachers experiences of situated learning within the primary school classroom.

Degree: School of Educational Studies and Human Development., 2006, University of Canterbury

 This paper evaluates the perceptions of a group of student-teachers while they complete one of their 6 professional teaching practices. It is described through the… (more)

Subjects/Keywords: reflective practices; Fields of Research::330000 Education::330300 Professional Development of Teachers

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

APA (6th Edition):

White, S. (2006). Student teachers experiences of situated learning within the primary school classroom. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/674

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):

White, Stephanie. “Student teachers experiences of situated learning within the primary school classroom.” 2006. Thesis, University of Canterbury. Accessed March 21, 2019. http://hdl.handle.net/10092/674.

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

MLA Handbook (7th Edition):

White, Stephanie. “Student teachers experiences of situated learning within the primary school classroom.” 2006. Web. 21 Mar 2019.

Vancouver:

White S. Student teachers experiences of situated learning within the primary school classroom. [Internet] [Thesis]. University of Canterbury; 2006. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10092/674.

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

Council of Science Editors:

White S. Student teachers experiences of situated learning within the primary school classroom. [Thesis]. University of Canterbury; 2006. Available from: http://hdl.handle.net/10092/674

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


University of Technology, Sydney

17. Clarke, JL. Portfolios for longer-term learning in health professional education.

Degree: 2015, University of Technology, Sydney

 Assessment practices in higher education for the professions are focused, not unreasonably, on student progress through their various subjects, culminating in testing of discipline entry… (more)

Subjects/Keywords: Health professional education.; Assessment practices in higher education.; Longer-term learning.; Complexity of pedagogical interventions.; Professional practice portfolio.; Self-assessment.; Independent learning.; Reflective practice.; Capacity for making judgments.; Evidencing competence.

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

APA (6th Edition):

Clarke, J. (2015). Portfolios for longer-term learning in health professional education. (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/38395

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):

Clarke, JL. “Portfolios for longer-term learning in health professional education.” 2015. Thesis, University of Technology, Sydney. Accessed March 21, 2019. http://hdl.handle.net/10453/38395.

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

MLA Handbook (7th Edition):

Clarke, JL. “Portfolios for longer-term learning in health professional education.” 2015. Web. 21 Mar 2019.

Vancouver:

Clarke J. Portfolios for longer-term learning in health professional education. [Internet] [Thesis]. University of Technology, Sydney; 2015. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10453/38395.

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

Council of Science Editors:

Clarke J. Portfolios for longer-term learning in health professional education. [Thesis]. University of Technology, Sydney; 2015. Available from: http://hdl.handle.net/10453/38395

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

18. Esteves, Susete Maria Soares. Os cursos profissionais nas escolas públicas : o perfil dos alunos e as práticas pedagógicas.

Degree: 2015, RCAAP

A expansão significativa, na última década, dos cursos profissionais como oferta educativa nas escolas públicas tem suscitado algum desconforto. Por um lado, os alunos que… (more)

Subjects/Keywords: cursos profissionais; perfil dos alunos; insucesso escolar; abandono escolar; escola reflexiva; práticas pedagógicas; professional courses; student profile; academic failure; school dropouts; reflective school; teaching practices

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

APA (6th Edition):

Esteves, S. M. S. (2015). Os cursos profissionais nas escolas públicas : o perfil dos alunos e as práticas pedagógicas. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/18973

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):

Esteves, Susete Maria Soares. “Os cursos profissionais nas escolas públicas : o perfil dos alunos e as práticas pedagógicas.” 2015. Thesis, RCAAP. Accessed March 21, 2019. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/18973.

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

MLA Handbook (7th Edition):

Esteves, Susete Maria Soares. “Os cursos profissionais nas escolas públicas : o perfil dos alunos e as práticas pedagógicas.” 2015. Web. 21 Mar 2019.

