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You searched for subject:(Teaching knowledge). Showing records 1 – 30 of 936 total matches.

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University of KwaZulu-Natal

1. Senoo, Godsway Kofi. Exploring different types of knowledge required for mathematics teaching in selected schools in Mthatha.

Degree: 2018, University of KwaZulu-Natal

 The study sought to explore different types of knowledge for teaching mathematics in selected schools in Mthatha in South Africa. A survey design which used… (more)

Subjects/Keywords: Mathematics knowledge.; Hybrid teaching style.; Knowledge.; Information.

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APA (6th Edition):

Senoo, G. K. (2018). Exploring different types of knowledge required for mathematics teaching in selected schools in Mthatha. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/17910

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):

Senoo, Godsway Kofi. “Exploring different types of knowledge required for mathematics teaching in selected schools in Mthatha.” 2018. Thesis, University of KwaZulu-Natal. Accessed October 29, 2020. https://researchspace.ukzn.ac.za/handle/10413/17910.

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

MLA Handbook (7th Edition):

Senoo, Godsway Kofi. “Exploring different types of knowledge required for mathematics teaching in selected schools in Mthatha.” 2018. Web. 29 Oct 2020.

Vancouver:

Senoo GK. Exploring different types of knowledge required for mathematics teaching in selected schools in Mthatha. [Internet] [Thesis]. University of KwaZulu-Natal; 2018. [cited 2020 Oct 29]. Available from: https://researchspace.ukzn.ac.za/handle/10413/17910.

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

Council of Science Editors:

Senoo GK. Exploring different types of knowledge required for mathematics teaching in selected schools in Mthatha. [Thesis]. University of KwaZulu-Natal; 2018. Available from: https://researchspace.ukzn.ac.za/handle/10413/17910

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


Boston College

2. Kim, Rina. South Korean elementary teachers' knowledge for teaching mathematics.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2014, Boston College

 The purpose of this research is to identify the categories of South Korean elementary teachers' knowledge for teaching mathematics. Operating under the assumption that elementary… (more)

Subjects/Keywords: Knowledge for Teaching Mathematics; Mathematics Conceptual Knowledge; Mathematics Curriculum Knowledge; Mathematics Learner Knowledge; Mathematics Pedagogical Procedural Knowledge; Pedagogical Content Knowledge

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APA (6th Edition):

Kim, R. (2014). South Korean elementary teachers' knowledge for teaching mathematics. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:104388

Chicago Manual of Style (16th Edition):

Kim, Rina. “South Korean elementary teachers' knowledge for teaching mathematics.” 2014. Doctoral Dissertation, Boston College. Accessed October 29, 2020. http://dlib.bc.edu/islandora/object/bc-ir:104388.

MLA Handbook (7th Edition):

Kim, Rina. “South Korean elementary teachers' knowledge for teaching mathematics.” 2014. Web. 29 Oct 2020.

Vancouver:

Kim R. South Korean elementary teachers' knowledge for teaching mathematics. [Internet] [Doctoral dissertation]. Boston College; 2014. [cited 2020 Oct 29]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104388.

Council of Science Editors:

Kim R. South Korean elementary teachers' knowledge for teaching mathematics. [Doctoral Dissertation]. Boston College; 2014. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104388

3. Flodin, Fia Fredricson. Improvisationsförmågan som dansstudentens fronesis : En danspedagog synar sin praktiska kunskap.

Degree: Culture and Communication, 2011, Södertörn University College

  This essay is an attempt to scrutinize dance improvisation in terms of Aristotle’s concept of the practical knowledge phronesis. By remembering and reflecting upon… (more)

Subjects/Keywords: dance improvisation; phronesis; practical knowledge; teaching

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APA (6th Edition):

Flodin, F. F. (2011). Improvisationsförmågan som dansstudentens fronesis : En danspedagog synar sin praktiska kunskap. (Thesis). Södertörn University College. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-9427

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):

Flodin, Fia Fredricson. “Improvisationsförmågan som dansstudentens fronesis : En danspedagog synar sin praktiska kunskap.” 2011. Thesis, Södertörn University College. Accessed October 29, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-9427.

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

MLA Handbook (7th Edition):

Flodin, Fia Fredricson. “Improvisationsförmågan som dansstudentens fronesis : En danspedagog synar sin praktiska kunskap.” 2011. Web. 29 Oct 2020.

Vancouver:

Flodin FF. Improvisationsförmågan som dansstudentens fronesis : En danspedagog synar sin praktiska kunskap. [Internet] [Thesis]. Södertörn University College; 2011. [cited 2020 Oct 29]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-9427.

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

Council of Science Editors:

Flodin FF. Improvisationsförmågan som dansstudentens fronesis : En danspedagog synar sin praktiska kunskap. [Thesis]. Södertörn University College; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-9427

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


Victoria University of Wellington

4. McDonald, Julie. A Collaborative Exploration of Ako Māori and its Impact on Māori Learners in Legal Studies.

Degree: 2011, Victoria University of Wellington

 How can Māori culturally preferred pedagogies be implemented in a secondary classroom in a unit standard assessment context? What impact does this implementation have on… (more)

Subjects/Keywords: Legal knowledge; Ako; Maori; Teaching and learning

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APA (6th Edition):

McDonald, J. (2011). A Collaborative Exploration of Ako Māori and its Impact on Māori Learners in Legal Studies. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1655

Chicago Manual of Style (16th Edition):

McDonald, Julie. “A Collaborative Exploration of Ako Māori and its Impact on Māori Learners in Legal Studies.” 2011. Masters Thesis, Victoria University of Wellington. Accessed October 29, 2020. http://hdl.handle.net/10063/1655.

