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You searched for subject:(Teacher cognition). Showing records 1 – 30 of 105 total matches.

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University of Edinburgh

1. Rigamonti, Manuela. Which variety of italian are we teaching? Teacher cognition on the neostandard as target model for italian as a second language. The case of the pronoun system.

Degree: 2013, University of Edinburgh

 The present study is the first attempt to investigate teachers’ attitudes and beliefs related to the variety of the Italian language that should be presented… (more)

Subjects/Keywords: Teacher cognition; Italian L2

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APA (6th Edition):

Rigamonti, M. (2013). Which variety of italian are we teaching? Teacher cognition on the neostandard as target model for italian as a second language. The case of the pronoun system. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8597

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):

Rigamonti, Manuela. “Which variety of italian are we teaching? Teacher cognition on the neostandard as target model for italian as a second language. The case of the pronoun system.” 2013. Thesis, University of Edinburgh. Accessed September 22, 2019. http://hdl.handle.net/1842/8597.

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

MLA Handbook (7th Edition):

Rigamonti, Manuela. “Which variety of italian are we teaching? Teacher cognition on the neostandard as target model for italian as a second language. The case of the pronoun system.” 2013. Web. 22 Sep 2019.

Vancouver:

Rigamonti M. Which variety of italian are we teaching? Teacher cognition on the neostandard as target model for italian as a second language. The case of the pronoun system. [Internet] [Thesis]. University of Edinburgh; 2013. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1842/8597.

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

Council of Science Editors:

Rigamonti M. Which variety of italian are we teaching? Teacher cognition on the neostandard as target model for italian as a second language. The case of the pronoun system. [Thesis]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/8597

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


University of Wollongong

2. Burri, Michael Stephan. "It's been a real eye opener": learning to teach English pronunciation from a teacher cognition perspective.

Degree: PhD, 2016, University of Wollongong

  With the rapid spread of English used as an international language, second language (L2) teacher education has gained in prominence. A substantial number of… (more)

Subjects/Keywords: pronunciation; teacher education; teacher cognition; NNEST

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APA (6th Edition):

Burri, M. S. (2016). "It's been a real eye opener": learning to teach English pronunciation from a teacher cognition perspective. (Doctoral Dissertation). University of Wollongong. Retrieved from 1303 SPECIALIST STUDIES IN EDUCATION, 2003 LANGUAGE STUDIES ; https://ro.uow.edu.au/theses/4764

Chicago Manual of Style (16th Edition):

Burri, Michael Stephan. “"It's been a real eye opener": learning to teach English pronunciation from a teacher cognition perspective.” 2016. Doctoral Dissertation, University of Wollongong. Accessed September 22, 2019. 1303 SPECIALIST STUDIES IN EDUCATION, 2003 LANGUAGE STUDIES ; https://ro.uow.edu.au/theses/4764.

MLA Handbook (7th Edition):

Burri, Michael Stephan. “"It's been a real eye opener": learning to teach English pronunciation from a teacher cognition perspective.” 2016. Web. 22 Sep 2019.

Vancouver:

Burri MS. "It's been a real eye opener": learning to teach English pronunciation from a teacher cognition perspective. [Internet] [Doctoral dissertation]. University of Wollongong; 2016. [cited 2019 Sep 22]. Available from: 1303 SPECIALIST STUDIES IN EDUCATION, 2003 LANGUAGE STUDIES ; https://ro.uow.edu.au/theses/4764.

Council of Science Editors:

Burri MS. "It's been a real eye opener": learning to teach English pronunciation from a teacher cognition perspective. [Doctoral Dissertation]. University of Wollongong; 2016. Available from: 1303 SPECIALIST STUDIES IN EDUCATION, 2003 LANGUAGE STUDIES ; https://ro.uow.edu.au/theses/4764


University of Bath

3. Tleuov, Askat. The teaching of speaking : an investigation into the relationship between teachers' beliefs and practices in Kazakhstani state secondary school EFL classrooms.

Degree: PhD, 2017, University of Bath

 The current study is an attempt to provide insights into the nature of tensions and consistencies between teachers’ belief-practice relationships and how these impact on… (more)

Subjects/Keywords: 428.0071; teacher cognition; language teacher cognition; teacher beliefs; teacher practices; teaching speaking

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APA (6th Edition):

Tleuov, A. (2017). The teaching of speaking : an investigation into the relationship between teachers' beliefs and practices in Kazakhstani state secondary school EFL classrooms. (Doctoral Dissertation). University of Bath. Retrieved from https://researchportal.bath.ac.uk/en/studentthesis/the-teaching-of-speaking-an-investigation-into-the-relationship-between-teachers-beliefs-and-practices-in-kazakhstani-state-secondary-school-efl-classrooms(d8676633-6bf5-4fb4-bc62-b9b490f4c073).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715288

Chicago Manual of Style (16th Edition):

Tleuov, Askat. “The teaching of speaking : an investigation into the relationship between teachers' beliefs and practices in Kazakhstani state secondary school EFL classrooms.” 2017. Doctoral Dissertation, University of Bath. Accessed September 22, 2019. https://researchportal.bath.ac.uk/en/studentthesis/the-teaching-of-speaking-an-investigation-into-the-relationship-between-teachers-beliefs-and-practices-in-kazakhstani-state-secondary-school-efl-classrooms(d8676633-6bf5-4fb4-bc62-b9b490f4c073).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715288.

MLA Handbook (7th Edition):

Tleuov, Askat. “The teaching of speaking : an investigation into the relationship between teachers' beliefs and practices in Kazakhstani state secondary school EFL classrooms.” 2017. Web. 22 Sep 2019.

Vancouver:

Tleuov A. The teaching of speaking : an investigation into the relationship between teachers' beliefs and practices in Kazakhstani state secondary school EFL classrooms. [Internet] [Doctoral dissertation]. University of Bath; 2017. [cited 2019 Sep 22]. Available from: https://researchportal.bath.ac.uk/en/studentthesis/the-teaching-of-speaking-an-investigation-into-the-relationship-between-teachers-beliefs-and-practices-in-kazakhstani-state-secondary-school-efl-classrooms(d8676633-6bf5-4fb4-bc62-b9b490f4c073).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715288.

Council of Science Editors:

Tleuov A. The teaching of speaking : an investigation into the relationship between teachers' beliefs and practices in Kazakhstani state secondary school EFL classrooms. [Doctoral Dissertation]. University of Bath; 2017. Available from: https://researchportal.bath.ac.uk/en/studentthesis/the-teaching-of-speaking-an-investigation-into-the-relationship-between-teachers-beliefs-and-practices-in-kazakhstani-state-secondary-school-efl-classrooms(d8676633-6bf5-4fb4-bc62-b9b490f4c073).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715288


University of Texas – Austin

4. -1020-3410. Examining the goal systems of student teachers.

