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You searched for subject:(Teacher knowledge). Showing records 1 – 30 of 635 total matches.

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University of Georgia

1. Brink, Daniel Johannes. Mathematical knowledge for teaching and collaborative coaching for secondary school professional development.

Degree: PhD, Mathematics Education, 2007, University of Georgia

 This study examined the effectiveness and impact of collaborative coaching, a special type of professional development, on the views and actions of a secondary school… (more)

Subjects/Keywords: Teacher knowledge

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APA (6th Edition):

Brink, D. J. (2007). Mathematical knowledge for teaching and collaborative coaching for secondary school professional development. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/brink_daniel_j_200708_phd

Chicago Manual of Style (16th Edition):

Brink, Daniel Johannes. “Mathematical knowledge for teaching and collaborative coaching for secondary school professional development.” 2007. Doctoral Dissertation, University of Georgia. Accessed September 19, 2019. http://purl.galileo.usg.edu/uga_etd/brink_daniel_j_200708_phd.

MLA Handbook (7th Edition):

Brink, Daniel Johannes. “Mathematical knowledge for teaching and collaborative coaching for secondary school professional development.” 2007. Web. 19 Sep 2019.

Vancouver:

Brink DJ. Mathematical knowledge for teaching and collaborative coaching for secondary school professional development. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Sep 19]. Available from: http://purl.galileo.usg.edu/uga_etd/brink_daniel_j_200708_phd.

Council of Science Editors:

Brink DJ. Mathematical knowledge for teaching and collaborative coaching for secondary school professional development. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/brink_daniel_j_200708_phd


Texas A&M University

2. Washburn, Erin Kuhl. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.

Degree: 2011, Texas A&M University

 The National Institute of Child Health and Human Development (NICHD) has declared reading failure a national public health issue. Approximately 15-20 % of the US… (more)

Subjects/Keywords: teacher education; literacy; Teacher knowledge

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APA (6th Edition):

Washburn, E. K. (2011). Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360

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):

Washburn, Erin Kuhl. “Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.” 2011. Thesis, Texas A&M University. Accessed September 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360.

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

MLA Handbook (7th Edition):

Washburn, Erin Kuhl. “Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.” 2011. Web. 19 Sep 2019.

Vancouver:

Washburn EK. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360.

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

Council of Science Editors:

Washburn EK. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360

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


University of Alberta

3. Timanson, Pamela D. Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture.

Degree: PhD, Department of Educational Policy Studies, 2016, University of Alberta

 In this study, the author utilized a conceptual framework of knowledge cultures to investigate how teachers experienced informal learning. This study explored the interdependence between… (more)

Subjects/Keywords: teacher informal learning; teacher professional development; knowledge culture; teacher knowledge

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APA (6th Edition):

Timanson, P. D. (2016). Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/c79407x38m

Chicago Manual of Style (16th Edition):

Timanson, Pamela D. “Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture.” 2016. Doctoral Dissertation, University of Alberta. Accessed September 19, 2019. https://era.library.ualberta.ca/files/c79407x38m.

MLA Handbook (7th Edition):

Timanson, Pamela D. “Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture.” 2016. Web. 19 Sep 2019.

Vancouver:

Timanson PD. Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture. [Internet] [Doctoral dissertation]. University of Alberta; 2016. [cited 2019 Sep 19]. Available from: https://era.library.ualberta.ca/files/c79407x38m.

Council of Science Editors:

Timanson PD. Parking Lot Learning? An Examination of Teacher Informal Learning within a Knowledge Culture. [Doctoral Dissertation]. University of Alberta; 2016. Available from: https://era.library.ualberta.ca/files/c79407x38m


University of Houston

4. Kelley, Michaelann. Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection.

Degree: Curriculum and Instruction, Department of, 2012, University of Houston

 In the state of Texas, mandated testing has often led to mandated professional training for teachers and administrators. This has been particularly true for teachers… (more)

Subjects/Keywords: Critical Friends; teacher knowledge; teacher collaboration; reflection

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APA (6th Edition):

Kelley, M. (2012). Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/620

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):

Kelley, Michaelann. “Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection.” 2012. Thesis, University of Houston. Accessed September 19, 2019. http://hdl.handle.net/10657/620.

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

MLA Handbook (7th Edition):

Kelley, Michaelann. “Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection.” 2012. Web. 19 Sep 2019.

Vancouver:

Kelley M. Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10657/620.

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

Council of Science Editors:

Kelley M. Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/620

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


University of Waikato

5. Clark, Linda Kaye. Primary school teachers' knowledge of phonemic awareness and its importance as a factor in learning to read .

Degree: 2015, University of Waikato

 The purpose of this research was to gain an understanding of the knowledge that teachers in New Zealand primary school classrooms have in regard to… (more)

Subjects/Keywords: phonemic awareness; teacher knowledge

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

APA (6th Edition):

Clark, L. K. (2015). Primary school teachers' knowledge of phonemic awareness and its importance as a factor in learning to read . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/9363

Chicago Manual of Style (16th Edition):

Clark, Linda Kaye. “Primary school teachers' knowledge of phonemic awareness and its importance as a factor in learning to read .” 2015. Masters Thesis, University of Waikato. Accessed September 19, 2019. http://hdl.handle.net/10289/9363.

MLA Handbook (7th Edition):

Clark, Linda Kaye. “Primary school teachers' knowledge of phonemic awareness and its importance as a factor in learning to read .” 2015. Web. 19 Sep 2019.

Vancouver:

Clark LK. Primary school teachers' knowledge of phonemic awareness and its importance as a factor in learning to read . [Internet] [Masters thesis]. University of Waikato; 2015. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10289/9363.

