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You searched for subject:(Student teachers Training of). Showing records 1 – 30 of 267267 total matches.

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Rutgers University

1. Pilitsis, Vicky Kathryn, 1979-. Exploring preservice teachers' development of awareness of student thinking.

Degree: PhD, Education, 2014, Rutgers University

Numerous reports have emphasized the need to engage students with the practices of scientific inquiry, specifically model-based inquiry in which students develop models to explain… (more)

Subjects/Keywords: Teachers – Training of; Student teachers

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APA (6th Edition):

Pilitsis, Vicky Kathryn, 1. (2014). Exploring preservice teachers' development of awareness of student thinking. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/45410/

Chicago Manual of Style (16th Edition):

Pilitsis, Vicky Kathryn, 1979-. “Exploring preservice teachers' development of awareness of student thinking.” 2014. Doctoral Dissertation, Rutgers University. Accessed October 17, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/45410/.

MLA Handbook (7th Edition):

Pilitsis, Vicky Kathryn, 1979-. “Exploring preservice teachers' development of awareness of student thinking.” 2014. Web. 17 Oct 2019.

Vancouver:

Pilitsis, Vicky Kathryn 1. Exploring preservice teachers' development of awareness of student thinking. [Internet] [Doctoral dissertation]. Rutgers University; 2014. [cited 2019 Oct 17]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/45410/.

Council of Science Editors:

Pilitsis, Vicky Kathryn 1. Exploring preservice teachers' development of awareness of student thinking. [Doctoral Dissertation]. Rutgers University; 2014. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/45410/


University of North Carolina – Greensboro

2. Miller, Helen Pierce. A design for professional laboratory experiences in teacher education.

Degree: 2015, University of North Carolina – Greensboro

 It was the purpose of this study to devise a model or design for professional laboratory experiences for teacher education. The writer took the philosophical… (more)

Subjects/Keywords: Teachers – Training of; Student teaching

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APA (6th Edition):

Miller, H. P. (2015). A design for professional laboratory experiences in teacher education. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18373

Chicago Manual of Style (16th Edition):

Miller, Helen Pierce. “A design for professional laboratory experiences in teacher education.” 2015. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed October 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18373.

MLA Handbook (7th Edition):

Miller, Helen Pierce. “A design for professional laboratory experiences in teacher education.” 2015. Web. 17 Oct 2019.

Vancouver:

Miller HP. A design for professional laboratory experiences in teacher education. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2015. [cited 2019 Oct 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18373.

Council of Science Editors:

Miller HP. A design for professional laboratory experiences in teacher education. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2015. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18373


University of Oklahoma

3. Harper, Mary Ellen. Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs.

Degree: PhD, 2012, University of Oklahoma

 A continued and ongoing call for improvement and change in mathematics teaching and learning suggests a need for re-visioning the ways in which mathematics teachers(more)

Subjects/Keywords: Mathematics teachers – Training of; Student teachers – Attitudes

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APA (6th Edition):

Harper, M. E. (2012). Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318973

Chicago Manual of Style (16th Edition):

Harper, Mary Ellen. “Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed October 17, 2019. http://hdl.handle.net/11244/318973.

MLA Handbook (7th Edition):

Harper, Mary Ellen. “Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs.” 2012. Web. 17 Oct 2019.

Vancouver:

Harper ME. Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/11244/318973.

Council of Science Editors:

Harper ME. Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/318973


University of North Texas

4. Stearns, Catherine L. Student Teachers’ Changing Confidence in Teaching.

Degree: 2015, University of North Texas

 Research shows that student teachers find the mentor teacher and the student teaching experience itself the two most influential factors in their practicum experience. This… (more)

Subjects/Keywords: student teacher; mentor teacher; confidence; Student teachers.; Master teachers.; Student teaching.; Teachers  – Training of.; Confidence.

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APA (6th Edition):

Stearns, C. L. (2015). Student Teachers’ Changing Confidence in Teaching. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc801883/

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):

Stearns, Catherine L. “Student Teachers’ Changing Confidence in Teaching.” 2015. Thesis, University of North Texas. Accessed October 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc801883/.

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

MLA Handbook (7th Edition):

Stearns, Catherine L. “Student Teachers’ Changing Confidence in Teaching.” 2015. Web. 17 Oct 2019.

Vancouver:

Stearns CL. Student Teachers’ Changing Confidence in Teaching. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Oct 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc801883/.

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

Council of Science Editors:

Stearns CL. Student Teachers’ Changing Confidence in Teaching. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc801883/

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


University of Zambia

5. Moyo, Jojo Angelo. An investigation into the teaching practice component of pre-service primary teacher education in Zambia .

Degree: 2011, University of Zambia

 The purpose of this study is two-fold: 1. to identify and investigate specific characteristics of selected dimensions of teaching practice; and 2, on the basis… (more)

Subjects/Keywords: Student teaching  – Zambia.; Teachers  – Training of  – Zambia.

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

APA (6th Edition):

Moyo, J. A. (2011). An investigation into the teaching practice component of pre-service primary teacher education in Zambia . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/422

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):

Moyo, Jojo Angelo. “An investigation into the teaching practice component of pre-service primary teacher education in Zambia .” 2011. Thesis, University of Zambia. Accessed October 17, 2019. http://hdl.handle.net/123456789/422.

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

MLA Handbook (7th Edition):

Moyo, Jojo Angelo. “An investigation into the teaching practice component of pre-service primary teacher education in Zambia .” 2011. Web. 17 Oct 2019.

Vancouver:

Moyo JA. An investigation into the teaching practice component of pre-service primary teacher education in Zambia . [Internet] [Thesis]. University of Zambia; 2011. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/123456789/422.