Degree: PhD, Curriculum and Instruction, 2015, University of Texas – Austin

 Understanding why novice science teachers use certain practices and not others upon entering the classroom remains an important question for those conducting research on science… (more)

Subjects/Keywords: Science teachers; Teacher cognition; Teachers' goals

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APA (6th Edition):

-1020-3410. (2015). Examining the goal systems of student teachers. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31385

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

Chicago Manual of Style (16th Edition):

-1020-3410. “Examining the goal systems of student teachers.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed September 22, 2019. http://hdl.handle.net/2152/31385.

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

MLA Handbook (7th Edition):

-1020-3410. “Examining the goal systems of student teachers.” 2015. Web. 22 Sep 2019.

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

Vancouver:

-1020-3410. Examining the goal systems of student teachers. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2152/31385.

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

Council of Science Editors:

-1020-3410. Examining the goal systems of student teachers. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31385

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


University of Waikato

5. Sarfraz, Shazre. Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices .

Degree: 2019, University of Waikato

 Peer observation can be applied to assess teachers’ performance. Despite an ever-growing corpus of literature on peer observation of teaching in education, very little research… (more)

Subjects/Keywords: peer observation; teacher cognition; teacher assessment; professional learning; language lecturers

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APA (6th Edition):

Sarfraz, S. (2019). Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/12364

Chicago Manual of Style (16th Edition):

Sarfraz, Shazre. “Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices .” 2019. Doctoral Dissertation, University of Waikato. Accessed September 22, 2019. http://hdl.handle.net/10289/12364.

MLA Handbook (7th Edition):

Sarfraz, Shazre. “Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices .” 2019. Web. 22 Sep 2019.

Vancouver:

Sarfraz S. Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices . [Internet] [Doctoral dissertation]. University of Waikato; 2019. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10289/12364.

Council of Science Editors:

Sarfraz S. Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices . [Doctoral Dissertation]. University of Waikato; 2019. Available from: http://hdl.handle.net/10289/12364


University of New South Wales

6. Lim, Sovannarith. Investigating Language Teacher Cognition and Vocabulary Instruction: A Cultural-Historical Activity Theory (CHAT) Analysis.

Degree: Education, 2016, University of New South Wales

 Premised in the field of second/foreign language teacher education, this study examined language teacher cognition (LTC) from a cultural-historical activity theory perspective. Involving three groups… (more)

Subjects/Keywords: CHAT; Language teacher cognition; Vocabulary instruction; Sociocultural theory; Language teacher education; Teacher learning

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APA (6th Edition):

Lim, S. (2016). Investigating Language Teacher Cognition and Vocabulary Instruction: A Cultural-Historical Activity Theory (CHAT) Analysis. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/56904 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:41934/SOURCE02?view=true

Chicago Manual of Style (16th Edition):

Lim, Sovannarith. “Investigating Language Teacher Cognition and Vocabulary Instruction: A Cultural-Historical Activity Theory (CHAT) Analysis.” 2016. Doctoral Dissertation, University of New South Wales. Accessed September 22, 2019. http://handle.unsw.edu.au/1959.4/56904 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:41934/SOURCE02?view=true.

MLA Handbook (7th Edition):

Lim, Sovannarith. “Investigating Language Teacher Cognition and Vocabulary Instruction: A Cultural-Historical Activity Theory (CHAT) Analysis.” 2016. Web. 22 Sep 2019.

Vancouver:

Lim S. Investigating Language Teacher Cognition and Vocabulary Instruction: A Cultural-Historical Activity Theory (CHAT) Analysis. [Internet] [Doctoral dissertation]. University of New South Wales; 2016. [cited 2019 Sep 22]. Available from: http://handle.unsw.edu.au/1959.4/56904 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:41934/SOURCE02?view=true.

Council of Science Editors:

Lim S. Investigating Language Teacher Cognition and Vocabulary Instruction: A Cultural-Historical Activity Theory (CHAT) Analysis. [Doctoral Dissertation]. University of New South Wales; 2016. Available from: http://handle.unsw.edu.au/1959.4/56904 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:41934/SOURCE02?view=true


Temple University

7. Yoshihara, Reiko. THE FEMINIST EFL CLASSROOM: FEMINIST TEACHERS' IDENTITIES, BELIEFS, AND PRACTICES IN JAPANESE UNIVERSITIES.

Degree: 2014, Temple University

Teaching & Learning

Ed.D.

In this study, I explore how EFL teachers in Japan become feminists, what feminism means to them, and how their feminist… (more)

Subjects/Keywords: English as a second language; Teacher education; Women's studies;

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APA (6th Edition):

Yoshihara, R. (2014). THE FEMINIST EFL CLASSROOM: FEMINIST TEACHERS' IDENTITIES, BELIEFS, AND PRACTICES IN JAPANESE UNIVERSITIES. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,309305

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):

Yoshihara, Reiko. “THE FEMINIST EFL CLASSROOM: FEMINIST TEACHERS' IDENTITIES, BELIEFS, AND PRACTICES IN JAPANESE UNIVERSITIES.” 2014. Thesis, Temple University. Accessed September 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,309305.

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

MLA Handbook (7th Edition):

Yoshihara, Reiko. “THE FEMINIST EFL CLASSROOM: FEMINIST TEACHERS' IDENTITIES, BELIEFS, AND PRACTICES IN JAPANESE UNIVERSITIES.” 2014. Web. 22 Sep 2019.

Vancouver:

Yoshihara R. THE FEMINIST EFL CLASSROOM: FEMINIST TEACHERS' IDENTITIES, BELIEFS, AND PRACTICES IN JAPANESE UNIVERSITIES. [Internet] [Thesis]. Temple University; 2014. [cited 2019 Sep 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,309305.

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

Council of Science Editors:

Yoshihara R. THE FEMINIST EFL CLASSROOM: FEMINIST TEACHERS' IDENTITIES, BELIEFS, AND PRACTICES IN JAPANESE UNIVERSITIES. [Thesis]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,309305

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


Clemson University

8. Ramey, M. Deanna. Language and Literacy in a Head Start Preschool: Understanding Practice to Inform Theory and Improve Outcomes.