Council of Science Editors:

Clark LK. Primary school teachers' knowledge of phonemic awareness and its importance as a factor in learning to read . [Masters Thesis]. University of Waikato; 2015. Available from: http://hdl.handle.net/10289/9363


University of North Texas

6. Hamilton, Christina. An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender.

Degree: 2013, University of North Texas

 The purpose of this study was to determine what relationships exist between the age, rank, and gender of university faculty in teacher education and their… (more)

Subjects/Keywords: Teacher education; pedagogical content knowledge

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

APA (6th Edition):

Hamilton, C. (2013). An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500063/

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):

Hamilton, Christina. “An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender.” 2013. Thesis, University of North Texas. Accessed September 19, 2019. https://digital.library.unt.edu/ark:/67531/metadc500063/.

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

MLA Handbook (7th Edition):

Hamilton, Christina. “An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender.” 2013. Web. 19 Sep 2019.

Vancouver:

Hamilton C. An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Sep 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500063/.

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

Council of Science Editors:

Hamilton C. An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc500063/

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


University of New South Wales

7. Mulholland, Sarah. ADHD-specific knowledge and attitudes of New South Wales Government school teachers.

Degree: Education, 2018, University of New South Wales

 ADHD is one of the most common neurobiological disorders among school aged children and has significant implications for their educational outcomes (Barkley, 2015). It is… (more)

Subjects/Keywords: Knowledge; ADHD; Teacher; Attitudes

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APA (6th Edition):

Mulholland, S. (2018). ADHD-specific knowledge and attitudes of New South Wales Government school teachers. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/59514

Chicago Manual of Style (16th Edition):

Mulholland, Sarah. “ADHD-specific knowledge and attitudes of New South Wales Government school teachers.” 2018. Doctoral Dissertation, University of New South Wales. Accessed September 19, 2019. http://handle.unsw.edu.au/1959.4/59514.

MLA Handbook (7th Edition):

Mulholland, Sarah. “ADHD-specific knowledge and attitudes of New South Wales Government school teachers.” 2018. Web. 19 Sep 2019.

Vancouver:

Mulholland S. ADHD-specific knowledge and attitudes of New South Wales Government school teachers. [Internet] [Doctoral dissertation]. University of New South Wales; 2018. [cited 2019 Sep 19]. Available from: http://handle.unsw.edu.au/1959.4/59514.

Council of Science Editors:

Mulholland S. ADHD-specific knowledge and attitudes of New South Wales Government school teachers. [Doctoral Dissertation]. University of New South Wales; 2018. Available from: http://handle.unsw.edu.au/1959.4/59514


University of Arizona

8. Pawlowski, Madelyn Tucker. Locating and Supporting the Developing Pedagogical Language Knowledge of College Writing Instructors .

Degree: 2019, University of Arizona

 The role of language in the study and teaching of writing has long been a subject of controversy and debate for scholars and teachers. Despite… (more)

Subjects/Keywords: Composition; Pedagogical Language Knowledge; Rhetoric; Teacher Education; Teacher Knowledge; Writing Studies

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

APA (6th Edition):

Pawlowski, M. T. (2019). Locating and Supporting the Developing Pedagogical Language Knowledge of College Writing Instructors . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/633169

Chicago Manual of Style (16th Edition):

Pawlowski, Madelyn Tucker. “Locating and Supporting the Developing Pedagogical Language Knowledge of College Writing Instructors .” 2019. Doctoral Dissertation, University of Arizona. Accessed September 19, 2019. http://hdl.handle.net/10150/633169.

MLA Handbook (7th Edition):

Pawlowski, Madelyn Tucker. “Locating and Supporting the Developing Pedagogical Language Knowledge of College Writing Instructors .” 2019. Web. 19 Sep 2019.

Vancouver:

Pawlowski MT. Locating and Supporting the Developing Pedagogical Language Knowledge of College Writing Instructors . [Internet] [Doctoral dissertation]. University of Arizona; 2019. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10150/633169.

Council of Science Editors:

Pawlowski MT. Locating and Supporting the Developing Pedagogical Language Knowledge of College Writing Instructors . [Doctoral Dissertation]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/633169


The Ohio State University

9. Andrzejewski, Carey Ellen. A Holistic Investigation of Teacher Identity, Knowledge, and Practice.

Degree: PhD, ED Policy and Leadership, 2008, The Ohio State University

  This dissertation is a collective of three manuscripts that explore the relationships among teacher identity, knowledge, and practice through a holistic lens. Chapter 2… (more)

Subjects/Keywords: Teacher Education; teacher identity; holism; teacher practice; teacher knowledge; dance teacher education

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APA (6th Edition):

Andrzejewski, C. E. (2008). A Holistic Investigation of Teacher Identity, Knowledge, and Practice. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1217014454

Chicago Manual of Style (16th Edition):

Andrzejewski, Carey Ellen. “A Holistic Investigation of Teacher Identity, Knowledge, and Practice.” 2008. Doctoral Dissertation, The Ohio State University. Accessed September 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1217014454.

MLA Handbook (7th Edition):

Andrzejewski, Carey Ellen. “A Holistic Investigation of Teacher Identity, Knowledge, and Practice.” 2008. Web. 19 Sep 2019.

Vancouver:

Andrzejewski CE. A Holistic Investigation of Teacher Identity, Knowledge, and Practice. [Internet] [Doctoral dissertation]. The Ohio State University; 2008. [cited 2019 Sep 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1217014454.

Council of Science Editors:

Andrzejewski CE. A Holistic Investigation of Teacher Identity, Knowledge, and Practice. [Doctoral Dissertation]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1217014454


University of Illinois – Urbana-Champaign

10. Rosu, Luisa Maria. Thinking and creativity in learning mathematics teaching.

Degree: PhD, 0215, 2010, University of Illinois – Urbana-Champaign

 Preparation to teach school mathematics should include developing an understanding of classroom mathematical interactions. The research literature and professional expertise agree that a teacher???s ability… (more)

Subjects/Keywords: mathematics education; teacher education; classroom interactions; pedagogical content knowledge; mathematical knowledge for teaching; teacher learning; teacher creativity; knowledge integration; perceptual knowledge

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

APA (6th Edition):

Rosu, L. M. (2010). Thinking and creativity in learning mathematics teaching. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16771

Chicago Manual of Style (16th Edition):

Rosu, Luisa Maria. “Thinking and creativity in learning mathematics teaching.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 19, 2019. http://hdl.handle.net/2142/16771.