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

Council of Science Editors:

Moyo JA. An investigation into the teaching practice component of pre-service primary teacher education in Zambia . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/422

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


Massey University

6. Wilson, Claire Maree. Creating effective invited spaces : putting the lens on early childhood teacher education practica.

Degree: MEd, 2016, Massey University

 The teaching practicum offers many opportunities for growth of knowledge, practice and development of new understandings and competencies for student teachers. However, student teachers who… (more)

Subjects/Keywords: Student teaching; Early childhood teachers; Training of

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

APA (6th Edition):

Wilson, C. M. (2016). Creating effective invited spaces : putting the lens on early childhood teacher education practica. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/10265

Chicago Manual of Style (16th Edition):

Wilson, Claire Maree. “Creating effective invited spaces : putting the lens on early childhood teacher education practica.” 2016. Masters Thesis, Massey University. Accessed October 17, 2019. http://hdl.handle.net/10179/10265.

MLA Handbook (7th Edition):

Wilson, Claire Maree. “Creating effective invited spaces : putting the lens on early childhood teacher education practica.” 2016. Web. 17 Oct 2019.

Vancouver:

Wilson CM. Creating effective invited spaces : putting the lens on early childhood teacher education practica. [Internet] [Masters thesis]. Massey University; 2016. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10179/10265.

Council of Science Editors:

Wilson CM. Creating effective invited spaces : putting the lens on early childhood teacher education practica. [Masters Thesis]. Massey University; 2016. Available from: http://hdl.handle.net/10179/10265


Massey University

7. Alsaleh, Fatimah Ibrahim. Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers.

Degree: PhD, Education, 2019, Massey University

 Being well prepared and experiencing a sense of preparedness for teaching is a key learning outcome of any initial teacher education (ITE) program. In order… (more)

Subjects/Keywords: Mathematics teachers; Training of; Saudi Arabia; Student teachers; Attitudes; Women teachers

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

APA (6th Edition):

Alsaleh, F. I. (2019). Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/14975

Chicago Manual of Style (16th Edition):

Alsaleh, Fatimah Ibrahim. “Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers.” 2019. Doctoral Dissertation, Massey University. Accessed October 17, 2019. http://hdl.handle.net/10179/14975.

MLA Handbook (7th Edition):

Alsaleh, Fatimah Ibrahim. “Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers.” 2019. Web. 17 Oct 2019.

Vancouver:

Alsaleh FI. Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers. [Internet] [Doctoral dissertation]. Massey University; 2019. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10179/14975.

Council of Science Editors:

Alsaleh FI. Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers. [Doctoral Dissertation]. Massey University; 2019. Available from: http://hdl.handle.net/10179/14975


University of Missouri – Columbia

8. Kourany, Isabel. The influence of sustained professional development on Panamanian teachers: student engagement and perceptions.

Degree: 2017, University of Missouri – Columbia

 This study's purpose is to determine the effectiveness of ProEd's Teachers Teaching Teachers Program, by examining how participation impacts student engagement, lesson design, and student(more)

Subjects/Keywords: Career development; Teachers  – Training of; Student evaluation of teachers

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APA (6th Edition):

Kourany, I. (2017). The influence of sustained professional development on Panamanian teachers: student engagement and perceptions. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/61947

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):

Kourany, Isabel. “The influence of sustained professional development on Panamanian teachers: student engagement and perceptions.” 2017. Thesis, University of Missouri – Columbia. Accessed October 17, 2019. http://hdl.handle.net/10355/61947.

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

MLA Handbook (7th Edition):

Kourany, Isabel. “The influence of sustained professional development on Panamanian teachers: student engagement and perceptions.” 2017. Web. 17 Oct 2019.

Vancouver:

Kourany I. The influence of sustained professional development on Panamanian teachers: student engagement and perceptions. [Internet] [Thesis]. University of Missouri – Columbia; 2017. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10355/61947.

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

Council of Science Editors:

Kourany I. The influence of sustained professional development on Panamanian teachers: student engagement and perceptions. [Thesis]. University of Missouri – Columbia; 2017. Available from: http://hdl.handle.net/10355/61947

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


University of Missouri – Columbia

9. Dees, Sharon Jean Rabe Amschler, 1958-. A qualitative study of the perceptions of the use of the teacher work sample methodology in student teaching.

Degree: 2010, University of Missouri – Columbia

 The purpose of this qualitative case study was to understand the perceptions of Early Childhood student teachers. This happened through the use of think-aloud journals… (more)

Subjects/Keywords: Early childhood educators  – Training of; Student teaching; Student teachers

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APA (6th Edition):

Dees, Sharon Jean Rabe Amschler, 1. (2010). A qualitative study of the perceptions of the use of the teacher work sample methodology in student teaching. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/10268

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):

Dees, Sharon Jean Rabe Amschler, 1958-. “A qualitative study of the perceptions of the use of the teacher work sample methodology in student teaching.” 2010. Thesis, University of Missouri – Columbia. Accessed October 17, 2019. https://doi.org/10.32469/10355/10268.

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

MLA Handbook (7th Edition):

Dees, Sharon Jean Rabe Amschler, 1958-. “A qualitative study of the perceptions of the use of the teacher work sample methodology in student teaching.” 2010. Web. 17 Oct 2019.

Vancouver:

Dees, Sharon Jean Rabe Amschler 1. A qualitative study of the perceptions of the use of the teacher work sample methodology in student teaching. [Internet] [Thesis]. University of Missouri – Columbia; 2010. [cited 2019 Oct 17]. Available from: https://doi.org/10.32469/10355/10268.