Vancouver:

Esteves SMS. Os cursos profissionais nas escolas públicas : o perfil dos alunos e as práticas pedagógicas. [Internet] [Thesis]. RCAAP; 2015. [cited 2019 Mar 21]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/18973.

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

Council of Science Editors:

Esteves SMS. Os cursos profissionais nas escolas públicas : o perfil dos alunos e as práticas pedagógicas. [Thesis]. RCAAP; 2015. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/18973

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

19. Santos, Angela Maria de Sousa Brito dos. O Projeto político pedagógico: instrumento de reflexão e participação democrática numa escola do município de Santana do Araguaia/PA.

Degree: 2016, Instituto Politécnico do Porto

Esta pesquisa tem como principal objetivo conhecer o grau de participação da comunidade educativa na elaboração, implementação e monitorização do Projeto Político Pedagógico (PPP), e… (more)

Subjects/Keywords: Gestão democrática; Projeto político pedagógico; Formação integral; Práticas reflexivas; Democratic management; Political pedagogical project; Integral training; Reflective practices; Domínio/Área Científica::Ciências Sociais::Ciências da Educação

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

APA (6th Edition):

Santos, A. M. d. S. B. d. (2016). O Projeto político pedagógico: instrumento de reflexão e participação democrática numa escola do município de Santana do Araguaia/PA. (Thesis). Instituto Politécnico do Porto. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/9509

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):

Santos, Angela Maria de Sousa Brito dos. “O Projeto político pedagógico: instrumento de reflexão e participação democrática numa escola do município de Santana do Araguaia/PA.” 2016. Thesis, Instituto Politécnico do Porto. Accessed March 21, 2019. http://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/9509.

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

MLA Handbook (7th Edition):

Santos, Angela Maria de Sousa Brito dos. “O Projeto político pedagógico: instrumento de reflexão e participação democrática numa escola do município de Santana do Araguaia/PA.” 2016. Web. 21 Mar 2019.

Vancouver:

Santos AMdSBd. O Projeto político pedagógico: instrumento de reflexão e participação democrática numa escola do município de Santana do Araguaia/PA. [Internet] [Thesis]. Instituto Politécnico do Porto; 2016. [cited 2019 Mar 21]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/9509.

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

Council of Science Editors:

Santos AMdSBd. O Projeto político pedagógico: instrumento de reflexão e participação democrática numa escola do município de Santana do Araguaia/PA. [Thesis]. Instituto Politécnico do Porto; 2016. Available from: http://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/9509

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

20. Ponte, Maria Pedro Chorondo Rodrigues. Relatório de atividades e de desenvolvimento profissional.

Degree: 2013, RCAAP

O foco deste Relatório de Atividade e de Desenvolvimento Profissional recai sobre a experiencia desenvolvida ao longo da profissão de docente, explorando e investigando essencialmente… (more)

Subjects/Keywords: Gestão intermédia; Liderança; Trabalho colaborativo; Responsabilidade e coresponsabilidade; Práticas reflexivas; Desenvolvimento profissional; Interim management; Leadership; Collaborative work responsibility and co-responsibility; Reflective practices; Professional development

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APA (6th Edition):

Ponte, M. P. C. R. (2013). Relatório de atividades e de desenvolvimento profissional. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9056

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):

Ponte, Maria Pedro Chorondo Rodrigues. “Relatório de atividades e de desenvolvimento profissional.” 2013. Thesis, RCAAP. Accessed March 21, 2019. https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9056.

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

MLA Handbook (7th Edition):

Ponte, Maria Pedro Chorondo Rodrigues. “Relatório de atividades e de desenvolvimento profissional.” 2013. Web. 21 Mar 2019.

Vancouver:

Ponte MPCR. Relatório de atividades e de desenvolvimento profissional. [Internet] [Thesis]. RCAAP; 2013. [cited 2019 Mar 21]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9056.