MLA Handbook (7th Edition):

Rosu, Luisa Maria. “Thinking and creativity in learning mathematics teaching.” 2010. Web. 19 Sep 2019.

Vancouver:

Rosu LM. Thinking and creativity in learning mathematics teaching. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2142/16771.

Council of Science Editors:

Rosu LM. Thinking and creativity in learning mathematics teaching. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16771


University of Pretoria

11. Lefoka, Pulane Julia. Sources and application of professional knowledge amongst teacher educators.

Degree: Humanities Education, 2011, University of Pretoria

 In Lesotho, there are no formal opportunities for professional training of teacher educators. Consequently, the majority of teacher educators have not received a training that… (more)

Subjects/Keywords: Metacognition; Constructing knowledge; Metalearning; Learning; Episteme; Practical knowledge; Phronesis; Propositional knowledge; Professional knowledge; Student teacher; Modelling knowledge; Teacher educator; UCTD

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

APA (6th Edition):

Lefoka, P. J. (2011). Sources and application of professional knowledge amongst teacher educators. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28602

Chicago Manual of Style (16th Edition):

Lefoka, Pulane Julia. “Sources and application of professional knowledge amongst teacher educators.” 2011. Doctoral Dissertation, University of Pretoria. Accessed September 19, 2019. http://hdl.handle.net/2263/28602.

MLA Handbook (7th Edition):

Lefoka, Pulane Julia. “Sources and application of professional knowledge amongst teacher educators.” 2011. Web. 19 Sep 2019.

Vancouver:

Lefoka PJ. Sources and application of professional knowledge amongst teacher educators. [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2263/28602.

Council of Science Editors:

Lefoka PJ. Sources and application of professional knowledge amongst teacher educators. [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/28602


University of Pretoria

12. [No author]. Sources and application of professional knowledge amongst teacher educators .

Degree: 2011, University of Pretoria

 In Lesotho, there are no formal opportunities for professional training of teacher educators. Consequently, the majority of teacher educators have not received a training that… (more)

Subjects/Keywords: Metacognition; Constructing knowledge; Metalearning; Learning; Episteme; Practical knowledge; Phronesis; Propositional knowledge; Professional knowledge; Student teacher; Modelling knowledge; Teacher educator; UCTD

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

APA (6th Edition):

author], [. (2011). Sources and application of professional knowledge amongst teacher educators . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-10102011-165341/

Chicago Manual of Style (16th Edition):

author], [No. “Sources and application of professional knowledge amongst teacher educators .” 2011. Doctoral Dissertation, University of Pretoria. Accessed September 19, 2019. http://upetd.up.ac.za/thesis/available/etd-10102011-165341/.

MLA Handbook (7th Edition):

author], [No. “Sources and application of professional knowledge amongst teacher educators .” 2011. Web. 19 Sep 2019.

Vancouver:

author] [. Sources and application of professional knowledge amongst teacher educators . [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2019 Sep 19]. Available from: http://upetd.up.ac.za/thesis/available/etd-10102011-165341/.

Council of Science Editors:

author] [. Sources and application of professional knowledge amongst teacher educators . [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://upetd.up.ac.za/thesis/available/etd-10102011-165341/


University of Sydney

13. Lo, Wing Yee. The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong .

Degree: 2014, University of Sydney

 In Hong Kong, primary mathematics education underwent curriculum reform in 2000. The revised primary mathematics curriculum places a stronger emphasis on developing students’ higher-order thinking… (more)

Subjects/Keywords: Primary mathematics education; Teacher preparation; Teacher knowledge; Teacher beliefs; Curriculum studies

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APA (6th Edition):

Lo, W. Y. (2014). The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/12471

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):

Lo, Wing Yee. “The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong .” 2014. Thesis, University of Sydney. Accessed September 19, 2019. http://hdl.handle.net/2123/12471.

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

MLA Handbook (7th Edition):

Lo, Wing Yee. “The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong .” 2014. Web. 19 Sep 2019.

Vancouver:

Lo WY. The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong . [Internet] [Thesis]. University of Sydney; 2014. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2123/12471.

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

Council of Science Editors:

Lo WY. The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong . [Thesis]. University of Sydney; 2014. Available from: http://hdl.handle.net/2123/12471

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


University of Missouri – Columbia

14. Taylor, Cynthia E. Facilitating the development of elementary prospective teachers' pedagogical content knowledge: a case study of a mathematics teacher educator's actions and purposes.

Degree: 2011, University of Missouri – Columbia

 Prospective mathematics teachers (PTs) need to develop pedagogical content knowledge (PCK) to improve the teaching and learning of mathematics. Therefore, mathematics teacher educators (MTEs) need… (more)

Subjects/Keywords: pedagogical content knowledge; mathematics teacher educator; prospective teacher; teacher preparation programs

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APA (6th Edition):

Taylor, C. E. (2011). Facilitating the development of elementary prospective teachers' pedagogical content knowledge: a case study of a mathematics teacher educator's actions and purposes. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/15819

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

Chicago Manual of Style (16th Edition):

Taylor, Cynthia E. “Facilitating the development of elementary prospective teachers' pedagogical content knowledge: a case study of a mathematics teacher educator's actions and purposes.” 2011. Thesis, University of Missouri – Columbia. Accessed September 19, 2019. http://hdl.handle.net/10355/15819.

