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You searched for subject:(Teaching content). Showing records 1 – 30 of 374 total matches.

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Central Connecticut State University

1. Magalhães, Jessica R., 1991-. Students' Developmental Capabilities : A Study of Students' Competences of Volume Concepts in Grade 5.

Degree: Department of Mathematical Sciences, 2017, Central Connecticut State University

Throughout United States history, the federal government has taken an interest in the American public school system. Because of the competitiveness of high-quality education, forty-two… (more)

Subjects/Keywords: Volume (Cubic content) – Study and teaching (Elementary)

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APA (6th Edition):

Magalhães, Jessica R., 1. (2017). Students' Developmental Capabilities : A Study of Students' Competences of Volume Concepts in Grade 5. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2398

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):

Magalhães, Jessica R., 1991-. “Students' Developmental Capabilities : A Study of Students' Competences of Volume Concepts in Grade 5.” 2017. Thesis, Central Connecticut State University. Accessed July 10, 2020. http://content.library.ccsu.edu/u?/ccsutheses,2398.

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

MLA Handbook (7th Edition):

Magalhães, Jessica R., 1991-. “Students' Developmental Capabilities : A Study of Students' Competences of Volume Concepts in Grade 5.” 2017. Web. 10 Jul 2020.

Vancouver:

Magalhães, Jessica R. 1. Students' Developmental Capabilities : A Study of Students' Competences of Volume Concepts in Grade 5. [Internet] [Thesis]. Central Connecticut State University; 2017. [cited 2020 Jul 10]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2398.

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

Council of Science Editors:

Magalhães, Jessica R. 1. Students' Developmental Capabilities : A Study of Students' Competences of Volume Concepts in Grade 5. [Thesis]. Central Connecticut State University; 2017. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2398

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


University of Sydney

2. Vu, Ngoc Minh. Teaching pragmatics in English as a Foreign Language at a Vietnamese university: Teachers' perceptions, curricular content, and classroom practices .

Degree: 2017, University of Sydney

 Pragmatic competence is an essential component in communicative competence (Bachman & Palmer, 2010; Canale, 1983). Therefore, teaching pragmatic knowledge plays an important role in a… (more)

Subjects/Keywords: teachers' perceptions; teaching pragmatics; curricular content

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APA (6th Edition):

Vu, N. M. (2017). Teaching pragmatics in English as a Foreign Language at a Vietnamese university: Teachers' perceptions, curricular content, and classroom practices . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/16157

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):

Vu, Ngoc Minh. “Teaching pragmatics in English as a Foreign Language at a Vietnamese university: Teachers' perceptions, curricular content, and classroom practices .” 2017. Thesis, University of Sydney. Accessed July 10, 2020. http://hdl.handle.net/2123/16157.

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

MLA Handbook (7th Edition):

Vu, Ngoc Minh. “Teaching pragmatics in English as a Foreign Language at a Vietnamese university: Teachers' perceptions, curricular content, and classroom practices .” 2017. Web. 10 Jul 2020.

Vancouver:

Vu NM. Teaching pragmatics in English as a Foreign Language at a Vietnamese university: Teachers' perceptions, curricular content, and classroom practices . [Internet] [Thesis]. University of Sydney; 2017. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/2123/16157.

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

Council of Science Editors:

Vu NM. Teaching pragmatics in English as a Foreign Language at a Vietnamese university: Teachers' perceptions, curricular content, and classroom practices . [Thesis]. University of Sydney; 2017. Available from: http://hdl.handle.net/2123/16157

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


Kristianstad University

3. Guo, Yi. Communicative Learning in Teaching Materials : A Study of Speaking Tasksin Contemporary Grade-8 EnglishTextbooks in China and Sweden.

Degree: Education and Environment, 2011, Kristianstad University

  Currently, Communicative Language Teaching has been popular around the world andhas a profound effect on second language acquisition since the 1970s. ForCommunicative Language Teaching(more)

Subjects/Keywords: speaking tasks; content analysis; Communicative Language Teaching

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APA (6th Edition):

Guo, Y. (2011). Communicative Learning in Teaching Materials : A Study of Speaking Tasksin Contemporary Grade-8 EnglishTextbooks in China and Sweden. (Thesis). Kristianstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8746

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):

Guo, Yi. “Communicative Learning in Teaching Materials : A Study of Speaking Tasksin Contemporary Grade-8 EnglishTextbooks in China and Sweden.” 2011. Thesis, Kristianstad University. Accessed July 10, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8746.

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

MLA Handbook (7th Edition):

Guo, Yi. “Communicative Learning in Teaching Materials : A Study of Speaking Tasksin Contemporary Grade-8 EnglishTextbooks in China and Sweden.” 2011. Web. 10 Jul 2020.

Vancouver:

Guo Y. Communicative Learning in Teaching Materials : A Study of Speaking Tasksin Contemporary Grade-8 EnglishTextbooks in China and Sweden. [Internet] [Thesis]. Kristianstad University; 2011. [cited 2020 Jul 10]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8746.

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

Council of Science Editors:

Guo Y. Communicative Learning in Teaching Materials : A Study of Speaking Tasksin Contemporary Grade-8 EnglishTextbooks in China and Sweden. [Thesis]. Kristianstad University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8746

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


California State University – Sacramento

4. Ekstrom-Valenzuela, Linda Kay. Recommended list of trade books to read aloud to teach first grade California science standards.

Degree: MA, Education (Language and Literacy, 2011, California State University – Sacramento

 While a large number of students entering fourth grade have the reading skills to decode the grade level textbooks, many lack sufficient subject matter knowledge… (more)

Subjects/Keywords: Teaching Informational Text Primary Content Area Instruction

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APA (6th Edition):

Ekstrom-Valenzuela, L. K. (2011). Recommended list of trade books to read aloud to teach first grade California science standards. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/863

Chicago Manual of Style (16th Edition):

Ekstrom-Valenzuela, Linda Kay. “Recommended list of trade books to read aloud to teach first grade California science standards.” 2011. Masters Thesis, California State University – Sacramento. Accessed July 10, 2020. http://hdl.handle.net/10211.9/863.

MLA Handbook (7th Edition):

Ekstrom-Valenzuela, Linda Kay. “Recommended list of trade books to read aloud to teach first grade California science standards.” 2011. Web. 10 Jul 2020.