Degree: PhD, Education and Organizational Leadership Development, 2018, Clemson University

 Head Start is a federally funded program providing comprehensive social and early education services to children from low-income households and their families. Seeking to boost… (more)

Subjects/Keywords: CASE STUDY; EARLY LITERACY; EMERGENT LITERACY; HEAD START; TEACHER COGNITION; TEACHER PRACTICE

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APA (6th Edition):

Ramey, M. D. (2018). Language and Literacy in a Head Start Preschool: Understanding Practice to Inform Theory and Improve Outcomes. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/2194

Chicago Manual of Style (16th Edition):

Ramey, M Deanna. “Language and Literacy in a Head Start Preschool: Understanding Practice to Inform Theory and Improve Outcomes.” 2018. Doctoral Dissertation, Clemson University. Accessed September 22, 2019. https://tigerprints.clemson.edu/all_dissertations/2194.

MLA Handbook (7th Edition):

Ramey, M Deanna. “Language and Literacy in a Head Start Preschool: Understanding Practice to Inform Theory and Improve Outcomes.” 2018. Web. 22 Sep 2019.

Vancouver:

Ramey MD. Language and Literacy in a Head Start Preschool: Understanding Practice to Inform Theory and Improve Outcomes. [Internet] [Doctoral dissertation]. Clemson University; 2018. [cited 2019 Sep 22]. Available from: https://tigerprints.clemson.edu/all_dissertations/2194.

Council of Science Editors:

Ramey MD. Language and Literacy in a Head Start Preschool: Understanding Practice to Inform Theory and Improve Outcomes. [Doctoral Dissertation]. Clemson University; 2018. Available from: https://tigerprints.clemson.edu/all_dissertations/2194


University of Cambridge

9. Heaton, Rebecca. Autoethnography to artography : an exhibition of cognition in artist teacher practice.

Degree: Thesis (EdD), 2018, University of Cambridge

 With art education being marginalised a need exists for its cognitive value to be reinstated. This thesis responds by exemplifying cognition in artist teacher practice.… (more)

Subjects/Keywords: Artist teacher; Artography; Autoethnography; Cognition; Art education; Exhibition; Teacher education; Arts-based research

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APA (6th Edition):

Heaton, R. (2018). Autoethnography to artography : an exhibition of cognition in artist teacher practice. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/286004 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.772269

Chicago Manual of Style (16th Edition):

Heaton, Rebecca. “Autoethnography to artography : an exhibition of cognition in artist teacher practice.” 2018. Doctoral Dissertation, University of Cambridge. Accessed September 22, 2019. https://www.repository.cam.ac.uk/handle/1810/286004 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.772269.

MLA Handbook (7th Edition):

Heaton, Rebecca. “Autoethnography to artography : an exhibition of cognition in artist teacher practice.” 2018. Web. 22 Sep 2019.

Vancouver:

Heaton R. Autoethnography to artography : an exhibition of cognition in artist teacher practice. [Internet] [Doctoral dissertation]. University of Cambridge; 2018. [cited 2019 Sep 22]. Available from: https://www.repository.cam.ac.uk/handle/1810/286004 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.772269.

Council of Science Editors:

Heaton R. Autoethnography to artography : an exhibition of cognition in artist teacher practice. [Doctoral Dissertation]. University of Cambridge; 2018. Available from: https://www.repository.cam.ac.uk/handle/1810/286004 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.772269


Leiden University

10. Voskuilen, Manouk van. Aandacht voor de sociaal cognitieve ontwikkeling en intelligentie in het speciaal basisonderwijs: Draagt een leerkrachtencursus bij aan de sociale cognitie van leerlingen?.

Degree: 2015, Leiden University

 Background: Children in special education are typically characterized by developmental delays and/or deficits in social- and cognitive functioning. These children are coping with problems that… (more)

Subjects/Keywords: social cognition; special education; intelligence; educational teacher training

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APA (6th Edition):

Voskuilen, M. v. (2015). Aandacht voor de sociaal cognitieve ontwikkeling en intelligentie in het speciaal basisonderwijs: Draagt een leerkrachtencursus bij aan de sociale cognitie van leerlingen?. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/32814

Chicago Manual of Style (16th Edition):

Voskuilen, Manouk van. “Aandacht voor de sociaal cognitieve ontwikkeling en intelligentie in het speciaal basisonderwijs: Draagt een leerkrachtencursus bij aan de sociale cognitie van leerlingen?.” 2015. Masters Thesis, Leiden University. Accessed September 22, 2019. http://hdl.handle.net/1887/32814.

MLA Handbook (7th Edition):

Voskuilen, Manouk van. “Aandacht voor de sociaal cognitieve ontwikkeling en intelligentie in het speciaal basisonderwijs: Draagt een leerkrachtencursus bij aan de sociale cognitie van leerlingen?.” 2015. Web. 22 Sep 2019.

Vancouver:

Voskuilen Mv. Aandacht voor de sociaal cognitieve ontwikkeling en intelligentie in het speciaal basisonderwijs: Draagt een leerkrachtencursus bij aan de sociale cognitie van leerlingen?. [Internet] [Masters thesis]. Leiden University; 2015. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1887/32814.

Council of Science Editors:

Voskuilen Mv. Aandacht voor de sociaal cognitieve ontwikkeling en intelligentie in het speciaal basisonderwijs: Draagt een leerkrachtencursus bij aan de sociale cognitie van leerlingen?. [Masters Thesis]. Leiden University; 2015. Available from: http://hdl.handle.net/1887/32814


Georgia State University

11. Aoulou, Eudes H. Understanding how ESOL Pre-Services Teachers' Prior Experiences and Background Shape their Processes of becoming L2 (Reading) Teachers.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2011, Georgia State University

  We know little about how English to Speakers of Other Languages (ESOL) preservice teachers’ prior experiences and beliefs shape their learning process in teacher(more)

Subjects/Keywords: ESOL Preservice Teachers; Role of Background; Teacher Cognition and Growth; Education

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APA (6th Edition):

Aoulou, E. H. (2011). Understanding how ESOL Pre-Services Teachers' Prior Experiences and Background Shape their Processes of becoming L2 (Reading) Teachers. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/81

Chicago Manual of Style (16th Edition):

Aoulou, Eudes H. “Understanding how ESOL Pre-Services Teachers' Prior Experiences and Background Shape their Processes of becoming L2 (Reading) Teachers.” 2011. Doctoral Dissertation, Georgia State University. Accessed September 22, 2019. https://scholarworks.gsu.edu/msit_diss/81.