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

MLA Handbook (7th Edition):

Taylor, Cynthia E. “Facilitating the development of elementary prospective teachers' pedagogical content knowledge: a case study of a mathematics teacher educator's actions and purposes.” 2011. Web. 19 Sep 2019.

Vancouver:

Taylor CE. Facilitating the development of elementary prospective teachers' pedagogical content knowledge: a case study of a mathematics teacher educator's actions and purposes. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10355/15819.

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

Council of Science Editors:

Taylor CE. Facilitating the development of elementary prospective teachers' pedagogical content knowledge: a case study of a mathematics teacher educator's actions and purposes. [Thesis]. University of Missouri – Columbia; 2011. Available from: http://hdl.handle.net/10355/15819

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


University of Utah

15. Wiggins, Christine Marie. The development of expertise in reading and reading instruction: the continuum from preservice to advanced experienced teachers as measured by the literacy instruction knowledge scales written survey.

Degree: PhD, Educational Psychology, 2012, University of Utah

 The purpose of this study was to examine whether teachers with more teaching experience possess greater expertise with regards to content knowledge and pedagogical content… (more)

Subjects/Keywords: Content knowledge; Developmental models; Expertise; Knowledge of reading; Pedagogical content knowledge; Teacher knowledge

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APA (6th Edition):

Wiggins, C. M. (2012). The development of expertise in reading and reading instruction: the continuum from preservice to advanced experienced teachers as measured by the literacy instruction knowledge scales written survey. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3513/rec/2440

Chicago Manual of Style (16th Edition):

Wiggins, Christine Marie. “The development of expertise in reading and reading instruction: the continuum from preservice to advanced experienced teachers as measured by the literacy instruction knowledge scales written survey.” 2012. Doctoral Dissertation, University of Utah. Accessed September 19, 2019. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3513/rec/2440.

MLA Handbook (7th Edition):

Wiggins, Christine Marie. “The development of expertise in reading and reading instruction: the continuum from preservice to advanced experienced teachers as measured by the literacy instruction knowledge scales written survey.” 2012. Web. 19 Sep 2019.

Vancouver:

Wiggins CM. The development of expertise in reading and reading instruction: the continuum from preservice to advanced experienced teachers as measured by the literacy instruction knowledge scales written survey. [Internet] [Doctoral dissertation]. University of Utah; 2012. [cited 2019 Sep 19]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3513/rec/2440.

Council of Science Editors:

Wiggins CM. The development of expertise in reading and reading instruction: the continuum from preservice to advanced experienced teachers as measured by the literacy instruction knowledge scales written survey. [Doctoral Dissertation]. University of Utah; 2012. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3513/rec/2440


University of Exeter

16. Abdelhafez, Ahmed. An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning.

Degree: PhD, 2010, University of Exeter

 This study aimed to investigate what constituted the professional practical knowledge of EFL experienced teachers in the Egyptian context and what the sources of their… (more)

Subjects/Keywords: 370.711; Teacher Knowledge : Teacher Learning : Teacher Development : teacher education : Mixed Methodology : Professional Development

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

APA (6th Edition):

Abdelhafez, A. (2010). An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/119325

Chicago Manual of Style (16th Edition):

Abdelhafez, Ahmed. “An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning.” 2010. Doctoral Dissertation, University of Exeter. Accessed September 19, 2019. http://hdl.handle.net/10036/119325.

MLA Handbook (7th Edition):

Abdelhafez, Ahmed. “An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning.” 2010. Web. 19 Sep 2019.

Vancouver:

Abdelhafez A. An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning. [Internet] [Doctoral dissertation]. University of Exeter; 2010. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10036/119325.

Council of Science Editors:

Abdelhafez A. An investigation into professional practical knowledge of EFL experienced teachers in Egypt : implications for pre-service and in-service teacher learning. [Doctoral Dissertation]. University of Exeter; 2010. Available from: http://hdl.handle.net/10036/119325


Southern Illinois University

17. Miles, Erin. In-Service Elementary Teachers' Familiarity, Interest, Conceptual Knowledge, and Performance on Science Process Skills.

Degree: MSin Education, Curriculum and Instruction, 2010, Southern Illinois University

  The purposes of this research study were to determine (a) in-service elementary teachers' familiarity, interest, conceptual knowledge of , and performance on science process… (more)

Subjects/Keywords: Science Process Skills; Teacher Conceptual Knowledge; Teacher Familiarity; Teacher Interest; Teacher performance

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APA (6th Edition):

Miles, E. (2010). In-Service Elementary Teachers' Familiarity, Interest, Conceptual Knowledge, and Performance on Science Process Skills. (Masters Thesis). Southern Illinois University. Retrieved from http://opensiuc.lib.siu.edu/theses/266

Chicago Manual of Style (16th Edition):

Miles, Erin. “In-Service Elementary Teachers' Familiarity, Interest, Conceptual Knowledge, and Performance on Science Process Skills.” 2010. Masters Thesis, Southern Illinois University. Accessed September 19, 2019. http://opensiuc.lib.siu.edu/theses/266.

MLA Handbook (7th Edition):

Miles, Erin. “In-Service Elementary Teachers' Familiarity, Interest, Conceptual Knowledge, and Performance on Science Process Skills.” 2010. Web. 19 Sep 2019.

Vancouver:

Miles E. In-Service Elementary Teachers' Familiarity, Interest, Conceptual Knowledge, and Performance on Science Process Skills. [Internet] [Masters thesis]. Southern Illinois University; 2010. [cited 2019 Sep 19]. Available from: http://opensiuc.lib.siu.edu/theses/266.

