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University of Zambia
1. Bwali, McDonald Lucas. Some factors related to the choice of Teaching as a career among pre-service Zambian Teachers .
Degree: 2011, University of Zambia
URL: http://hdl.handle.net/123456789/331
Subjects/Keywords: Teaching
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Bwali, M. L. (2011). Some factors related to the choice of Teaching as a career among pre-service Zambian Teachers . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/331
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):
Bwali, McDonald Lucas. “Some factors related to the choice of Teaching as a career among pre-service Zambian Teachers .” 2011. Thesis, University of Zambia. Accessed February 27, 2021. http://hdl.handle.net/123456789/331.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bwali, McDonald Lucas. “Some factors related to the choice of Teaching as a career among pre-service Zambian Teachers .” 2011. Web. 27 Feb 2021.
Vancouver:
Bwali ML. Some factors related to the choice of Teaching as a career among pre-service Zambian Teachers . [Internet] [Thesis]. University of Zambia; 2011. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/123456789/331.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bwali ML. Some factors related to the choice of Teaching as a career among pre-service Zambian Teachers . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/331
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
2. Kamwengo, Mate Maud. Perceptions of Teaching as a Profession as held by Practicing Teachers in Selected High Schools of Lusaka District.
Degree: 2011, University of Zimbabwe
URL: http://dspace.unza.zm/handle/123456789/949
Subjects/Keywords: Teaching; Teaching-Profession
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Kamwengo, M. M. (2011). Perceptions of Teaching as a Profession as held by Practicing Teachers in Selected High Schools of Lusaka District. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/949
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):
Kamwengo, Mate Maud. “Perceptions of Teaching as a Profession as held by Practicing Teachers in Selected High Schools of Lusaka District.” 2011. Thesis, University of Zimbabwe. Accessed February 27, 2021. http://dspace.unza.zm/handle/123456789/949.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Kamwengo, Mate Maud. “Perceptions of Teaching as a Profession as held by Practicing Teachers in Selected High Schools of Lusaka District.” 2011. Web. 27 Feb 2021.
Vancouver:
Kamwengo MM. Perceptions of Teaching as a Profession as held by Practicing Teachers in Selected High Schools of Lusaka District. [Internet] [Thesis]. University of Zimbabwe; 2011. [cited 2021 Feb 27]. Available from: http://dspace.unza.zm/handle/123456789/949.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Kamwengo MM. Perceptions of Teaching as a Profession as held by Practicing Teachers in Selected High Schools of Lusaka District. [Thesis]. University of Zimbabwe; 2011. Available from: http://dspace.unza.zm/handle/123456789/949
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Delaware
3. Kotch-Jester, Stephanie A. Learning to teach: examining the benefits and challenges of coteaching during student teaching.
Degree: D.Ed., University of Delaware, School of Education, 2014, University of Delaware
URL: http://udspace.udel.edu/handle/19716/16757
Subjects/Keywords: Teaching teams.; Student teaching.; Elementary school teaching.
Record Details
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APA (6th Edition):
Kotch-Jester, S. A. (2014). Learning to teach: examining the benefits and challenges of coteaching during student teaching. (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/16757
Chicago Manual of Style (16th Edition):
Kotch-Jester, Stephanie A. “Learning to teach: examining the benefits and challenges of coteaching during student teaching.” 2014. Doctoral Dissertation, University of Delaware. Accessed February 27, 2021. http://udspace.udel.edu/handle/19716/16757.
MLA Handbook (7th Edition):
Kotch-Jester, Stephanie A. “Learning to teach: examining the benefits and challenges of coteaching during student teaching.” 2014. Web. 27 Feb 2021.
Vancouver:
Kotch-Jester SA. Learning to teach: examining the benefits and challenges of coteaching during student teaching. [Internet] [Doctoral dissertation]. University of Delaware; 2014. [cited 2021 Feb 27]. Available from: http://udspace.udel.edu/handle/19716/16757.
Council of Science Editors:
Kotch-Jester SA. Learning to teach: examining the benefits and challenges of coteaching during student teaching. [Doctoral Dissertation]. University of Delaware; 2014. Available from: http://udspace.udel.edu/handle/19716/16757
Columbia University
4. Gregory, Christian George. Unearthing the Tubers and Shoots of Thought, Talk, and Praxis: A Historiography of Classroom Discourse in Theory and Practice.