MLA Handbook (7th Edition):

Aoulou, Eudes H. “Understanding how ESOL Pre-Services Teachers' Prior Experiences and Background Shape their Processes of becoming L2 (Reading) Teachers.” 2011. Web. 22 Sep 2019.

Vancouver:

Aoulou EH. Understanding how ESOL Pre-Services Teachers' Prior Experiences and Background Shape their Processes of becoming L2 (Reading) Teachers. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2019 Sep 22]. Available from: https://scholarworks.gsu.edu/msit_diss/81.

Council of Science Editors:

Aoulou EH. Understanding how ESOL Pre-Services Teachers' Prior Experiences and Background Shape their Processes of becoming L2 (Reading) Teachers. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/msit_diss/81


University of Exeter

12. Al Mawoda, Kawther Rashed Abdulla. Exploring secondary teachers' perception towards teaching intercultural competence in English language classrooms in Bahrain.

Degree: Thesis (EdD), 2011, University of Exeter

 The aims of English language teaching (ELT) have observed a fundamental reconsideration during the past two decades, resulting in a shift in emphasis from linguistic… (more)

Subjects/Keywords: 428.24; English Language Teaching : Culture : Teacher Cognition : Secondary Level

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APA (6th Edition):

Al Mawoda, K. R. A. (2011). Exploring secondary teachers' perception towards teaching intercultural competence in English language classrooms in Bahrain. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/3688

Chicago Manual of Style (16th Edition):

Al Mawoda, Kawther Rashed Abdulla. “Exploring secondary teachers' perception towards teaching intercultural competence in English language classrooms in Bahrain.” 2011. Doctoral Dissertation, University of Exeter. Accessed September 22, 2019. http://hdl.handle.net/10036/3688.

MLA Handbook (7th Edition):

Al Mawoda, Kawther Rashed Abdulla. “Exploring secondary teachers' perception towards teaching intercultural competence in English language classrooms in Bahrain.” 2011. Web. 22 Sep 2019.

Vancouver:

Al Mawoda KRA. Exploring secondary teachers' perception towards teaching intercultural competence in English language classrooms in Bahrain. [Internet] [Doctoral dissertation]. University of Exeter; 2011. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10036/3688.

Council of Science Editors:

Al Mawoda KRA. Exploring secondary teachers' perception towards teaching intercultural competence in English language classrooms in Bahrain. [Doctoral Dissertation]. University of Exeter; 2011. Available from: http://hdl.handle.net/10036/3688


University of Exeter

13. Watson, Annabel Mary. First-language English teachers' beliefs about grammar and the relationship of espoused beliefs to pedagogical practice.

Degree: PhD, 2012, University of Exeter

 This thesis presents an investigation into the beliefs held by practising teachers of L1 (first language) English in English secondary schools about the value of… (more)

Subjects/Keywords: 418; Language : Teacher : Belief : Grammar : Practice : English : Cognition : Pedagogy

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APA (6th Edition):

Watson, A. M. (2012). First-language English teachers' beliefs about grammar and the relationship of espoused beliefs to pedagogical practice. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/3719

Chicago Manual of Style (16th Edition):

Watson, Annabel Mary. “First-language English teachers' beliefs about grammar and the relationship of espoused beliefs to pedagogical practice.” 2012. Doctoral Dissertation, University of Exeter. Accessed September 22, 2019. http://hdl.handle.net/10036/3719.

MLA Handbook (7th Edition):

Watson, Annabel Mary. “First-language English teachers' beliefs about grammar and the relationship of espoused beliefs to pedagogical practice.” 2012. Web. 22 Sep 2019.

Vancouver:

Watson AM. First-language English teachers' beliefs about grammar and the relationship of espoused beliefs to pedagogical practice. [Internet] [Doctoral dissertation]. University of Exeter; 2012. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10036/3719.

Council of Science Editors:

Watson AM. First-language English teachers' beliefs about grammar and the relationship of espoused beliefs to pedagogical practice. [Doctoral Dissertation]. University of Exeter; 2012. Available from: http://hdl.handle.net/10036/3719


University of Manchester

14. Vega Animas, Leticia. Teacher cognition and ICT implementation in the EFL classes in Mexico.

Degree: PhD, 2017, University of Manchester

 The impact of technology in society nowadays has led to significant curricular reforms around the world that aim to achieve a higher quality in education.… (more)

Subjects/Keywords: ICT; reform; EFL teachers; teacher cognition; social dimension

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

APA (6th Edition):

Vega Animas, L. (2017). Teacher cognition and ICT implementation in the EFL classes in Mexico. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/teacher-cognition-and-ict-implementation-in-the-efl-classes-in-mexico(ae3474d5-432e-4292-8f62-e11afc009505).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764561

Chicago Manual of Style (16th Edition):

Vega Animas, Leticia. “Teacher cognition and ICT implementation in the EFL classes in Mexico.” 2017. Doctoral Dissertation, University of Manchester. Accessed September 22, 2019. https://www.research.manchester.ac.uk/portal/en/theses/teacher-cognition-and-ict-implementation-in-the-efl-classes-in-mexico(ae3474d5-432e-4292-8f62-e11afc009505).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764561.

MLA Handbook (7th Edition):

Vega Animas, Leticia. “Teacher cognition and ICT implementation in the EFL classes in Mexico.” 2017. Web. 22 Sep 2019.

Vancouver:

Vega Animas L. Teacher cognition and ICT implementation in the EFL classes in Mexico. [Internet] [Doctoral dissertation]. University of Manchester; 2017. [cited 2019 Sep 22]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/teacher-cognition-and-ict-implementation-in-the-efl-classes-in-mexico(ae3474d5-432e-4292-8f62-e11afc009505).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764561.

Council of Science Editors:

Vega Animas L. Teacher cognition and ICT implementation in the EFL classes in Mexico. [Doctoral Dissertation]. University of Manchester; 2017. Available from: https://www.research.manchester.ac.uk/portal/en/theses/teacher-cognition-and-ict-implementation-in-the-efl-classes-in-mexico(ae3474d5-432e-4292-8f62-e11afc009505).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764561


University of Kansas

15. Marten, Sarah Lyn. Changing Teacher Perceptions of their Roles: Pre and Post NCLB.

Degree: PhD, Educational Leadership and Policy Studies, 2017, University of Kansas

 The accountability movement in education charted a more outcomes-driven, standardized approach to education that emphasized labor-market outcomes. No Child Left Behind (NCLB), the cornerstone of… (more)

Subjects/Keywords: Education policy; Education; Secondary education; cognition; education; perceptions; policy; secondary; teacher

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

APA (6th Edition):

Marten, S. L. (2017). Changing Teacher Perceptions of their Roles: Pre and Post NCLB. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/25968

Chicago Manual of Style (16th Edition):

Marten, Sarah Lyn. “Changing Teacher Perceptions of their Roles: Pre and Post NCLB.” 2017. Doctoral Dissertation, University of Kansas. Accessed September 22, 2019. http://hdl.handle.net/1808/25968.

