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You searched for subject:(Social perceptions teaching practices of primary school teachers). Showing records 1 – 30 of 444007 total matches.

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1. Διαμαντής, Κωνσταντίνος. Η διδασκαλία της κοινωνιολογίας της εκπαίδευσης στα Π.Τ.Δ.Ε. και οι εκπαιδευτικοί της πρωτοβάθμιας εκπαίδευσης.

Degree: 2010, University of Ioannina; Πανεπιστήμιο Ιωαννίνων

The subject of the doctoral research is the study of a particular cognitive discipline at the Departments of Primary Education and the Primary School Teachers(more)

Subjects/Keywords: Διδασκαλία της κοινωνιολογίας της εκπαίδευσης; Παιδαγωγικά τμήματα δημοτικής εκπαίδευσης; Εκπαιδευτικοί πρωτοβάθμιας εκπαίδευσης; Κοινωνικές οπτικές-διδακτικές πρακτικές εκπαιδευτικών; Αναπαραγωγική λειτουργία δημοτικού σχολείου; Sociology of education teaching; Departments of primary education; Primary school teachers; Social perceptions-teaching practices of primary school teachers; Social reproduction function of education

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APA (6th Edition):

Διαμαντής, . . (2010). Η διδασκαλία της κοινωνιολογίας της εκπαίδευσης στα Π.Τ.Δ.Ε. και οι εκπαιδευτικοί της πρωτοβάθμιας εκπαίδευσης. (Thesis). University of Ioannina; Πανεπιστήμιο Ιωαννίνων. Retrieved from http://hdl.handle.net/10442/hedi/34832

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):

Διαμαντής, Κωνσταντίνος. “Η διδασκαλία της κοινωνιολογίας της εκπαίδευσης στα Π.Τ.Δ.Ε. και οι εκπαιδευτικοί της πρωτοβάθμιας εκπαίδευσης.” 2010. Thesis, University of Ioannina; Πανεπιστήμιο Ιωαννίνων. Accessed August 19, 2019. http://hdl.handle.net/10442/hedi/34832.

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

MLA Handbook (7th Edition):

Διαμαντής, Κωνσταντίνος. “Η διδασκαλία της κοινωνιολογίας της εκπαίδευσης στα Π.Τ.Δ.Ε. και οι εκπαιδευτικοί της πρωτοβάθμιας εκπαίδευσης.” 2010. Web. 19 Aug 2019.

Vancouver:

Διαμαντής . Η διδασκαλία της κοινωνιολογίας της εκπαίδευσης στα Π.Τ.Δ.Ε. και οι εκπαιδευτικοί της πρωτοβάθμιας εκπαίδευσης. [Internet] [Thesis]. University of Ioannina; Πανεπιστήμιο Ιωαννίνων; 2010. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10442/hedi/34832.

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

Council of Science Editors:

Διαμαντής . Η διδασκαλία της κοινωνιολογίας της εκπαίδευσης στα Π.Τ.Δ.Ε. και οι εκπαιδευτικοί της πρωτοβάθμιας εκπαίδευσης. [Thesis]. University of Ioannina; Πανεπιστήμιο Ιωαννίνων; 2010. Available from: http://hdl.handle.net/10442/hedi/34832

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


University of Waikato

2. Hagunama, Eron. Papua New Guinea Primary School Technology Teachers: The Impacts of Support Materials on Their Perceptions and Practices .

Degree: 2008, University of Waikato

 This thesis explores the perceptions of technology and technology education held by six primary school teachers in Papua New Guinea, and their views of the… (more)

Subjects/Keywords: Papua New Guinea; primary school technology teachers; professional development and support materials; perceptions and practices of teaching

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APA (6th Edition):

Hagunama, E. (2008). Papua New Guinea Primary School Technology Teachers: The Impacts of Support Materials on Their Perceptions and Practices . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/2274

Chicago Manual of Style (16th Edition):

Hagunama, Eron. “Papua New Guinea Primary School Technology Teachers: The Impacts of Support Materials on Their Perceptions and Practices .” 2008. Masters Thesis, University of Waikato. Accessed August 19, 2019. http://hdl.handle.net/10289/2274.

MLA Handbook (7th Edition):

Hagunama, Eron. “Papua New Guinea Primary School Technology Teachers: The Impacts of Support Materials on Their Perceptions and Practices .” 2008. Web. 19 Aug 2019.

Vancouver:

Hagunama E. Papua New Guinea Primary School Technology Teachers: The Impacts of Support Materials on Their Perceptions and Practices . [Internet] [Masters thesis]. University of Waikato; 2008. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10289/2274.

Council of Science Editors:

Hagunama E. Papua New Guinea Primary School Technology Teachers: The Impacts of Support Materials on Their Perceptions and Practices . [Masters Thesis]. University of Waikato; 2008. Available from: http://hdl.handle.net/10289/2274


University of Manchester

3. Karousiou, Christiana Petros. An exploratory study into primary teachers' professional identity at a time of educational reform in Cyprus.

Degree: PhD, 2013, University of Manchester

 The research reported in this study is located in a major curriculum reform programme commissioned by the Cypriot government and introduced into all public primary(more)

Subjects/Keywords: 370.71; professional identity; educational reform; primary school teachers; Republic of Cyprus; teachers' practices

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APA (6th Edition):

Karousiou, C. P. (2013). An exploratory study into primary teachers' professional identity at a time of educational reform in Cyprus. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/an-exploratory-study-into-primary-teachers-professional-identity-at-a-time-of-educational-reform-in-cyprus(7adf7885-7220-42bb-9578-d15ed4fc2765).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632185

Chicago Manual of Style (16th Edition):

Karousiou, Christiana Petros. “An exploratory study into primary teachers' professional identity at a time of educational reform in Cyprus.” 2013. Doctoral Dissertation, University of Manchester. Accessed August 19, 2019. https://www.research.manchester.ac.uk/portal/en/theses/an-exploratory-study-into-primary-teachers-professional-identity-at-a-time-of-educational-reform-in-cyprus(7adf7885-7220-42bb-9578-d15ed4fc2765).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632185.

MLA Handbook (7th Edition):

Karousiou, Christiana Petros. “An exploratory study into primary teachers' professional identity at a time of educational reform in Cyprus.” 2013. Web. 19 Aug 2019.