Degree: 2018, Columbia University
URL: https://doi.org/10.7916/D8S19JW6
Subjects/Keywords: Education – Study and teaching; Teaching; Teaching – Historiography
Record Details
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APA (6th Edition):
Gregory, C. G. (2018). Unearthing the Tubers and Shoots of Thought, Talk, and Praxis: A Historiography of Classroom Discourse in Theory and Practice. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8S19JW6
Chicago Manual of Style (16th Edition):
Gregory, Christian George. “Unearthing the Tubers and Shoots of Thought, Talk, and Praxis: A Historiography of Classroom Discourse in Theory and Practice.” 2018. Doctoral Dissertation, Columbia University. Accessed February 27, 2021. https://doi.org/10.7916/D8S19JW6.
MLA Handbook (7th Edition):
Gregory, Christian George. “Unearthing the Tubers and Shoots of Thought, Talk, and Praxis: A Historiography of Classroom Discourse in Theory and Practice.” 2018. Web. 27 Feb 2021.
Vancouver:
Gregory CG. Unearthing the Tubers and Shoots of Thought, Talk, and Praxis: A Historiography of Classroom Discourse in Theory and Practice. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2021 Feb 27]. Available from: https://doi.org/10.7916/D8S19JW6.
Council of Science Editors:
Gregory CG. Unearthing the Tubers and Shoots of Thought, Talk, and Praxis: A Historiography of Classroom Discourse in Theory and Practice. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D8S19JW6
University of Zambia
5. Sakala, Jacob. Factors contributing to excess use of the lecture method of teaching among high school teachers in selected schools of Kitwe and Kalulushi districts: lessons for educational administrators .
Degree: 2013, University of Zambia
URL: http://hdl.handle.net/123456789/2184
Subjects/Keywords: Lecture method in teaching; Teaching
Record Details
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APA (6th Edition):
Sakala, J. (2013). Factors contributing to excess use of the lecture method of teaching among high school teachers in selected schools of Kitwe and Kalulushi districts: lessons for educational administrators . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/2184
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):
Sakala, Jacob. “Factors contributing to excess use of the lecture method of teaching among high school teachers in selected schools of Kitwe and Kalulushi districts: lessons for educational administrators .” 2013. Thesis, University of Zambia. Accessed February 27, 2021. http://hdl.handle.net/123456789/2184.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Sakala, Jacob. “Factors contributing to excess use of the lecture method of teaching among high school teachers in selected schools of Kitwe and Kalulushi districts: lessons for educational administrators .” 2013. Web. 27 Feb 2021.
Vancouver:
Sakala J. Factors contributing to excess use of the lecture method of teaching among high school teachers in selected schools of Kitwe and Kalulushi districts: lessons for educational administrators . [Internet] [Thesis]. University of Zambia; 2013. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/123456789/2184.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Sakala J. Factors contributing to excess use of the lecture method of teaching among high school teachers in selected schools of Kitwe and Kalulushi districts: lessons for educational administrators . [Thesis]. University of Zambia; 2013. Available from: http://hdl.handle.net/123456789/2184
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
6.
Stumpf, Jennifer A.
A Case Study of Co-Teaching Practices in Minnesota.
Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2015, St. Cloud State University
URL: https://repository.stcloudstate.edu/edad_etds/9
Subjects/Keywords: co-teaching; co teaching
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Stumpf, J. A. (2015). A Case Study of Co-Teaching Practices in Minnesota. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/9
Chicago Manual of Style (16th Edition):
Stumpf, Jennifer A. “A Case Study of Co-Teaching Practices in Minnesota.” 2015. Doctoral Dissertation, St. Cloud State University. Accessed February 27, 2021. https://repository.stcloudstate.edu/edad_etds/9.
MLA Handbook (7th Edition):
Stumpf, Jennifer A. “A Case Study of Co-Teaching Practices in Minnesota.” 2015. Web. 27 Feb 2021.
Vancouver:
Stumpf JA. A Case Study of Co-Teaching Practices in Minnesota. [Internet] [Doctoral dissertation]. St. Cloud State University; 2015. [cited 2021 Feb 27]. Available from: https://repository.stcloudstate.edu/edad_etds/9.
Council of Science Editors:
Stumpf JA. A Case Study of Co-Teaching Practices in Minnesota. [Doctoral Dissertation]. St. Cloud State University; 2015. Available from: https://repository.stcloudstate.edu/edad_etds/9
Penn State University
7. Wenrich, Jill Trostle. How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching.
Degree: 2012, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/13168
Subjects/Keywords: Co-Teaching; Team Teaching; Inclusion
Record Details
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APA (6th Edition):
Wenrich, J. T. (2012). How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/13168
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):
Wenrich, Jill Trostle. “How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching.” 2012. Thesis, Penn State University. Accessed February 27, 2021. https://submit-etda.libraries.psu.edu/catalog/13168.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Wenrich, Jill Trostle. “How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching.” 2012. Web. 27 Feb 2021.