MLA Handbook (7th Edition):

Marten, Sarah Lyn. “Changing Teacher Perceptions of their Roles: Pre and Post NCLB.” 2017. Web. 22 Sep 2019.

Vancouver:

Marten SL. Changing Teacher Perceptions of their Roles: Pre and Post NCLB. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1808/25968.

Council of Science Editors:

Marten SL. Changing Teacher Perceptions of their Roles: Pre and Post NCLB. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/25968


Stockholm University

16. Anna, Israelsson. Teachers’ perception of the concept of intercultural competence in teaching English.

Degree: English, 2016, Stockholm University

  Intercultural competence (IC) as an essential part of conceptualization of the cultural dimension in FLT has been promoted by educationalists as the most preferred… (more)

Subjects/Keywords: Intercultural competence; culture; English Language Teaching; Byram’s savoirs; teacher cognition.

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

APA (6th Edition):

Anna, I. (2016). Teachers’ perception of the concept of intercultural competence in teaching English. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131353

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):

Anna, Israelsson. “Teachers’ perception of the concept of intercultural competence in teaching English.” 2016. Thesis, Stockholm University. Accessed September 22, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131353.

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

MLA Handbook (7th Edition):

Anna, Israelsson. “Teachers’ perception of the concept of intercultural competence in teaching English.” 2016. Web. 22 Sep 2019.

Vancouver:

Anna I. Teachers’ perception of the concept of intercultural competence in teaching English. [Internet] [Thesis]. Stockholm University; 2016. [cited 2019 Sep 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131353.

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

Council of Science Editors:

Anna I. Teachers’ perception of the concept of intercultural competence in teaching English. [Thesis]. Stockholm University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131353

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


University of South Africa

17. Okoth, Teresa Akinyi. Teacher cognition and preparedness in implementing the integrated English language curriculum in form III classrooms in Kenya.

Degree: 2015, University of South Africa

 This study investigated the cognition of Form III English language teachers and evaluated their preparedness in implementing the revised English language curriculum. The study investigated… (more)

Subjects/Keywords: Teacher cognition; Curriculum integration; Curriculum implementation; Preparedness; Knowledge; Beliefs

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

APA (6th Edition):

Okoth, T. A. (2015). Teacher cognition and preparedness in implementing the integrated English language curriculum in form III classrooms in Kenya. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/24933

Chicago Manual of Style (16th Edition):

Okoth, Teresa Akinyi. “Teacher cognition and preparedness in implementing the integrated English language curriculum in form III classrooms in Kenya.” 2015. Doctoral Dissertation, University of South Africa. Accessed September 22, 2019. http://hdl.handle.net/10500/24933.

MLA Handbook (7th Edition):

Okoth, Teresa Akinyi. “Teacher cognition and preparedness in implementing the integrated English language curriculum in form III classrooms in Kenya.” 2015. Web. 22 Sep 2019.

Vancouver:

Okoth TA. Teacher cognition and preparedness in implementing the integrated English language curriculum in form III classrooms in Kenya. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10500/24933.

Council of Science Editors:

Okoth TA. Teacher cognition and preparedness in implementing the integrated English language curriculum in form III classrooms in Kenya. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/24933


University of Manchester

18. Vega Animas, Leticia Mishelly. TEACHER COGNITION AND ICT IMPLEMENTATION IN THE EFL CLASSES IN MEXICO.

Degree: 2017, University of Manchester

 The impact of technology in society nowadays has led to significant curricular reforms around the world that aim to achieve a higher quality in education.… (more)

Subjects/Keywords: ICT; reform; EFL teachers; teacher cognition; social dimension

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

APA (6th Edition):

Vega Animas, L. M. (2017). TEACHER COGNITION AND ICT IMPLEMENTATION IN THE EFL CLASSES IN MEXICO. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:307610

Chicago Manual of Style (16th Edition):

Vega Animas, Leticia Mishelly. “TEACHER COGNITION AND ICT IMPLEMENTATION IN THE EFL CLASSES IN MEXICO.” 2017. Doctoral Dissertation, University of Manchester. Accessed September 22, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:307610.

MLA Handbook (7th Edition):

Vega Animas, Leticia Mishelly. “TEACHER COGNITION AND ICT IMPLEMENTATION IN THE EFL CLASSES IN MEXICO.” 2017. Web. 22 Sep 2019.

Vancouver:

Vega Animas LM. TEACHER COGNITION AND ICT IMPLEMENTATION IN THE EFL CLASSES IN MEXICO. [Internet] [Doctoral dissertation]. University of Manchester; 2017. [cited 2019 Sep 22]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:307610.

Council of Science Editors:

Vega Animas LM. TEACHER COGNITION AND ICT IMPLEMENTATION IN THE EFL CLASSES IN MEXICO. [Doctoral Dissertation]. University of Manchester; 2017. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:307610


University of Johannesburg

19. Roodt, Louise Johanna. Die onderwyser se verantwoordelikheid ten opsigte van leerlinge se kognitiewe ontwikkeling.

Degree: 2014, University of Johannesburg

M.Ed. (Educational Psychology)

A research team from the Department of Educational Sciences at the Rand Afrikaans University has recently engaged in a group project to… (more)

Subjects/Keywords: Educational psychology; Cognition; Teacher-student relationships - South Africa

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

APA (6th Edition):

Roodt, L. J. (2014). Die onderwyser se verantwoordelikheid ten opsigte van leerlinge se kognitiewe ontwikkeling. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9835

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):

Roodt, Louise Johanna. “Die onderwyser se verantwoordelikheid ten opsigte van leerlinge se kognitiewe ontwikkeling.” 2014. Thesis, University of Johannesburg. Accessed September 22, 2019. http://hdl.handle.net/10210/9835.

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

MLA Handbook (7th Edition):

Roodt, Louise Johanna. “Die onderwyser se verantwoordelikheid ten opsigte van leerlinge se kognitiewe ontwikkeling.” 2014. Web. 22 Sep 2019.

Vancouver:

Roodt LJ. Die onderwyser se verantwoordelikheid ten opsigte van leerlinge se kognitiewe ontwikkeling. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10210/9835.