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

Council of Science Editors:

Dees, Sharon Jean Rabe Amschler 1. A qualitative study of the perceptions of the use of the teacher work sample methodology in student teaching. [Thesis]. University of Missouri – Columbia; 2010. Available from: https://doi.org/10.32469/10355/10268

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


University of KwaZulu-Natal

10. [No author]. Exploring experiences of the 4th year student teachers on the quality of education received during the four years of initial training at the University of KwaZulu-Natal (UKZN).

Degree: Education, 2012, University of KwaZulu-Natal

 This study identified the quality of education in regard to pedagogical content knowledge, personal characteristics of lecturers, and teaching and assessment strategies practices in the… (more)

Subjects/Keywords: Student teachers – KwaZulu-Natal – Attitudes.; Teachers – Training of – KwaZulu-Natal.; Education.

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

APA (6th Edition):

author], [. (2012). Exploring experiences of the 4th year student teachers on the quality of education received during the four years of initial training at the University of KwaZulu-Natal (UKZN). (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/5854

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):

author], [No. “Exploring experiences of the 4th year student teachers on the quality of education received during the four years of initial training at the University of KwaZulu-Natal (UKZN). ” 2012. Thesis, University of KwaZulu-Natal. Accessed October 17, 2019. http://hdl.handle.net/10413/5854.

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

MLA Handbook (7th Edition):

author], [No. “Exploring experiences of the 4th year student teachers on the quality of education received during the four years of initial training at the University of KwaZulu-Natal (UKZN). ” 2012. Web. 17 Oct 2019.

Vancouver:

author] [. Exploring experiences of the 4th year student teachers on the quality of education received during the four years of initial training at the University of KwaZulu-Natal (UKZN). [Internet] [Thesis]. University of KwaZulu-Natal; 2012. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10413/5854.

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

Council of Science Editors:

author] [. Exploring experiences of the 4th year student teachers on the quality of education received during the four years of initial training at the University of KwaZulu-Natal (UKZN). [Thesis]. University of KwaZulu-Natal; 2012. Available from: http://hdl.handle.net/10413/5854

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


Montana State University

11. Blair, Jennifer Johnson. Examining the relationship between preservice teachers' epistemological beliefs and conceptions of teacher identity within the boundaries of teacher education discourse communities.

Degree: College of Education, Health & Human Development, 2009, Montana State University

 A teacher's epistemological beliefs define the boundaries of his or her worldview and conceptualization of teacher identity. It is, therefore, essential that teacher educators support… (more)

Subjects/Keywords: Student teachers.; Teachers Training of.; Identity (Philosophical concept).

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APA (6th Edition):

Blair, J. J. (2009). Examining the relationship between preservice teachers' epistemological beliefs and conceptions of teacher identity within the boundaries of teacher education discourse communities. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/932

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):

Blair, Jennifer Johnson. “Examining the relationship between preservice teachers' epistemological beliefs and conceptions of teacher identity within the boundaries of teacher education discourse communities.” 2009. Thesis, Montana State University. Accessed October 17, 2019. https://scholarworks.montana.edu/xmlui/handle/1/932.

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

MLA Handbook (7th Edition):

Blair, Jennifer Johnson. “Examining the relationship between preservice teachers' epistemological beliefs and conceptions of teacher identity within the boundaries of teacher education discourse communities.” 2009. Web. 17 Oct 2019.

Vancouver:

Blair JJ. Examining the relationship between preservice teachers' epistemological beliefs and conceptions of teacher identity within the boundaries of teacher education discourse communities. [Internet] [Thesis]. Montana State University; 2009. [cited 2019 Oct 17]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/932.

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

Council of Science Editors:

Blair JJ. Examining the relationship between preservice teachers' epistemological beliefs and conceptions of teacher identity within the boundaries of teacher education discourse communities. [Thesis]. Montana State University; 2009. Available from: https://scholarworks.montana.edu/xmlui/handle/1/932

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


Columbia University

12. Colmenares, Erica Eva. Affect[ing] the Theory-Practice Gap in Social Justice Teacher Education: Exploring Student Teachers’ “Stuck Moments”.

Degree: 2018, Columbia University

 Set within a discursive field of humanist and neoliberal thought, this post-qualitative study attended to student teachers’ “stuck moments” in a university-based, social justice-oriented teacher… (more)

Subjects/Keywords: Teachers – Training of; Education; Student teachers; Social justice – Study and teaching

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

APA (6th Edition):

Colmenares, E. E. (2018). Affect[ing] the Theory-Practice Gap in Social Justice Teacher Education: Exploring Student Teachers’ “Stuck Moments”. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8W39CSD

Chicago Manual of Style (16th Edition):

Colmenares, Erica Eva. “Affect[ing] the Theory-Practice Gap in Social Justice Teacher Education: Exploring Student Teachers’ “Stuck Moments”.” 2018. Doctoral Dissertation, Columbia University. Accessed October 17, 2019. https://doi.org/10.7916/D8W39CSD.

MLA Handbook (7th Edition):

Colmenares, Erica Eva. “Affect[ing] the Theory-Practice Gap in Social Justice Teacher Education: Exploring Student Teachers’ “Stuck Moments”.” 2018. Web. 17 Oct 2019.

Vancouver:

Colmenares EE. Affect[ing] the Theory-Practice Gap in Social Justice Teacher Education: Exploring Student Teachers’ “Stuck Moments”. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2019 Oct 17]. Available from: https://doi.org/10.7916/D8W39CSD.

Council of Science Editors:

Colmenares EE. Affect[ing] the Theory-Practice Gap in Social Justice Teacher Education: Exploring Student Teachers’ “Stuck Moments”. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D8W39CSD


University of Missouri – Columbia

13. Chambers, Cassandra, 1983-. A phenomenological case study of beginning teachers' pre-service and induction experiences.