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

Council of Science Editors:

Ponte MPCR. Relatório de atividades e de desenvolvimento profissional. [Thesis]. RCAAP; 2013. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/9056

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


Victoria University of Wellington

21. Kingsbury, Katherine Margaret. The Illusion of Separateness, a Philosophical Study of Nursing and Naturopathic Practice: Healing Connections Between People.

Degree: 2000, Victoria University of Wellington

 This thesis describes the journey of a practicing Independent Nurse Practitioner and Naturopath towards the understanding of the illusion of separateness and what this could… (more)

Subjects/Keywords: Naturopathic practices; Healing philosophies; Complementary health practices; Reflective practice; Practice development; Philosophicical inquiry; Narrative inquiry; Naturopathy

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

APA (6th Edition):

Kingsbury, K. M. (2000). The Illusion of Separateness, a Philosophical Study of Nursing and Naturopathic Practice: Healing Connections Between People. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/114

Chicago Manual of Style (16th Edition):

Kingsbury, Katherine Margaret. “The Illusion of Separateness, a Philosophical Study of Nursing and Naturopathic Practice: Healing Connections Between People.” 2000. Masters Thesis, Victoria University of Wellington. Accessed March 21, 2019. http://hdl.handle.net/10063/114.

MLA Handbook (7th Edition):

Kingsbury, Katherine Margaret. “The Illusion of Separateness, a Philosophical Study of Nursing and Naturopathic Practice: Healing Connections Between People.” 2000. Web. 21 Mar 2019.

Vancouver:

Kingsbury KM. The Illusion of Separateness, a Philosophical Study of Nursing and Naturopathic Practice: Healing Connections Between People. [Internet] [Masters thesis]. Victoria University of Wellington; 2000. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10063/114.

Council of Science Editors:

Kingsbury KM. The Illusion of Separateness, a Philosophical Study of Nursing and Naturopathic Practice: Healing Connections Between People. [Masters Thesis]. Victoria University of Wellington; 2000. Available from: http://hdl.handle.net/10063/114

22. Lombardi, Lucia Maria Salgado dos Santos. Jogo, brincadeira e prática reflexiva na formação de professores.

Degree: Mestrado, Educação, 2005, University of São Paulo

A presente pesquisa investigou qual a contribuição de metodologias lúdico-reflexivas para a formação inicial de professores. Para realizar a investigação deste problema o trabalho foi… (more)

Subjects/Keywords: brincadeira; formação de professores; games; Jogo; prática reflexiva; reflective practices; saberes docentes.; teachers´ training development; teaching knowledge.

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

APA (6th Edition):

Lombardi, L. M. S. d. S. (2005). Jogo, brincadeira e prática reflexiva na formação de professores. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-18082010-153930/ ;

Chicago Manual of Style (16th Edition):

Lombardi, Lucia Maria Salgado dos Santos. “Jogo, brincadeira e prática reflexiva na formação de professores.” 2005. Masters Thesis, University of São Paulo. Accessed March 21, 2019. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-18082010-153930/ ;.

MLA Handbook (7th Edition):

Lombardi, Lucia Maria Salgado dos Santos. “Jogo, brincadeira e prática reflexiva na formação de professores.” 2005. Web. 21 Mar 2019.

Vancouver:

Lombardi LMSdS. Jogo, brincadeira e prática reflexiva na formação de professores. [Internet] [Masters thesis]. University of São Paulo; 2005. [cited 2019 Mar 21]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-18082010-153930/ ;.

Council of Science Editors:

Lombardi LMSdS. Jogo, brincadeira e prática reflexiva na formação de professores. [Masters Thesis]. University of São Paulo; 2005. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-18082010-153930/ ;


Wayne State University

23. Bastos, Deuslene Leite. Examination of dispositions and practices in diversity: the impact of a teacher education course promoting culturally and responsive pedagogy.