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

Council of Science Editors:

Roodt LJ. Die onderwyser se verantwoordelikheid ten opsigte van leerlinge se kognitiewe ontwikkeling. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9835

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


University of Southern California

20. Howland, Brooke Amber. Effects of individualized professional development on the theoretical understandings and instructional practices of teachers.

Degree: EdD, Education, 2009, University of Southern California

 The primary purpose of this study was to analyze the outcomes of an original method of professional development that acknowledged and addressed the specific learning… (more)

Subjects/Keywords: professional development; adult learning; teacher cognition; individualized; Open Court Reading

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

APA (6th Edition):

Howland, B. A. (2009). Effects of individualized professional development on the theoretical understandings and instructional practices of teachers. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/211377/rec/2220

Chicago Manual of Style (16th Edition):

Howland, Brooke Amber. “Effects of individualized professional development on the theoretical understandings and instructional practices of teachers.” 2009. Doctoral Dissertation, University of Southern California. Accessed September 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/211377/rec/2220.

MLA Handbook (7th Edition):

Howland, Brooke Amber. “Effects of individualized professional development on the theoretical understandings and instructional practices of teachers.” 2009. Web. 22 Sep 2019.

Vancouver:

Howland BA. Effects of individualized professional development on the theoretical understandings and instructional practices of teachers. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Sep 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/211377/rec/2220.

Council of Science Editors:

Howland BA. Effects of individualized professional development on the theoretical understandings and instructional practices of teachers. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/211377/rec/2220


Georgia State University

21. Baker, Amanda A. Pronunciation Pedagogy: Second Language Teacher Cognition and Practice.

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

  Over the past few decades, increasing research has examined the cognitions (knowledge and beliefs) of second language (L2) teachers. Such efforts have provided insight… (more)

Subjects/Keywords: Pronunciation teaching; Pronunciation teaching; Teacher cognition; Teacher beliefs; Teacher beliefs; Classroom research; Applied Linguistics; First and Second Language Acquisition

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

APA (6th Edition):

Baker, A. A. (2011). Pronunciation Pedagogy: Second Language Teacher Cognition and Practice. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/16

Chicago Manual of Style (16th Edition):

Baker, Amanda A. “Pronunciation Pedagogy: Second Language Teacher Cognition and Practice.” 2011. Doctoral Dissertation, Georgia State University. Accessed September 22, 2019. https://scholarworks.gsu.edu/alesl_diss/16.

MLA Handbook (7th Edition):

Baker, Amanda A. “Pronunciation Pedagogy: Second Language Teacher Cognition and Practice.” 2011. Web. 22 Sep 2019.

Vancouver:

Baker AA. Pronunciation Pedagogy: Second Language Teacher Cognition and Practice. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2019 Sep 22]. Available from: https://scholarworks.gsu.edu/alesl_diss/16.

Council of Science Editors:

Baker AA. Pronunciation Pedagogy: Second Language Teacher Cognition and Practice. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/alesl_diss/16


University of Manchester

22. Attia, Mariam Mohamed. Teacher cognition and the use of technology in teaching Arabic to speakers of other languages.

Degree: PhD, 2011, University of Manchester

 This study investigates teacher cognition and technology use within a context of teaching Arabic to speakers of other languages. Specifically, teacher cognition is examined in… (more)

Subjects/Keywords: 371.1; teacher cognition - pedagogical beliefs - teacher professional development - langauge teacher education - Arabic language - TASOL - TAFL - technology integration - CALL - ICT

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

APA (6th Edition):

Attia, M. M. (2011). Teacher cognition and the use of technology in teaching Arabic to speakers of other languages. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/teacher-cognition-and-the-use-of-technology-in-teaching-arabic-to-speakers-of-other-languages(74dd167b-9da6-4e00-b6c0-cb2e7be3e782).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555521

Chicago Manual of Style (16th Edition):

Attia, Mariam Mohamed. “Teacher cognition and the use of technology in teaching Arabic to speakers of other languages.” 2011. Doctoral Dissertation, University of Manchester. Accessed September 22, 2019. https://www.research.manchester.ac.uk/portal/en/theses/teacher-cognition-and-the-use-of-technology-in-teaching-arabic-to-speakers-of-other-languages(74dd167b-9da6-4e00-b6c0-cb2e7be3e782).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555521.

MLA Handbook (7th Edition):

Attia, Mariam Mohamed. “Teacher cognition and the use of technology in teaching Arabic to speakers of other languages.” 2011. Web. 22 Sep 2019.

Vancouver:

Attia MM. Teacher cognition and the use of technology in teaching Arabic to speakers of other languages. [Internet] [Doctoral dissertation]. University of Manchester; 2011. [cited 2019 Sep 22]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/teacher-cognition-and-the-use-of-technology-in-teaching-arabic-to-speakers-of-other-languages(74dd167b-9da6-4e00-b6c0-cb2e7be3e782).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555521.

Council of Science Editors:

Attia MM. Teacher cognition and the use of technology in teaching Arabic to speakers of other languages. [Doctoral Dissertation]. University of Manchester; 2011. Available from: https://www.research.manchester.ac.uk/portal/en/theses/teacher-cognition-and-the-use-of-technology-in-teaching-arabic-to-speakers-of-other-languages(74dd167b-9da6-4e00-b6c0-cb2e7be3e782).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555521


University of Manchester

23. Attia, Mariam Mohamed. Teacher Cognition and the Use of Technology in Teaching Arabic to Speakers of Other Languages.

Degree: 2011, University of Manchester

 This study investigates teacher cognition and technology use within a context of teaching Arabic to speakers of other languages. Specifically, teacher cognition is examined in… (more)

Subjects/Keywords: teacher cognition - pedagogical beliefs - teacher professional development - langauge teacher education - Arabic language - TASOL - TAFL - technology integration - CALL - ICT

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

APA (6th Edition):

Attia, M. M. (2011). Teacher Cognition and the Use of Technology in Teaching Arabic to Speakers of Other Languages. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:123090

Chicago Manual of Style (16th Edition):

Attia, Mariam Mohamed. “Teacher Cognition and the Use of Technology in Teaching Arabic to Speakers of Other Languages.” 2011. Doctoral Dissertation, University of Manchester. Accessed September 22, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:123090.

MLA Handbook (7th Edition):

Attia, Mariam Mohamed. “Teacher Cognition and the Use of Technology in Teaching Arabic to Speakers of Other Languages.” 2011. Web. 22 Sep 2019.