Degree: 2016, University of Missouri – Columbia

 This phenomenological case study examined the pre-service and induction experiences of 30 beginning elementary teachers in a school district with a high beginning teacher turnover… (more)

Subjects/Keywords: Student teachers; Elementary school teachers  – Training of  – Evaluation; Employee retention

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APA (6th Edition):

Chambers, Cassandra, 1. (2016). A phenomenological case study of beginning teachers' pre-service and induction experiences. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/59824

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):

Chambers, Cassandra, 1983-. “A phenomenological case study of beginning teachers' pre-service and induction experiences.” 2016. Thesis, University of Missouri – Columbia. Accessed October 17, 2019. http://hdl.handle.net/10355/59824.

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

MLA Handbook (7th Edition):

Chambers, Cassandra, 1983-. “A phenomenological case study of beginning teachers' pre-service and induction experiences.” 2016. Web. 17 Oct 2019.

Vancouver:

Chambers, Cassandra 1. A phenomenological case study of beginning teachers' pre-service and induction experiences. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10355/59824.

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

Council of Science Editors:

Chambers, Cassandra 1. A phenomenological case study of beginning teachers' pre-service and induction experiences. [Thesis]. University of Missouri – Columbia; 2016. Available from: http://hdl.handle.net/10355/59824

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


University of New Mexico

14. Olson, Terry. Assessment of Pre-service Physical Education Teacher Education (PETE) Students Self-Regulation: Implications for Teacher Foundational Enhancement.

Degree: Health, Exercise, and Sports Sciences, 2010, University of New Mexico

 The purpose of this quantitative dissertation was to examine factors determining self-regulation of pre-service physical education teacher education (PETE) students. There is a gap in… (more)

Subjects/Keywords: Student teachers – Psychology; Self-control – Research; Physical education teachers – Training of

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

APA (6th Edition):

Olson, T. (2010). Assessment of Pre-service Physical Education Teacher Education (PETE) Students Self-Regulation: Implications for Teacher Foundational Enhancement. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/10310

Chicago Manual of Style (16th Edition):

Olson, Terry. “Assessment of Pre-service Physical Education Teacher Education (PETE) Students Self-Regulation: Implications for Teacher Foundational Enhancement.” 2010. Doctoral Dissertation, University of New Mexico. Accessed October 17, 2019. http://hdl.handle.net/1928/10310.

MLA Handbook (7th Edition):

Olson, Terry. “Assessment of Pre-service Physical Education Teacher Education (PETE) Students Self-Regulation: Implications for Teacher Foundational Enhancement.” 2010. Web. 17 Oct 2019.

Vancouver:

Olson T. Assessment of Pre-service Physical Education Teacher Education (PETE) Students Self-Regulation: Implications for Teacher Foundational Enhancement. [Internet] [Doctoral dissertation]. University of New Mexico; 2010. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1928/10310.

Council of Science Editors:

Olson T. Assessment of Pre-service Physical Education Teacher Education (PETE) Students Self-Regulation: Implications for Teacher Foundational Enhancement. [Doctoral Dissertation]. University of New Mexico; 2010. Available from: http://hdl.handle.net/1928/10310


University of Johannesburg

15. Pretorius, Anna Johanna Magdalena. The structural dimensions of mentoring conversations and how they relate to learning outcomes of student teachers.

Degree: 2014, University of Johannesburg

M.Ed. (Psychology of Learning)

Although mentorship implies expertise, such expertise in teaching is not sufficient for being an effective teacher educator and thus does not… (more)

Subjects/Keywords: Student teachers; Teachers - Training of; Mentoring in education

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

APA (6th Edition):

Pretorius, A. J. M. (2014). The structural dimensions of mentoring conversations and how they relate to learning outcomes of student teachers. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10286

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):

Pretorius, Anna Johanna Magdalena. “The structural dimensions of mentoring conversations and how they relate to learning outcomes of student teachers.” 2014. Thesis, University of Johannesburg. Accessed October 17, 2019. http://hdl.handle.net/10210/10286.

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

MLA Handbook (7th Edition):

Pretorius, Anna Johanna Magdalena. “The structural dimensions of mentoring conversations and how they relate to learning outcomes of student teachers.” 2014. Web. 17 Oct 2019.

Vancouver:

Pretorius AJM. The structural dimensions of mentoring conversations and how they relate to learning outcomes of student teachers. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10210/10286.

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

Council of Science Editors:

Pretorius AJM. The structural dimensions of mentoring conversations and how they relate to learning outcomes of student teachers. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10286

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


University of Johannesburg

16. Oldacre, Fiona Heather. The invitational dispositions of fourth year foundation phase students at a higher education institution.

Degree: 2013, University of Johannesburg

M.Ed. (Psychology of Education)

Education is fundamentally an imaginative act of hope” (Purkey and Novak, 1996, p.1) and this hope is dependent on one’s ability… (more)

Subjects/Keywords: Student teachers - Psychology; Primary school teachers - Training of; Personality and occupation

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APA (6th Edition):

Oldacre, F. H. (2013). The invitational dispositions of fourth year foundation phase students at a higher education institution. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8508

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):

Oldacre, Fiona Heather. “The invitational dispositions of fourth year foundation phase students at a higher education institution.” 2013. Thesis, University of Johannesburg. Accessed October 17, 2019. http://hdl.handle.net/10210/8508.

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

MLA Handbook (7th Edition):

Oldacre, Fiona Heather. “The invitational dispositions of fourth year foundation phase students at a higher education institution.” 2013. Web. 17 Oct 2019.

Vancouver:

Oldacre FH. The invitational dispositions of fourth year foundation phase students at a higher education institution. [Internet] [Thesis]. University of Johannesburg; 2013. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10210/8508.