MLA Handbook (7th Edition):

McDonald, Julie. “A Collaborative Exploration of Ako Māori and its Impact on Māori Learners in Legal Studies.” 2011. Web. 29 Oct 2020.

Vancouver:

McDonald J. A Collaborative Exploration of Ako Māori and its Impact on Māori Learners in Legal Studies. [Internet] [Masters thesis]. Victoria University of Wellington; 2011. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/10063/1655.

Council of Science Editors:

McDonald J. A Collaborative Exploration of Ako Māori and its Impact on Māori Learners in Legal Studies. [Masters Thesis]. Victoria University of Wellington; 2011. Available from: http://hdl.handle.net/10063/1655


University of Melbourne

5. Chong, Lai Kuen. How are teachers' pedagogic practices and students' learning about metacognition associated with what teachers know about teaching for metacognition?.

Degree: 2012, University of Melbourne

Teaching for metacognition (TfM) is important for student learning. It develops students’ ability to examine critically how to complete cognitive tasks effectively and efficiently within… (more)

Subjects/Keywords: teaching for metacognition; pedagogic practice; teacher knowledge

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APA (6th Edition):

Chong, L. K. (2012). How are teachers' pedagogic practices and students' learning about metacognition associated with what teachers know about teaching for metacognition?. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/38208

Chicago Manual of Style (16th Edition):

Chong, Lai Kuen. “How are teachers' pedagogic practices and students' learning about metacognition associated with what teachers know about teaching for metacognition?.” 2012. Doctoral Dissertation, University of Melbourne. Accessed October 29, 2020. http://hdl.handle.net/11343/38208.

MLA Handbook (7th Edition):

Chong, Lai Kuen. “How are teachers' pedagogic practices and students' learning about metacognition associated with what teachers know about teaching for metacognition?.” 2012. Web. 29 Oct 2020.

Vancouver:

Chong LK. How are teachers' pedagogic practices and students' learning about metacognition associated with what teachers know about teaching for metacognition?. [Internet] [Doctoral dissertation]. University of Melbourne; 2012. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/11343/38208.

Council of Science Editors:

Chong LK. How are teachers' pedagogic practices and students' learning about metacognition associated with what teachers know about teaching for metacognition?. [Doctoral Dissertation]. University of Melbourne; 2012. Available from: http://hdl.handle.net/11343/38208


Queens University

6. Bolton, Kristen Michelle. Effects of an Online Education Program on Self-Efficacy and Knowledge of the Clinical Teacher Role .

Degree: Nursing, 2012, Queens University

 Clinical instruction is an essential component of professional education in nursing and accounts for a significant portion of credits within baccalaureate nursing programs. Clinical instructors… (more)

Subjects/Keywords: Online Education ; Knowledge ; Self-Efficacy ; Clinical Teaching

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APA (6th Edition):

Bolton, K. M. (2012). Effects of an Online Education Program on Self-Efficacy and Knowledge of the Clinical Teacher Role . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/6938

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):

Bolton, Kristen Michelle. “Effects of an Online Education Program on Self-Efficacy and Knowledge of the Clinical Teacher Role .” 2012. Thesis, Queens University. Accessed October 29, 2020. http://hdl.handle.net/1974/6938.

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

MLA Handbook (7th Edition):

Bolton, Kristen Michelle. “Effects of an Online Education Program on Self-Efficacy and Knowledge of the Clinical Teacher Role .” 2012. Web. 29 Oct 2020.

Vancouver:

Bolton KM. Effects of an Online Education Program on Self-Efficacy and Knowledge of the Clinical Teacher Role . [Internet] [Thesis]. Queens University; 2012. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/1974/6938.

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

Council of Science Editors:

Bolton KM. Effects of an Online Education Program on Self-Efficacy and Knowledge of the Clinical Teacher Role . [Thesis]. Queens University; 2012. Available from: http://hdl.handle.net/1974/6938

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


University of Texas – Austin

7. -8244-3427. From noticing to knowledge : an analysis of teacher noticing and professional knowledge in one-on-one mathematics tutoring.

Degree: PhD, Science, Technology, Engineering, and Mathematics (STEM) Education, 2019, University of Texas – Austin

 Tutoring is a widespread educational practice that has proven to be an effective teaching approach in many domains, including the domain of mathematics. Students who… (more)

Subjects/Keywords: Noticing; Tutoring; Mathematics; Teaching; Knowledge; Mkt

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APA (6th Edition):

-8244-3427. (2019). From noticing to knowledge : an analysis of teacher noticing and professional knowledge in one-on-one mathematics tutoring. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/2945

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

Chicago Manual of Style (16th Edition):

-8244-3427. “From noticing to knowledge : an analysis of teacher noticing and professional knowledge in one-on-one mathematics tutoring.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed October 29, 2020. http://dx.doi.org/10.26153/tsw/2945.