Vancouver:

Karousiou CP. An exploratory study into primary teachers' professional identity at a time of educational reform in Cyprus. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2019 Aug 19]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/an-exploratory-study-into-primary-teachers-professional-identity-at-a-time-of-educational-reform-in-cyprus(7adf7885-7220-42bb-9578-d15ed4fc2765).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632185.

Council of Science Editors:

Karousiou CP. An exploratory study into primary teachers' professional identity at a time of educational reform in Cyprus. [Doctoral Dissertation]. University of Manchester; 2013. Available from: https://www.research.manchester.ac.uk/portal/en/theses/an-exploratory-study-into-primary-teachers-professional-identity-at-a-time-of-educational-reform-in-cyprus(7adf7885-7220-42bb-9578-d15ed4fc2765).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632185


University of Manchester

4. Karousiou, Christiana Petros. AN EXPLORATORY STUDY INTO PRIMARY TEACHERS’ PROFESSIONAL IDENTITY AT A TIME OF EDUCATIONAL REFORM IN CYPRUS.

Degree: 2013, University of Manchester

 The research reported in this study is located in a major curriculum reform programme commissioned by the Cypriot government and introduced into all public primary(more)

Subjects/Keywords: professional identity; educational reform; primary school teachers; Republic of Cyprus; teachers' practices

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APA (6th Edition):

Karousiou, C. P. (2013). AN EXPLORATORY STUDY INTO PRIMARY TEACHERS’ PROFESSIONAL IDENTITY AT A TIME OF EDUCATIONAL REFORM IN CYPRUS. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:212846

Chicago Manual of Style (16th Edition):

Karousiou, Christiana Petros. “AN EXPLORATORY STUDY INTO PRIMARY TEACHERS’ PROFESSIONAL IDENTITY AT A TIME OF EDUCATIONAL REFORM IN CYPRUS.” 2013. Doctoral Dissertation, University of Manchester. Accessed August 19, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:212846.

MLA Handbook (7th Edition):

Karousiou, Christiana Petros. “AN EXPLORATORY STUDY INTO PRIMARY TEACHERS’ PROFESSIONAL IDENTITY AT A TIME OF EDUCATIONAL REFORM IN CYPRUS.” 2013. Web. 19 Aug 2019.

Vancouver:

Karousiou CP. AN EXPLORATORY STUDY INTO PRIMARY TEACHERS’ PROFESSIONAL IDENTITY AT A TIME OF EDUCATIONAL REFORM IN CYPRUS. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2019 Aug 19]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:212846.

Council of Science Editors:

Karousiou CP. AN EXPLORATORY STUDY INTO PRIMARY TEACHERS’ PROFESSIONAL IDENTITY AT A TIME OF EDUCATIONAL REFORM IN CYPRUS. [Doctoral Dissertation]. University of Manchester; 2013. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:212846


Linköping University

5. Zhao, He. Chinese Primary School Teachers' Perceptions and Experiences of Outdoor Education.

Degree: Culture and Communication, 2016, Linköping University

  Outdoor education as a cultural construct comprises outdoor activities, personal and social development, and environmental education. However, the learning process within the Chinese educational… (more)

Subjects/Keywords: Outdoor Education; Alternative Teaching Approach; Chinese Primary School Teachers; Perceptions; Experiences; Benefits; Barriers; China; Air pollution; Large Population; Social Sciences; Samhällsvetenskap; Educational Sciences; Utbildningsvetenskap

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APA (6th Edition):

Zhao, H. (2016). Chinese Primary School Teachers' Perceptions and Experiences of Outdoor Education. (Thesis). Linköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-149673

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):

Zhao, He. “Chinese Primary School Teachers' Perceptions and Experiences of Outdoor Education.” 2016. Thesis, Linköping University. Accessed August 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-149673.

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

MLA Handbook (7th Edition):

Zhao, He. “Chinese Primary School Teachers' Perceptions and Experiences of Outdoor Education.” 2016. Web. 19 Aug 2019.

Vancouver:

Zhao H. Chinese Primary School Teachers' Perceptions and Experiences of Outdoor Education. [Internet] [Thesis]. Linköping University; 2016. [cited 2019 Aug 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-149673.

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

Council of Science Editors:

Zhao H. Chinese Primary School Teachers' Perceptions and Experiences of Outdoor Education. [Thesis]. Linköping University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-149673

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


Penn State University

6. Almoaiqel, Salman Abdullah. Perceptions of Saudi School Teachers about Teaching Arabic Language Arts Using an Integrated Approach: An Exploratory Study.

Degree: PhD, Curriculum and Instruction, 2014, Penn State University

 ABSTRACT This study was conducted to examine the perceptions of elementary and middle school teachers in Saudi Arabia toward using an integrated approach to teaching(more)

Subjects/Keywords: Teaching Arabic Language Arts; Integrated Approach; Perceptions of Saudi School Teachers; Integrating Arabic Language Arts

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APA (6th Edition):

Almoaiqel, S. A. (2014). Perceptions of Saudi School Teachers about Teaching Arabic Language Arts Using an Integrated Approach: An Exploratory Study. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/23408

Chicago Manual of Style (16th Edition):

Almoaiqel, Salman Abdullah. “Perceptions of Saudi School Teachers about Teaching Arabic Language Arts Using an Integrated Approach: An Exploratory Study.” 2014. Doctoral Dissertation, Penn State University. Accessed August 19, 2019. https://etda.libraries.psu.edu/catalog/23408.

MLA Handbook (7th Edition):

Almoaiqel, Salman Abdullah. “Perceptions of Saudi School Teachers about Teaching Arabic Language Arts Using an Integrated Approach: An Exploratory Study.” 2014. Web. 19 Aug 2019.

Vancouver:

Almoaiqel SA. Perceptions of Saudi School Teachers about Teaching Arabic Language Arts Using an Integrated Approach: An Exploratory Study. [Internet] [Doctoral dissertation]. Penn State University; 2014. [cited 2019 Aug 19]. Available from: https://etda.libraries.psu.edu/catalog/23408.

Council of Science Editors:

Almoaiqel SA. Perceptions of Saudi School Teachers about Teaching Arabic Language Arts Using an Integrated Approach: An Exploratory Study. [Doctoral Dissertation]. Penn State University; 2014. Available from: https://etda.libraries.psu.edu/catalog/23408


University of South Florida

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

Degree: 2017, University of South Florida

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Ozturk, Mehmet Emin. “Collaboration with Families: Perceptions of Special Education Preservice Teachers and Teacher Preparation.” 2017. Thesis, University of South Florida. Accessed August 19, 2019. https://scholarcommons.usf.edu/etd/7071.