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

Council of Science Editors:

Oldacre FH. The invitational dispositions of fourth year foundation phase students at a higher education institution. [Thesis]. University of Johannesburg; 2013. Available from: http://hdl.handle.net/10210/8508

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


Kansas State University

17. Ashley, Theda Fayne Inslee. The needs of home economics student teachers as evidenced in the course secondary school teaching at Kansas State Teachers College at Emporia, Kansas.

Degree: 1958, Kansas State University

Subjects/Keywords: Student teachers; Teachers – Training of

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APA (6th Edition):

Ashley, T. F. I. (1958). The needs of home economics student teachers as evidenced in the course secondary school teaching at Kansas State Teachers College at Emporia, Kansas. (Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/17118

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):

Ashley, Theda Fayne Inslee. “The needs of home economics student teachers as evidenced in the course secondary school teaching at Kansas State Teachers College at Emporia, Kansas.” 1958. Thesis, Kansas State University. Accessed October 17, 2019. http://hdl.handle.net/2097/17118.

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

MLA Handbook (7th Edition):

Ashley, Theda Fayne Inslee. “The needs of home economics student teachers as evidenced in the course secondary school teaching at Kansas State Teachers College at Emporia, Kansas.” 1958. Web. 17 Oct 2019.

Vancouver:

Ashley TFI. The needs of home economics student teachers as evidenced in the course secondary school teaching at Kansas State Teachers College at Emporia, Kansas. [Internet] [Thesis]. Kansas State University; 1958. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/2097/17118.

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

Council of Science Editors:

Ashley TFI. The needs of home economics student teachers as evidenced in the course secondary school teaching at Kansas State Teachers College at Emporia, Kansas. [Thesis]. Kansas State University; 1958. Available from: http://hdl.handle.net/2097/17118

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


University of Oklahoma

18. Pannells, Tammy C. The Effects of Training Preservice Teacher In Creative Problem Solving And Classroom Managment.

Degree: PhD, 2010, University of Oklahoma

 The purpose of this study was to examine the effectiveness of teaching a specific creative problem solving model with preservice teachers. The study included 74… (more)

Subjects/Keywords: Problem solving; Classroom management; Student teachers – Training of; Teachers – In-service training

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APA (6th Edition):

Pannells, T. C. (2010). The Effects of Training Preservice Teacher In Creative Problem Solving And Classroom Managment. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319391

Chicago Manual of Style (16th Edition):

Pannells, Tammy C. “The Effects of Training Preservice Teacher In Creative Problem Solving And Classroom Managment.” 2010. Doctoral Dissertation, University of Oklahoma. Accessed October 17, 2019. http://hdl.handle.net/11244/319391.

MLA Handbook (7th Edition):

Pannells, Tammy C. “The Effects of Training Preservice Teacher In Creative Problem Solving And Classroom Managment.” 2010. Web. 17 Oct 2019.

Vancouver:

Pannells TC. The Effects of Training Preservice Teacher In Creative Problem Solving And Classroom Managment. [Internet] [Doctoral dissertation]. University of Oklahoma; 2010. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/11244/319391.

Council of Science Editors:

Pannells TC. The Effects of Training Preservice Teacher In Creative Problem Solving And Classroom Managment. [Doctoral Dissertation]. University of Oklahoma; 2010. Available from: http://hdl.handle.net/11244/319391


University of Oklahoma

19. Pannells, Tammy C. The Effects of Training Preservice Teacher In Creative Problem Solving And Classroom Managment.

Degree: PhD, 2010, University of Oklahoma

 The purpose of this study was to examine the effectiveness of teaching a specific creative problem solving model with preservice teachers. The study included 74… (more)

Subjects/Keywords: Problem solving; Classroom management; Student teachers – Training of; Teachers – In-service training

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

APA (6th Edition):

Pannells, T. C. (2010). The Effects of Training Preservice Teacher In Creative Problem Solving And Classroom Managment. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318441

Chicago Manual of Style (16th Edition):

Pannells, Tammy C. “The Effects of Training Preservice Teacher In Creative Problem Solving And Classroom Managment.” 2010. Doctoral Dissertation, University of Oklahoma. Accessed October 17, 2019. http://hdl.handle.net/11244/318441.

MLA Handbook (7th Edition):

Pannells, Tammy C. “The Effects of Training Preservice Teacher In Creative Problem Solving And Classroom Managment.” 2010. Web. 17 Oct 2019.

Vancouver:

Pannells TC. The Effects of Training Preservice Teacher In Creative Problem Solving And Classroom Managment. [Internet] [Doctoral dissertation]. University of Oklahoma; 2010. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/11244/318441.

Council of Science Editors:

Pannells TC. The Effects of Training Preservice Teacher In Creative Problem Solving And Classroom Managment. [Doctoral Dissertation]. University of Oklahoma; 2010. Available from: http://hdl.handle.net/11244/318441


Latrobe University

20. Pham, Xuan Binh. The first teaching year experiences of beginning teachers in Kien Giang, Vietnam.

Degree: 2013, Latrobe University

Thesis (Doctorate) - La Trobe University, 2013

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

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

Subjects/Keywords: Teachers  – Vietnam  – Attitudes.; Student teachers  – Vietnam  – Attitudes.; Schools  – Sociological aspects  – Vietnam.; Teachers  – Training of  – Vietnam.

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APA (6th Edition):

Pham, X. B. (2013). The first teaching year experiences of beginning teachers in Kien Giang, Vietnam. (Doctoral Dissertation). Latrobe University. Retrieved from http://hdl.handle.net/1959.9/524150

Chicago Manual of Style (16th Edition):

Pham, Xuan Binh. “The first teaching year experiences of beginning teachers in Kien Giang, Vietnam.” 2013. Doctoral Dissertation, Latrobe University. Accessed October 17, 2019. http://hdl.handle.net/1959.9/524150.