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

MLA Handbook (7th Edition):

-8244-3427. “From noticing to knowledge : an analysis of teacher noticing and professional knowledge in one-on-one mathematics tutoring.” 2019. Web. 29 Oct 2020.

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

Vancouver:

-8244-3427. From noticing to knowledge : an analysis of teacher noticing and professional knowledge in one-on-one mathematics tutoring. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2020 Oct 29]. Available from: http://dx.doi.org/10.26153/tsw/2945.

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

Council of Science Editors:

-8244-3427. From noticing to knowledge : an analysis of teacher noticing and professional knowledge in one-on-one mathematics tutoring. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/2945

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


University of Tasmania

8. Shorter, DJ. The Knowledge Quartet and the pedagogy of subject English: applicability, realisation, and implications.

Degree: 2020, University of Tasmania

 This thesis concerns the development and application of a theoretical framework called the Knowledge Quartet – English (KQ-E). The KQ-E is an elaborated version of… (more)

Subjects/Keywords: pedagogical content knowledge; subject English; teaching

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APA (6th Edition):

Shorter, D. (2020). The Knowledge Quartet and the pedagogy of subject English: applicability, realisation, and implications. (Thesis). University of Tasmania. Retrieved from Shorter, DJ ORCID: 0000-0002-0145-4923 <https://orcid.org/0000-0002-0145-4923> 2020 , 'The Knowledge Quartet and the pedagogy of subject English: applicability, realisation, and implications', PhD thesis, University of Tasmania.

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):

Shorter, DJ. “The Knowledge Quartet and the pedagogy of subject English: applicability, realisation, and implications.” 2020. Thesis, University of Tasmania. Accessed October 29, 2020. Shorter, DJ ORCID: 0000-0002-0145-4923 <https://orcid.org/0000-0002-0145-4923> 2020 , 'The Knowledge Quartet and the pedagogy of subject English: applicability, realisation, and implications', PhD thesis, University of Tasmania..

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

MLA Handbook (7th Edition):

Shorter, DJ. “The Knowledge Quartet and the pedagogy of subject English: applicability, realisation, and implications.” 2020. Web. 29 Oct 2020.

Vancouver:

Shorter D. The Knowledge Quartet and the pedagogy of subject English: applicability, realisation, and implications. [Internet] [Thesis]. University of Tasmania; 2020. [cited 2020 Oct 29]. Available from: Shorter, DJ ORCID: 0000-0002-0145-4923 <https://orcid.org/0000-0002-0145-4923> 2020 , 'The Knowledge Quartet and the pedagogy of subject English: applicability, realisation, and implications', PhD thesis, University of Tasmania..

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

Council of Science Editors:

Shorter D. The Knowledge Quartet and the pedagogy of subject English: applicability, realisation, and implications. [Thesis]. University of Tasmania; 2020. Available from: Shorter, DJ ORCID: 0000-0002-0145-4923 <https://orcid.org/0000-0002-0145-4923> 2020 , 'The Knowledge Quartet and the pedagogy of subject English: applicability, realisation, and implications', PhD thesis, University of Tasmania.

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


University of Michigan

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Cole, Yaa Adubea. “Mathematical Knowledge for Teaching: Exploring its Transferability and Measurement in Ghana.” 2011. Doctoral Dissertation, University of Michigan. Accessed October 29, 2020. http://hdl.handle.net/2027.42/89643.

MLA Handbook (7th Edition):

Cole, Yaa Adubea. “Mathematical Knowledge for Teaching: Exploring its Transferability and Measurement in Ghana.” 2011. Web. 29 Oct 2020.

Vancouver:

Cole YA. Mathematical Knowledge for Teaching: Exploring its Transferability and Measurement in Ghana. [Internet] [Doctoral dissertation]. University of Michigan; 2011. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/2027.42/89643.

Council of Science Editors:

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


George Mason University

10. Kridler, Patricia Gaffney. Procedural and Conceptual Knowledge: A Balanced Approach? .

Degree: 2012, George Mason University

 Mathematics curricula tend to focus either on the development of procedural knowledge or conceptual knowledge yet research support an iterative development of these knowledge types.… (more)

Subjects/Keywords: procedural knowledge; conceptual knowledge; mathematics; curriculum and instruction; teaching resources

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APA (6th Edition):

Kridler, P. G. (2012). Procedural and Conceptual Knowledge: A Balanced Approach? . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/7942

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):

Kridler, Patricia Gaffney. “Procedural and Conceptual Knowledge: A Balanced Approach? .” 2012. Thesis, George Mason University. Accessed October 29, 2020. http://hdl.handle.net/1920/7942.

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

MLA Handbook (7th Edition):

Kridler, Patricia Gaffney. “Procedural and Conceptual Knowledge: A Balanced Approach? .” 2012. Web. 29 Oct 2020.

Vancouver:

Kridler PG. Procedural and Conceptual Knowledge: A Balanced Approach? . [Internet] [Thesis]. George Mason University; 2012. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/1920/7942.