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

MLA Handbook (7th Edition):

Ozturk, Mehmet Emin. “Collaboration with Families: Perceptions of Special Education Preservice Teachers and Teacher Preparation.” 2017. Web. 19 Aug 2019.

Vancouver:

Ozturk ME. Collaboration with Families: Perceptions of Special Education Preservice Teachers and Teacher Preparation. [Internet] [Thesis]. University of South Florida; 2017. [cited 2019 Aug 19]. Available from: https://scholarcommons.usf.edu/etd/7071.

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

Council of Science Editors:

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

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

8. Washington, Demarius. The grieving student and school support: Case study.

Degree: PhD, Family Studies, 2014, Texas Woman's University

 The purpose of this multi-case study was to explore classroom teachers' and school counselors' perceptions of multi-varied grief manifestations present from elementary students, ages 6-12,… (more)

Subjects/Keywords: Education; Children and grief; Classroom teachers and grief; Death of primary caregiver; Parental death; School counselor perceptions; School support and grief

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APA (6th Edition):

Washington, D. (2014). The grieving student and school support: Case study. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/11071

Chicago Manual of Style (16th Edition):

Washington, Demarius. “The grieving student and school support: Case study.” 2014. Doctoral Dissertation, Texas Woman's University. Accessed August 19, 2019. http://hdl.handle.net/11274/11071.

MLA Handbook (7th Edition):

Washington, Demarius. “The grieving student and school support: Case study.” 2014. Web. 19 Aug 2019.

Vancouver:

Washington D. The grieving student and school support: Case study. [Internet] [Doctoral dissertation]. Texas Woman's University; 2014. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/11274/11071.

Council of Science Editors:

Washington D. The grieving student and school support: Case study. [Doctoral Dissertation]. Texas Woman's University; 2014. Available from: http://hdl.handle.net/11274/11071


University of Manchester

9. Parr, Elizabeth. The development of professionals' perceptions and practices in a community-oriented primary school.

Degree: Thesis (EdD), 2016, University of Manchester

 To deal with the challenge of deprivation and its impact on learning, there is a long history of schools attempting to respond by working beyond… (more)

Subjects/Keywords: community-oriented; primary school; professional perceptions; professional practices

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APA (6th Edition):

Parr, E. (2016). The development of professionals' perceptions and practices in a community-oriented primary school. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/the-development-of-professionals-perceptions-and-practices-in-a-communityoriented-primary-school(efb7d997-55a0-42ae-8ebf-e0560f14dda8).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764437

Chicago Manual of Style (16th Edition):

Parr, Elizabeth. “The development of professionals' perceptions and practices in a community-oriented primary school.” 2016. Doctoral Dissertation, University of Manchester. Accessed August 19, 2019. https://www.research.manchester.ac.uk/portal/en/theses/the-development-of-professionals-perceptions-and-practices-in-a-communityoriented-primary-school(efb7d997-55a0-42ae-8ebf-e0560f14dda8).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764437.

MLA Handbook (7th Edition):

Parr, Elizabeth. “The development of professionals' perceptions and practices in a community-oriented primary school.” 2016. Web. 19 Aug 2019.

Vancouver:

Parr E. The development of professionals' perceptions and practices in a community-oriented primary school. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2019 Aug 19]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/the-development-of-professionals-perceptions-and-practices-in-a-communityoriented-primary-school(efb7d997-55a0-42ae-8ebf-e0560f14dda8).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764437.

Council of Science Editors:

Parr E. The development of professionals' perceptions and practices in a community-oriented primary school. [Doctoral Dissertation]. University of Manchester; 2016. Available from: https://www.research.manchester.ac.uk/portal/en/theses/the-development-of-professionals-perceptions-and-practices-in-a-communityoriented-primary-school(efb7d997-55a0-42ae-8ebf-e0560f14dda8).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764437


University of Manchester

10. Parr, Elizabeth Frances. The Development of Professionals' Perceptions and Practices in a Community-Oriented Primary School.

Degree: 2016, University of Manchester

To deal with the challenge of deprivation and its impact on learning, there is a long history of schools attempting to respond by working beyond… (more)

Subjects/Keywords: community-oriented; primary school; professional perceptions; professional practices

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

APA (6th Edition):

Parr, E. F. (2016). The Development of Professionals' Perceptions and Practices in a Community-Oriented Primary School. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305829

Chicago Manual of Style (16th Edition):

Parr, Elizabeth Frances. “The Development of Professionals' Perceptions and Practices in a Community-Oriented Primary School.” 2016. Doctoral Dissertation, University of Manchester. Accessed August 19, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305829.

MLA Handbook (7th Edition):

Parr, Elizabeth Frances. “The Development of Professionals' Perceptions and Practices in a Community-Oriented Primary School.” 2016. Web. 19 Aug 2019.

Vancouver:

Parr EF. The Development of Professionals' Perceptions and Practices in a Community-Oriented Primary School. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2019 Aug 19]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305829.

Council of Science Editors:

Parr EF. The Development of Professionals' Perceptions and Practices in a Community-Oriented Primary School. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305829


University of South Carolina

11. Emmer, Edwin Wheeler. Practices, Beliefs, And Perceptions Of Effective Science Teachers In Elementary Schools Serving Low Socioeconomic Communities.

Degree: PhD, Educational Studies, 2018, University of South Carolina

  Students who come from low socioeconomic status (SES) backgrounds are more likely to manifest a science achievement gap when compared to their high SES… (more)

Subjects/Keywords: Education; Higher Education; Scholarship of Teaching and Learning; Practices; Beliefs; Perceptions; Effective Science Teachers; Elementary Schools; Low Socioeconomic Communities

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APA (6th Edition):

Emmer, E. W. (2018). Practices, Beliefs, And Perceptions Of Effective Science Teachers In Elementary Schools Serving Low Socioeconomic Communities. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4780

Chicago Manual of Style (16th Edition):

Emmer, Edwin Wheeler. “Practices, Beliefs, And Perceptions Of Effective Science Teachers In Elementary Schools Serving Low Socioeconomic Communities.” 2018. Doctoral Dissertation, University of South Carolina. Accessed August 19, 2019. https://scholarcommons.sc.edu/etd/4780.