MLA Handbook (7th Edition):

Pham, Xuan Binh. “The first teaching year experiences of beginning teachers in Kien Giang, Vietnam.” 2013. Web. 17 Oct 2019.

Vancouver:

Pham XB. The first teaching year experiences of beginning teachers in Kien Giang, Vietnam. [Internet] [Doctoral dissertation]. Latrobe University; 2013. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1959.9/524150.

Council of Science Editors:

Pham XB. The first teaching year experiences of beginning teachers in Kien Giang, Vietnam. [Doctoral Dissertation]. Latrobe University; 2013. Available from: http://hdl.handle.net/1959.9/524150


Columbia University

21. Waid, Brandie Elisabeth. Pre-service Mathematics Teacher Beliefs and Growth Mindset Assessment Practices.

Degree: 2018, Columbia University

 Research from the fields of psychology and education suggests that a student’s mindset (beliefs about their intelligence or ability) has a tremendous impact on their… (more)

Subjects/Keywords: Mathematics – Study and teaching; Teachers – Training of; Psychology; Students – Attitudes; Teachers – Attitudes; Student teachers – Psychology

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APA (6th Edition):

Waid, B. E. (2018). Pre-service Mathematics Teacher Beliefs and Growth Mindset Assessment Practices. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D88S65ZB

Chicago Manual of Style (16th Edition):

Waid, Brandie Elisabeth. “Pre-service Mathematics Teacher Beliefs and Growth Mindset Assessment Practices.” 2018. Doctoral Dissertation, Columbia University. Accessed October 17, 2019. https://doi.org/10.7916/D88S65ZB.

MLA Handbook (7th Edition):

Waid, Brandie Elisabeth. “Pre-service Mathematics Teacher Beliefs and Growth Mindset Assessment Practices.” 2018. Web. 17 Oct 2019.

Vancouver:

Waid BE. Pre-service Mathematics Teacher Beliefs and Growth Mindset Assessment Practices. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2019 Oct 17]. Available from: https://doi.org/10.7916/D88S65ZB.

Council of Science Editors:

Waid BE. Pre-service Mathematics Teacher Beliefs and Growth Mindset Assessment Practices. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D88S65ZB


Columbia University

22. Rojas-Perilla, Diego Fernando. Influence of Preservice Science Teachers’ Beliefs and Goals in the Cognitive Demand of the Learning Tasks they Design: A Multiple Case Study.

Degree: 2018, Columbia University

 Novice science teachers struggle to incorporate reform-based perspectives of teaching and learning into their planning and instruction. Some argue that this is due to a… (more)

Subjects/Keywords: Teachers – Training of; Science – Study and teaching; Science teachers; Student teachers – Attitudes

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APA (6th Edition):

Rojas-Perilla, D. F. (2018). Influence of Preservice Science Teachers’ Beliefs and Goals in the Cognitive Demand of the Learning Tasks they Design: A Multiple Case Study. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8M34CMS

Chicago Manual of Style (16th Edition):

Rojas-Perilla, Diego Fernando. “Influence of Preservice Science Teachers’ Beliefs and Goals in the Cognitive Demand of the Learning Tasks they Design: A Multiple Case Study.” 2018. Doctoral Dissertation, Columbia University. Accessed October 17, 2019. https://doi.org/10.7916/D8M34CMS.

MLA Handbook (7th Edition):

Rojas-Perilla, Diego Fernando. “Influence of Preservice Science Teachers’ Beliefs and Goals in the Cognitive Demand of the Learning Tasks they Design: A Multiple Case Study.” 2018. Web. 17 Oct 2019.

Vancouver:

Rojas-Perilla DF. Influence of Preservice Science Teachers’ Beliefs and Goals in the Cognitive Demand of the Learning Tasks they Design: A Multiple Case Study. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2019 Oct 17]. Available from: https://doi.org/10.7916/D8M34CMS.

Council of Science Editors:

Rojas-Perilla DF. Influence of Preservice Science Teachers’ Beliefs and Goals in the Cognitive Demand of the Learning Tasks they Design: A Multiple Case Study. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D8M34CMS


University of New Mexico

23. Hushman, Glenn. Effects of Socialization During the Elementary Student Teaching Practicum on Pre-Service Teachers' Application of Theories and Practices Learned in the Professional Teacher Education Program.

Degree: Health, Exercise, and Sports Sciences, 2009, University of New Mexico

 Socialization is the process of gathering knowledge and constructing it in a social context. This gathering of knowledge is often acquired formally through an educational… (more)

Subjects/Keywords: Physical education teachers – In-service training – Social aspects; Physical education teachers – Training of – Social aspects; Student teachers – Attitudes; Professional socialization

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APA (6th Edition):

Hushman, G. (2009). Effects of Socialization During the Elementary Student Teaching Practicum on Pre-Service Teachers' Application of Theories and Practices Learned in the Professional Teacher Education Program. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/9819

Chicago Manual of Style (16th Edition):

Hushman, Glenn. “Effects of Socialization During the Elementary Student Teaching Practicum on Pre-Service Teachers' Application of Theories and Practices Learned in the Professional Teacher Education Program.” 2009. Doctoral Dissertation, University of New Mexico. Accessed October 17, 2019. http://hdl.handle.net/1928/9819.

MLA Handbook (7th Edition):

Hushman, Glenn. “Effects of Socialization During the Elementary Student Teaching Practicum on Pre-Service Teachers' Application of Theories and Practices Learned in the Professional Teacher Education Program.” 2009. Web. 17 Oct 2019.