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

Council of Science Editors:

Kridler PG. Procedural and Conceptual Knowledge: A Balanced Approach? . [Thesis]. George Mason University; 2012. Available from: http://hdl.handle.net/1920/7942

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


Linnaeus University

11. Grundén, Helena. Matematiskt innehåll och förmågor : Lärares tankar om en uppgift i matematik.

Degree: Physics and Mathematics, 2011, Linnaeus University

  Lärare planerar undervisning och väljer vad eleverna ska arbeta med. Denna studie syftar till att undersöka lärares tankar om vilket matematiskt innehåll elever möter… (more)

Subjects/Keywords: mathematical knowledge for teaching; förmågor; matematikuppgift; kombinatorik; mathematical knowledge for teaching; Didactics; Didaktik

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APA (6th Edition):

Grundén, H. (2011). Matematiskt innehåll och förmågor : Lärares tankar om en uppgift i matematik. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13786

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):

Grundén, Helena. “Matematiskt innehåll och förmågor : Lärares tankar om en uppgift i matematik.” 2011. Thesis, Linnaeus University. Accessed October 29, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13786.

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

MLA Handbook (7th Edition):

Grundén, Helena. “Matematiskt innehåll och förmågor : Lärares tankar om en uppgift i matematik.” 2011. Web. 29 Oct 2020.

Vancouver:

Grundén H. Matematiskt innehåll och förmågor : Lärares tankar om en uppgift i matematik. [Internet] [Thesis]. Linnaeus University; 2011. [cited 2020 Oct 29]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13786.

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

Council of Science Editors:

Grundén H. Matematiskt innehåll och förmågor : Lärares tankar om en uppgift i matematik. [Thesis]. Linnaeus University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13786

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


University of Pretoria

12. [No author]. Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics .

Degree: 2013, University of Pretoria

 This study investigated the pedagogical content knowledge supposedly held by two FET mathematics teachers from Mpumalanga Province as they taught quadratic functions in grade 11… (more)

Subjects/Keywords: Knowledge of learners’ conceptions; Knowledge of teaching strategies; Pedagogical content knowledge; Quadratic functions; Knowledge of the subject matter; UCTD

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APA (6th Edition):

author], [. (2013). Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-12162012-171854/

Chicago Manual of Style (16th Edition):

author], [No. “Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics .” 2013. Masters Thesis, University of Pretoria. Accessed October 29, 2020. http://upetd.up.ac.za/thesis/available/etd-12162012-171854/.

MLA Handbook (7th Edition):

author], [No. “Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics .” 2013. Web. 29 Oct 2020.

Vancouver:

author] [. Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics . [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2020 Oct 29]. Available from: http://upetd.up.ac.za/thesis/available/etd-12162012-171854/.

Council of Science Editors:

author] [. Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics . [Masters Thesis]. University of Pretoria; 2013. Available from: http://upetd.up.ac.za/thesis/available/etd-12162012-171854/


University of Pretoria

13. Sibuyi, Charles Duzephi. Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics.

Degree: Science, Mathematics and Technology Education, 2012, University of Pretoria

 This study investigated the pedagogical content knowledge supposedly held by two FET mathematics teachers from Mpumalanga Province as they taught quadratic functions in grade 11… (more)

Subjects/Keywords: Knowledge of learners’ conceptions; Knowledge of teaching strategies; Pedagogical content knowledge; Quadratic functions; Knowledge of the subject matter; UCTD

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APA (6th Edition):

Sibuyi, C. (2012). Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/30392

Chicago Manual of Style (16th Edition):

Sibuyi, Charles. “Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics.” 2012. Masters Thesis, University of Pretoria. Accessed October 29, 2020. http://hdl.handle.net/2263/30392.

MLA Handbook (7th Edition):

Sibuyi, Charles. “Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics.” 2012. Web. 29 Oct 2020.

Vancouver:

Sibuyi C. Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics. [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/2263/30392.

Council of Science Editors:

Sibuyi C. Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics. [Masters Thesis]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/30392


University of Georgia

14. Park, Soonhye. A study of PCK of science teachers for gifted secondary students going through the National Board Certification process.

Degree: 2014, University of Georgia

 The purpose of this study was to obtain a better understanding of the nature of pedagogical content knowledge (PCK) and its development. This study examined… (more)

Subjects/Keywords: Knowledge for teaching; pedagogical content knowledge; knowledge of students; teacher knowledge development; National Board Certification; teaching portfolios; science teaching and learning; identified gifted students

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APA (6th Edition):

Park, S. (2014). A study of PCK of science teachers for gifted secondary students going through the National Board Certification process. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/22748

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):

Park, Soonhye. “A study of PCK of science teachers for gifted secondary students going through the National Board Certification process.” 2014. Thesis, University of Georgia. Accessed October 29, 2020. http://hdl.handle.net/10724/22748.

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

MLA Handbook (7th Edition):

Park, Soonhye. “A study of PCK of science teachers for gifted secondary students going through the National Board Certification process.” 2014. Web. 29 Oct 2020.

Vancouver:

Park S. A study of PCK of science teachers for gifted secondary students going through the National Board Certification process. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/10724/22748.