MLA Handbook (7th Edition):

Emmer, Edwin Wheeler. “Practices, Beliefs, And Perceptions Of Effective Science Teachers In Elementary Schools Serving Low Socioeconomic Communities.” 2018. Web. 19 Aug 2019.

Vancouver:

Emmer EW. Practices, Beliefs, And Perceptions Of Effective Science Teachers In Elementary Schools Serving Low Socioeconomic Communities. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Aug 19]. Available from: https://scholarcommons.sc.edu/etd/4780.

Council of Science Editors:

Emmer EW. Practices, Beliefs, And Perceptions Of Effective Science Teachers In Elementary Schools Serving Low Socioeconomic Communities. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4780


University of Arizona

12. Brown, Alan Victor. Students' and Teachers' Perceptions of Effective Teaching in the Foreign Language Classroom: A Comparison of Ideals and Ratings .

Degree: 2006, University of Arizona

 Relatively few studies have specifically compared L2 teacher's perceptions of effective FL teaching with their own students (Beaudrie, Brown, Thompson, 2004; Brosh, 1996, Kern, 1995a).… (more)

Subjects/Keywords: students' & teachers' perceptions of FL teaching practices

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APA (6th Edition):

Brown, A. V. (2006). Students' and Teachers' Perceptions of Effective Teaching in the Foreign Language Classroom: A Comparison of Ideals and Ratings . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195302

Chicago Manual of Style (16th Edition):

Brown, Alan Victor. “Students' and Teachers' Perceptions of Effective Teaching in the Foreign Language Classroom: A Comparison of Ideals and Ratings .” 2006. Doctoral Dissertation, University of Arizona. Accessed August 19, 2019. http://hdl.handle.net/10150/195302.

MLA Handbook (7th Edition):

Brown, Alan Victor. “Students' and Teachers' Perceptions of Effective Teaching in the Foreign Language Classroom: A Comparison of Ideals and Ratings .” 2006. Web. 19 Aug 2019.

Vancouver:

Brown AV. Students' and Teachers' Perceptions of Effective Teaching in the Foreign Language Classroom: A Comparison of Ideals and Ratings . [Internet] [Doctoral dissertation]. University of Arizona; 2006. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10150/195302.

Council of Science Editors:

Brown AV. Students' and Teachers' Perceptions of Effective Teaching in the Foreign Language Classroom: A Comparison of Ideals and Ratings . [Doctoral Dissertation]. University of Arizona; 2006. Available from: http://hdl.handle.net/10150/195302


University of Nairobi

13. Mosoti, Obae R. Characteristics of dropouts among upper primary pupils: Teachers' perceptions .

Degree: 2014, University of Nairobi

 Abstract: There is continued concern over the number of pupils who do not complete school and graduate. The dropout problem has persisted consistently for a… (more)

Subjects/Keywords: School dropouts; Primary school dropouts; Nairobi county, Kenya.; Headteachers perceptions; Teachers perceptions

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APA (6th Edition):

Mosoti, O. R. (2014). Characteristics of dropouts among upper primary pupils: Teachers' perceptions . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/74029

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):

Mosoti, Obae R. “Characteristics of dropouts among upper primary pupils: Teachers' perceptions .” 2014. Thesis, University of Nairobi. Accessed August 19, 2019. http://hdl.handle.net/11295/74029.

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

MLA Handbook (7th Edition):

Mosoti, Obae R. “Characteristics of dropouts among upper primary pupils: Teachers' perceptions .” 2014. Web. 19 Aug 2019.

Vancouver:

Mosoti OR. Characteristics of dropouts among upper primary pupils: Teachers' perceptions . [Internet] [Thesis]. University of Nairobi; 2014. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/11295/74029.

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

Council of Science Editors:

Mosoti OR. Characteristics of dropouts among upper primary pupils: Teachers' perceptions . [Thesis]. University of Nairobi; 2014. Available from: http://hdl.handle.net/11295/74029

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


University of North Texas

14. Madueke, Nkechi A. Teachers’ Perceptions of Their Responsibilities in Teaching Social Emotional Skills: a Case Study.

Degree: 2014, University of North Texas

 This study investigated the beliefs of teachers at a particular elementary campus in North Texas during its first year of implementation of a social emotional… (more)

Subjects/Keywords: teachers’ perceptions; responsibilities; social skills; Social skills  – Study and teaching (Elementary)  – Texas  – Case studies.; Elementary school teaching  – Texas  – Case studies.

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

APA (6th Edition):

Madueke, N. A. (2014). Teachers’ Perceptions of Their Responsibilities in Teaching Social Emotional Skills: a Case Study. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc700052/

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):

Madueke, Nkechi A. “Teachers’ Perceptions of Their Responsibilities in Teaching Social Emotional Skills: a Case Study.” 2014. Thesis, University of North Texas. Accessed August 19, 2019. https://digital.library.unt.edu/ark:/67531/metadc700052/.

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

MLA Handbook (7th Edition):

Madueke, Nkechi A. “Teachers’ Perceptions of Their Responsibilities in Teaching Social Emotional Skills: a Case Study.” 2014. Web. 19 Aug 2019.

Vancouver:

Madueke NA. Teachers’ Perceptions of Their Responsibilities in Teaching Social Emotional Skills: a Case Study. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Aug 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc700052/.

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

Council of Science Editors:

Madueke NA. Teachers’ Perceptions of Their Responsibilities in Teaching Social Emotional Skills: a Case Study. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc700052/

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


University of Western Sydney

15. Mooney, Janet. A critical analysis of core Aboriginal studies subjects in primary teacher education courses.

Degree: 2011, University of Western Sydney

 Australia has come to a critical point in its identity as a nation, that is, acknowledging its Aboriginal peoples - Australia's first people - as… (more)

Subjects/Keywords: Doctor of Philosophy (PhD); Aboriginal Australians; study and teaching (primary); primary school teachers; training of; New South Wales

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APA (6th Edition):

Mooney, J. (2011). A critical analysis of core Aboriginal studies subjects in primary teacher education courses. (Thesis). University of Western Sydney. Retrieved from http://handle.uws.edu.au:8081/1959.7/499808

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):

Mooney, Janet. “A critical analysis of core Aboriginal studies subjects in primary teacher education courses.” 2011. Thesis, University of Western Sydney. Accessed August 19, 2019. http://handle.uws.edu.au:8081/1959.7/499808.