Degree: EdD, Curriculum and Instruction, 2011, Wayne State University

  Assimilation ideology guiding teachers and policy makers to mainstream immigrant children into the American schools has prevailed in spite of pluralists' efforts for reform… (more)

Subjects/Keywords: culturally relevant curriculum, culturally responsive pedagogy, reflective practice, schooling for culturally and linguistically diverse students, successful teaching practices, teaching practice for high context students; Bilingual, Multilingual, and Multicultural Education; Other Education; Teacher Education and Professional Development

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

APA (6th Edition):

Bastos, D. L. (2011). Examination of dispositions and practices in diversity: the impact of a teacher education course promoting culturally and responsive pedagogy. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/405

Chicago Manual of Style (16th Edition):

Bastos, Deuslene Leite. “Examination of dispositions and practices in diversity: the impact of a teacher education course promoting culturally and responsive pedagogy.” 2011. Doctoral Dissertation, Wayne State University. Accessed March 21, 2019. https://digitalcommons.wayne.edu/oa_dissertations/405.

MLA Handbook (7th Edition):

Bastos, Deuslene Leite. “Examination of dispositions and practices in diversity: the impact of a teacher education course promoting culturally and responsive pedagogy.” 2011. Web. 21 Mar 2019.

Vancouver:

Bastos DL. Examination of dispositions and practices in diversity: the impact of a teacher education course promoting culturally and responsive pedagogy. [Internet] [Doctoral dissertation]. Wayne State University; 2011. [cited 2019 Mar 21]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/405.

Council of Science Editors:

Bastos DL. Examination of dispositions and practices in diversity: the impact of a teacher education course promoting culturally and responsive pedagogy. [Doctoral Dissertation]. Wayne State University; 2011. Available from: https://digitalcommons.wayne.edu/oa_dissertations/405


University of South Africa

24. Van Kleef, Heidi. Fasilitering van krities reflektiewe leer in verpleegonderwys .

Degree: 2002, University of South Africa

 The purpose of this research was to draw up guidelines for nursing tutors on the facilitation of critical reflective learning in student nurses within the… (more)

Subjects/Keywords: Critical reflection; Experiential learning; Evaluation; Facilitation; Learning facilitator; Learning strategies; Nursing education; Outcomes-based education; Reflective practices; Self-directed learner

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

APA (6th Edition):

Van Kleef, H. (2002). Fasilitering van krities reflektiewe leer in verpleegonderwys . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/1544

Chicago Manual of Style (16th Edition):

Van Kleef, Heidi. “Fasilitering van krities reflektiewe leer in verpleegonderwys .” 2002. Masters Thesis, University of South Africa. Accessed March 21, 2019. http://hdl.handle.net/10500/1544.

MLA Handbook (7th Edition):

Van Kleef, Heidi. “Fasilitering van krities reflektiewe leer in verpleegonderwys .” 2002. Web. 21 Mar 2019.

Vancouver:

Van Kleef H. Fasilitering van krities reflektiewe leer in verpleegonderwys . [Internet] [Masters thesis]. University of South Africa; 2002. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10500/1544.

Council of Science Editors:

Van Kleef H. Fasilitering van krities reflektiewe leer in verpleegonderwys . [Masters Thesis]. University of South Africa; 2002. Available from: http://hdl.handle.net/10500/1544

25. Neves, Maria Ivone Couto Monforte das. Supervisão e formação de profissionais de educação reflexivos: Estudo de caso num estágio de um curso de formação inicial de educadores de infância.

Degree: 2016, Repositório Científico Lusófona

Esta investigação realizou-se junto de formandos de uma instituição de formação inicial no âmbito da supervisão de estágios do mestrado em Educação Pré-Escolar, abordando-se a… (more)

Subjects/Keywords: DOUTORAMENTO EM EDUCAÇÃO; EDUCAÇÃO; SUPERVISÃO PEDAGÓGICA; FORMAÇÃO PROFISSIONAL; EDUCADORES DE INFÂNCIA; PRÁTICAS EDUCATIVAS; ENSINO REFLEXIVO; ESTUDOS DE CASO; APRENDIZAGEM; EDUCATION; PEDAGOGICAL SUPERVISION; VOCATIONAL TRAINING; EDUCATION PROFESSIONALS; EARLY CHILDHOOD TEACHERS; EDUCATIONAL PRACTICES; REFLECTIVE TEACHING; CASE STUDIES; LEARNING