Vancouver:
Wenrich JT. How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching. [Internet] [Thesis]. Penn State University; 2012. [cited 2021 Feb 27]. Available from: https://submit-etda.libraries.psu.edu/catalog/13168.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Wenrich JT. How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching. [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/13168
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
8. Sifuniso, Mary. An analysis of the implementation of reflective teaching methods in selected primary schools in Livingstone district of Zambia.
Degree: 2015, University of Zimbabwe
URL: http://dspace.unza.zm/handle/123456789/4298
Subjects/Keywords: Reflective teaching; Effective teaching
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Sifuniso, M. (2015). An analysis of the implementation of reflective teaching methods in selected primary schools in Livingstone district of Zambia. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/4298
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):
Sifuniso, Mary. “An analysis of the implementation of reflective teaching methods in selected primary schools in Livingstone district of Zambia.” 2015. Thesis, University of Zimbabwe. Accessed February 27, 2021. http://dspace.unza.zm/handle/123456789/4298.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Sifuniso, Mary. “An analysis of the implementation of reflective teaching methods in selected primary schools in Livingstone district of Zambia.” 2015. Web. 27 Feb 2021.
Vancouver:
Sifuniso M. An analysis of the implementation of reflective teaching methods in selected primary schools in Livingstone district of Zambia. [Internet] [Thesis]. University of Zimbabwe; 2015. [cited 2021 Feb 27]. Available from: http://dspace.unza.zm/handle/123456789/4298.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Sifuniso M. An analysis of the implementation of reflective teaching methods in selected primary schools in Livingstone district of Zambia. [Thesis]. University of Zimbabwe; 2015. Available from: http://dspace.unza.zm/handle/123456789/4298
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
9. Chitondo, Dorothy. Research report on the effectiveness of team work in improving teacher's performance in Mporokoro District.
Degree: 2016, University of Zimbabwe
URL: http://dspace.unza.zm/handle/123456789/4992
Subjects/Keywords: Teaching teams – Zambia.; Teaching – Zambia.
Record Details
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APA (6th Edition):
Chitondo, D. (2016). Research report on the effectiveness of team work in improving teacher's performance in Mporokoro District. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/4992
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):
Chitondo, Dorothy. “Research report on the effectiveness of team work in improving teacher's performance in Mporokoro District.” 2016. Thesis, University of Zimbabwe. Accessed February 27, 2021. http://dspace.unza.zm/handle/123456789/4992.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Chitondo, Dorothy. “Research report on the effectiveness of team work in improving teacher's performance in Mporokoro District.” 2016. Web. 27 Feb 2021.
Vancouver:
Chitondo D. Research report on the effectiveness of team work in improving teacher's performance in Mporokoro District. [Internet] [Thesis]. University of Zimbabwe; 2016. [cited 2021 Feb 27]. Available from: http://dspace.unza.zm/handle/123456789/4992.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Chitondo D. Research report on the effectiveness of team work in improving teacher's performance in Mporokoro District. [Thesis]. University of Zimbabwe; 2016. Available from: http://dspace.unza.zm/handle/123456789/4992
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Debrecen
10. Pásztor, Erika. Approaches to Teaching Grammar: Comparing New Headway Elementary and Channel Your English Elementary Course Books .
Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen
URL: http://hdl.handle.net/2437/174171
Subjects/Keywords: teaching grammar; language teaching
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Pásztor, E. (2013). Approaches to Teaching Grammar: Comparing New Headway Elementary and Channel Your English Elementary Course Books . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/174171
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):
Pásztor, Erika. “Approaches to Teaching Grammar: Comparing New Headway Elementary and Channel Your English Elementary Course Books .” 2013. Thesis, University of Debrecen. Accessed February 27, 2021. http://hdl.handle.net/2437/174171.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Pásztor, Erika. “Approaches to Teaching Grammar: Comparing New Headway Elementary and Channel Your English Elementary Course Books .” 2013. Web. 27 Feb 2021.