Vancouver:

Ekstrom-Valenzuela LK. Recommended list of trade books to read aloud to teach first grade California science standards. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10211.9/863.

Council of Science Editors:

Ekstrom-Valenzuela LK. Recommended list of trade books to read aloud to teach first grade California science standards. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/863


Texas Tech University

5. -8960-1018. Explorations of impacts of a teacher preparation program and diverse classroom contexts on elementary math teachers' knowledge and practice.

Degree: PhD, Curriculum and Instruction, 2016, Texas Tech University

 This qualitative comparative case study examined the interactive influences of the university teacher preparation program and the cultural context of student diversity in the classroom… (more)

Subjects/Keywords: mathematical content knowledge; procedural-based teaching; conceptual-based teaching; culturally responsive teaching

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APA (6th Edition):

-8960-1018. (2016). Explorations of impacts of a teacher preparation program and diverse classroom contexts on elementary math teachers' knowledge and practice. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/72333

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

Chicago Manual of Style (16th Edition):

-8960-1018. “Explorations of impacts of a teacher preparation program and diverse classroom contexts on elementary math teachers' knowledge and practice.” 2016. Doctoral Dissertation, Texas Tech University. Accessed July 10, 2020. http://hdl.handle.net/2346/72333.

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

MLA Handbook (7th Edition):

-8960-1018. “Explorations of impacts of a teacher preparation program and diverse classroom contexts on elementary math teachers' knowledge and practice.” 2016. Web. 10 Jul 2020.

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

Vancouver:

-8960-1018. Explorations of impacts of a teacher preparation program and diverse classroom contexts on elementary math teachers' knowledge and practice. [Internet] [Doctoral dissertation]. Texas Tech University; 2016. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/2346/72333.

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

Council of Science Editors:

-8960-1018. Explorations of impacts of a teacher preparation program and diverse classroom contexts on elementary math teachers' knowledge and practice. [Doctoral Dissertation]. Texas Tech University; 2016. Available from: http://hdl.handle.net/2346/72333

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


Texas A&M University

6. Piccolo, Diana Lynne. Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development.

Degree: 2009, Texas A&M University

 In the Teaching Principle (National Council of Teachers of Mathematics [NCTM], 2000), it explained that development and utilization of pedagogical content knowledge required teachers to… (more)

Subjects/Keywords: Mathematics Education; Pre-service Teachers; Pedagogical Content Knowledge; Content Knowledge for Teaching Mathematics; Mentoring Support

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APA (6th Edition):

Piccolo, D. L. (2009). Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2708

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):

Piccolo, Diana Lynne. “Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development.” 2009. Thesis, Texas A&M University. Accessed July 10, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2708.

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

MLA Handbook (7th Edition):

Piccolo, Diana Lynne. “Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development.” 2009. Web. 10 Jul 2020.

Vancouver:

Piccolo DL. Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2708.

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

Council of Science Editors:

Piccolo DL. Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2708

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


University of Pretoria

7. Mazibe, Ernest Nkosingiphile. Teaching graphs of motion : translating pedagogical content knowledge into practice.

Degree: MEd, Science, Mathematics and Technology Education, 2017, University of Pretoria

 This study investigated the comparison between captured and revealed Pedagogical Content Knowledge (PCK) about graphs of motion. The aim of the study was to explore… (more)

Subjects/Keywords: Topic Specific Pedagogical Content Knowledge; Content Representations; Graphs of motion; Teaching strategies; UCTD

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APA (6th Edition):

Mazibe, E. (2017). Teaching graphs of motion : translating pedagogical content knowledge into practice. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/62885

Chicago Manual of Style (16th Edition):

Mazibe, Ernest. “Teaching graphs of motion : translating pedagogical content knowledge into practice.” 2017. Masters Thesis, University of Pretoria. Accessed July 10, 2020. http://hdl.handle.net/2263/62885.

MLA Handbook (7th Edition):

Mazibe, Ernest. “Teaching graphs of motion : translating pedagogical content knowledge into practice.” 2017. Web. 10 Jul 2020.

Vancouver:

Mazibe E. Teaching graphs of motion : translating pedagogical content knowledge into practice. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/2263/62885.

Council of Science Editors:

Mazibe E. Teaching graphs of motion : translating pedagogical content knowledge into practice. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/62885


Boston College

8. Reeves, Todd. Does Content Knowledge Matter for New Teachers?.

Degree: PhD, Educational Research, Measurement, and Evaluation, 2013, Boston College

 There is considerable evidence that new teachers are ill prepared for classroom practice, including self-reported evidence collected from teachers (e.g., Levine, 2006), and statistical evidence… (more)

Subjects/Keywords: content knowledge; pedagogical content knowledge; propensity score analysis; quantitative research; secondary analysis; teaching experience

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APA (6th Edition):

Reeves, T. (2013). Does Content Knowledge Matter for New Teachers?. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101431

Chicago Manual of Style (16th Edition):

Reeves, Todd. “Does Content Knowledge Matter for New Teachers?.” 2013. Doctoral Dissertation, Boston College. Accessed July 10, 2020. http://dlib.bc.edu/islandora/object/bc-ir:101431.

MLA Handbook (7th Edition):

Reeves, Todd. “Does Content Knowledge Matter for New Teachers?.” 2013. Web. 10 Jul 2020.

Vancouver:

Reeves T. Does Content Knowledge Matter for New Teachers?. [Internet] [Doctoral dissertation]. Boston College; 2013. [cited 2020 Jul 10]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101431.

Council of Science Editors:

Reeves T. Does Content Knowledge Matter for New Teachers?. [Doctoral Dissertation]. Boston College; 2013. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101431


University of Arizona

9. Argueta, Arthur. Preservice Agriculture Teachers Development of Knowledge of Content and Students During Their Student Teaching Experience .

Degree: 2018, University of Arizona

 The central research question that guided this study was: how does PCK develop in the area of KCS within the unit of plant growth and… (more)

Subjects/Keywords: Knowledge of Content and Students; Pedagogical Content Knowledge; Preservice Agriculture Teachers; Student Teaching

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APA (6th Edition):

Argueta, A. (2018). Preservice Agriculture Teachers Development of Knowledge of Content and Students During Their Student Teaching Experience . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/628089

Chicago Manual of Style (16th Edition):

Argueta, Arthur. “Preservice Agriculture Teachers Development of Knowledge of Content and Students During Their Student Teaching Experience .” 2018. Masters Thesis, University of Arizona. Accessed July 10, 2020. http://hdl.handle.net/10150/628089.