Vancouver:

Hushman G. Effects of Socialization During the Elementary Student Teaching Practicum on Pre-Service Teachers' Application of Theories and Practices Learned in the Professional Teacher Education Program. [Internet] [Doctoral dissertation]. University of New Mexico; 2009. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/1928/9819.

Council of Science Editors:

Hushman G. Effects of Socialization During the Elementary Student Teaching Practicum on Pre-Service Teachers' Application of Theories and Practices Learned in the Professional Teacher Education Program. [Doctoral Dissertation]. University of New Mexico; 2009. Available from: http://hdl.handle.net/1928/9819


University of Johannesburg

24. Hildebrand, Heinrich. Evaluering van praktiese onderwys.

Degree: 2014, University of Johannesburg

M.Ed. (Education)

South-Africa is on the verge of a new lifestyle, a new way of thinking and doing. The task thrust upon the teacher of… (more)

Subjects/Keywords: Teachers - Training of - South Africa - Evaluation; Student teaching - South Africa - Evaluation

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APA (6th Edition):

Hildebrand, H. (2014). Evaluering van praktiese onderwys. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9642

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):

Hildebrand, Heinrich. “Evaluering van praktiese onderwys.” 2014. Thesis, University of Johannesburg. Accessed October 17, 2019. http://hdl.handle.net/10210/9642.

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

MLA Handbook (7th Edition):

Hildebrand, Heinrich. “Evaluering van praktiese onderwys.” 2014. Web. 17 Oct 2019.

Vancouver:

Hildebrand H. Evaluering van praktiese onderwys. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10210/9642.

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

Council of Science Editors:

Hildebrand H. Evaluering van praktiese onderwys. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9642

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


Michigan State University

25. Anderson, Calvin Coolidge, 1923-. Secondary education residency in Lansing – a model project developed cooperatively by the Lansing School District and Michigan State University to improve the preparation of teachers.

Degree: PhD, Department of Administration and Higher Education, 1972, Michigan State University

Subjects/Keywords: Student teaching; Teachers – Training of

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APA (6th Edition):

Anderson, Calvin Coolidge, 1. (1972). Secondary education residency in Lansing – a model project developed cooperatively by the Lansing School District and Michigan State University to improve the preparation of teachers. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:5806

Chicago Manual of Style (16th Edition):

Anderson, Calvin Coolidge, 1923-. “Secondary education residency in Lansing – a model project developed cooperatively by the Lansing School District and Michigan State University to improve the preparation of teachers.” 1972. Doctoral Dissertation, Michigan State University. Accessed October 17, 2019. http://etd.lib.msu.edu/islandora/object/etd:5806.

MLA Handbook (7th Edition):

Anderson, Calvin Coolidge, 1923-. “Secondary education residency in Lansing – a model project developed cooperatively by the Lansing School District and Michigan State University to improve the preparation of teachers.” 1972. Web. 17 Oct 2019.

Vancouver:

Anderson, Calvin Coolidge 1. Secondary education residency in Lansing – a model project developed cooperatively by the Lansing School District and Michigan State University to improve the preparation of teachers. [Internet] [Doctoral dissertation]. Michigan State University; 1972. [cited 2019 Oct 17]. Available from: http://etd.lib.msu.edu/islandora/object/etd:5806.

Council of Science Editors:

Anderson, Calvin Coolidge 1. Secondary education residency in Lansing – a model project developed cooperatively by the Lansing School District and Michigan State University to improve the preparation of teachers. [Doctoral Dissertation]. Michigan State University; 1972. Available from: http://etd.lib.msu.edu/islandora/object/etd:5806


Michigan State University

26. Amundsen, David L. The relationship between matched learning environments and student satisfaction in a competency based teacher education program.

Degree: PhD, Department of Student Teaching and Professional Development, 1979, Michigan State University

Subjects/Keywords: Teachers – Training of; Student teaching

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APA (6th Edition):

Amundsen, D. L. (1979). The relationship between matched learning environments and student satisfaction in a competency based teacher education program. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:42033

Chicago Manual of Style (16th Edition):

Amundsen, David L. “The relationship between matched learning environments and student satisfaction in a competency based teacher education program.” 1979. Doctoral Dissertation, Michigan State University. Accessed October 17, 2019. http://etd.lib.msu.edu/islandora/object/etd:42033.

MLA Handbook (7th Edition):

Amundsen, David L. “The relationship between matched learning environments and student satisfaction in a competency based teacher education program.” 1979. Web. 17 Oct 2019.

Vancouver:

Amundsen DL. The relationship between matched learning environments and student satisfaction in a competency based teacher education program. [Internet] [Doctoral dissertation]. Michigan State University; 1979. [cited 2019 Oct 17]. Available from: http://etd.lib.msu.edu/islandora/object/etd:42033.

Council of Science Editors:

Amundsen DL. The relationship between matched learning environments and student satisfaction in a competency based teacher education program. [Doctoral Dissertation]. Michigan State University; 1979. Available from: http://etd.lib.msu.edu/islandora/object/etd:42033


Michigan State University

27. Smith, Robert Grant. A study of societal factors influencing teacher education and student teaching evaluation in Michigan: 1956-1977.

Degree: 1978, Michigan State University

Thesis (Ph. D.) - Michigan State University. College of Education, 1978. () – Thesis (Ph. D.) - Michigan State University. College of Education, 1978

Subjects/Keywords: Student teaching; Teachers – Training of

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APA (6th Edition):

Smith, R. G. (1978). A study of societal factors influencing teacher education and student teaching evaluation in Michigan: 1956-1977. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:6159

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):

Smith, Robert Grant. “A study of societal factors influencing teacher education and student teaching evaluation in Michigan: 1956-1977.” 1978. Thesis, Michigan State University. Accessed October 17, 2019. http://etd.lib.msu.edu/islandora/object/etd:6159.

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

MLA Handbook (7th Edition):

Smith, Robert Grant. “A study of societal factors influencing teacher education and student teaching evaluation in Michigan: 1956-1977.” 1978. Web. 17 Oct 2019.

Vancouver:

Smith RG. A study of societal factors influencing teacher education and student teaching evaluation in Michigan: 1956-1977. [Internet] [Thesis]. Michigan State University; 1978. [cited 2019 Oct 17]. Available from: http://etd.lib.msu.edu/islandora/object/etd:6159.

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

Council of Science Editors:

Smith RG. A study of societal factors influencing teacher education and student teaching evaluation in Michigan: 1956-1977. [Thesis]. Michigan State University; 1978. Available from: http://etd.lib.msu.edu/islandora/object/etd:6159

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


Michigan State University

28. Fligor, Ross Jean. An analysis of the evaluation, use, and value of certain competencies for beginning the student teaching experience.

Degree: PhD, 1953, Michigan State University

Subjects/Keywords: Student teaching; Teachers – Training of

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APA (6th Edition):

Fligor, R. J. (1953). An analysis of the evaluation, use, and value of certain competencies for beginning the student teaching experience. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:5070

Chicago Manual of Style (16th Edition):

Fligor, Ross Jean. “An analysis of the evaluation, use, and value of certain competencies for beginning the student teaching experience.” 1953. Doctoral Dissertation, Michigan State University. Accessed October 17, 2019. http://etd.lib.msu.edu/islandora/object/etd:5070.

MLA Handbook (7th Edition):

Fligor, Ross Jean. “An analysis of the evaluation, use, and value of certain competencies for beginning the student teaching experience.” 1953. Web. 17 Oct 2019.

Vancouver:

Fligor RJ. An analysis of the evaluation, use, and value of certain competencies for beginning the student teaching experience. [Internet] [Doctoral dissertation]. Michigan State University; 1953. [cited 2019 Oct 17]. Available from: http://etd.lib.msu.edu/islandora/object/etd:5070.

Council of Science Editors:

Fligor RJ. An analysis of the evaluation, use, and value of certain competencies for beginning the student teaching experience. [Doctoral Dissertation]. Michigan State University; 1953. Available from: http://etd.lib.msu.edu/islandora/object/etd:5070


Michigan State University

29. Sinclair, William Ward. An analysis of three pre-student teaching experiences in the preparation of elementary school teachers.

Degree: PhD, 1961, Michigan State University

Subjects/Keywords: Student teaching; Teachers – Training of

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APA (6th Edition):

Sinclair, W. W. (1961). An analysis of three pre-student teaching experiences in the preparation of elementary school teachers. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:36910

Chicago Manual of Style (16th Edition):

Sinclair, William Ward. “An analysis of three pre-student teaching experiences in the preparation of elementary school teachers.” 1961. Doctoral Dissertation, Michigan State University. Accessed October 17, 2019. http://etd.lib.msu.edu/islandora/object/etd:36910.

MLA Handbook (7th Edition):

Sinclair, William Ward. “An analysis of three pre-student teaching experiences in the preparation of elementary school teachers.” 1961. Web. 17 Oct 2019.

Vancouver:

Sinclair WW. An analysis of three pre-student teaching experiences in the preparation of elementary school teachers. [Internet] [Doctoral dissertation]. Michigan State University; 1961. [cited 2019 Oct 17]. Available from: http://etd.lib.msu.edu/islandora/object/etd:36910.

Council of Science Editors:

Sinclair WW. An analysis of three pre-student teaching experiences in the preparation of elementary school teachers. [Doctoral Dissertation]. Michigan State University; 1961. Available from: http://etd.lib.msu.edu/islandora/object/etd:36910


Michigan State University

30. Pisoni, Charles J. (Charles Joseph), 1938-. A comparative factor analysis of the impact of two student teaching programs upon the schools of Michigan with implications for the evaluation of teacher education programs.

Degree: PhD, 1977, Michigan State University

Subjects/Keywords: Student teaching; Teachers – Training of

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APA (6th Edition):

Pisoni, Charles J. (Charles Joseph), 1. (1977). A comparative factor analysis of the impact of two student teaching programs upon the schools of Michigan with implications for the evaluation of teacher education programs. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:22168

Chicago Manual of Style (16th Edition):

Pisoni, Charles J. (Charles Joseph), 1938-. “A comparative factor analysis of the impact of two student teaching programs upon the schools of Michigan with implications for the evaluation of teacher education programs.” 1977. Doctoral Dissertation, Michigan State University. Accessed October 17, 2019. http://etd.lib.msu.edu/islandora/object/etd:22168.

MLA Handbook (7th Edition):

Pisoni, Charles J. (Charles Joseph), 1938-. “A comparative factor analysis of the impact of two student teaching programs upon the schools of Michigan with implications for the evaluation of teacher education programs.” 1977. Web. 17 Oct 2019.

Vancouver:

Pisoni, Charles J. (Charles Joseph) 1. A comparative factor analysis of the impact of two student teaching programs upon the schools of Michigan with implications for the evaluation of teacher education programs. [Internet] [Doctoral dissertation]. Michigan State University; 1977. [cited 2019 Oct 17]. Available from: http://etd.lib.msu.edu/islandora/object/etd:22168.

Council of Science Editors:

Pisoni, Charles J. (Charles Joseph) 1. A comparative factor analysis of the impact of two student teaching programs upon the schools of Michigan with implications for the evaluation of teacher education programs. [Doctoral Dissertation]. Michigan State University; 1977. Available from: http://etd.lib.msu.edu/islandora/object/etd:22168

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