Vancouver:
Pásztor E. Approaches to Teaching Grammar: Comparing New Headway Elementary and Channel Your English Elementary Course Books . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2437/174171.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Pásztor E. Approaches to Teaching Grammar: Comparing New Headway Elementary and Channel Your English Elementary Course Books . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/174171
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Boston College
11. Salomon, Yves P. Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?.
Degree: PhD, Educational Research, Measurement, and Evaluation, 2010, Boston College
URL: http://dlib.bc.edu/islandora/object/bc-ir:101836
Subjects/Keywords: Teaching practices; Teaching effectiveness
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Salomon, Y. P. (2010). Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101836
Chicago Manual of Style (16th Edition):
Salomon, Yves P. “Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?.” 2010. Doctoral Dissertation, Boston College. Accessed February 27, 2021. http://dlib.bc.edu/islandora/object/bc-ir:101836.
MLA Handbook (7th Edition):
Salomon, Yves P. “Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?.” 2010. Web. 27 Feb 2021.
Vancouver:
Salomon YP. Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?. [Internet] [Doctoral dissertation]. Boston College; 2010. [cited 2021 Feb 27]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101836.
Council of Science Editors:
Salomon YP. Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?. [Doctoral Dissertation]. Boston College; 2010. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101836
12. Soriano, Sarah. Students as Co-Teachers .
Degree: 2013, California State University – San Marcos
URL: http://hdl.handle.net/10211.8/375
Subjects/Keywords: peer teaching; inclusion; co teaching
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Soriano, S. (2013). Students as Co-Teachers . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/375
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):
Soriano, Sarah. “Students as Co-Teachers .” 2013. Thesis, California State University – San Marcos. Accessed February 27, 2021. http://hdl.handle.net/10211.8/375.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Soriano, Sarah. “Students as Co-Teachers .” 2013. Web. 27 Feb 2021.
Vancouver:
Soriano S. Students as Co-Teachers . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10211.8/375.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Soriano S. Students as Co-Teachers . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/375
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Georgia
13. Reed, Rebecca Judith. Teachers' adjustment of teaching practice in tracked mathematics.
Degree: 2014, University of Georgia
URL: http://hdl.handle.net/10724/23500
Subjects/Keywords: mathematics teaching; tracking; teaching expectations
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Reed, R. J. (2014). Teachers' adjustment of teaching practice in tracked mathematics. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/23500
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):
Reed, Rebecca Judith. “Teachers' adjustment of teaching practice in tracked mathematics.” 2014. Thesis, University of Georgia. Accessed February 27, 2021. http://hdl.handle.net/10724/23500.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Reed, Rebecca Judith. “Teachers' adjustment of teaching practice in tracked mathematics.” 2014. Web. 27 Feb 2021.
Vancouver:
Reed RJ. Teachers' adjustment of teaching practice in tracked mathematics. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10724/23500.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Reed RJ. Teachers' adjustment of teaching practice in tracked mathematics. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/23500
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Oklahoma State University
14. Eck, Christopher J. Validating and applying the effective teaching instrument for school-based agricultural education teachers.
Degree: Agricultural Education, 2019, Oklahoma State University
URL: http://hdl.handle.net/11244/324817
Subjects/Keywords: effective teaching; effective teaching instrument
Record Details
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APA (6th Edition):
Eck, C. J. (2019). Validating and applying the effective teaching instrument for school-based agricultural education teachers. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/324817
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):
Eck, Christopher J. “Validating and applying the effective teaching instrument for school-based agricultural education teachers.” 2019. Thesis, Oklahoma State University. Accessed February 27, 2021. http://hdl.handle.net/11244/324817.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Eck, Christopher J. “Validating and applying the effective teaching instrument for school-based agricultural education teachers.” 2019. Web. 27 Feb 2021.
Vancouver:
Eck CJ. Validating and applying the effective teaching instrument for school-based agricultural education teachers. [Internet] [Thesis]. Oklahoma State University; 2019. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/11244/324817.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Eck CJ. Validating and applying the effective teaching instrument for school-based agricultural education teachers. [Thesis]. Oklahoma State University; 2019. Available from: http://hdl.handle.net/11244/324817
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Namibia
15. Nghikembua, Taimi N. The relevance and effectiveness of the University of Namibia's teaching methods of enflish module, to the grade 11 and 12 english second language ordinary and higher level syllabi focus: Writing skills.