MLA Handbook (7th Edition):

Argueta, Arthur. “Preservice Agriculture Teachers Development of Knowledge of Content and Students During Their Student Teaching Experience .” 2018. Web. 10 Jul 2020.

Vancouver:

Argueta A. Preservice Agriculture Teachers Development of Knowledge of Content and Students During Their Student Teaching Experience . [Internet] [Masters thesis]. University of Arizona; 2018. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10150/628089.

Council of Science Editors:

Argueta A. Preservice Agriculture Teachers Development of Knowledge of Content and Students During Their Student Teaching Experience . [Masters Thesis]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/628089


University of Kentucky

10. Roland, Barbara A. TEACHING CORE CONTENT VOCABULARY WITH AND WITHOUT PICTURES TO STUDENTS WITH MODERATE AND SEVERE DISABILITIES.

Degree: 2014, University of Kentucky

 This study provided an examination of a comparison of the acquisition of skills between two different instructional conditions in teaching reading of vocabulary to high… (more)

Subjects/Keywords: Teaching Core content Vocabulary; Intellectual Disabilities; Skill acquisition; Special Education and Teaching

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APA (6th Edition):

Roland, B. A. (2014). TEACHING CORE CONTENT VOCABULARY WITH AND WITHOUT PICTURES TO STUDENTS WITH MODERATE AND SEVERE DISABILITIES. (Masters Thesis). University of Kentucky. Retrieved from http://uknowledge.uky.edu/edsrc_etds/12

Chicago Manual of Style (16th Edition):

Roland, Barbara A. “TEACHING CORE CONTENT VOCABULARY WITH AND WITHOUT PICTURES TO STUDENTS WITH MODERATE AND SEVERE DISABILITIES.” 2014. Masters Thesis, University of Kentucky. Accessed July 10, 2020. http://uknowledge.uky.edu/edsrc_etds/12.

MLA Handbook (7th Edition):

Roland, Barbara A. “TEACHING CORE CONTENT VOCABULARY WITH AND WITHOUT PICTURES TO STUDENTS WITH MODERATE AND SEVERE DISABILITIES.” 2014. Web. 10 Jul 2020.

Vancouver:

Roland BA. TEACHING CORE CONTENT VOCABULARY WITH AND WITHOUT PICTURES TO STUDENTS WITH MODERATE AND SEVERE DISABILITIES. [Internet] [Masters thesis]. University of Kentucky; 2014. [cited 2020 Jul 10]. Available from: http://uknowledge.uky.edu/edsrc_etds/12.

Council of Science Editors:

Roland BA. TEACHING CORE CONTENT VOCABULARY WITH AND WITHOUT PICTURES TO STUDENTS WITH MODERATE AND SEVERE DISABILITIES. [Masters Thesis]. University of Kentucky; 2014. Available from: http://uknowledge.uky.edu/edsrc_etds/12


University of Helsinki

11. Saares, Taru. More interaction and high quality content : Descriptions of university teachers and academic developers on international teaching: Enemmän vuorovaikutusta ja laadukasta sisältöä : Opettajien ja opetuksen kehittäjien kuvauksia kansainvälisestä opetuksesta.

Degree: Institute of Behavioural Sciences; Helsingfors universitet, Beteendevetenskapliga fakulteten, Institutionen för beteendevetenskaper, 2016, University of Helsinki

 Tämän pro gradu tutkielman tarkoituksena oli tutkia käytännön toimijoiden (practitioners) käsityksiä opetuksen kansainvälistymisestä. Tavoitteena oli erityisesti tunnistaa ja selvittää, minkälaisia teemoja käytännön toimijoiden kuvauksista kansainvälisestä… (more)

Subjects/Keywords: international teaching; teaching; globalization; international content; international interaction; universities' internationalization; Education; Kasvatustiede; Pedagogik

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APA (6th Edition):

Saares, T. (2016). More interaction and high quality content : Descriptions of university teachers and academic developers on international teaching: Enemmän vuorovaikutusta ja laadukasta sisältöä : Opettajien ja opetuksen kehittäjien kuvauksia kansainvälisestä opetuksesta. (Masters Thesis). University of Helsinki. Retrieved from http://hdl.handle.net/10138/168189

Chicago Manual of Style (16th Edition):

Saares, Taru. “More interaction and high quality content : Descriptions of university teachers and academic developers on international teaching: Enemmän vuorovaikutusta ja laadukasta sisältöä : Opettajien ja opetuksen kehittäjien kuvauksia kansainvälisestä opetuksesta.” 2016. Masters Thesis, University of Helsinki. Accessed July 10, 2020. http://hdl.handle.net/10138/168189.

MLA Handbook (7th Edition):

Saares, Taru. “More interaction and high quality content : Descriptions of university teachers and academic developers on international teaching: Enemmän vuorovaikutusta ja laadukasta sisältöä : Opettajien ja opetuksen kehittäjien kuvauksia kansainvälisestä opetuksesta.” 2016. Web. 10 Jul 2020.

Vancouver:

Saares T. More interaction and high quality content : Descriptions of university teachers and academic developers on international teaching: Enemmän vuorovaikutusta ja laadukasta sisältöä : Opettajien ja opetuksen kehittäjien kuvauksia kansainvälisestä opetuksesta. [Internet] [Masters thesis]. University of Helsinki; 2016. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10138/168189.

Council of Science Editors:

Saares T. More interaction and high quality content : Descriptions of university teachers and academic developers on international teaching: Enemmän vuorovaikutusta ja laadukasta sisältöä : Opettajien ja opetuksen kehittäjien kuvauksia kansainvälisestä opetuksesta. [Masters Thesis]. University of Helsinki; 2016. Available from: http://hdl.handle.net/10138/168189


Ohio University

12. Rader-Brown, Lucy M. To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?.

Degree: Doctor of Education (EdD), Educational Administration (Education), 2010, Ohio University

  Using responses from a survey of elementary teachers from the state of Ohio, this study analyzed the influences of teachers' professional training (both pre-service… (more)

Subjects/Keywords: Teaching; Instructional Strategies; English Language Learners; Content Area Teachers

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APA (6th Edition):

Rader-Brown, L. M. (2010). To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285890246

Chicago Manual of Style (16th Edition):

Rader-Brown, Lucy M. “To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?.” 2010. Doctoral Dissertation, Ohio University. Accessed July 10, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285890246.