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

Council of Science Editors:

Park S. A study of PCK of science teachers for gifted secondary students going through the National Board Certification process. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/22748

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

15. Lugo Cruz, Glymaris. Teaching Assistants' Perception of Communicative Language Teaching (CLT) in an English as a Second Language (ESL) University Environment.

Degree: MA, English, 2017, St. Cloud State University

  This qualitative study investigates teacher perceptions on Communicative Language Teaching (CLT) in an English as a Second Language (ESL) university environment. The study includes… (more)

Subjects/Keywords: CLT knowledge; teacher perceptions; CLT application; teaching assistants; communicative language teaching.

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

APA (6th Edition):

Lugo Cruz, G. (2017). Teaching Assistants' Perception of Communicative Language Teaching (CLT) in an English as a Second Language (ESL) University Environment. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/111

Chicago Manual of Style (16th Edition):

Lugo Cruz, Glymaris. “Teaching Assistants' Perception of Communicative Language Teaching (CLT) in an English as a Second Language (ESL) University Environment.” 2017. Masters Thesis, St. Cloud State University. Accessed October 29, 2020. https://repository.stcloudstate.edu/engl_etds/111.

MLA Handbook (7th Edition):

Lugo Cruz, Glymaris. “Teaching Assistants' Perception of Communicative Language Teaching (CLT) in an English as a Second Language (ESL) University Environment.” 2017. Web. 29 Oct 2020.

Vancouver:

Lugo Cruz G. Teaching Assistants' Perception of Communicative Language Teaching (CLT) in an English as a Second Language (ESL) University Environment. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2020 Oct 29]. Available from: https://repository.stcloudstate.edu/engl_etds/111.

Council of Science Editors:

Lugo Cruz G. Teaching Assistants' Perception of Communicative Language Teaching (CLT) in an English as a Second Language (ESL) University Environment. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/engl_etds/111


University of Alberta

16. Charles, Christopher. A Study of Dominican Secondary Mathematics Teachers’ Explanations of Factors Affecting Their Instructional Practices.

Degree: MEd, Department of Secondary Education, 2015, University of Alberta

 The purpose of this study was to gain an explanation from teachers on any relationship which exist between students’ performance on the Caribbean Examination Council… (more)

Subjects/Keywords: Pedagogical content knowledge; Mathematics teaching strategies; Pedagogy; Mathematics beliefs; Pedagogical knowledge; Teaching; Beliefs about mathematics teaching and learning; Advance mathematics knowledge; Teaching strategies

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

APA (6th Edition):

Charles, C. (2015). A Study of Dominican Secondary Mathematics Teachers’ Explanations of Factors Affecting Their Instructional Practices. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/4f16c5724

Chicago Manual of Style (16th Edition):

Charles, Christopher. “A Study of Dominican Secondary Mathematics Teachers’ Explanations of Factors Affecting Their Instructional Practices.” 2015. Masters Thesis, University of Alberta. Accessed October 29, 2020. https://era.library.ualberta.ca/files/4f16c5724.

MLA Handbook (7th Edition):

Charles, Christopher. “A Study of Dominican Secondary Mathematics Teachers’ Explanations of Factors Affecting Their Instructional Practices.” 2015. Web. 29 Oct 2020.

Vancouver:

Charles C. A Study of Dominican Secondary Mathematics Teachers’ Explanations of Factors Affecting Their Instructional Practices. [Internet] [Masters thesis]. University of Alberta; 2015. [cited 2020 Oct 29]. Available from: https://era.library.ualberta.ca/files/4f16c5724.

Council of Science Editors:

Charles C. A Study of Dominican Secondary Mathematics Teachers’ Explanations of Factors Affecting Their Instructional Practices. [Masters Thesis]. University of Alberta; 2015. Available from: https://era.library.ualberta.ca/files/4f16c5724


Texas Tech University

17. -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 October 29, 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. 29 Oct 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 Oct 29]. 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 State University – San Marcos

18. Smith, Shawnda. Geometry Teaching Knowledge: A Comparison Between Pre-Service and High School Geometry Teachers.

Degree: PhD, Mathematics Education, 2016, Texas State University – San Marcos

 Geometry is a field in mathematics that every student in the United States is required to study in order to fulfill high school graduation requirements.… (more)

Subjects/Keywords: Mathematical Knowledge for Teaching; Geometry; Mathematics – Study and teaching; Geometry – Study and teaching

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

APA (6th Edition):

Smith, S. (2016). Geometry Teaching Knowledge: A Comparison Between Pre-Service and High School Geometry Teachers. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6070

Chicago Manual of Style (16th Edition):

Smith, Shawnda. “Geometry Teaching Knowledge: A Comparison Between Pre-Service and High School Geometry Teachers.” 2016. Doctoral Dissertation, Texas State University – San Marcos. Accessed October 29, 2020. https://digital.library.txstate.edu/handle/10877/6070.

MLA Handbook (7th Edition):

Smith, Shawnda. “Geometry Teaching Knowledge: A Comparison Between Pre-Service and High School Geometry Teachers.” 2016. Web. 29 Oct 2020.