Vancouver:

Attia MM. Teacher Cognition and the Use of Technology in Teaching Arabic to Speakers of Other Languages. [Internet] [Doctoral dissertation]. University of Manchester; 2011. [cited 2019 Sep 22]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:123090.

Council of Science Editors:

Attia MM. Teacher Cognition and the Use of Technology in Teaching Arabic to Speakers of Other Languages. [Doctoral Dissertation]. University of Manchester; 2011. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:123090


University of Waterloo

24. Weimer-Stuckmann, Gerlinde. Teachers' subjective perspectives on foreign language vocabulary learning and teaching.

Degree: 2015, University of Waterloo

 This study examines the beliefs and subjective theories teachers hold about vocabulary learning and teaching. Recent research into teacher cognition has repeatedly shown that teachers’… (more)

Subjects/Keywords: teacher cognition; vocabulary; subjective perspectives; narrative inquiry; foreign language acquisition; second language acquisition; reflected engagement; teacher education; teacher beliefs

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

APA (6th Edition):

Weimer-Stuckmann, G. (2015). Teachers' subjective perspectives on foreign language vocabulary learning and teaching. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/9052

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):

Weimer-Stuckmann, Gerlinde. “Teachers' subjective perspectives on foreign language vocabulary learning and teaching.” 2015. Thesis, University of Waterloo. Accessed September 22, 2019. http://hdl.handle.net/10012/9052.

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

MLA Handbook (7th Edition):

Weimer-Stuckmann, Gerlinde. “Teachers' subjective perspectives on foreign language vocabulary learning and teaching.” 2015. Web. 22 Sep 2019.

Vancouver:

Weimer-Stuckmann G. Teachers' subjective perspectives on foreign language vocabulary learning and teaching. [Internet] [Thesis]. University of Waterloo; 2015. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10012/9052.

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

Council of Science Editors:

Weimer-Stuckmann G. Teachers' subjective perspectives on foreign language vocabulary learning and teaching. [Thesis]. University of Waterloo; 2015. Available from: http://hdl.handle.net/10012/9052

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

25. Meirink, Jacobiene Albertina. Individual teacher learning in a context of collaboration in teams.

Degree: 2007, ICLON, Leiden University Graduate School of Teaching, Faculty of Social and Behavioural Sciences, Leiden University

 In this study we aimed to examine teacher learning within a context of collaboration in interdisciplinary teams. Five interdisciplinary teams were studied for a period… (more)

Subjects/Keywords: Collaboration; Learning activities; Teacher beliefs; Teacher cognition; Teacher learning; Teacher professional development; Teams; Collaboration; Learning activities; Teacher beliefs; Teacher cognition; Teacher learning; Teacher professional development; Teams

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

APA (6th Edition):

Meirink, J. A. (2007). Individual teacher learning in a context of collaboration in teams. (Doctoral Dissertation). ICLON, Leiden University Graduate School of Teaching, Faculty of Social and Behavioural Sciences, Leiden University. Retrieved from http://hdl.handle.net/1887/12435

Chicago Manual of Style (16th Edition):

Meirink, Jacobiene Albertina. “Individual teacher learning in a context of collaboration in teams.” 2007. Doctoral Dissertation, ICLON, Leiden University Graduate School of Teaching, Faculty of Social and Behavioural Sciences, Leiden University. Accessed September 22, 2019. http://hdl.handle.net/1887/12435.

MLA Handbook (7th Edition):

Meirink, Jacobiene Albertina. “Individual teacher learning in a context of collaboration in teams.” 2007. Web. 22 Sep 2019.

Vancouver:

Meirink JA. Individual teacher learning in a context of collaboration in teams. [Internet] [Doctoral dissertation]. ICLON, Leiden University Graduate School of Teaching, Faculty of Social and Behavioural Sciences, Leiden University; 2007. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1887/12435.

Council of Science Editors:

Meirink JA. Individual teacher learning in a context of collaboration in teams. [Doctoral Dissertation]. ICLON, Leiden University Graduate School of Teaching, Faculty of Social and Behavioural Sciences, Leiden University; 2007. Available from: http://hdl.handle.net/1887/12435


Macquarie University

26. Truơng, Thị Mỹ. Considering teacher cognition and motivation in teacher research engagement: a mixed-methods study involving English language teachers at Vietnamese public universities.

Degree: 2018, Macquarie University

Empirical thesis.

Bibliography: pages 323-346.

Chapter 1. Introduction  – Chapter 2. Review of the relevant literature  – Chapter 3. Theoretical considerations  – Chapter 4. Context… (more)

Subjects/Keywords: Career development; English teachers  – Vietnam  – Attitudes; Motivation in education; Education  – Research; teacher cognition; teacher professional development

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

APA (6th Edition):

Truơng, T. M. (2018). Considering teacher cognition and motivation in teacher research engagement: a mixed-methods study involving English language teachers at Vietnamese public universities. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1265366

Chicago Manual of Style (16th Edition):

Truơng, Thị Mỹ. “Considering teacher cognition and motivation in teacher research engagement: a mixed-methods study involving English language teachers at Vietnamese public universities.” 2018. Doctoral Dissertation, Macquarie University. Accessed September 22, 2019. http://hdl.handle.net/1959.14/1265366.

MLA Handbook (7th Edition):

Truơng, Thị Mỹ. “Considering teacher cognition and motivation in teacher research engagement: a mixed-methods study involving English language teachers at Vietnamese public universities.” 2018. Web. 22 Sep 2019.

Vancouver:

Truơng TM. Considering teacher cognition and motivation in teacher research engagement: a mixed-methods study involving English language teachers at Vietnamese public universities. [Internet] [Doctoral dissertation]. Macquarie University; 2018. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1959.14/1265366.

Council of Science Editors:

Truơng TM. Considering teacher cognition and motivation in teacher research engagement: a mixed-methods study involving English language teachers at Vietnamese public universities. [Doctoral Dissertation]. Macquarie University; 2018. Available from: http://hdl.handle.net/1959.14/1265366


Brigham Young University

27. Lemon, Travis L. Thinking on the Brink: Facilitating Student Teachers' Learning Through In-the-Moment Interjections.

Degree: MA, 2010, Brigham Young University

 In order to investigate ways pre-service student teachers (PSTs) might learn to teach with high-level tasks and effectively incorporate student thinking into their lessons a… (more)

Subjects/Keywords: student teaching; cooperating teacher; mathematical knowledge for teaching; teacher educator; learning to teach; situated cognition; Science and Mathematics Education

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APA (6th Edition):

Lemon, T. L. (2010). Thinking on the Brink: Facilitating Student Teachers' Learning Through In-the-Moment Interjections. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3291&context=etd

Chicago Manual of Style (16th Edition):

Lemon, Travis L. “Thinking on the Brink: Facilitating Student Teachers' Learning Through In-the-Moment Interjections.” 2010. Masters Thesis, Brigham Young University. Accessed September 22, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3291&context=etd.