MLA Handbook (7th Edition):

Rader-Brown, Lucy M. “To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?.” 2010. Web. 10 Jul 2020.

Vancouver:

Rader-Brown LM. To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?. [Internet] [Doctoral dissertation]. Ohio University; 2010. [cited 2020 Jul 10]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285890246.

Council of Science Editors:

Rader-Brown LM. To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?. [Doctoral Dissertation]. Ohio University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285890246


University of Utah

13. Souza, Vitor Marconi de. Action research: perceptions of content-based instruction in an English as a foreign language setting.

Degree: MA, Humanities, 2014, University of Utah

Content-based instruction (CBI) aims to develop students’ content and language knowledge as well as their ability to use learning strategies to become autonomous learners. It… (more)

Subjects/Keywords: Content-based instruction; Culture; EFL; Perceptions; Teaching; Vocabulary

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APA (6th Edition):

Souza, V. M. d. (2014). Action research: perceptions of content-based instruction in an English as a foreign language setting. (Masters Thesis). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3310/rec/133

Chicago Manual of Style (16th Edition):

Souza, Vitor Marconi de. “Action research: perceptions of content-based instruction in an English as a foreign language setting.” 2014. Masters Thesis, University of Utah. Accessed July 10, 2020. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3310/rec/133.

MLA Handbook (7th Edition):

Souza, Vitor Marconi de. “Action research: perceptions of content-based instruction in an English as a foreign language setting.” 2014. Web. 10 Jul 2020.

Vancouver:

Souza VMd. Action research: perceptions of content-based instruction in an English as a foreign language setting. [Internet] [Masters thesis]. University of Utah; 2014. [cited 2020 Jul 10]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3310/rec/133.

Council of Science Editors:

Souza VMd. Action research: perceptions of content-based instruction in an English as a foreign language setting. [Masters Thesis]. University of Utah; 2014. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3310/rec/133

14. Deshpande, Rajshri Umesh. Effect of training for enriching teachers padagogical content knowledge on teaching performance of teacher trainees A Study;.

Degree: 2015, Shivaji University

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t16738 / 890

Advisors/Committee Members: Sapre, N. R..

Subjects/Keywords: Education; Padagogical content; Performance Teaching

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

APA (6th Edition):

Deshpande, R. U. (2015). Effect of training for enriching teachers padagogical content knowledge on teaching performance of teacher trainees A Study;. (Thesis). Shivaji University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/44977

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):

Deshpande, Rajshri Umesh. “Effect of training for enriching teachers padagogical content knowledge on teaching performance of teacher trainees A Study;.” 2015. Thesis, Shivaji University. Accessed July 10, 2020. http://shodhganga.inflibnet.ac.in/handle/10603/44977.

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

MLA Handbook (7th Edition):

Deshpande, Rajshri Umesh. “Effect of training for enriching teachers padagogical content knowledge on teaching performance of teacher trainees A Study;.” 2015. Web. 10 Jul 2020.

Vancouver:

Deshpande RU. Effect of training for enriching teachers padagogical content knowledge on teaching performance of teacher trainees A Study;. [Internet] [Thesis]. Shivaji University; 2015. [cited 2020 Jul 10]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/44977.

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

Council of Science Editors:

Deshpande RU. Effect of training for enriching teachers padagogical content knowledge on teaching performance of teacher trainees A Study;. [Thesis]. Shivaji University; 2015. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/44977

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


Temple University

15. Flynn, Natalie P. H. The transformation of science and mathematics content knowledge into teaching content by university faculty.

Degree: PhD, 2015, Temple University

Educational Psychology

University science and mathematics education today is no longer solely focused on training the small fraction of students who will become tomorrow's science… (more)

Subjects/Keywords: Education; Science education;

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APA (6th Edition):

Flynn, N. P. H. (2015). The transformation of science and mathematics content knowledge into teaching content by university faculty. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,314629

Chicago Manual of Style (16th Edition):

Flynn, Natalie P H. “The transformation of science and mathematics content knowledge into teaching content by university faculty.” 2015. Doctoral Dissertation, Temple University. Accessed July 10, 2020. http://digital.library.temple.edu/u?/p245801coll10,314629.

MLA Handbook (7th Edition):

Flynn, Natalie P H. “The transformation of science and mathematics content knowledge into teaching content by university faculty.” 2015. Web. 10 Jul 2020.

Vancouver:

Flynn NPH. The transformation of science and mathematics content knowledge into teaching content by university faculty. [Internet] [Doctoral dissertation]. Temple University; 2015. [cited 2020 Jul 10]. Available from: http://digital.library.temple.edu/u?/p245801coll10,314629.

Council of Science Editors:

Flynn NPH. The transformation of science and mathematics content knowledge into teaching content by university faculty. [Doctoral Dissertation]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,314629


University of Tasmania

16. Walker, CT. Investigating the pedagogical content knowledge of outdoor education teachers.

Degree: 2016, University of Tasmania

 Pedagogical content knowledge (PCK) is understood in contemporary literature as an essential component of the knowledge base required to deliver meaningful lessons and effective teaching.… (more)

Subjects/Keywords: pedagogical content knowledge; outdoor education; quality teaching and learning

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APA (6th Edition):

Walker, C. (2016). Investigating the pedagogical content knowledge of outdoor education teachers. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/23538/1/Walker_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):

Walker, CT. “Investigating the pedagogical content knowledge of outdoor education teachers.” 2016. Thesis, University of Tasmania. Accessed July 10, 2020. https://eprints.utas.edu.au/23538/1/Walker_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):

Walker, CT. “Investigating the pedagogical content knowledge of outdoor education teachers.” 2016. Web. 10 Jul 2020.

Vancouver:

Walker C. Investigating the pedagogical content knowledge of outdoor education teachers. [Internet] [Thesis]. University of Tasmania; 2016. [cited 2020 Jul 10]. Available from: https://eprints.utas.edu.au/23538/1/Walker_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:

Walker C. Investigating the pedagogical content knowledge of outdoor education teachers. [Thesis]. University of Tasmania; 2016. Available from: https://eprints.utas.edu.au/23538/1/Walker_whole_thesis.pdf

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


University of Louisville

17. Buecker, Harrie Lynne, 1952-. Quality teaching in addressing student achievement : a comparative study between national board certified teachers and other teachers on the Kentucky Core Content Test results.