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

MLA Handbook (7th Edition):

Mooney, Janet. “A critical analysis of core Aboriginal studies subjects in primary teacher education courses.” 2011. Web. 19 Aug 2019.

Vancouver:

Mooney J. A critical analysis of core Aboriginal studies subjects in primary teacher education courses. [Internet] [Thesis]. University of Western Sydney; 2011. [cited 2019 Aug 19]. Available from: http://handle.uws.edu.au:8081/1959.7/499808.

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

Council of Science Editors:

Mooney J. A critical analysis of core Aboriginal studies subjects in primary teacher education courses. [Thesis]. University of Western Sydney; 2011. Available from: http://handle.uws.edu.au:8081/1959.7/499808

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


Unitec New Zealand

16. Henderson, Duncan Clark. Professional learning support experiences of primary school teachers in their third to fifth year of practice.

Degree: 2013, Unitec New Zealand

 A qualitative methodology was employed for this research, focusing on three New Zealand primary schools. Across the three data locations, semi-structured interviews were undertaken with… (more)

Subjects/Keywords: New Zealand primary school teachers; professional development; third to fifth year of teaching; 130105 Primary Education (excl. Māori)

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APA (6th Edition):

Henderson, D. C. (2013). Professional learning support experiences of primary school teachers in their third to fifth year of practice. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/2210

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):

Henderson, Duncan Clark. “Professional learning support experiences of primary school teachers in their third to fifth year of practice.” 2013. Thesis, Unitec New Zealand. Accessed August 19, 2019. http://hdl.handle.net/10652/2210.

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

MLA Handbook (7th Edition):

Henderson, Duncan Clark. “Professional learning support experiences of primary school teachers in their third to fifth year of practice.” 2013. Web. 19 Aug 2019.

Vancouver:

Henderson DC. Professional learning support experiences of primary school teachers in their third to fifth year of practice. [Internet] [Thesis]. Unitec New Zealand; 2013. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10652/2210.

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

Council of Science Editors:

Henderson DC. Professional learning support experiences of primary school teachers in their third to fifth year of practice. [Thesis]. Unitec New Zealand; 2013. Available from: http://hdl.handle.net/10652/2210

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


Georgia State University

17. Yigitoglu, Nur. Exploring Second Language Writing Teacher Cognition.

Degree: PhD, Applied Linguistics and English as a Second Language, 2011, Georgia State University

  Second language (L2) teacher cognition has in recent years attracted the attention of an increasing number of researchers. While much L2 teacher cognition research… (more)

Subjects/Keywords: Teaching writing; Teacher cognition; Second language (L2) writing teachers; Teaching practices; Second language teachers’ self-perceptions; Teachers’ writing experiences

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

APA (6th Edition):

Yigitoglu, N. (2011). Exploring Second Language Writing Teacher Cognition. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/17

Chicago Manual of Style (16th Edition):

Yigitoglu, Nur. “Exploring Second Language Writing Teacher Cognition.” 2011. Doctoral Dissertation, Georgia State University. Accessed August 19, 2019. https://scholarworks.gsu.edu/alesl_diss/17.

MLA Handbook (7th Edition):

Yigitoglu, Nur. “Exploring Second Language Writing Teacher Cognition.” 2011. Web. 19 Aug 2019.

Vancouver:

Yigitoglu N. Exploring Second Language Writing Teacher Cognition. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2019 Aug 19]. Available from: https://scholarworks.gsu.edu/alesl_diss/17.

Council of Science Editors:

Yigitoglu N. Exploring Second Language Writing Teacher Cognition. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/alesl_diss/17


University of Alberta

18. Bradford, Brent D. Symbolism of Clothing: The Relationship between Teacher Clothing and Children’s Perceptions in Elementary School Physical Education.

Degree: PhD, Department of Elementary Education, 2015, University of Alberta

Teachers of physical education have the responsibility to develop and teach programs that physically educate elementary school children (Hickson & Fishburne, 2005). Therefore, what teachers(more)

Subjects/Keywords: elementary school physical education; symbolism of teacher clothing; perception formation; children's perceptions of teachers; teacher clothing; role modeling; effective teaching

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APA (6th Edition):

Bradford, B. D. (2015). Symbolism of Clothing: The Relationship between Teacher Clothing and Children’s Perceptions in Elementary School Physical Education. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/dj52w739f

Chicago Manual of Style (16th Edition):

Bradford, Brent D. “Symbolism of Clothing: The Relationship between Teacher Clothing and Children’s Perceptions in Elementary School Physical Education.” 2015. Doctoral Dissertation, University of Alberta. Accessed August 19, 2019. https://era.library.ualberta.ca/files/dj52w739f.

MLA Handbook (7th Edition):

Bradford, Brent D. “Symbolism of Clothing: The Relationship between Teacher Clothing and Children’s Perceptions in Elementary School Physical Education.” 2015. Web. 19 Aug 2019.

Vancouver:

Bradford BD. Symbolism of Clothing: The Relationship between Teacher Clothing and Children’s Perceptions in Elementary School Physical Education. [Internet] [Doctoral dissertation]. University of Alberta; 2015. [cited 2019 Aug 19]. Available from: https://era.library.ualberta.ca/files/dj52w739f.

Council of Science Editors:

Bradford BD. Symbolism of Clothing: The Relationship between Teacher Clothing and Children’s Perceptions in Elementary School Physical Education. [Doctoral Dissertation]. University of Alberta; 2015. Available from: https://era.library.ualberta.ca/files/dj52w739f


SUNY College at Brockport

19. alvis, monika. Teachers’ Perceptions About Using Restorative Practice Based Programs in Schools.

Degree: Counselor Education, 2015, SUNY College at Brockport

  This qualitative study is an investigation into teacher’s perceptions about using restorative practice based programs in schools. A grounded theory approach was used to… (more)

Subjects/Keywords: restorative practices; restorative justice; teachers perceptions; school programs; school counseling; Counselor Education

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APA (6th Edition):

alvis, m. (2015). Teachers’ Perceptions About Using Restorative Practice Based Programs in Schools. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/edc_capstone/4

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):

alvis, monika. “Teachers’ Perceptions About Using Restorative Practice Based Programs in Schools.” 2015. Thesis, SUNY College at Brockport. Accessed August 19, 2019. https://digitalcommons.brockport.edu/edc_capstone/4.