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APA (6th Edition):

Neves, M. I. C. M. d. (2016). Supervisão e formação de profissionais de educação reflexivos: Estudo de caso num estágio de um curso de formação inicial de educadores de infância. (Thesis). Repositório Científico Lusófona. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/8312

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):

Neves, Maria Ivone Couto Monforte das. “Supervisão e formação de profissionais de educação reflexivos: Estudo de caso num estágio de um curso de formação inicial de educadores de infância.” 2016. Thesis, Repositório Científico Lusófona. Accessed March 21, 2019. https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/8312.

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

MLA Handbook (7th Edition):

Neves, Maria Ivone Couto Monforte das. “Supervisão e formação de profissionais de educação reflexivos: Estudo de caso num estágio de um curso de formação inicial de educadores de infância.” 2016. Web. 21 Mar 2019.

Vancouver:

Neves MICMd. Supervisão e formação de profissionais de educação reflexivos: Estudo de caso num estágio de um curso de formação inicial de educadores de infância. [Internet] [Thesis]. Repositório Científico Lusófona; 2016. [cited 2019 Mar 21]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/8312.

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

Council of Science Editors:

Neves MICMd. Supervisão e formação de profissionais de educação reflexivos: Estudo de caso num estágio de um curso de formação inicial de educadores de infância. [Thesis]. Repositório Científico Lusófona; 2016. Available from: https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/8312

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

26. Anwar, Tasneem. Design-Based Online Teacher Professional Development to Introduce Integration of STEM in Pakistan.

Degree: PhD, Education, Curriculum and Instruction, 2017, University of Minnesota

 In today’s global society where innovations spread rapidly, the escalating focus on science, technology, engineering and mathematics (STEM) has quickly intensified in the United States,… (more)

Subjects/Keywords: case study; community of practice; design-based research; online teacher professional development; reflective practices; STEM integration

…collaborative reflective practices (Brookfield 2005; Schön, 1983) can support the… …generated using Skype 98 Table 3.7 Reflective learning team conversations on Skype 99 Table… …includes engineering practices. NGSS calls for science teachers to integrate science and… …engineering practices. Such integration will allow students to build, deepen, and apply their… …engineering, and technology. This integration of science and engineering practices presents new… 

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

APA (6th Edition):

Anwar, T. (2017). Design-Based Online Teacher Professional Development to Introduce Integration of STEM in Pakistan. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/185626

Chicago Manual of Style (16th Edition):

Anwar, Tasneem. “Design-Based Online Teacher Professional Development to Introduce Integration of STEM in Pakistan.” 2017. Doctoral Dissertation, University of Minnesota. Accessed March 21, 2019. http://hdl.handle.net/11299/185626.

MLA Handbook (7th Edition):

Anwar, Tasneem. “Design-Based Online Teacher Professional Development to Introduce Integration of STEM in Pakistan.” 2017. Web. 21 Mar 2019.

Vancouver:

Anwar T. Design-Based Online Teacher Professional Development to Introduce Integration of STEM in Pakistan. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/11299/185626.

Council of Science Editors:

Anwar T. Design-Based Online Teacher Professional Development to Introduce Integration of STEM in Pakistan. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/185626


Virginia Tech

27. Siudzinski, Robert Andrew. Not All Who Wander are Lost: An Ethnographic Study of Individual Knowledge Construction within a Community of Practice.