Degree: 2013, University of Namibia
URL: http://hdl.handle.net/11070/930
Subjects/Keywords: Teaching methods
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Nghikembua, T. N. (2013). The relevance and effectiveness of the University of Namibia's teaching methods of enflish module, to the grade 11 and 12 english second language ordinary and higher level syllabi focus: Writing skills. (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/930
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):
Nghikembua, Taimi N. “The relevance and effectiveness of the University of Namibia's teaching methods of enflish module, to the grade 11 and 12 english second language ordinary and higher level syllabi focus: Writing skills. ” 2013. Thesis, University of Namibia. Accessed February 27, 2021. http://hdl.handle.net/11070/930.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Nghikembua, Taimi N. “The relevance and effectiveness of the University of Namibia's teaching methods of enflish module, to the grade 11 and 12 english second language ordinary and higher level syllabi focus: Writing skills. ” 2013. Web. 27 Feb 2021.
Vancouver:
Nghikembua TN. The relevance and effectiveness of the University of Namibia's teaching methods of enflish module, to the grade 11 and 12 english second language ordinary and higher level syllabi focus: Writing skills. [Internet] [Thesis]. University of Namibia; 2013. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/11070/930.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Nghikembua TN. The relevance and effectiveness of the University of Namibia's teaching methods of enflish module, to the grade 11 and 12 english second language ordinary and higher level syllabi focus: Writing skills. [Thesis]. University of Namibia; 2013. Available from: http://hdl.handle.net/11070/930
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alberta
16. Metzner, Janine. (Under)mining the canon: engaging Alberta high school students in the value(s) of literature.
Degree: MA, Comparative Literature, 2010, University of Alberta
URL: https://era.library.ualberta.ca/files/79407x96w
Subjects/Keywords: teaching literature
Record Details
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APA (6th Edition):
Metzner, J. (2010). (Under)mining the canon: engaging Alberta high school students in the value(s) of literature. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/79407x96w
Chicago Manual of Style (16th Edition):
Metzner, Janine. “(Under)mining the canon: engaging Alberta high school students in the value(s) of literature.” 2010. Masters Thesis, University of Alberta. Accessed February 27, 2021. https://era.library.ualberta.ca/files/79407x96w.
MLA Handbook (7th Edition):
Metzner, Janine. “(Under)mining the canon: engaging Alberta high school students in the value(s) of literature.” 2010. Web. 27 Feb 2021.
Vancouver:
Metzner J. (Under)mining the canon: engaging Alberta high school students in the value(s) of literature. [Internet] [Masters thesis]. University of Alberta; 2010. [cited 2021 Feb 27]. Available from: https://era.library.ualberta.ca/files/79407x96w.
Council of Science Editors:
Metzner J. (Under)mining the canon: engaging Alberta high school students in the value(s) of literature. [Masters Thesis]. University of Alberta; 2010. Available from: https://era.library.ualberta.ca/files/79407x96w
Oregon State University
17. Pratt, Le Etta. An investigation of college student attitude change toward teaching through participation in a school health fair.
Degree: EdD, Education, 1980, Oregon State University
URL: http://hdl.handle.net/1957/42898
Subjects/Keywords: Teaching
Record Details
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APA (6th Edition):
Pratt, L. E. (1980). An investigation of college student attitude change toward teaching through participation in a school health fair. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/42898
Chicago Manual of Style (16th Edition):
Pratt, Le Etta. “An investigation of college student attitude change toward teaching through participation in a school health fair.” 1980. Doctoral Dissertation, Oregon State University. Accessed February 27, 2021. http://hdl.handle.net/1957/42898.
MLA Handbook (7th Edition):
Pratt, Le Etta. “An investigation of college student attitude change toward teaching through participation in a school health fair.” 1980. Web. 27 Feb 2021.
Vancouver:
Pratt LE. An investigation of college student attitude change toward teaching through participation in a school health fair. [Internet] [Doctoral dissertation]. Oregon State University; 1980. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1957/42898.
Council of Science Editors:
Pratt LE. An investigation of college student attitude change toward teaching through participation in a school health fair. [Doctoral Dissertation]. Oregon State University; 1980. Available from: http://hdl.handle.net/1957/42898
Oregon State University
18. Blow, Grace Hayward. A study of the present status of supervised teaching in Oregon.
Degree: MS, Education, 1933, Oregon State University
URL: http://hdl.handle.net/1957/51568
Subjects/Keywords: Teaching
Record Details
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APA (6th Edition):
Blow, G. H. (1933). A study of the present status of supervised teaching in Oregon. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/51568
Chicago Manual of Style (16th Edition):
Blow, Grace Hayward. “A study of the present status of supervised teaching in Oregon.” 1933. Masters Thesis, Oregon State University. Accessed February 27, 2021. http://hdl.handle.net/1957/51568.