Degree: PhD, Department of Teaching and Learning, 2010, University of Louisville

 This dissertation focused on the link between quality teaching and its potential impact on student achievement. National Board Certification is used to represent quality teaching(more)

Subjects/Keywords: National Board Certification; Quality teaching; Kentucky Core Content Test

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APA (6th Edition):

Buecker, Harrie Lynne, 1. (2010). Quality teaching in addressing student achievement : a comparative study between national board certified teachers and other teachers on the Kentucky Core Content Test results. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/176 ; https://ir.library.louisville.edu/etd/176

Chicago Manual of Style (16th Edition):

Buecker, Harrie Lynne, 1952-. “Quality teaching in addressing student achievement : a comparative study between national board certified teachers and other teachers on the Kentucky Core Content Test results.” 2010. Doctoral Dissertation, University of Louisville. Accessed July 10, 2020. 10.18297/etd/176 ; https://ir.library.louisville.edu/etd/176.

MLA Handbook (7th Edition):

Buecker, Harrie Lynne, 1952-. “Quality teaching in addressing student achievement : a comparative study between national board certified teachers and other teachers on the Kentucky Core Content Test results.” 2010. Web. 10 Jul 2020.

Vancouver:

Buecker, Harrie Lynne 1. Quality teaching in addressing student achievement : a comparative study between national board certified teachers and other teachers on the Kentucky Core Content Test results. [Internet] [Doctoral dissertation]. University of Louisville; 2010. [cited 2020 Jul 10]. Available from: 10.18297/etd/176 ; https://ir.library.louisville.edu/etd/176.

Council of Science Editors:

Buecker, Harrie Lynne 1. Quality teaching in addressing student achievement : a comparative study between national board certified teachers and other teachers on the Kentucky Core Content Test results. [Doctoral Dissertation]. University of Louisville; 2010. Available from: 10.18297/etd/176 ; https://ir.library.louisville.edu/etd/176

18. Tasić Ivan. AKTUELIZACIJA I RACIONALIZACIJA NASTAVNIH SADRŽAJA TEHNIČKOG OBRAZOVANJA SAASPEKTA NOVIH TEHNIKA I TEHNOLOGIJA.

Degree: 2008, University of Novi Sad

Na osnovu postojećih iskustava u razvijenim obrazovno-prosvetnim centrima disertacija ima za cilj izgradnju optimalnog modela sadržaja nastave tehničkog obrazovanja koji će omogućiti aktuelizaciju programa… (more)

Subjects/Keywords: Aktuelizacija, racionalizacija, nastavni sadržaji; Actuelisation, rationalisation, teaching content

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APA (6th Edition):

Ivan, T. (2008). AKTUELIZACIJA I RACIONALIZACIJA NASTAVNIH SADRŽAJA TEHNIČKOG OBRAZOVANJA SAASPEKTA NOVIH TEHNIKA I TEHNOLOGIJA. (Thesis). University of Novi Sad. Retrieved from http://www.cris.uns.ac.rs/DownloadFileServlet/DisertacijaDoktorat.pdf?controlNumber=(BISIS)71250&fileName=Doktorat.pdf&id=690&source=OATD&language=en ; http://www.cris.uns.ac.rs/record.jsf?recordId=71250&source=OATD&language=en ; http://dx.doi.org/10.2298/NS20080708TASIC ; http://vbs.rs/scripts/cobiss?command=SEARCH&base=99999&select=ID=239843847

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):

Ivan, Tasić. “AKTUELIZACIJA I RACIONALIZACIJA NASTAVNIH SADRŽAJA TEHNIČKOG OBRAZOVANJA SAASPEKTA NOVIH TEHNIKA I TEHNOLOGIJA.” 2008. Thesis, University of Novi Sad. Accessed July 10, 2020. http://www.cris.uns.ac.rs/DownloadFileServlet/DisertacijaDoktorat.pdf?controlNumber=(BISIS)71250&fileName=Doktorat.pdf&id=690&source=OATD&language=en ; http://www.cris.uns.ac.rs/record.jsf?recordId=71250&source=OATD&language=en ; http://dx.doi.org/10.2298/NS20080708TASIC ; http://vbs.rs/scripts/cobiss?command=SEARCH&base=99999&select=ID=239843847.

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

MLA Handbook (7th Edition):

Ivan, Tasić. “AKTUELIZACIJA I RACIONALIZACIJA NASTAVNIH SADRŽAJA TEHNIČKOG OBRAZOVANJA SAASPEKTA NOVIH TEHNIKA I TEHNOLOGIJA.” 2008. Web. 10 Jul 2020.

Vancouver:

Ivan T. AKTUELIZACIJA I RACIONALIZACIJA NASTAVNIH SADRŽAJA TEHNIČKOG OBRAZOVANJA SAASPEKTA NOVIH TEHNIKA I TEHNOLOGIJA. [Internet] [Thesis]. University of Novi Sad; 2008. [cited 2020 Jul 10]. Available from: http://www.cris.uns.ac.rs/DownloadFileServlet/DisertacijaDoktorat.pdf?controlNumber=(BISIS)71250&fileName=Doktorat.pdf&id=690&source=OATD&language=en ; http://www.cris.uns.ac.rs/record.jsf?recordId=71250&source=OATD&language=en ; http://dx.doi.org/10.2298/NS20080708TASIC ; http://vbs.rs/scripts/cobiss?command=SEARCH&base=99999&select=ID=239843847.

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

Council of Science Editors:

Ivan T. AKTUELIZACIJA I RACIONALIZACIJA NASTAVNIH SADRŽAJA TEHNIČKOG OBRAZOVANJA SAASPEKTA NOVIH TEHNIKA I TEHNOLOGIJA. [Thesis]. University of Novi Sad; 2008. Available from: http://www.cris.uns.ac.rs/DownloadFileServlet/DisertacijaDoktorat.pdf?controlNumber=(BISIS)71250&fileName=Doktorat.pdf&id=690&source=OATD&language=en ; http://www.cris.uns.ac.rs/record.jsf?recordId=71250&source=OATD&language=en ; http://dx.doi.org/10.2298/NS20080708TASIC ; http://vbs.rs/scripts/cobiss?command=SEARCH&base=99999&select=ID=239843847

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


Nelson Mandela Metropolitan University

19. Thorne, Rochelle. Content and language integrated learning (CLIL) as a language support strategy in a grade 8 natural sciences classroom.