Degree: PhD, Learning Sciences and Technologies, 2007, Virginia Tech

 This focused ethnography of Appalachian Trail (AT) long-distance hikers explored the situated and informal nature of individual knowledge construction as mediated through a community of… (more)

Subjects/Keywords: situated learning; reflective practices; informal learning; communities of practice; knowledge construction; hikers; Appalachian Trail

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

APA (6th Edition):

Siudzinski, R. A. (2007). Not All Who Wander are Lost: An Ethnographic Study of Individual Knowledge Construction within a Community of Practice. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27864

Chicago Manual of Style (16th Edition):

Siudzinski, Robert Andrew. “Not All Who Wander are Lost: An Ethnographic Study of Individual Knowledge Construction within a Community of Practice.” 2007. Doctoral Dissertation, Virginia Tech. Accessed March 21, 2019. http://hdl.handle.net/10919/27864.

MLA Handbook (7th Edition):

Siudzinski, Robert Andrew. “Not All Who Wander are Lost: An Ethnographic Study of Individual Knowledge Construction within a Community of Practice.” 2007. Web. 21 Mar 2019.

Vancouver:

Siudzinski RA. Not All Who Wander are Lost: An Ethnographic Study of Individual Knowledge Construction within a Community of Practice. [Internet] [Doctoral dissertation]. Virginia Tech; 2007. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10919/27864.

Council of Science Editors:

Siudzinski RA. Not All Who Wander are Lost: An Ethnographic Study of Individual Knowledge Construction within a Community of Practice. [Doctoral Dissertation]. Virginia Tech; 2007. Available from: http://hdl.handle.net/10919/27864

28. Champagne, Jennifer E. Relationships Count: A Qualitative Case Study of a Professional Learning Series for Early Interventionists.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Lifespan Development and Educational Sciences, 2015, Kent State University

 Early intervention practitioners need professional development opportunities to nurture and sustain strong relationships with the families they serve. Reflective consultation is a form of professional… (more)

Subjects/Keywords: Special Education; Early Childhood Education; reflective consultation; reflective supervision; early intervention; early childhood professional development; case study; family-centered practices; infant mental health

…particularly interested in the application of reflective practices in relation to understanding and… …centered practices. However, in order to study the connection between reflective consultation and… …research measures included providing a pre- and post- survey about reflective practices and… …113 Early Interventionists‟ Perceptions of Relationship with Reflective Consultant… …Reflective Consultation ................118 Defining Format… 

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APA (6th Edition):

Champagne, J. E. (2015). Relationships Count: A Qualitative Case Study of a Professional Learning Series for Early Interventionists. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1427129042

Chicago Manual of Style (16th Edition):

Champagne, Jennifer E. “Relationships Count: A Qualitative Case Study of a Professional Learning Series for Early Interventionists.” 2015. Doctoral Dissertation, Kent State University. Accessed March 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1427129042.

MLA Handbook (7th Edition):

Champagne, Jennifer E. “Relationships Count: A Qualitative Case Study of a Professional Learning Series for Early Interventionists.” 2015. Web. 21 Mar 2019.

Vancouver:

Champagne JE. Relationships Count: A Qualitative Case Study of a Professional Learning Series for Early Interventionists. [Internet] [Doctoral dissertation]. Kent State University; 2015. [cited 2019 Mar 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1427129042.

Council of Science Editors:

Champagne JE. Relationships Count: A Qualitative Case Study of a Professional Learning Series for Early Interventionists. [Doctoral Dissertation]. Kent State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1427129042

29. Sable, David. The Impacts of Reflective Practices on the Dispositions for Critical Thinking in Undergraduate Courses.

Degree: PhD, Interdisciplinary PhD Programme, 2012, Dalhousie University

This thesis presents primary research on the impacts of mindfulness applied to introspective and interactive learning activities in undergraduate university courses.