MLA Handbook (7th Edition):
Blow, Grace Hayward. “A study of the present status of supervised teaching in Oregon.” 1933. Web. 27 Feb 2021.
Vancouver:
Blow GH. A study of the present status of supervised teaching in Oregon. [Internet] [Masters thesis]. Oregon State University; 1933. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1957/51568.
Council of Science Editors:
Blow GH. A study of the present status of supervised teaching in Oregon. [Masters Thesis]. Oregon State University; 1933. Available from: http://hdl.handle.net/1957/51568
Oregon State University
19. Clark, Frances Port. The dominative and integrative teacher-child contacts of seven nursery school teachers.
Degree: MS, Home Economics, 1948, Oregon State University
URL: http://hdl.handle.net/1957/53533
Subjects/Keywords: Teaching
Record Details
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APA (6th Edition):
Clark, F. P. (1948). The dominative and integrative teacher-child contacts of seven nursery school teachers. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/53533
Chicago Manual of Style (16th Edition):
Clark, Frances Port. “The dominative and integrative teacher-child contacts of seven nursery school teachers.” 1948. Masters Thesis, Oregon State University. Accessed February 27, 2021. http://hdl.handle.net/1957/53533.
MLA Handbook (7th Edition):
Clark, Frances Port. “The dominative and integrative teacher-child contacts of seven nursery school teachers.” 1948. Web. 27 Feb 2021.
Vancouver:
Clark FP. The dominative and integrative teacher-child contacts of seven nursery school teachers. [Internet] [Masters thesis]. Oregon State University; 1948. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1957/53533.
Council of Science Editors:
Clark FP. The dominative and integrative teacher-child contacts of seven nursery school teachers. [Masters Thesis]. Oregon State University; 1948. Available from: http://hdl.handle.net/1957/53533
Addis Ababa University
20. Tafere, Melaku. THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS .
Degree: 2008, Addis Ababa University
URL: http://etd.aau.edu.et/dspace/handle/123456789/6483
Subjects/Keywords: teaching pronunciation
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Tafere, M. (2008). THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6483
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):
Tafere, Melaku. “THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS .” 2008. Thesis, Addis Ababa University. Accessed February 27, 2021. http://etd.aau.edu.et/dspace/handle/123456789/6483.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Tafere, Melaku. “THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS .” 2008. Web. 27 Feb 2021.
Vancouver:
Tafere M. THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS . [Internet] [Thesis]. Addis Ababa University; 2008. [cited 2021 Feb 27]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6483.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Tafere M. THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS . [Thesis]. Addis Ababa University; 2008. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6483
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Addis Ababa University
21. Biruk, Hundito. A Study on the Problems of Handball Teaching and Student Interests on Some Selected Preparatory School of Hadiya Zone (SNNPR) .
Degree: 2013, Addis Ababa University
URL: http://etd.aau.edu.et/dspace/handle/123456789/6789
Subjects/Keywords: handball teaching
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Biruk, H. (2013). A Study on the Problems of Handball Teaching and Student Interests on Some Selected Preparatory School of Hadiya Zone (SNNPR) . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6789
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):
Biruk, Hundito. “A Study on the Problems of Handball Teaching and Student Interests on Some Selected Preparatory School of Hadiya Zone (SNNPR) .” 2013. Thesis, Addis Ababa University. Accessed February 27, 2021. http://etd.aau.edu.et/dspace/handle/123456789/6789.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Biruk, Hundito. “A Study on the Problems of Handball Teaching and Student Interests on Some Selected Preparatory School of Hadiya Zone (SNNPR) .” 2013. Web. 27 Feb 2021.
Vancouver:
Biruk H. A Study on the Problems of Handball Teaching and Student Interests on Some Selected Preparatory School of Hadiya Zone (SNNPR) . [Internet] [Thesis]. Addis Ababa University; 2013. [cited 2021 Feb 27]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6789.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Biruk H. A Study on the Problems of Handball Teaching and Student Interests on Some Selected Preparatory School of Hadiya Zone (SNNPR) . [Thesis]. Addis Ababa University; 2013. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6789
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Addis Ababa University
22. TAFERE, MELAKU. THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS .
Degree: 2008, Addis Ababa University
URL: http://etd.aau.edu.et/dspace/handle/123456789/6866
Subjects/Keywords: teaching pronunciation
Record Details
Similar Records
❌
APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
TAFERE, M. (2008). THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6866
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):
TAFERE, MELAKU. “THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS .” 2008. Thesis, Addis Ababa University. Accessed February 27, 2021. http://etd.aau.edu.et/dspace/handle/123456789/6866.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
TAFERE, MELAKU. “THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS .” 2008. Web. 27 Feb 2021.