MLA Handbook (7th Edition):

Lemon, Travis L. “Thinking on the Brink: Facilitating Student Teachers' Learning Through In-the-Moment Interjections.” 2010. Web. 22 Sep 2019.

Vancouver:

Lemon TL. Thinking on the Brink: Facilitating Student Teachers' Learning Through In-the-Moment Interjections. [Internet] [Masters thesis]. Brigham Young University; 2010. [cited 2019 Sep 22]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3291&context=etd.

Council of Science Editors:

Lemon TL. Thinking on the Brink: Facilitating Student Teachers' Learning Through In-the-Moment Interjections. [Masters Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3291&context=etd

28. Thiaw, Adji. Dimensions psychoaffective et didactique du feedback correctif à l'oral dans l'agir enseignant : The cognitive dimension of corrective feedback during negotiation of meaning in the foreign language classroom.

Degree: Docteur es, Didactique des langues et des cultures, 2016, Sorbonne Paris Cité

A la croisée des chemins entre la didactique des langues étrangères et les sciences de l’éducation, cette thèse porte principalement sur la prise de décision… (more)

Subjects/Keywords: Erreur langagière oral; Correction; feedback correctif; Cognition (pensée, émotion); Agir enseignant; Prise de décision située; Learner error; Error correction; corrective feedback; Teacher cognition; Teacher actions; Decision making

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APA (6th Edition):

Thiaw, A. (2016). Dimensions psychoaffective et didactique du feedback correctif à l'oral dans l'agir enseignant : The cognitive dimension of corrective feedback during negotiation of meaning in the foreign language classroom. (Doctoral Dissertation). Sorbonne Paris Cité. Retrieved from http://www.theses.fr/2016USPCA075

Chicago Manual of Style (16th Edition):

Thiaw, Adji. “Dimensions psychoaffective et didactique du feedback correctif à l'oral dans l'agir enseignant : The cognitive dimension of corrective feedback during negotiation of meaning in the foreign language classroom.” 2016. Doctoral Dissertation, Sorbonne Paris Cité. Accessed September 22, 2019. http://www.theses.fr/2016USPCA075.

MLA Handbook (7th Edition):

Thiaw, Adji. “Dimensions psychoaffective et didactique du feedback correctif à l'oral dans l'agir enseignant : The cognitive dimension of corrective feedback during negotiation of meaning in the foreign language classroom.” 2016. Web. 22 Sep 2019.

Vancouver:

Thiaw A. Dimensions psychoaffective et didactique du feedback correctif à l'oral dans l'agir enseignant : The cognitive dimension of corrective feedback during negotiation of meaning in the foreign language classroom. [Internet] [Doctoral dissertation]. Sorbonne Paris Cité; 2016. [cited 2019 Sep 22]. Available from: http://www.theses.fr/2016USPCA075.

Council of Science Editors:

Thiaw A. Dimensions psychoaffective et didactique du feedback correctif à l'oral dans l'agir enseignant : The cognitive dimension of corrective feedback during negotiation of meaning in the foreign language classroom. [Doctoral Dissertation]. Sorbonne Paris Cité; 2016. Available from: http://www.theses.fr/2016USPCA075


Temple University

29. Ponnock, H. Annette Roché. Science Teachers' Epistemic Cognition in Instructional Decision Making.

Degree: PhD, 2017, Temple University

Educational Psychology

One understudied barrier to science education reform concerns teachers’ cognitive processes and how they relate to instructional decision-making. Epistemic cognition—teachers’ beliefs about knowledge… (more)

Subjects/Keywords: Educational psychology; Education; Psychology;

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APA (6th Edition):

Ponnock, H. A. R. (2017). Science Teachers' Epistemic Cognition in Instructional Decision Making. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,465212

Chicago Manual of Style (16th Edition):

Ponnock, H Annette Roché. “Science Teachers' Epistemic Cognition in Instructional Decision Making.” 2017. Doctoral Dissertation, Temple University. Accessed September 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,465212.

MLA Handbook (7th Edition):

Ponnock, H Annette Roché. “Science Teachers' Epistemic Cognition in Instructional Decision Making.” 2017. Web. 22 Sep 2019.

Vancouver:

Ponnock HAR. Science Teachers' Epistemic Cognition in Instructional Decision Making. [Internet] [Doctoral dissertation]. Temple University; 2017. [cited 2019 Sep 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,465212.

Council of Science Editors:

Ponnock HAR. Science Teachers' Epistemic Cognition in Instructional Decision Making. [Doctoral Dissertation]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,465212


The Ohio State University

30. Kaplan, Carolyn Shemwell. Secondary Foreign Language Teachers’ Cognitions and Practices Related to Classroom-Based Student Assessment.

Degree: PhD, EDU Teaching and Learning, 2015, The Ohio State University

 Although assessment research in foreign language (FL) education has increasingly explored approaches to classroom-based assessment, little is known about FL teachers’ thinking about assessment (Davison,… (more)

Subjects/Keywords: Foreign Language; Education; Secondary Education; Foreign Language; Assessment; K-12; teacher cognition; sociocultural; United States

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APA (6th Edition):

Kaplan, C. S. (2015). Secondary Foreign Language Teachers’ Cognitions and Practices Related to Classroom-Based Student Assessment. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1428265120

Chicago Manual of Style (16th Edition):

Kaplan, Carolyn Shemwell. “Secondary Foreign Language Teachers’ Cognitions and Practices Related to Classroom-Based Student Assessment.” 2015. Doctoral Dissertation, The Ohio State University. Accessed September 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1428265120.

MLA Handbook (7th Edition):

Kaplan, Carolyn Shemwell. “Secondary Foreign Language Teachers’ Cognitions and Practices Related to Classroom-Based Student Assessment.” 2015. Web. 22 Sep 2019.

Vancouver:

Kaplan CS. Secondary Foreign Language Teachers’ Cognitions and Practices Related to Classroom-Based Student Assessment. [Internet] [Doctoral dissertation]. The Ohio State University; 2015. [cited 2019 Sep 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1428265120.

Council of Science Editors:

Kaplan CS. Secondary Foreign Language Teachers’ Cognitions and Practices Related to Classroom-Based Student Assessment. [Doctoral Dissertation]. The Ohio State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1428265120

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