Council of Science Editors:

Miles E. In-Service Elementary Teachers' Familiarity, Interest, Conceptual Knowledge, and Performance on Science Process Skills. [Masters Thesis]. Southern Illinois University; 2010. Available from: http://opensiuc.lib.siu.edu/theses/266


University of Georgia

18. Lee, Soo Jin. Exploring middle grade teachers' knowledge of partitive and quotitive fraction divisions.

Degree: PhD, Mathematics Education, 2010, University of Georgia

 The purpose of the present qualitative study was to investigate middle grades (Grade 5-7) mathematics teachers’ knowledge of partitive and quotitive fraction division. Existing research… (more)

Subjects/Keywords: Teacher Knowledge; Partitive Division; Quotitive Division; Fractions

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APA (6th Edition):

Lee, S. J. (2010). Exploring middle grade teachers' knowledge of partitive and quotitive fraction divisions. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lee_soo-jin_201008_phd

Chicago Manual of Style (16th Edition):

Lee, Soo Jin. “Exploring middle grade teachers' knowledge of partitive and quotitive fraction divisions.” 2010. Doctoral Dissertation, University of Georgia. Accessed September 19, 2019. http://purl.galileo.usg.edu/uga_etd/lee_soo-jin_201008_phd.

MLA Handbook (7th Edition):

Lee, Soo Jin. “Exploring middle grade teachers' knowledge of partitive and quotitive fraction divisions.” 2010. Web. 19 Sep 2019.

Vancouver:

Lee SJ. Exploring middle grade teachers' knowledge of partitive and quotitive fraction divisions. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Sep 19]. Available from: http://purl.galileo.usg.edu/uga_etd/lee_soo-jin_201008_phd.

Council of Science Editors:

Lee SJ. Exploring middle grade teachers' knowledge of partitive and quotitive fraction divisions. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/lee_soo-jin_201008_phd


Syracuse University

19. Olanoff, Dana E. Mathematical Knowledge for Teaching Teachers: The Case of Multiplication and Division of Fractions.

Degree: PhD, Mathematics, 2011, Syracuse University

  This study attempts to answer the question, What is the mathematical knowledge required by teachers of elementary mathematics content courses in the area of… (more)

Subjects/Keywords: fractions; mathematical knowledge; teacher educators; Mathematics

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APA (6th Edition):

Olanoff, D. E. (2011). Mathematical Knowledge for Teaching Teachers: The Case of Multiplication and Division of Fractions. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/mat_etd/64

Chicago Manual of Style (16th Edition):

Olanoff, Dana E. “Mathematical Knowledge for Teaching Teachers: The Case of Multiplication and Division of Fractions.” 2011. Doctoral Dissertation, Syracuse University. Accessed September 19, 2019. https://surface.syr.edu/mat_etd/64.

MLA Handbook (7th Edition):

Olanoff, Dana E. “Mathematical Knowledge for Teaching Teachers: The Case of Multiplication and Division of Fractions.” 2011. Web. 19 Sep 2019.

Vancouver:

Olanoff DE. Mathematical Knowledge for Teaching Teachers: The Case of Multiplication and Division of Fractions. [Internet] [Doctoral dissertation]. Syracuse University; 2011. [cited 2019 Sep 19]. Available from: https://surface.syr.edu/mat_etd/64.

Council of Science Editors:

Olanoff DE. Mathematical Knowledge for Teaching Teachers: The Case of Multiplication and Division of Fractions. [Doctoral Dissertation]. Syracuse University; 2011. Available from: https://surface.syr.edu/mat_etd/64


Penn State University

20. Alexander, Monique Cathleen. FROM WHERE AND FROM WHOM? AN EXPLORATION OF THE EXPERIENCES SUPERVISORS DRAW UPON IN THEIR PRACTICE.

Degree: PhD, Curriculum and Instruction, 2016, Penn State University

 As the teacher education preparation climate shifts to emphasize extended clinical field experiences as the heart of preservice teacher preparation, the research community has attempted… (more)

Subjects/Keywords: Supervisors; Professional Development Schools; Teacher Educator Knowledge

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APA (6th Edition):

Alexander, M. C. (2016). FROM WHERE AND FROM WHOM? AN EXPLORATION OF THE EXPERIENCES SUPERVISORS DRAW UPON IN THEIR PRACTICE. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/13371mca160

Chicago Manual of Style (16th Edition):

Alexander, Monique Cathleen. “FROM WHERE AND FROM WHOM? AN EXPLORATION OF THE EXPERIENCES SUPERVISORS DRAW UPON IN THEIR PRACTICE.” 2016. Doctoral Dissertation, Penn State University. Accessed September 19, 2019. https://etda.libraries.psu.edu/catalog/13371mca160.

MLA Handbook (7th Edition):

Alexander, Monique Cathleen. “FROM WHERE AND FROM WHOM? AN EXPLORATION OF THE EXPERIENCES SUPERVISORS DRAW UPON IN THEIR PRACTICE.” 2016. Web. 19 Sep 2019.

Vancouver:

Alexander MC. FROM WHERE AND FROM WHOM? AN EXPLORATION OF THE EXPERIENCES SUPERVISORS DRAW UPON IN THEIR PRACTICE. [Internet] [Doctoral dissertation]. Penn State University; 2016. [cited 2019 Sep 19]. Available from: https://etda.libraries.psu.edu/catalog/13371mca160.

Council of Science Editors:

Alexander MC. FROM WHERE AND FROM WHOM? AN EXPLORATION OF THE EXPERIENCES SUPERVISORS DRAW UPON IN THEIR PRACTICE. [Doctoral Dissertation]. Penn State University; 2016. Available from: https://etda.libraries.psu.edu/catalog/13371mca160


University of Tasmania

21. MacFarlane, G. Investigation into English grammar proficiency of teachers of English language.

Degree: 2015, University of Tasmania

 There have been many studies that have supported the teaching of grammar and many that have not, mainly because grammar teaching did not seem to… (more)

Subjects/Keywords: language learning; English grammar; teacher grammar knowledge

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APA (6th Edition):

MacFarlane, G. (2015). Investigation into English grammar proficiency of teachers of English language. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/23217/1/MacFarlane_whole_thesis.pdf

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):

MacFarlane, G. “Investigation into English grammar proficiency of teachers of English language.” 2015. Thesis, University of Tasmania. Accessed September 19, 2019. https://eprints.utas.edu.au/23217/1/MacFarlane_whole_thesis.pdf.

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

MLA Handbook (7th Edition):

MacFarlane, G. “Investigation into English grammar proficiency of teachers of English language.” 2015. Web. 19 Sep 2019.

Vancouver:

MacFarlane G. Investigation into English grammar proficiency of teachers of English language. [Internet] [Thesis]. University of Tasmania; 2015. [cited 2019 Sep 19]. Available from: https://eprints.utas.edu.au/23217/1/MacFarlane_whole_thesis.pdf.

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

Council of Science Editors:

MacFarlane G. Investigation into English grammar proficiency of teachers of English language. [Thesis]. University of Tasmania; 2015. Available from: https://eprints.utas.edu.au/23217/1/MacFarlane_whole_thesis.pdf

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


University of Wollongong

22. Comensoli, Jane. Development of a prototype knowledge-management system for the purpose of improving teacher pedagogy.

Degree: PhD, 2014, University of Wollongong

  This research focused on the development of a web-based knowledge sharing system designed to support teacher professional practice through collaboration and sharing beyond the… (more)

Subjects/Keywords: knowledge-management; design-research; teacher-pedagogy

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APA (6th Edition):

Comensoli, J. (2014). Development of a prototype knowledge-management system for the purpose of improving teacher pedagogy. (Doctoral Dissertation). University of Wollongong. Retrieved from ; https://ro.uow.edu.au/theses/4191

Chicago Manual of Style (16th Edition):

Comensoli, Jane. “Development of a prototype knowledge-management system for the purpose of improving teacher pedagogy.” 2014. Doctoral Dissertation, University of Wollongong. Accessed September 19, 2019. ; https://ro.uow.edu.au/theses/4191.

MLA Handbook (7th Edition):

Comensoli, Jane. “Development of a prototype knowledge-management system for the purpose of improving teacher pedagogy.” 2014. Web. 19 Sep 2019.

Vancouver:

Comensoli J. Development of a prototype knowledge-management system for the purpose of improving teacher pedagogy. [Internet] [Doctoral dissertation]. University of Wollongong; 2014. [cited 2019 Sep 19]. Available from: ; https://ro.uow.edu.au/theses/4191.

Council of Science Editors:

Comensoli J. Development of a prototype knowledge-management system for the purpose of improving teacher pedagogy. [Doctoral Dissertation]. University of Wollongong; 2014. Available from: ; https://ro.uow.edu.au/theses/4191


University of Bath

23. Engin, Marion. Scaffolding the construction of teaching knowledge in a pre-service teacher training context : language teacher education in a Turkish university.

Degree: Thesis (EdD), 2010, University of Bath

 This thesis presents a description and analysis of scaffolding in the construction of teaching knowledge in a pre-service teacher training course in a Turkish university.… (more)

Subjects/Keywords: 372.6; teacher training; scaffolding; teaching knowledge

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APA (6th Edition):

Engin, M. (2010). Scaffolding the construction of teaching knowledge in a pre-service teacher training context : language teacher education in a Turkish university. (Doctoral Dissertation). University of Bath. Retrieved from https://researchportal.bath.ac.uk/en/studentthesis/scaffolding-the-construction-of-teaching-knowledge-in-a-preservice-teacher-training-context-language-teacher-education-in-a-turkish-university(4ca8bd09-9b85-41d6-97d5-9d6fea9cd2c2).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555742

Chicago Manual of Style (16th Edition):

Engin, Marion. “Scaffolding the construction of teaching knowledge in a pre-service teacher training context : language teacher education in a Turkish university.” 2010. Doctoral Dissertation, University of Bath. Accessed September 19, 2019. https://researchportal.bath.ac.uk/en/studentthesis/scaffolding-the-construction-of-teaching-knowledge-in-a-preservice-teacher-training-context-language-teacher-education-in-a-turkish-university(4ca8bd09-9b85-41d6-97d5-9d6fea9cd2c2).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555742.

MLA Handbook (7th Edition):

Engin, Marion. “Scaffolding the construction of teaching knowledge in a pre-service teacher training context : language teacher education in a Turkish university.” 2010. Web. 19 Sep 2019.

Vancouver:

Engin M. Scaffolding the construction of teaching knowledge in a pre-service teacher training context : language teacher education in a Turkish university. [Internet] [Doctoral dissertation]. University of Bath; 2010. [cited 2019 Sep 19]. Available from: https://researchportal.bath.ac.uk/en/studentthesis/scaffolding-the-construction-of-teaching-knowledge-in-a-preservice-teacher-training-context-language-teacher-education-in-a-turkish-university(4ca8bd09-9b85-41d6-97d5-9d6fea9cd2c2).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555742.

Council of Science Editors:

Engin M. Scaffolding the construction of teaching knowledge in a pre-service teacher training context : language teacher education in a Turkish university. [Doctoral Dissertation]. University of Bath; 2010. Available from: https://researchportal.bath.ac.uk/en/studentthesis/scaffolding-the-construction-of-teaching-knowledge-in-a-preservice-teacher-training-context-language-teacher-education-in-a-turkish-university(4ca8bd09-9b85-41d6-97d5-9d6fea9cd2c2).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555742


The Ohio State University

24. Brilhart, Daniel L. Teacher conceptualization of teaching: integrating the personal and the professional.

Degree: PhD, Educational Policy and Leadership, 2007, The Ohio State University

 This investigation explores how in-service teachers conceptualize teaching, integrate the personal and the professional dimensions of their lives, and develop teacher identities. This instrumental case… (more)

Subjects/Keywords: Education, Teacher Training; teacher knowledge; practical teacher knowledge; personalization of knowledge; teacher self study; classroom management; teaching as relational; teacher passion; conceptualizing teaching; case study

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APA (6th Edition):

Brilhart, D. L. (2007). Teacher conceptualization of teaching: integrating the personal and the professional. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1186666429

Chicago Manual of Style (16th Edition):

Brilhart, Daniel L. “Teacher conceptualization of teaching: integrating the personal and the professional.” 2007. Doctoral Dissertation, The Ohio State University. Accessed September 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1186666429.

MLA Handbook (7th Edition):

Brilhart, Daniel L. “Teacher conceptualization of teaching: integrating the personal and the professional.” 2007. Web. 19 Sep 2019.

Vancouver:

Brilhart DL. Teacher conceptualization of teaching: integrating the personal and the professional. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2019 Sep 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1186666429.

Council of Science Editors:

Brilhart DL. Teacher conceptualization of teaching: integrating the personal and the professional. [Doctoral Dissertation]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1186666429


University of Michigan

25. Zopf, Deborah Ann. Mathematical Knowledge for Teaching Teachers: The Mathematical Work of and Knowledge Entailed by Teacher Education.

Degree: PhD, Education, 2010, University of Michigan

 This dissertation investigates the mathematical work and knowledge demands of this work to teach mathematics to teachers. The last 20 years have seen progress in… (more)

Subjects/Keywords: Mathematical Knowledge for Teaching Teachers; Mathematical Knowledge; Mathematics Teacher Education; Teacher Education; Education; Social Sciences

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APA (6th Edition):

Zopf, D. A. (2010). Mathematical Knowledge for Teaching Teachers: The Mathematical Work of and Knowledge Entailed by Teacher Education. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/77702

Chicago Manual of Style (16th Edition):

Zopf, Deborah Ann. “Mathematical Knowledge for Teaching Teachers: The Mathematical Work of and Knowledge Entailed by Teacher Education.” 2010. Doctoral Dissertation, University of Michigan. Accessed September 19, 2019. http://hdl.handle.net/2027.42/77702.

MLA Handbook (7th Edition):

Zopf, Deborah Ann. “Mathematical Knowledge for Teaching Teachers: The Mathematical Work of and Knowledge Entailed by Teacher Education.” 2010. Web. 19 Sep 2019.

Vancouver:

Zopf DA. Mathematical Knowledge for Teaching Teachers: The Mathematical Work of and Knowledge Entailed by Teacher Education. [Internet] [Doctoral dissertation]. University of Michigan; 2010. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2027.42/77702.

Council of Science Editors:

Zopf DA. Mathematical Knowledge for Teaching Teachers: The Mathematical Work of and Knowledge Entailed by Teacher Education. [Doctoral Dissertation]. University of Michigan; 2010. Available from: http://hdl.handle.net/2027.42/77702


Utah State University

26. Dupree, Kami M. Secondary Mathematics Teachers’ Responses to Pivotal Teaching Moments.

Degree: PhD, Education, 2019, Utah State University

  This study used a multiple case study design to explore the occurrence of pivotal teaching moments, teachers’ responses to these moments, and teachers’ own… (more)

Subjects/Keywords: pivotal teaching moments; pedagogical content knowledge; teacher knowledge; mathematics education; teacher education; Education

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APA (6th Edition):

Dupree, K. M. (2019). Secondary Mathematics Teachers’ Responses to Pivotal Teaching Moments. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7535

Chicago Manual of Style (16th Edition):

Dupree, Kami M. “Secondary Mathematics Teachers’ Responses to Pivotal Teaching Moments.” 2019. Doctoral Dissertation, Utah State University. Accessed September 19, 2019. https://digitalcommons.usu.edu/etd/7535.

MLA Handbook (7th Edition):

Dupree, Kami M. “Secondary Mathematics Teachers’ Responses to Pivotal Teaching Moments.” 2019. Web. 19 Sep 2019.

Vancouver:

Dupree KM. Secondary Mathematics Teachers’ Responses to Pivotal Teaching Moments. [Internet] [Doctoral dissertation]. Utah State University; 2019. [cited 2019 Sep 19]. Available from: https://digitalcommons.usu.edu/etd/7535.

Council of Science Editors:

Dupree KM. Secondary Mathematics Teachers’ Responses to Pivotal Teaching Moments. [Doctoral Dissertation]. Utah State University; 2019. Available from: https://digitalcommons.usu.edu/etd/7535


University of Pretoria

27. Mthethwa-Kunene, K.F.E. Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland.

Degree: PhD, Humanities Education, 2014, University of Pretoria

 Recent trends show that learners’ enrolment and performance in science at secondary school level is dwindling. Some science topics including genetics in biology are said… (more)

Subjects/Keywords: *; Conditional knowledge; Content knowledge; Declarative knowledge; Genetics; UCTD; Learning difficulties; Pedagogical content knowledge (PCK); Procedural knowledge; Biology teacher

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APA (6th Edition):

Mthethwa-Kunene, K.F.E.. (2014). Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/43191

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

Chicago Manual of Style (16th Edition):

Mthethwa-Kunene, K.F.E.. “Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland.” 2014. Doctoral Dissertation, University of Pretoria. Accessed September 19, 2019. http://hdl.handle.net/2263/43191.

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

MLA Handbook (7th Edition):

Mthethwa-Kunene, K.F.E.. “Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland.” 2014. Web. 19 Sep 2019.

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

Vancouver:

Mthethwa-Kunene, K.F.E.. Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland. [Internet] [Doctoral dissertation]. University of Pretoria; 2014. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2263/43191.

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

Council of Science Editors:

Mthethwa-Kunene, K.F.E.. Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland. [Doctoral Dissertation]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/43191

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


Texas A&M University

28. Ghong, Mary Njang. Examining aspects of linguistic knowledge of anglophone primary school teachers of north west province of Cameroon in relation to children's literacy achievement.

Degree: 2009, Texas A&M University

 Literacy is an important phenomenon in all societies today. Nations around the world put in a great deal of effort and allocate a lot of… (more)

Subjects/Keywords: Linguistic Knowledge; Teachers' Knowledge; Literacy Achievement; Teacher Education

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APA (6th Edition):

Ghong, M. N. (2009). Examining aspects of linguistic knowledge of anglophone primary school teachers of north west province of Cameroon in relation to children's literacy achievement. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1095

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):

Ghong, Mary Njang. “Examining aspects of linguistic knowledge of anglophone primary school teachers of north west province of Cameroon in relation to children's literacy achievement.” 2009. Thesis, Texas A&M University. Accessed September 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1095.

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

MLA Handbook (7th Edition):

Ghong, Mary Njang. “Examining aspects of linguistic knowledge of anglophone primary school teachers of north west province of Cameroon in relation to children's literacy achievement.” 2009. Web. 19 Sep 2019.

Vancouver:

Ghong MN. Examining aspects of linguistic knowledge of anglophone primary school teachers of north west province of Cameroon in relation to children's literacy achievement. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1095.

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

Council of Science Editors:

Ghong MN. Examining aspects of linguistic knowledge of anglophone primary school teachers of north west province of Cameroon in relation to children's literacy achievement. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1095

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


Mississippi State University

29. Pritchard, Nichol Frances. EDUCATIONAL VIDEO IMPACT ON COLLEGE STUDENT KNOWLEDGE, OPINIONS, AND REFERRAL ATTITUDES REGARDING ATTENTION-DEFICIT/HYPERACTIVITY DISORDER.

Degree: MA, Psychology, 2008, Mississippi State University

 Key controversies surround the ADHD diagnostic category, how well it is understood, and whether the criteria are applied accurately by members of the public, parents,… (more)

Subjects/Keywords: teacher knowledge; ADHD; student knowledge

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APA (6th Edition):

Pritchard, N. F. (2008). EDUCATIONAL VIDEO IMPACT ON COLLEGE STUDENT KNOWLEDGE, OPINIONS, AND REFERRAL ATTITUDES REGARDING ATTENTION-DEFICIT/HYPERACTIVITY DISORDER. (Masters Thesis). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-11072008-143419/ ;

Chicago Manual of Style (16th Edition):

Pritchard, Nichol Frances. “EDUCATIONAL VIDEO IMPACT ON COLLEGE STUDENT KNOWLEDGE, OPINIONS, AND REFERRAL ATTITUDES REGARDING ATTENTION-DEFICIT/HYPERACTIVITY DISORDER.” 2008. Masters Thesis, Mississippi State University. Accessed September 19, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-11072008-143419/ ;.

MLA Handbook (7th Edition):

Pritchard, Nichol Frances. “EDUCATIONAL VIDEO IMPACT ON COLLEGE STUDENT KNOWLEDGE, OPINIONS, AND REFERRAL ATTITUDES REGARDING ATTENTION-DEFICIT/HYPERACTIVITY DISORDER.” 2008. Web. 19 Sep 2019.

Vancouver:

Pritchard NF. EDUCATIONAL VIDEO IMPACT ON COLLEGE STUDENT KNOWLEDGE, OPINIONS, AND REFERRAL ATTITUDES REGARDING ATTENTION-DEFICIT/HYPERACTIVITY DISORDER. [Internet] [Masters thesis]. Mississippi State University; 2008. [cited 2019 Sep 19]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11072008-143419/ ;.

Council of Science Editors:

Pritchard NF. EDUCATIONAL VIDEO IMPACT ON COLLEGE STUDENT KNOWLEDGE, OPINIONS, AND REFERRAL ATTITUDES REGARDING ATTENTION-DEFICIT/HYPERACTIVITY DISORDER. [Masters Thesis]. Mississippi State University; 2008. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11072008-143419/ ;


University of Michigan

30. Cole, Yaa Adubea. Mathematical Knowledge for Teaching: Exploring its Transferability and Measurement in Ghana.

Degree: PhD, Education Studies, 2011, University of Michigan

 This dissertation examines the extent to which a U.S.-developed theory of teacher knowledge, Mathematical Knowledge for Teaching (MKT), is applicable in a Ghanaian context. To… (more)

Subjects/Keywords: Teacher Knowledge; Mathematical Knowledge for Teaching; Ghana; Education; Social Sciences

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APA (6th Edition):

Cole, Y. A. (2011). Mathematical Knowledge for Teaching: Exploring its Transferability and Measurement in Ghana. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/89643

Chicago Manual of Style (16th Edition):

Cole, Yaa Adubea. “Mathematical Knowledge for Teaching: Exploring its Transferability and Measurement in Ghana.” 2011. Doctoral Dissertation, University of Michigan. Accessed September 19, 2019. http://hdl.handle.net/2027.42/89643.

MLA Handbook (7th Edition):

Cole, Yaa Adubea. “Mathematical Knowledge for Teaching: Exploring its Transferability and Measurement in Ghana.” 2011. Web. 19 Sep 2019.

Vancouver:

Cole YA. Mathematical Knowledge for Teaching: Exploring its Transferability and Measurement in Ghana. [Internet] [Doctoral dissertation]. University of Michigan; 2011. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2027.42/89643.

Council of Science Editors:

Cole YA. Mathematical Knowledge for Teaching: Exploring its Transferability and Measurement in Ghana. [Doctoral Dissertation]. University of Michigan; 2011. Available from: http://hdl.handle.net/2027.42/89643

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