Vancouver:
TAFERE M. THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS . [Internet] [Thesis]. Addis Ababa University; 2008. [cited 2021 Feb 27]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6866.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
TAFERE M. THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS . [Thesis]. Addis Ababa University; 2008. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6866
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Oregon State University
23. Anderson, John Edward. Comparison of an instructional management system with a traditional teacher/learner mode.
Degree: Ed. M., Education, 1975, Oregon State University
URL: http://hdl.handle.net/1957/44233
Subjects/Keywords: Teaching
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Anderson, J. E. (1975). Comparison of an instructional management system with a traditional teacher/learner mode. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/44233
Chicago Manual of Style (16th Edition):
Anderson, John Edward. “Comparison of an instructional management system with a traditional teacher/learner mode.” 1975. Doctoral Dissertation, Oregon State University. Accessed February 27, 2021. http://hdl.handle.net/1957/44233.
MLA Handbook (7th Edition):
Anderson, John Edward. “Comparison of an instructional management system with a traditional teacher/learner mode.” 1975. Web. 27 Feb 2021.
Vancouver:
Anderson JE. Comparison of an instructional management system with a traditional teacher/learner mode. [Internet] [Doctoral dissertation]. Oregon State University; 1975. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1957/44233.
Council of Science Editors:
Anderson JE. Comparison of an instructional management system with a traditional teacher/learner mode. [Doctoral Dissertation]. Oregon State University; 1975. Available from: http://hdl.handle.net/1957/44233
Oregon State University
24. Ross, William Charles. Comparison of teacher performance under three conditions of training in classroom interaction.
Degree: EdD, Education, 1972, Oregon State University
URL: http://hdl.handle.net/1957/45418
Subjects/Keywords: Teaching
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Ross, W. C. (1972). Comparison of teacher performance under three conditions of training in classroom interaction. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/45418
Chicago Manual of Style (16th Edition):
Ross, William Charles. “Comparison of teacher performance under three conditions of training in classroom interaction.” 1972. Doctoral Dissertation, Oregon State University. Accessed February 27, 2021. http://hdl.handle.net/1957/45418.
MLA Handbook (7th Edition):
Ross, William Charles. “Comparison of teacher performance under three conditions of training in classroom interaction.” 1972. Web. 27 Feb 2021.
Vancouver:
Ross WC. Comparison of teacher performance under three conditions of training in classroom interaction. [Internet] [Doctoral dissertation]. Oregon State University; 1972. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1957/45418.
Council of Science Editors:
Ross WC. Comparison of teacher performance under three conditions of training in classroom interaction. [Doctoral Dissertation]. Oregon State University; 1972. Available from: http://hdl.handle.net/1957/45418
Oregon State University
25. McLean, Clifford Charles. The practice of making lesson assignments in the high schools of Oregon.
Degree: MS, Education, 1932, Oregon State University
URL: http://hdl.handle.net/1957/51913
Subjects/Keywords: Teaching
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
McLean, C. C. (1932). The practice of making lesson assignments in the high schools of Oregon. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/51913
Chicago Manual of Style (16th Edition):
McLean, Clifford Charles. “The practice of making lesson assignments in the high schools of Oregon.” 1932. Masters Thesis, Oregon State University. Accessed February 27, 2021. http://hdl.handle.net/1957/51913.
MLA Handbook (7th Edition):
McLean, Clifford Charles. “The practice of making lesson assignments in the high schools of Oregon.” 1932. Web. 27 Feb 2021.
Vancouver:
McLean CC. The practice of making lesson assignments in the high schools of Oregon. [Internet] [Masters thesis]. Oregon State University; 1932. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1957/51913.
Council of Science Editors:
McLean CC. The practice of making lesson assignments in the high schools of Oregon. [Masters Thesis]. Oregon State University; 1932. Available from: http://hdl.handle.net/1957/51913
University of Debrecen
26. Granoviter, Jázmin Eszter. Difficulties in Teaching Reading in Language 2 .
Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen
URL: http://hdl.handle.net/2437/159237
Subjects/Keywords: teaching; reading
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Granoviter, J. E. (2013). Difficulties in Teaching Reading in Language 2 . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/159237
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):
Granoviter, Jázmin Eszter. “Difficulties in Teaching Reading in Language 2 .” 2013. Thesis, University of Debrecen. Accessed February 27, 2021. http://hdl.handle.net/2437/159237.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Granoviter, Jázmin Eszter. “Difficulties in Teaching Reading in Language 2 .” 2013. Web. 27 Feb 2021.