Vancouver:

Smith S. Geometry Teaching Knowledge: A Comparison Between Pre-Service and High School Geometry Teachers. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2016. [cited 2020 Oct 29]. Available from: https://digital.library.txstate.edu/handle/10877/6070.

Council of Science Editors:

Smith S. Geometry Teaching Knowledge: A Comparison Between Pre-Service and High School Geometry Teachers. [Doctoral Dissertation]. Texas State University – San Marcos; 2016. Available from: https://digital.library.txstate.edu/handle/10877/6070


University of Michigan

19. Phelps, Geoffrey C. Content knowledge for teaching reading.

Degree: PhD, Teacher education, 2005, University of Michigan

 This dissertation is composed of three journal articles. Each investigates the knowledge of text, language, and reading process needed to teach the elementary subject of… (more)

Subjects/Keywords: Content Knowledge; Reading; Specialized Knowledge; Teaching

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APA (6th Edition):

Phelps, G. C. (2005). Content knowledge for teaching reading. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/125193

Chicago Manual of Style (16th Edition):

Phelps, Geoffrey C. “Content knowledge for teaching reading.” 2005. Doctoral Dissertation, University of Michigan. Accessed October 29, 2020. http://hdl.handle.net/2027.42/125193.

MLA Handbook (7th Edition):

Phelps, Geoffrey C. “Content knowledge for teaching reading.” 2005. Web. 29 Oct 2020.

Vancouver:

Phelps GC. Content knowledge for teaching reading. [Internet] [Doctoral dissertation]. University of Michigan; 2005. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/2027.42/125193.

Council of Science Editors:

Phelps GC. Content knowledge for teaching reading. [Doctoral Dissertation]. University of Michigan; 2005. Available from: http://hdl.handle.net/2027.42/125193


Purdue University

20. Rupp, Madeline Grace. Multiple case studies of STEM teachers' orientations to science teaching through engineering design.

Degree: MS, Curriculum & Instruction, 2014, Purdue University

  The following master's thesis is composed of two manuscripts describing STEM teachers' orientations to science teaching through engineering within the context of the Science… (more)

Subjects/Keywords: Education; Engineering design; Orientations; Pedagogical content knowledge; Science teaching; STEM; Teacher knowledge; Education

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

APA (6th Edition):

Rupp, M. G. (2014). Multiple case studies of STEM teachers' orientations to science teaching through engineering design. (Thesis). Purdue University. Retrieved from http://docs.lib.purdue.edu/open_access_theses/246

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):

Rupp, Madeline Grace. “Multiple case studies of STEM teachers' orientations to science teaching through engineering design.” 2014. Thesis, Purdue University. Accessed October 29, 2020. http://docs.lib.purdue.edu/open_access_theses/246.

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

MLA Handbook (7th Edition):

Rupp, Madeline Grace. “Multiple case studies of STEM teachers' orientations to science teaching through engineering design.” 2014. Web. 29 Oct 2020.

Vancouver:

Rupp MG. Multiple case studies of STEM teachers' orientations to science teaching through engineering design. [Internet] [Thesis]. Purdue University; 2014. [cited 2020 Oct 29]. Available from: http://docs.lib.purdue.edu/open_access_theses/246.

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

Council of Science Editors:

Rupp MG. Multiple case studies of STEM teachers' orientations to science teaching through engineering design. [Thesis]. Purdue University; 2014. Available from: http://docs.lib.purdue.edu/open_access_theses/246

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


Boston College

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

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 October 29, 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. 29 Oct 2020.

Vancouver:

Reeves T. Does Content Knowledge Matter for New Teachers?. [Internet] [Doctoral dissertation]. Boston College; 2013. [cited 2020 Oct 29]. 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

22. Semiz, Adrian. Matematiklärarkunskap i programmering : en intervjustudie av sju matematiklärares uppfattningar av första årets undervisningmed programmering som centralt innehåll.

Degree: Science and Technology, 2019, Örebro University

Från och med hösten 2018 blev programmering en obligatorisk del av matematikundervisningen.Som framtida lärare är det intressant att få inblick i hur implementeringen av… (more)

Subjects/Keywords: Programming; implementation; knowledge; mathematics teaching; knowledge category; Programmering; implementering; kunskap; matematikundervisning; kunskapskategori; Mathematics; Matematik

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

APA (6th Edition):

Semiz, A. (2019). Matematiklärarkunskap i programmering : en intervjustudie av sju matematiklärares uppfattningar av första årets undervisningmed programmering som centralt innehåll. (Thesis). Örebro University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-76848

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):

Semiz, Adrian. “Matematiklärarkunskap i programmering : en intervjustudie av sju matematiklärares uppfattningar av första årets undervisningmed programmering som centralt innehåll.” 2019. Thesis, Örebro University. Accessed October 29, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-76848.

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

MLA Handbook (7th Edition):

Semiz, Adrian. “Matematiklärarkunskap i programmering : en intervjustudie av sju matematiklärares uppfattningar av första årets undervisningmed programmering som centralt innehåll.” 2019. Web. 29 Oct 2020.