Degree: MEd, Faculty of Education, 2013, Nelson Mandela Metropolitan University

Content and Language Integrated Learning (CLIL) is an innovative educational approach in which an additional language is used for the learning and teaching of both… (more)

Subjects/Keywords: Language arts  – Correlation with content subjects; Science  – Study and teaching (Secondary)

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APA (6th Edition):

Thorne, R. (2013). Content and language integrated learning (CLIL) as a language support strategy in a grade 8 natural sciences classroom. (Masters Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1020903

Chicago Manual of Style (16th Edition):

Thorne, Rochelle. “Content and language integrated learning (CLIL) as a language support strategy in a grade 8 natural sciences classroom.” 2013. Masters Thesis, Nelson Mandela Metropolitan University. Accessed July 10, 2020. http://hdl.handle.net/10948/d1020903.

MLA Handbook (7th Edition):

Thorne, Rochelle. “Content and language integrated learning (CLIL) as a language support strategy in a grade 8 natural sciences classroom.” 2013. Web. 10 Jul 2020.

Vancouver:

Thorne R. Content and language integrated learning (CLIL) as a language support strategy in a grade 8 natural sciences classroom. [Internet] [Masters thesis]. Nelson Mandela Metropolitan University; 2013. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10948/d1020903.

Council of Science Editors:

Thorne R. Content and language integrated learning (CLIL) as a language support strategy in a grade 8 natural sciences classroom. [Masters Thesis]. Nelson Mandela Metropolitan University; 2013. Available from: http://hdl.handle.net/10948/d1020903


University of South Carolina

20. Hunt, Kevin Paul. A Comparison of Selected Supervisory Skills of Content Specialist and Non-content Specialist University Supervisors.

Degree: PhD, Physical Education, 2011, University of South Carolina

  The purpose of this study was to describe and contrast selected approaches to the supervision of student teachers between content specialist and non-content specialist… (more)

Subjects/Keywords: Education; Other Education; Content Specialist; Physical Education; Student Teaching; Supervision

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APA (6th Edition):

Hunt, K. P. (2011). A Comparison of Selected Supervisory Skills of Content Specialist and Non-content Specialist University Supervisors. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/1732

Chicago Manual of Style (16th Edition):

Hunt, Kevin Paul. “A Comparison of Selected Supervisory Skills of Content Specialist and Non-content Specialist University Supervisors.” 2011. Doctoral Dissertation, University of South Carolina. Accessed July 10, 2020. https://scholarcommons.sc.edu/etd/1732.

MLA Handbook (7th Edition):

Hunt, Kevin Paul. “A Comparison of Selected Supervisory Skills of Content Specialist and Non-content Specialist University Supervisors.” 2011. Web. 10 Jul 2020.

Vancouver:

Hunt KP. A Comparison of Selected Supervisory Skills of Content Specialist and Non-content Specialist University Supervisors. [Internet] [Doctoral dissertation]. University of South Carolina; 2011. [cited 2020 Jul 10]. Available from: https://scholarcommons.sc.edu/etd/1732.

Council of Science Editors:

Hunt KP. A Comparison of Selected Supervisory Skills of Content Specialist and Non-content Specialist University Supervisors. [Doctoral Dissertation]. University of South Carolina; 2011. Available from: https://scholarcommons.sc.edu/etd/1732


Queensland University of Technology

21. Traise, Amy K. Mathematics knowledge for teaching and the classroom environment.

Degree: 2015, Queensland University of Technology

 This study investigated the classroom environment in an underperforming mathematics classroom. The objectives were: (1) to investigate the classroom environment and identify influences upon it,… (more)

Subjects/Keywords: classroom; environment; teaching; mathematics; underperforming; model; knowledge; content; pedagogy; planning

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APA (6th Edition):

Traise, A. K. (2015). Mathematics knowledge for teaching and the classroom environment. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/87431/

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):

Traise, Amy K. “Mathematics knowledge for teaching and the classroom environment.” 2015. Thesis, Queensland University of Technology. Accessed July 10, 2020. https://eprints.qut.edu.au/87431/.

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

MLA Handbook (7th Edition):

Traise, Amy K. “Mathematics knowledge for teaching and the classroom environment.” 2015. Web. 10 Jul 2020.

Vancouver:

Traise AK. Mathematics knowledge for teaching and the classroom environment. [Internet] [Thesis]. Queensland University of Technology; 2015. [cited 2020 Jul 10]. Available from: https://eprints.qut.edu.au/87431/.

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

Council of Science Editors:

Traise AK. Mathematics knowledge for teaching and the classroom environment. [Thesis]. Queensland University of Technology; 2015. Available from: https://eprints.qut.edu.au/87431/

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


Univerzitet u Beogradu

22. Đukanović, Mirko M. 1975-. Улога мултимедија у реализацији наставе природе и друштва.

Degree: Učiteljski fakultet, 2016, Univerzitet u Beogradu

Методика наставе - Методика наставе природе и друштва / Methods of teaching - Methods of teaching nature and society

Фокус овог истраживачког рада представља улога… (more)

Subjects/Keywords: teaching; multimedia; classroom; software; continuous professional development; teachihg content

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APA (6th Edition):

Đukanović, M. M. 1. (2016). Улога мултимедија у реализацији наставе природе и друштва. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:14060/bdef:Content/get

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):

Đukanović, Mirko M 1975-. “Улога мултимедија у реализацији наставе природе и друштва.” 2016. Thesis, Univerzitet u Beogradu. Accessed July 10, 2020. https://fedorabg.bg.ac.rs/fedora/get/o:14060/bdef:Content/get.

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

MLA Handbook (7th Edition):

Đukanović, Mirko M 1975-. “Улога мултимедија у реализацији наставе природе и друштва.” 2016. Web. 10 Jul 2020.

Vancouver:

Đukanović MM1. Улога мултимедија у реализацији наставе природе и друштва. [Internet] [Thesis]. Univerzitet u Beogradu; 2016. [cited 2020 Jul 10]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:14060/bdef:Content/get.