The primary objective of… (more)

Subjects/Keywords: Critical thinking; critical thinking dispositions; reflexive disposition; reflexive methodology; reflective practices; reflective interaction; contemplative pedagogy; contemplation; contemplative practices; mindfulness; meditation; grounded theory; constructivist grounded theory; grounded theory methods; felt sense; student engagement; phenomenological research methods; mixed methods

…Regarding the Reflective Practices as More Than an Intellectual Process 101 4.3 Engagement with… …121 4.6.2 Applying the Reflective Practices Beyond the Course… …reflective practices based on mindfulness 34 Table 5. Community of inquiry categories and… …indicators ....... 51 Table 6. Critical thinking and reflective practices matrix… …Major themes in students’ experience of reflective practices …. 93 Figure 5. Weekly total… 

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

APA (6th Edition):

Sable, D. (2012). The Impacts of Reflective Practices on the Dispositions for Critical Thinking in Undergraduate Courses. (Doctoral Dissertation). Dalhousie University. Retrieved from http://hdl.handle.net/10222/15464

Chicago Manual of Style (16th Edition):

Sable, David. “The Impacts of Reflective Practices on the Dispositions for Critical Thinking in Undergraduate Courses.” 2012. Doctoral Dissertation, Dalhousie University. Accessed March 21, 2019. http://hdl.handle.net/10222/15464.

MLA Handbook (7th Edition):

Sable, David. “The Impacts of Reflective Practices on the Dispositions for Critical Thinking in Undergraduate Courses.” 2012. Web. 21 Mar 2019.

Vancouver:

Sable D. The Impacts of Reflective Practices on the Dispositions for Critical Thinking in Undergraduate Courses. [Internet] [Doctoral dissertation]. Dalhousie University; 2012. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10222/15464.

Council of Science Editors:

Sable D. The Impacts of Reflective Practices on the Dispositions for Critical Thinking in Undergraduate Courses. [Doctoral Dissertation]. Dalhousie University; 2012. Available from: http://hdl.handle.net/10222/15464

30. Laverick, Vincent T. Thinking About Teaching: Does Mentoring a Student Teacher Cause a Cooperating Teacher to be More Reflective?.

Degree: Doctor of Education (EdD), Education, 2016, University of Findlay

 With increased standards and updated teacher evaluation procedures, in-service teachers have expressed concern about working with student teachers. Using Rodgers (2002) framework for reflection, two… (more)

Subjects/Keywords: Education; Educational Theory; student teacher; cooperating teacher; reflection; metacognition; pre-service teachers; inservice teachers; teacher intern; reflective practices

…teacher has on the reflective practices of a cooperating teacher. Researcher’s experiences… …teacher has on the reflective practices of a cooperating teacher. Rationale & Significance of… …teachers to impact the reflective practices of practicing teachers. In addition, the premise of a… …the area of the reflective practices of cooperating teachers with student teachers in their… …reflective practices of a cooperating teacher and the number of reflective opportunities, it is… 

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

APA (6th Edition):

Laverick, V. T. (2016). Thinking About Teaching: Does Mentoring a Student Teacher Cause a Cooperating Teacher to be More Reflective?. (Doctoral Dissertation). University of Findlay. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=findlay1460807098

Chicago Manual of Style (16th Edition):

Laverick, Vincent T. “Thinking About Teaching: Does Mentoring a Student Teacher Cause a Cooperating Teacher to be More Reflective?.” 2016. Doctoral Dissertation, University of Findlay. Accessed March 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1460807098.

MLA Handbook (7th Edition):

Laverick, Vincent T. “Thinking About Teaching: Does Mentoring a Student Teacher Cause a Cooperating Teacher to be More Reflective?.” 2016. Web. 21 Mar 2019.

Vancouver:

Laverick VT. Thinking About Teaching: Does Mentoring a Student Teacher Cause a Cooperating Teacher to be More Reflective?. [Internet] [Doctoral dissertation]. University of Findlay; 2016. [cited 2019 Mar 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1460807098.

Council of Science Editors:

Laverick VT. Thinking About Teaching: Does Mentoring a Student Teacher Cause a Cooperating Teacher to be More Reflective?. [Doctoral Dissertation]. University of Findlay; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1460807098

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