Vancouver:

Semiz A. Matematiklärarkunskap i programmering : en intervjustudie av sju matematiklärares uppfattningar av första årets undervisningmed programmering som centralt innehåll. [Internet] [Thesis]. Örebro University; 2019. [cited 2020 Oct 29]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-76848.

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

Council of Science Editors:

Semiz A. Matematiklärarkunskap i programmering : en intervjustudie av sju matematiklärares uppfattningar av första årets undervisningmed programmering som centralt innehåll. [Thesis]. Örebro University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-76848

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


University of Arizona

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

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 October 29, 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. 29 Oct 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 Oct 29]. 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 Arizona

24. Blackburn, Chantel Christine. Mathematics According to Whom? Two Elementary Teachers and Their Encounters with the Mathematical Horizon .

Degree: 2014, University of Arizona

 A longstanding problem in mathematics education has been to determine the knowledge that teachers need in order to teach mathematics effectively. It is generally agreed… (more)

Subjects/Keywords: horizon content knolwedge; mathematical horizon; mathematical knowledge for teaching; Mathematics; advanced mathematical knowledge

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APA (6th Edition):

Blackburn, C. C. (2014). Mathematics According to Whom? Two Elementary Teachers and Their Encounters with the Mathematical Horizon . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/344451

Chicago Manual of Style (16th Edition):

Blackburn, Chantel Christine. “Mathematics According to Whom? Two Elementary Teachers and Their Encounters with the Mathematical Horizon .” 2014. Doctoral Dissertation, University of Arizona. Accessed October 29, 2020. http://hdl.handle.net/10150/344451.

MLA Handbook (7th Edition):

Blackburn, Chantel Christine. “Mathematics According to Whom? Two Elementary Teachers and Their Encounters with the Mathematical Horizon .” 2014. Web. 29 Oct 2020.

Vancouver:

Blackburn CC. Mathematics According to Whom? Two Elementary Teachers and Their Encounters with the Mathematical Horizon . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/10150/344451.

Council of Science Editors:

Blackburn CC. Mathematics According to Whom? Two Elementary Teachers and Their Encounters with the Mathematical Horizon . [Doctoral Dissertation]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/344451


Kansas State University

25. Marshall, Scott A. Mathematics knowledge for teaching of elementary and secondary teachers with regards to division by fractions.

Degree: PhD, Curriculum and Instruction Programs, 2016, Kansas State University

 This study examined pedagogical content knowledge (PCK) and Mathematics knowledge for teaching (MKT) from a perspective that blends existing definitions, questions, and methodologies into a… (more)

Subjects/Keywords: Pedagogical content knowledge; Mathematics education; Online survey; Division by fractions; Mathematics knowledge for teaching

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

APA (6th Edition):

Marshall, S. A. (2016). Mathematics knowledge for teaching of elementary and secondary teachers with regards to division by fractions. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/32846

Chicago Manual of Style (16th Edition):

Marshall, Scott A. “Mathematics knowledge for teaching of elementary and secondary teachers with regards to division by fractions.” 2016. Doctoral Dissertation, Kansas State University. Accessed October 29, 2020. http://hdl.handle.net/2097/32846.

MLA Handbook (7th Edition):

Marshall, Scott A. “Mathematics knowledge for teaching of elementary and secondary teachers with regards to division by fractions.” 2016. Web. 29 Oct 2020.

Vancouver:

Marshall SA. Mathematics knowledge for teaching of elementary and secondary teachers with regards to division by fractions. [Internet] [Doctoral dissertation]. Kansas State University; 2016. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/2097/32846.

Council of Science Editors:

Marshall SA. Mathematics knowledge for teaching of elementary and secondary teachers with regards to division by fractions. [Doctoral Dissertation]. Kansas State University; 2016. Available from: http://hdl.handle.net/2097/32846


University of Georgia

26. Kim, Gooyeon. The pedagogical content knowledge of two middl-school mathematics teachers.

Degree: 2014, University of Georgia

 The purpose of this study was to investigate two middle‐school mathematics teachers’ pedagogical content knowledge in terms of how it was manifested in their classroom… (more)

Subjects/Keywords: pedagogical content knowledge; middle-grade mathematics teachers; teacher knowledge; teacher beliefs; mathematics teaching

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

APA (6th Edition):

Kim, G. (2014). The pedagogical content knowledge of two middl-school mathematics teachers. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/22150

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):

Kim, Gooyeon. “The pedagogical content knowledge of two middl-school mathematics teachers.” 2014. Thesis, University of Georgia. Accessed October 29, 2020. http://hdl.handle.net/10724/22150.

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

MLA Handbook (7th Edition):

Kim, Gooyeon. “The pedagogical content knowledge of two middl-school mathematics teachers.” 2014. Web. 29 Oct 2020.

Vancouver:

Kim G. The pedagogical content knowledge of two middl-school mathematics teachers. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/10724/22150.

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

Council of Science Editors:

Kim G. The pedagogical content knowledge of two middl-school mathematics teachers. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/22150

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


University of Louisville

27. Klein, Paul. Predictive relationships of teacher efficacy, geometry knowledge for teaching, and the cognitive levels of teacher practice on student achievement.