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

MLA Handbook (7th Edition):

alvis, monika. “Teachers’ Perceptions About Using Restorative Practice Based Programs in Schools.” 2015. Web. 19 Aug 2019.

Vancouver:

alvis m. Teachers’ Perceptions About Using Restorative Practice Based Programs in Schools. [Internet] [Thesis]. SUNY College at Brockport; 2015. [cited 2019 Aug 19]. Available from: https://digitalcommons.brockport.edu/edc_capstone/4.

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

Council of Science Editors:

alvis m. Teachers’ Perceptions About Using Restorative Practice Based Programs in Schools. [Thesis]. SUNY College at Brockport; 2015. Available from: https://digitalcommons.brockport.edu/edc_capstone/4

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


Addis Ababa University

20. Tefera, Gashaw A. Teachers` Perceptions and Practices of Continuous Assessment in Mathematics Class in Dera woreda General Secondary and Preparatory Schools .

Degree: 2014, Addis Ababa University

 The study examined teachers` perceptions and practices of continuous assessment in mathematics class. The participants of the study were 20 teachers, 152 students, and 4… (more)

Subjects/Keywords: Teachers` Perceptions and Practices of Continuous Assessment in Mathematics

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APA (6th Edition):

Tefera, G. A. (2014). Teachers` Perceptions and Practices of Continuous Assessment in Mathematics Class in Dera woreda General Secondary and Preparatory Schools . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7208

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):

Tefera, Gashaw A. “Teachers` Perceptions and Practices of Continuous Assessment in Mathematics Class in Dera woreda General Secondary and Preparatory Schools .” 2014. Thesis, Addis Ababa University. Accessed August 19, 2019. http://etd.aau.edu.et/dspace/handle/123456789/7208.

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

MLA Handbook (7th Edition):

Tefera, Gashaw A. “Teachers` Perceptions and Practices of Continuous Assessment in Mathematics Class in Dera woreda General Secondary and Preparatory Schools .” 2014. Web. 19 Aug 2019.

Vancouver:

Tefera GA. Teachers` Perceptions and Practices of Continuous Assessment in Mathematics Class in Dera woreda General Secondary and Preparatory Schools . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2019 Aug 19]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7208.

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

Council of Science Editors:

Tefera GA. Teachers` Perceptions and Practices of Continuous Assessment in Mathematics Class in Dera woreda General Secondary and Preparatory Schools . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7208

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


Massey University

21. De la Haye-Stokes, Claire. Exploring teachers' perspectives about executive functions in the primary school context in New Zealand.

Degree: Master of Educational Psychology, 2017, Massey University

 Cognitive psychology research has suggested that executive functions (EFs), a set of cognitive skills that facilitate goal-directed behaviour, play an important role in learning and… (more)

Subjects/Keywords: Executive functions (Neuropsychology)  – Study and teaching; Primary school teachers  – New Zealand  – Attitudes; Primary school teachers  – Training of  – New Zealand; Executive ability in children

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APA (6th Edition):

De la Haye-Stokes, C. (2017). Exploring teachers' perspectives about executive functions in the primary school context in New Zealand. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/14540

Chicago Manual of Style (16th Edition):

De la Haye-Stokes, Claire. “Exploring teachers' perspectives about executive functions in the primary school context in New Zealand.” 2017. Masters Thesis, Massey University. Accessed August 19, 2019. http://hdl.handle.net/10179/14540.

MLA Handbook (7th Edition):

De la Haye-Stokes, Claire. “Exploring teachers' perspectives about executive functions in the primary school context in New Zealand.” 2017. Web. 19 Aug 2019.

Vancouver:

De la Haye-Stokes C. Exploring teachers' perspectives about executive functions in the primary school context in New Zealand. [Internet] [Masters thesis]. Massey University; 2017. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10179/14540.

Council of Science Editors:

De la Haye-Stokes C. Exploring teachers' perspectives about executive functions in the primary school context in New Zealand. [Masters Thesis]. Massey University; 2017. Available from: http://hdl.handle.net/10179/14540


Brigham Young University

22. Sampson, Karrah Beth. Utah Teachers' Perceptions of Student Social Skills and Behaviors: A Developmental Perspective.

Degree: EdS, 2017, Brigham Young University

 Students' appropriate social skills and behaviors are essential for classroom success at any level but are of special importance at an elementary school level when… (more)

Subjects/Keywords: social skills; behavior problems; elementary school teachers; teachers' perceptions; Counseling Psychology

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APA (6th Edition):

Sampson, K. B. (2017). Utah Teachers' Perceptions of Student Social Skills and Behaviors: A Developmental Perspective. (Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7909&context=etd

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):

Sampson, Karrah Beth. “Utah Teachers' Perceptions of Student Social Skills and Behaviors: A Developmental Perspective.” 2017. Thesis, Brigham Young University. Accessed August 19, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7909&context=etd.

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

MLA Handbook (7th Edition):

Sampson, Karrah Beth. “Utah Teachers' Perceptions of Student Social Skills and Behaviors: A Developmental Perspective.” 2017. Web. 19 Aug 2019.

Vancouver:

Sampson KB. Utah Teachers' Perceptions of Student Social Skills and Behaviors: A Developmental Perspective. [Internet] [Thesis]. Brigham Young University; 2017. [cited 2019 Aug 19]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7909&context=etd.

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

Council of Science Editors:

Sampson KB. Utah Teachers' Perceptions of Student Social Skills and Behaviors: A Developmental Perspective. [Thesis]. Brigham Young University; 2017. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7909&context=etd

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


Georgia State University

23. Kucelin, Ana. Teacher Practices, Attitudes, and Perceptions About the Decatur Farm to School Program.

Degree: MS, Nutrition, 2011, Georgia State University

  Purpose: Farm to School (F2S) Programs are increasing in number across the United States, yet research on teachers’ perceptions and practices about F2S is… (more)

Subjects/Keywords: farm to school; teachers' perceptions; teachers' farm to school practices; Decatur Farm to School Program; City Schools of Decatur teachers' attitudes about farm to school; diffusion theory; diffusion theory and farm to school; Nutrition

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APA (6th Edition):

Kucelin, A. (2011). Teacher Practices, Attitudes, and Perceptions About the Decatur Farm to School Program. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/nutrition_theses/11

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):

Kucelin, Ana. “Teacher Practices, Attitudes, and Perceptions About the Decatur Farm to School Program.” 2011. Thesis, Georgia State University. Accessed August 19, 2019. https://scholarworks.gsu.edu/nutrition_theses/11.

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

MLA Handbook (7th Edition):

Kucelin, Ana. “Teacher Practices, Attitudes, and Perceptions About the Decatur Farm to School Program.” 2011. Web. 19 Aug 2019.

Vancouver:

Kucelin A. Teacher Practices, Attitudes, and Perceptions About the Decatur Farm to School Program. [Internet] [Thesis]. Georgia State University; 2011. [cited 2019 Aug 19]. Available from: https://scholarworks.gsu.edu/nutrition_theses/11.

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

Council of Science Editors:

Kucelin A. Teacher Practices, Attitudes, and Perceptions About the Decatur Farm to School Program. [Thesis]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/nutrition_theses/11

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

24. Tambara, Cosmas Toga. Unpacking teachers' pedagogical content knowledge and skills to develop learners' problem solving skills.

Degree: PhD, Curriculum Studies, 2015, Stellenbosch University

 ENGLISH ABSTRACT: In this study, the pedagogical knowledge of Foundation Phase teachers is explored (and unpacked) in order to obtain insight into their understanding of… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Primary); Education, Primary; Primary school teachers; Problem-based learning; UCTD

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APA (6th Edition):

Tambara, C. T. (2015). Unpacking teachers' pedagogical content knowledge and skills to develop learners' problem solving skills. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/96772

Chicago Manual of Style (16th Edition):

Tambara, Cosmas Toga. “Unpacking teachers' pedagogical content knowledge and skills to develop learners' problem solving skills.” 2015. Doctoral Dissertation, Stellenbosch University. Accessed August 19, 2019. http://hdl.handle.net/10019.1/96772.

MLA Handbook (7th Edition):

Tambara, Cosmas Toga. “Unpacking teachers' pedagogical content knowledge and skills to develop learners' problem solving skills.” 2015. Web. 19 Aug 2019.

Vancouver:

Tambara CT. Unpacking teachers' pedagogical content knowledge and skills to develop learners' problem solving skills. [Internet] [Doctoral dissertation]. Stellenbosch University; 2015. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10019.1/96772.

Council of Science Editors:

Tambara CT. Unpacking teachers' pedagogical content knowledge and skills to develop learners' problem solving skills. [Doctoral Dissertation]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/96772


University of South Africa

25. Mufanechiya, Tafara. Community participation in curriculum implementation in Zimbabwean primary schools.

Degree: 2015, University of South Africa

 Allowing communities to become integral players in curriculum implementation conversation has not been taken seriously by academics and the educational leaders. Generally, there is a… (more)

Subjects/Keywords: Community members; Community participation; Curriculum implementation; Primary school; Stakeholder; Social capital theory; Language of education; Attitudes; Perceptions

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APA (6th Edition):

Mufanechiya, T. (2015). Community participation in curriculum implementation in Zimbabwean primary schools. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/20115

Chicago Manual of Style (16th Edition):

Mufanechiya, Tafara. “Community participation in curriculum implementation in Zimbabwean primary schools.” 2015. Doctoral Dissertation, University of South Africa. Accessed August 19, 2019. http://hdl.handle.net/10500/20115.

MLA Handbook (7th Edition):

Mufanechiya, Tafara. “Community participation in curriculum implementation in Zimbabwean primary schools.” 2015. Web. 19 Aug 2019.

Vancouver:

Mufanechiya T. Community participation in curriculum implementation in Zimbabwean primary schools. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10500/20115.

Council of Science Editors:

Mufanechiya T. Community participation in curriculum implementation in Zimbabwean primary schools. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/20115

26. Duquesnoy, Maxime. Les usages professionnels de l'internet chez les enseignants du primaire : une recherche en Communauté française de Belgique : Professional uses of Internet by primary school teachers.

Degree: Docteur es, Sciences de l'éducation, 2014, Université Paris Descartes – Paris V

Le développement d’Internet induit divers changements dans le quotidien, modifications auxquelles n’échappent pas la sphère scolaire et le travail enseignant. À la lumière des sociologies… (more)

Subjects/Keywords: Enseignant du primaire; Usages d’internet; Travail enseignant; Site internet; Réseaux socionumériques; Technologies de l’information et de la communication (TIC); Informatique; Primary school teacher; Practices of Internet; Work of teachers; Website; Social networks; Information and Communication Technologies (ICT); Computer science; 372

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APA (6th Edition):

Duquesnoy, M. (2014). Les usages professionnels de l'internet chez les enseignants du primaire : une recherche en Communauté française de Belgique : Professional uses of Internet by primary school teachers. (Doctoral Dissertation). Université Paris Descartes – Paris V. Retrieved from http://www.theses.fr/2014PA05H012

Chicago Manual of Style (16th Edition):

Duquesnoy, Maxime. “Les usages professionnels de l'internet chez les enseignants du primaire : une recherche en Communauté française de Belgique : Professional uses of Internet by primary school teachers.” 2014. Doctoral Dissertation, Université Paris Descartes – Paris V. Accessed August 19, 2019. http://www.theses.fr/2014PA05H012.

MLA Handbook (7th Edition):

Duquesnoy, Maxime. “Les usages professionnels de l'internet chez les enseignants du primaire : une recherche en Communauté française de Belgique : Professional uses of Internet by primary school teachers.” 2014. Web. 19 Aug 2019.

Vancouver:

Duquesnoy M. Les usages professionnels de l'internet chez les enseignants du primaire : une recherche en Communauté française de Belgique : Professional uses of Internet by primary school teachers. [Internet] [Doctoral dissertation]. Université Paris Descartes – Paris V; 2014. [cited 2019 Aug 19]. Available from: http://www.theses.fr/2014PA05H012.

Council of Science Editors:

Duquesnoy M. Les usages professionnels de l'internet chez les enseignants du primaire : une recherche en Communauté française de Belgique : Professional uses of Internet by primary school teachers. [Doctoral Dissertation]. Université Paris Descartes – Paris V; 2014. Available from: http://www.theses.fr/2014PA05H012


Northeastern University

27. Carusi, Dawn Marie Feeley. Reading instruction: an IPA study of teachers' perceptions of pre-service reading instruction.

Degree: EdD, School of Education, 2016, Northeastern University

 This qualitative study provides insight into teacher perspectives about their pre-service training in relation to early reading instruction. Interpretive phenomenological analysis was utilized to better… (more)

Subjects/Keywords: in-service; pre-service; reading instruction; transformative learning theory; Reading (Primary); English language; Study and teaching (Primary); Transformative learning; Primary school teachers; In-service training; Primary school teachers; Training of; Student teaching

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

APA (6th Edition):

Carusi, D. M. F. (2016). Reading instruction: an IPA study of teachers' perceptions of pre-service reading instruction. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20205033

Chicago Manual of Style (16th Edition):

Carusi, Dawn Marie Feeley. “Reading instruction: an IPA study of teachers' perceptions of pre-service reading instruction.” 2016. Doctoral Dissertation, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/D20205033.

MLA Handbook (7th Edition):

Carusi, Dawn Marie Feeley. “Reading instruction: an IPA study of teachers' perceptions of pre-service reading instruction.” 2016. Web. 19 Aug 2019.

Vancouver:

Carusi DMF. Reading instruction: an IPA study of teachers' perceptions of pre-service reading instruction. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/D20205033.

Council of Science Editors:

Carusi DMF. Reading instruction: an IPA study of teachers' perceptions of pre-service reading instruction. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20205033


University of North Texas

28. Chung, Chih-Hung. Investigating Teachers’ Backgrounds and Instructional Practices to Improve Mathematics Teacher Training Programs.

Degree: 2015, University of North Texas

 In recent years, considerable concern has arisen over cross-national student’s math achievement. A number of studies focusing on eighth grade student’s math achievement have been… (more)

Subjects/Keywords: math achievement; in-service teacher training; cross-national; instructional practices; Mathematics  – Study and teaching (Middle school); Mathematics teachers  – Training of.

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

APA (6th Edition):

Chung, C. (2015). Investigating Teachers’ Backgrounds and Instructional Practices to Improve Mathematics Teacher Training Programs. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc799534/

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):

Chung, Chih-Hung. “Investigating Teachers’ Backgrounds and Instructional Practices to Improve Mathematics Teacher Training Programs.” 2015. Thesis, University of North Texas. Accessed August 19, 2019. https://digital.library.unt.edu/ark:/67531/metadc799534/.

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

MLA Handbook (7th Edition):

Chung, Chih-Hung. “Investigating Teachers’ Backgrounds and Instructional Practices to Improve Mathematics Teacher Training Programs.” 2015. Web. 19 Aug 2019.

Vancouver:

Chung C. Investigating Teachers’ Backgrounds and Instructional Practices to Improve Mathematics Teacher Training Programs. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Aug 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc799534/.

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

Council of Science Editors:

Chung C. Investigating Teachers’ Backgrounds and Instructional Practices to Improve Mathematics Teacher Training Programs. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc799534/

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


Latrobe University

29. Gu, Meifang. Primary School Teachers’ Responses to the New Curriculum Reform in China and Their Mindsets.

Degree: PhD, 2010, Latrobe University

Thesis (Ph.D.) - La Trobe University, 2010

Submission note: "A thesis submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy [to the] Faculty of Education, La Trobe University, Bundoora."

Advisors/Committee Members: La Trobe University. Faculty of Education..

Subjects/Keywords: Primary school teaching  – China.; Curriculum planning  – China.; Primary school teachers  – China  – Attitudes.

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

APA (6th Edition):

Gu, M. (2010). Primary School Teachers’ Responses to the New Curriculum Reform in China and Their Mindsets. (Doctoral Dissertation). Latrobe University. Retrieved from http://hdl.handle.net/1959.9/502263

Chicago Manual of Style (16th Edition):

Gu, Meifang. “Primary School Teachers’ Responses to the New Curriculum Reform in China and Their Mindsets.” 2010. Doctoral Dissertation, Latrobe University. Accessed August 19, 2019. http://hdl.handle.net/1959.9/502263.

MLA Handbook (7th Edition):

Gu, Meifang. “Primary School Teachers’ Responses to the New Curriculum Reform in China and Their Mindsets.” 2010. Web. 19 Aug 2019.

Vancouver:

Gu M. Primary School Teachers’ Responses to the New Curriculum Reform in China and Their Mindsets. [Internet] [Doctoral dissertation]. Latrobe University; 2010. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/1959.9/502263.

Council of Science Editors:

Gu M. Primary School Teachers’ Responses to the New Curriculum Reform in China and Their Mindsets. [Doctoral Dissertation]. Latrobe University; 2010. Available from: http://hdl.handle.net/1959.9/502263


University of Hawaii – Manoa

30. Mamangon, Danilo Austria. Selective use of culturally-based mathematics in a preservice teachers course at the college of Micronesia-FSM Chuuk campus.

Degree: 2015, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2014.

This qualitative case study explored the journey of six preservice teachers about using cultural practices and activities in… (more)

Subjects/Keywords: cultural practices; initial perceptions; teaching practices

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

APA (6th Edition):

Mamangon, D. A. (2015). Selective use of culturally-based mathematics in a preservice teachers course at the college of Micronesia-FSM Chuuk campus. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/100447

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):

Mamangon, Danilo Austria. “Selective use of culturally-based mathematics in a preservice teachers course at the college of Micronesia-FSM Chuuk campus.” 2015. Thesis, University of Hawaii – Manoa. Accessed August 19, 2019. http://hdl.handle.net/10125/100447.

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

MLA Handbook (7th Edition):

Mamangon, Danilo Austria. “Selective use of culturally-based mathematics in a preservice teachers course at the college of Micronesia-FSM Chuuk campus.” 2015. Web. 19 Aug 2019.

Vancouver:

Mamangon DA. Selective use of culturally-based mathematics in a preservice teachers course at the college of Micronesia-FSM Chuuk campus. [Internet] [Thesis]. University of Hawaii – Manoa; 2015. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10125/100447.

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

Council of Science Editors:

Mamangon DA. Selective use of culturally-based mathematics in a preservice teachers course at the college of Micronesia-FSM Chuuk campus. [Thesis]. University of Hawaii – Manoa; 2015. Available from: http://hdl.handle.net/10125/100447

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

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