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

Council of Science Editors:

Đukanović MM1. Улога мултимедија у реализацији наставе природе и друштва. [Thesis]. Univerzitet u Beogradu; 2016. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:14060/bdef:Content/get

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


University of Houston

23. Newell, Alana. Elementary Science Teacher Development of Pedagogical Content Knowledge Through Professional Development: An Exploratory Study.

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

 Pedagogical content knowledge (PCK) – a form of knowledge that allows teachers to most effectively pass their content knowledge on to students – is a… (more)

Subjects/Keywords: Professional development; Pedagogical content knowledge; Logistic regression; Teaching

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APA (6th Edition):

Newell, A. (2012). Elementary Science Teacher Development of Pedagogical Content Knowledge Through Professional Development: An Exploratory Study. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/641

Chicago Manual of Style (16th Edition):

Newell, Alana. “Elementary Science Teacher Development of Pedagogical Content Knowledge Through Professional Development: An Exploratory Study.” 2012. Masters Thesis, University of Houston. Accessed July 10, 2020. http://hdl.handle.net/10657/641.

MLA Handbook (7th Edition):

Newell, Alana. “Elementary Science Teacher Development of Pedagogical Content Knowledge Through Professional Development: An Exploratory Study.” 2012. Web. 10 Jul 2020.

Vancouver:

Newell A. Elementary Science Teacher Development of Pedagogical Content Knowledge Through Professional Development: An Exploratory Study. [Internet] [Masters thesis]. University of Houston; 2012. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10657/641.

Council of Science Editors:

Newell A. Elementary Science Teacher Development of Pedagogical Content Knowledge Through Professional Development: An Exploratory Study. [Masters Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/641


Uppsala University

24. Selayarán, Gianina Tamara Miguez. Teaching the Holocaust with survivor testimonies. : Survivor testimonies and the absence of victims’ voices in Uruguayan and Argentinian syllabi and textbooks on the Holocaust..

Degree: History, 2019, Uppsala University

  The aim of this research is to analyse whether the educational materials available to teachers of history at secondary level in Uruguay and Argentina,… (more)

Subjects/Keywords: Holocaust; Teaching; Uruguay; Argentina; Kieran Egan; Content Analysis; Testimony; History; Historia

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APA (6th Edition):

Selayarán, G. T. M. (2019). Teaching the Holocaust with survivor testimonies. : Survivor testimonies and the absence of victims’ voices in Uruguayan and Argentinian syllabi and textbooks on the Holocaust.. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-400467

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):

Selayarán, Gianina Tamara Miguez. “Teaching the Holocaust with survivor testimonies. : Survivor testimonies and the absence of victims’ voices in Uruguayan and Argentinian syllabi and textbooks on the Holocaust..” 2019. Thesis, Uppsala University. Accessed July 10, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-400467.

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

MLA Handbook (7th Edition):

Selayarán, Gianina Tamara Miguez. “Teaching the Holocaust with survivor testimonies. : Survivor testimonies and the absence of victims’ voices in Uruguayan and Argentinian syllabi and textbooks on the Holocaust..” 2019. Web. 10 Jul 2020.

Vancouver:

Selayarán GTM. Teaching the Holocaust with survivor testimonies. : Survivor testimonies and the absence of victims’ voices in Uruguayan and Argentinian syllabi and textbooks on the Holocaust.. [Internet] [Thesis]. Uppsala University; 2019. [cited 2020 Jul 10]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-400467.

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

Council of Science Editors:

Selayarán GTM. Teaching the Holocaust with survivor testimonies. : Survivor testimonies and the absence of victims’ voices in Uruguayan and Argentinian syllabi and textbooks on the Holocaust.. [Thesis]. Uppsala University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-400467

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


University of Missouri – Columbia

25. Rice, Amber Michelle. Shaping pedagogical content knowledge for experienced agriculture teachers in the plant sciences : a grounded theory.

Degree: 2015, University of Missouri – Columbia

 The purpose of this grounded theory study was to conceptualize the pedagogical content knowledge (PCK) of experienced agriculture teachers in the plant sciences. The overarching… (more)

Subjects/Keywords: Agriculture teachers; Pedagogical content knowledge; Botany; Science  – Study and teaching

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APA (6th Edition):

Rice, A. M. (2015). Shaping pedagogical content knowledge for experienced agriculture teachers in the plant sciences : a grounded theory. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/46895

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):

Rice, Amber Michelle. “Shaping pedagogical content knowledge for experienced agriculture teachers in the plant sciences : a grounded theory.” 2015. Thesis, University of Missouri – Columbia. Accessed July 10, 2020. http://hdl.handle.net/10355/46895.

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

MLA Handbook (7th Edition):

Rice, Amber Michelle. “Shaping pedagogical content knowledge for experienced agriculture teachers in the plant sciences : a grounded theory.” 2015. Web. 10 Jul 2020.

Vancouver:

Rice AM. Shaping pedagogical content knowledge for experienced agriculture teachers in the plant sciences : a grounded theory. [Internet] [Thesis]. University of Missouri – Columbia; 2015. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10355/46895.

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

Council of Science Editors:

Rice AM. Shaping pedagogical content knowledge for experienced agriculture teachers in the plant sciences : a grounded theory. [Thesis]. University of Missouri – Columbia; 2015. Available from: http://hdl.handle.net/10355/46895

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


University of Missouri – Columbia

26. Antonacci, David M. The influence of direct instruction on asynchronous educational discussions.

Degree: 2011, University of Missouri – Columbia

 Online learning is an important and rapidly growing area, and asynchronous discussions are a vital component of online courses. This doctoral study examined the influence… (more)

Subjects/Keywords: computer mediated communication; online learning; content analysis; teaching presence

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

APA (6th Edition):

Antonacci, D. M. (2011). The influence of direct instruction on asynchronous educational discussions. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/14389

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):

Antonacci, David M. “The influence of direct instruction on asynchronous educational discussions.” 2011. Thesis, University of Missouri – Columbia. Accessed July 10, 2020. http://hdl.handle.net/10355/14389.

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

MLA Handbook (7th Edition):

Antonacci, David M. “The influence of direct instruction on asynchronous educational discussions.” 2011. Web. 10 Jul 2020.

Vancouver:

Antonacci DM. The influence of direct instruction on asynchronous educational discussions. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10355/14389.

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

Council of Science Editors:

Antonacci DM. The influence of direct instruction on asynchronous educational discussions. [Thesis]. University of Missouri – Columbia; 2011. Available from: http://hdl.handle.net/10355/14389

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


University of Pretoria

27. Lombaard, Deidré. Natural Science teacher attitudes and Pedagogical Content Knowledge for teaching Botany.

Degree: MEd, Science, Mathematics and Technology Education, 2014, University of Pretoria

 This South African study investigated a sample of Grade 4 to 7 Natural Sciences teachers’ attitudes towards botany and botany teaching and these teachers’ botany… (more)

Subjects/Keywords: UCTD; Pedagogical Content Knowledge; Teachers; Teaching strategies; Botany; South Africa; Attitudes

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

APA (6th Edition):

Lombaard, D. (2014). Natural Science teacher attitudes and Pedagogical Content Knowledge for teaching Botany. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/45870

Chicago Manual of Style (16th Edition):

Lombaard, Deidré. “Natural Science teacher attitudes and Pedagogical Content Knowledge for teaching Botany.” 2014. Masters Thesis, University of Pretoria. Accessed July 10, 2020. http://hdl.handle.net/2263/45870.

MLA Handbook (7th Edition):

Lombaard, Deidré. “Natural Science teacher attitudes and Pedagogical Content Knowledge for teaching Botany.” 2014. Web. 10 Jul 2020.

Vancouver:

Lombaard D. Natural Science teacher attitudes and Pedagogical Content Knowledge for teaching Botany. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/2263/45870.

Council of Science Editors:

Lombaard D. Natural Science teacher attitudes and Pedagogical Content Knowledge for teaching Botany. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/45870


Curtin University of Technology

28. Galvin, Anne Therese. The Use of Information and Communication Technology-based Science Resources by New South Wales Stage 3 Primary School Teachers .

Degree: 2017, Curtin University of Technology

 The use of Information and Communication Technology-based science resources by selected teachers of Stage 3 students across New South Wales schools to enhance their science… (more)

Subjects/Keywords: teacher curiosity; teachers' science content knowledge; primary science teaching

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

APA (6th Edition):

Galvin, A. T. (2017). The Use of Information and Communication Technology-based Science Resources by New South Wales Stage 3 Primary School Teachers . (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/65344

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):

Galvin, Anne Therese. “The Use of Information and Communication Technology-based Science Resources by New South Wales Stage 3 Primary School Teachers .” 2017. Thesis, Curtin University of Technology. Accessed July 10, 2020. http://hdl.handle.net/20.500.11937/65344.

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

MLA Handbook (7th Edition):

Galvin, Anne Therese. “The Use of Information and Communication Technology-based Science Resources by New South Wales Stage 3 Primary School Teachers .” 2017. Web. 10 Jul 2020.

Vancouver:

Galvin AT. The Use of Information and Communication Technology-based Science Resources by New South Wales Stage 3 Primary School Teachers . [Internet] [Thesis]. Curtin University of Technology; 2017. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/20.500.11937/65344.

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

Council of Science Editors:

Galvin AT. The Use of Information and Communication Technology-based Science Resources by New South Wales Stage 3 Primary School Teachers . [Thesis]. Curtin University of Technology; 2017. Available from: http://hdl.handle.net/20.500.11937/65344

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


Clemson University

29. Bruce, Robert. Avoiding Engagement with 'Invisibles:' Religious Issues and the Field of English Education.

Degree: PhD, Curriculum and Instruction, 2011, Clemson University

 This study used content analysis of selected documents representing the three dimensions of the field of English Education (curriculum, teacher preparation and development, and research)… (more)

Subjects/Keywords: content analysis; English Education; multiculturalism; standards; textbooks; Secondary Education and Teaching

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APA (6th Edition):

Bruce, R. (2011). Avoiding Engagement with 'Invisibles:' Religious Issues and the Field of English Education. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/854

Chicago Manual of Style (16th Edition):

Bruce, Robert. “Avoiding Engagement with 'Invisibles:' Religious Issues and the Field of English Education.” 2011. Doctoral Dissertation, Clemson University. Accessed July 10, 2020. https://tigerprints.clemson.edu/all_dissertations/854.

MLA Handbook (7th Edition):

Bruce, Robert. “Avoiding Engagement with 'Invisibles:' Religious Issues and the Field of English Education.” 2011. Web. 10 Jul 2020.

Vancouver:

Bruce R. Avoiding Engagement with 'Invisibles:' Religious Issues and the Field of English Education. [Internet] [Doctoral dissertation]. Clemson University; 2011. [cited 2020 Jul 10]. Available from: https://tigerprints.clemson.edu/all_dissertations/854.

Council of Science Editors:

Bruce R. Avoiding Engagement with 'Invisibles:' Religious Issues and the Field of English Education. [Doctoral Dissertation]. Clemson University; 2011. Available from: https://tigerprints.clemson.edu/all_dissertations/854

30. Conley, Nino Andre. A survey of instructional communication: a content analysis of communication education from 2000 to 2015.

Degree: MA, Communication Studies, 2015, California State University – Sacramento

 Ever since its founding in the 1970s, the field of instructional communication has regularly conducted comprehensive reviews of the research it produced to assess the… (more)

Subjects/Keywords: Review; Reflection; Journal content; Instruction; Education; Teaching and learning

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

APA (6th Edition):

Conley, N. A. (2015). A survey of instructional communication: a content analysis of communication education from 2000 to 2015. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/159310

Chicago Manual of Style (16th Edition):

Conley, Nino Andre. “A survey of instructional communication: a content analysis of communication education from 2000 to 2015.” 2015. Masters Thesis, California State University – Sacramento. Accessed July 10, 2020. http://hdl.handle.net/10211.3/159310.

MLA Handbook (7th Edition):

Conley, Nino Andre. “A survey of instructional communication: a content analysis of communication education from 2000 to 2015.” 2015. Web. 10 Jul 2020.

Vancouver:

Conley NA. A survey of instructional communication: a content analysis of communication education from 2000 to 2015. [Internet] [Masters thesis]. California State University – Sacramento; 2015. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10211.3/159310.

Council of Science Editors:

Conley NA. A survey of instructional communication: a content analysis of communication education from 2000 to 2015. [Masters Thesis]. California State University – Sacramento; 2015. Available from: http://hdl.handle.net/10211.3/159310

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