Degree: PhD, College of Education and Human Development, 2012, University of Louisville

  This study explored the predictive relationships of teacher efficacy, teacher knowledge, and teacher practices with student achievement. More specifically, secondary mathematics teachers' efficacy beliefs,… (more)

Subjects/Keywords: Mathematics knowledge for teaching; Teacher efficacy; Cognitive complexity; Tasks; Mathematics; Geometry knowledge

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APA (6th Edition):

Klein, P. (2012). Predictive relationships of teacher efficacy, geometry knowledge for teaching, and the cognitive levels of teacher practice on student achievement. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/763 ; https://ir.library.louisville.edu/etd/763

Chicago Manual of Style (16th Edition):

Klein, Paul. “Predictive relationships of teacher efficacy, geometry knowledge for teaching, and the cognitive levels of teacher practice on student achievement.” 2012. Doctoral Dissertation, University of Louisville. Accessed October 29, 2020. 10.18297/etd/763 ; https://ir.library.louisville.edu/etd/763.

MLA Handbook (7th Edition):

Klein, Paul. “Predictive relationships of teacher efficacy, geometry knowledge for teaching, and the cognitive levels of teacher practice on student achievement.” 2012. Web. 29 Oct 2020.

Vancouver:

Klein P. Predictive relationships of teacher efficacy, geometry knowledge for teaching, and the cognitive levels of teacher practice on student achievement. [Internet] [Doctoral dissertation]. University of Louisville; 2012. [cited 2020 Oct 29]. Available from: 10.18297/etd/763 ; https://ir.library.louisville.edu/etd/763.

Council of Science Editors:

Klein P. Predictive relationships of teacher efficacy, geometry knowledge for teaching, and the cognitive levels of teacher practice on student achievement. [Doctoral Dissertation]. University of Louisville; 2012. Available from: 10.18297/etd/763 ; https://ir.library.louisville.edu/etd/763


University of Georgia

28. Hix, Sherry Love. Learning in lesson study.

Degree: 2014, University of Georgia

 The purpose of this study was to examine what teachers may learn while participating in lesson study and if certain lesson study experiences can be… (more)

Subjects/Keywords: Lesson study; Professional development; Teacher knowledge; Mathematical knowledge for teaching; Teacher learning

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APA (6th Edition):

Hix, S. L. (2014). Learning in lesson study. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/24919

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):

Hix, Sherry Love. “Learning in lesson study.” 2014. Thesis, University of Georgia. Accessed October 29, 2020. http://hdl.handle.net/10724/24919.

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

MLA Handbook (7th Edition):

Hix, Sherry Love. “Learning in lesson study.” 2014. Web. 29 Oct 2020.

Vancouver:

Hix SL. Learning in lesson study. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/10724/24919.

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

Council of Science Editors:

Hix SL. Learning in lesson study. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/24919

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


Utah State University

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

Degree: PhD, Education, 2019, Utah State University

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Dupree, Kami M. “Secondary Mathematics Teachers’ Responses to Pivotal Teaching Moments.” 2019. Doctoral Dissertation, Utah State University. Accessed October 29, 2020. https://digitalcommons.usu.edu/etd/7535.

MLA Handbook (7th Edition):

Dupree, Kami M. “Secondary Mathematics Teachers’ Responses to Pivotal Teaching Moments.” 2019. Web. 29 Oct 2020.

Vancouver:

Dupree KM. Secondary Mathematics Teachers’ Responses to Pivotal Teaching Moments. [Internet] [Doctoral dissertation]. Utah State University; 2019. [cited 2020 Oct 29]. Available from: https://digitalcommons.usu.edu/etd/7535.

Council of Science Editors:

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


University of KwaZulu-Natal

30. Ndlandla, Sibusiso Sandile. Examining primary school teachers’ understanding of teaching geometry through the problem solving approach in Swaziland.

Degree: 2017, University of KwaZulu-Natal

 In this study, I examined primary teachers’ understanding of teaching geometry through the problem solving approach, using Ball, Thames and Phelps’s (2008) mathematical knowledge for… (more)

Subjects/Keywords: Theses - Education.; Mathematical knowledge for teaching framework (MKT); Knowledge of content and teaching (KCT); Knowledge of content and students (KCS); Polygons.; Geometry Teaching.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ndlandla, S. S. (2017). Examining primary school teachers’ understanding of teaching geometry through the problem solving approach in Swaziland. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15545

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):

Ndlandla, Sibusiso Sandile. “Examining primary school teachers’ understanding of teaching geometry through the problem solving approach in Swaziland.” 2017. Thesis, University of KwaZulu-Natal. Accessed October 29, 2020. http://hdl.handle.net/10413/15545.

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

MLA Handbook (7th Edition):

Ndlandla, Sibusiso Sandile. “Examining primary school teachers’ understanding of teaching geometry through the problem solving approach in Swaziland.” 2017. Web. 29 Oct 2020.

Vancouver:

Ndlandla SS. Examining primary school teachers’ understanding of teaching geometry through the problem solving approach in Swaziland. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/10413/15545.

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

Council of Science Editors:

Ndlandla SS. Examining primary school teachers’ understanding of teaching geometry through the problem solving approach in Swaziland. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/15545

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

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