Vancouver:
Granoviter JE. Difficulties in Teaching Reading in Language 2 . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2437/159237.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Granoviter JE. Difficulties in Teaching Reading in Language 2 . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/159237
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Debrecen
27. Kondás, Lilla. Nonverbal Communication and the Teaching Process .
Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen
URL: http://hdl.handle.net/2437/171595
Subjects/Keywords: communication; teaching
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Kondás, L. (2013). Nonverbal Communication and the Teaching Process . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/171595
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):
Kondás, Lilla. “Nonverbal Communication and the Teaching Process .” 2013. Thesis, University of Debrecen. Accessed February 27, 2021. http://hdl.handle.net/2437/171595.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Kondás, Lilla. “Nonverbal Communication and the Teaching Process .” 2013. Web. 27 Feb 2021.
Vancouver:
Kondás L. Nonverbal Communication and the Teaching Process . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2437/171595.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Kondás L. Nonverbal Communication and the Teaching Process . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/171595
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
28. Wong, William. The efficacy of improving fundamental learning and its subsequent effects on recall, application and retention.
Degree: Department of Educational Psychology and Leadership Studies, 2017, University of Victoria
URL: https://dspace.library.uvic.ca//handle/1828/8807
Subjects/Keywords: Learning; Teaching
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Wong, W. (2017). The efficacy of improving fundamental learning and its subsequent effects on recall, application and retention. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/8807
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):
Wong, William. “The efficacy of improving fundamental learning and its subsequent effects on recall, application and retention.” 2017. Thesis, University of Victoria. Accessed February 27, 2021. https://dspace.library.uvic.ca//handle/1828/8807.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Wong, William. “The efficacy of improving fundamental learning and its subsequent effects on recall, application and retention.” 2017. Web. 27 Feb 2021.
Vancouver:
Wong W. The efficacy of improving fundamental learning and its subsequent effects on recall, application and retention. [Internet] [Thesis]. University of Victoria; 2017. [cited 2021 Feb 27]. Available from: https://dspace.library.uvic.ca//handle/1828/8807.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Wong W. The efficacy of improving fundamental learning and its subsequent effects on recall, application and retention. [Thesis]. University of Victoria; 2017. Available from: https://dspace.library.uvic.ca//handle/1828/8807
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Cape Town
29. Aronstam, Shelley. Parents' roles and perceptions of early literacy development in well-resourced environments.
Degree: Image, School of Education, 2005, University of Cape Town
URL: http://hdl.handle.net/11427/9033
Subjects/Keywords: Teaching
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Aronstam, S. (2005). Parents' roles and perceptions of early literacy development in well-resourced environments. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/9033
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):
Aronstam, Shelley. “Parents' roles and perceptions of early literacy development in well-resourced environments.” 2005. Thesis, University of Cape Town. Accessed February 27, 2021. http://hdl.handle.net/11427/9033.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Aronstam, Shelley. “Parents' roles and perceptions of early literacy development in well-resourced environments.” 2005. Web. 27 Feb 2021.
Vancouver:
Aronstam S. Parents' roles and perceptions of early literacy development in well-resourced environments. [Internet] [Thesis]. University of Cape Town; 2005. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/11427/9033.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Aronstam S. Parents' roles and perceptions of early literacy development in well-resourced environments. [Thesis]. University of Cape Town; 2005. Available from: http://hdl.handle.net/11427/9033
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Cape Town
30. Lebethe, Agatha L. Journeying into the space of possibility.
Degree: Image, School of Education, 2004, University of Cape Town
URL: http://hdl.handle.net/11427/8011
Subjects/Keywords: Teaching
Record Details
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APA (6th Edition):
Lebethe, A. L. (2004). Journeying into the space of possibility. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/8011
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):
Lebethe, Agatha L. “Journeying into the space of possibility.” 2004. Thesis, University of Cape Town. Accessed February 27, 2021. http://hdl.handle.net/11427/8011.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lebethe, Agatha L. “Journeying into the space of possibility.” 2004. Web. 27 Feb 2021.
Vancouver:
Lebethe AL. Journeying into the space of possibility. [Internet] [Thesis]. University of Cape Town; 2004. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/11427/8011.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lebethe AL. Journeying into the space of possibility. [Thesis]. University of Cape Town; 2004. Available from: http://hdl.handle.net/11427/8011
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation