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University of Manchester

1. Radovic Sendra, Darinka. GIRLS AND SCHOOL MATHEMATICS IN CHILE: SOCIAL INFLUENCES IN DIFFERENTIAL ATTAINMENT AND MATHEMATICAL IDENTITIES.

Degree: 2016, University of Manchester

 Girls’ relationship with mathematics has been an extensive and contested area of investigation during the last 40 years, mainly in developed countries. This contrasts with… (more)

Subjects/Keywords: Girls; Chile; Mathematics identity; Attainment gap/differences; Peer relations; Classroom practices; Mathematics teaching

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APA (6th Edition):

Radovic Sendra, D. (2016). GIRLS AND SCHOOL MATHEMATICS IN CHILE: SOCIAL INFLUENCES IN DIFFERENTIAL ATTAINMENT AND MATHEMATICAL IDENTITIES. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:298554

Chicago Manual of Style (16th Edition):

Radovic Sendra, Darinka. “GIRLS AND SCHOOL MATHEMATICS IN CHILE: SOCIAL INFLUENCES IN DIFFERENTIAL ATTAINMENT AND MATHEMATICAL IDENTITIES.” 2016. Doctoral Dissertation, University of Manchester. Accessed October 20, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:298554.

MLA Handbook (7th Edition):

Radovic Sendra, Darinka. “GIRLS AND SCHOOL MATHEMATICS IN CHILE: SOCIAL INFLUENCES IN DIFFERENTIAL ATTAINMENT AND MATHEMATICAL IDENTITIES.” 2016. Web. 20 Oct 2019.

Vancouver:

Radovic Sendra D. GIRLS AND SCHOOL MATHEMATICS IN CHILE: SOCIAL INFLUENCES IN DIFFERENTIAL ATTAINMENT AND MATHEMATICAL IDENTITIES. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2019 Oct 20]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:298554.

Council of Science Editors:

Radovic Sendra D. GIRLS AND SCHOOL MATHEMATICS IN CHILE: SOCIAL INFLUENCES IN DIFFERENTIAL ATTAINMENT AND MATHEMATICAL IDENTITIES. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:298554


University of Manchester

2. Radovic Sendra, Darinka. Girls and school mathematics in Chile : social influences in differential attainment and mathematical identities.

Degree: PhD, 2016, University of Manchester

 Girls' relationship with mathematics has been an extensive and contested area of investigation during the last 40 years, mainly in developed countries. This contrasts with… (more)

Subjects/Keywords: 510.71; Peer relations; Mathematics teaching; Classroom practices; Mathematics identity; Chile; Girls; Attainment gap/differences

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APA (6th Edition):

Radovic Sendra, D. (2016). Girls and school mathematics in Chile : social influences in differential attainment and mathematical identities. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/girls-and-school-mathematics-in-chile-social-influences-in-differential-attainment-and-mathematical-identities(e7394296-7994-40b2-b37c-d3d0a85198a0).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.724647

Chicago Manual of Style (16th Edition):

Radovic Sendra, Darinka. “Girls and school mathematics in Chile : social influences in differential attainment and mathematical identities.” 2016. Doctoral Dissertation, University of Manchester. Accessed October 20, 2019. https://www.research.manchester.ac.uk/portal/en/theses/girls-and-school-mathematics-in-chile-social-influences-in-differential-attainment-and-mathematical-identities(e7394296-7994-40b2-b37c-d3d0a85198a0).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.724647.

MLA Handbook (7th Edition):

Radovic Sendra, Darinka. “Girls and school mathematics in Chile : social influences in differential attainment and mathematical identities.” 2016. Web. 20 Oct 2019.

Vancouver:

Radovic Sendra D. Girls and school mathematics in Chile : social influences in differential attainment and mathematical identities. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2019 Oct 20]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/girls-and-school-mathematics-in-chile-social-influences-in-differential-attainment-and-mathematical-identities(e7394296-7994-40b2-b37c-d3d0a85198a0).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.724647.

Council of Science Editors:

Radovic Sendra D. Girls and school mathematics in Chile : social influences in differential attainment and mathematical identities. [Doctoral Dissertation]. University of Manchester; 2016. Available from: https://www.research.manchester.ac.uk/portal/en/theses/girls-and-school-mathematics-in-chile-social-influences-in-differential-attainment-and-mathematical-identities(e7394296-7994-40b2-b37c-d3d0a85198a0).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.724647


University of Bath

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

Degree: PhD, 2017, University of Bath

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Tleuov, Askat. “The teaching of speaking : an investigation into the relationship between teachers' beliefs and practices in Kazakhstani state secondary school EFL classrooms.” 2017. Doctoral Dissertation, University of Bath. Accessed October 20, 2019. https://researchportal.bath.ac.uk/en/studentthesis/the-teaching-of-speaking-an-investigation-into-the-relationship-between-teachers-beliefs-and-practices-in-kazakhstani-state-secondary-school-efl-classrooms(d8676633-6bf5-4fb4-bc62-b9b490f4c073).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715288.

MLA Handbook (7th Edition):

Tleuov, Askat. “The teaching of speaking : an investigation into the relationship between teachers' beliefs and practices in Kazakhstani state secondary school EFL classrooms.” 2017. Web. 20 Oct 2019.

Vancouver:

Tleuov A. The teaching of speaking : an investigation into the relationship between teachers' beliefs and practices in Kazakhstani state secondary school EFL classrooms. [Internet] [Doctoral dissertation]. University of Bath; 2017. [cited 2019 Oct 20]. Available from: https://researchportal.bath.ac.uk/en/studentthesis/the-teaching-of-speaking-an-investigation-into-the-relationship-between-teachers-beliefs-and-practices-in-kazakhstani-state-secondary-school-efl-classrooms(d8676633-6bf5-4fb4-bc62-b9b490f4c073).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715288.

Council of Science Editors:

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


University of Cambridge

4. Winters, Mandy Rae. The Music Classroom as Epistemological Amphitheatre ? Assemblages of Adolescent Perceptions and Practices of Composing Creativities.

Degree: 2019, University of Cambridge

 This empirical study has researched the perceptions and practices of adolescent composing creativities from the perspectives of three inter-related music-making communities. The research comprises three… (more)

Subjects/Keywords: Music; education; secondary; composing; adolescent; perceptions; practices; creativities; classroom; teaching; pedagogy; identities; professional; development; teacher training

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

APA (6th Edition):

Winters, M. R. (2019). The Music Classroom as Epistemological Amphitheatre ? Assemblages of Adolescent Perceptions and Practices of Composing Creativities. (Thesis). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/291396

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):

Winters, Mandy Rae. “The Music Classroom as Epistemological Amphitheatre ? Assemblages of Adolescent Perceptions and Practices of Composing Creativities. ” 2019. Thesis, University of Cambridge. Accessed October 20, 2019. https://www.repository.cam.ac.uk/handle/1810/291396.

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

MLA Handbook (7th Edition):

Winters, Mandy Rae. “The Music Classroom as Epistemological Amphitheatre ? Assemblages of Adolescent Perceptions and Practices of Composing Creativities. ” 2019. Web. 20 Oct 2019.

Vancouver:

Winters MR. The Music Classroom as Epistemological Amphitheatre ? Assemblages of Adolescent Perceptions and Practices of Composing Creativities. [Internet] [Thesis]. University of Cambridge; 2019. [cited 2019 Oct 20]. Available from: https://www.repository.cam.ac.uk/handle/1810/291396.

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

Council of Science Editors:

Winters MR. The Music Classroom as Epistemological Amphitheatre ? Assemblages of Adolescent Perceptions and Practices of Composing Creativities. [Thesis]. University of Cambridge; 2019. Available from: https://www.repository.cam.ac.uk/handle/1810/291396

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


University of Manchester

5. Aubrey, Adele. Investigating enquiry-based learning in higher education : dimensions, dissonances and power.

Degree: Thesis (EdD), 2015, University of Manchester

 The purpose of the thesis is to explore excellence in Enquiry-Based Learning (EBL), its philosophical underpinnings, pedagogical implications and possibilities. How pedagogic devices can be… (more)

Subjects/Keywords: workshop; action research; micro-practices of teaching; student involvement; dilemma analysis; teaching and learning; practitioner research; student-centred learning; pedagogic instrument; Enquiry-Based Learning; educational developer

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APA (6th Edition):

Aubrey, A. (2015). Investigating enquiry-based learning in higher education : dimensions, dissonances and power. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/investigating-enquirybased-learning-in-higher-education-dimensions-dissonances-and-power(a2b6d0ad-2d3c-4ca8-958f-fb341002addf).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764338

Chicago Manual of Style (16th Edition):

Aubrey, Adele. “Investigating enquiry-based learning in higher education : dimensions, dissonances and power.” 2015. Doctoral Dissertation, University of Manchester. Accessed October 20, 2019. https://www.research.manchester.ac.uk/portal/en/theses/investigating-enquirybased-learning-in-higher-education-dimensions-dissonances-and-power(a2b6d0ad-2d3c-4ca8-958f-fb341002addf).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764338.

MLA Handbook (7th Edition):

Aubrey, Adele. “Investigating enquiry-based learning in higher education : dimensions, dissonances and power.” 2015. Web. 20 Oct 2019.

Vancouver:

Aubrey A. Investigating enquiry-based learning in higher education : dimensions, dissonances and power. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2019 Oct 20]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/investigating-enquirybased-learning-in-higher-education-dimensions-dissonances-and-power(a2b6d0ad-2d3c-4ca8-958f-fb341002addf).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764338.

Council of Science Editors:

Aubrey A. Investigating enquiry-based learning in higher education : dimensions, dissonances and power. [Doctoral Dissertation]. University of Manchester; 2015. Available from: https://www.research.manchester.ac.uk/portal/en/theses/investigating-enquirybased-learning-in-higher-education-dimensions-dissonances-and-power(a2b6d0ad-2d3c-4ca8-958f-fb341002addf).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764338


University of Manchester

6. Aubrey, Adele. Investigating enquiry-based learning in higher education: dimensions, dissonances and power.

Degree: 2015, University of Manchester

 The purpose of the thesis is to explore excellence in Enquiry-Based Learning (EBL), its philosophical underpinnings, pedagogical implications and possibilities. How pedagogic devices can be… (more)

Subjects/Keywords: Enquiry-Based Learning; pedagogic instrument; student-centred learning; teaching and learning; practitioner research; educational developer; dilemma analysis; student involvement; micro-practices of teaching; action research; workshop

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

APA (6th Edition):

Aubrey, A. (2015). Investigating enquiry-based learning in higher education: dimensions, dissonances and power. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:259593

Chicago Manual of Style (16th Edition):

Aubrey, Adele. “Investigating enquiry-based learning in higher education: dimensions, dissonances and power.” 2015. Doctoral Dissertation, University of Manchester. Accessed October 20, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:259593.

MLA Handbook (7th Edition):

Aubrey, Adele. “Investigating enquiry-based learning in higher education: dimensions, dissonances and power.” 2015. Web. 20 Oct 2019.

Vancouver:

Aubrey A. Investigating enquiry-based learning in higher education: dimensions, dissonances and power. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2019 Oct 20]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:259593.

Council of Science Editors:

Aubrey A. Investigating enquiry-based learning in higher education: dimensions, dissonances and power. [Doctoral Dissertation]. University of Manchester; 2015. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:259593


University of Exeter

7. Yigit, V. Understanding early writing : pre-school and primary teachers' beliefs about writing development and the relationship between espoused beliefs, classroom practice and young writers.

Degree: PhD, 2019, University of Exeter

 This thesis presents an understanding of early writing development in pre-school and first year classrooms through teachers' beliefs, classroom practices and children's reflections. The study… (more)

Subjects/Keywords: early years writing; early writing instruction; preschool teaching; primary teaching; transition; early writing development; teacher beliefs; early years writing practices; young writers

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

APA (6th Edition):

Yigit, V. (2019). Understanding early writing : pre-school and primary teachers' beliefs about writing development and the relationship between espoused beliefs, classroom practice and young writers. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/36717

Chicago Manual of Style (16th Edition):

Yigit, V. “Understanding early writing : pre-school and primary teachers' beliefs about writing development and the relationship between espoused beliefs, classroom practice and young writers.” 2019. Doctoral Dissertation, University of Exeter. Accessed October 20, 2019. http://hdl.handle.net/10871/36717.

MLA Handbook (7th Edition):

Yigit, V. “Understanding early writing : pre-school and primary teachers' beliefs about writing development and the relationship between espoused beliefs, classroom practice and young writers.” 2019. Web. 20 Oct 2019.

Vancouver:

Yigit V. Understanding early writing : pre-school and primary teachers' beliefs about writing development and the relationship between espoused beliefs, classroom practice and young writers. [Internet] [Doctoral dissertation]. University of Exeter; 2019. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10871/36717.

Council of Science Editors:

Yigit V. Understanding early writing : pre-school and primary teachers' beliefs about writing development and the relationship between espoused beliefs, classroom practice and young writers. [Doctoral Dissertation]. University of Exeter; 2019. Available from: http://hdl.handle.net/10871/36717


University of Exeter

8. Karakosta, Efstathia. Managing inclusive provision for pupils with speech and language disorders in Greek mainstream primary schools.

Degree: PhD, 2014, University of Exeter

 There is a scarcity of research exploring the field of Speech and Language Disorders (SLD) in the Greek mainstream primary education context. Accordingly, the aim… (more)

Subjects/Keywords: 371.91; Speech and Language Disorders (‘SLD’); provision; identification; mainstream and inclusion classroom; teaching and learning practices; academic attainments; social participation; peer acceptance

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

APA (6th Edition):

Karakosta, E. (2014). Managing inclusive provision for pupils with speech and language disorders in Greek mainstream primary schools. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/17325

Chicago Manual of Style (16th Edition):

Karakosta, Efstathia. “Managing inclusive provision for pupils with speech and language disorders in Greek mainstream primary schools.” 2014. Doctoral Dissertation, University of Exeter. Accessed October 20, 2019. http://hdl.handle.net/10871/17325.

MLA Handbook (7th Edition):

Karakosta, Efstathia. “Managing inclusive provision for pupils with speech and language disorders in Greek mainstream primary schools.” 2014. Web. 20 Oct 2019.

Vancouver:

Karakosta E. Managing inclusive provision for pupils with speech and language disorders in Greek mainstream primary schools. [Internet] [Doctoral dissertation]. University of Exeter; 2014. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10871/17325.

Council of Science Editors:

Karakosta E. Managing inclusive provision for pupils with speech and language disorders in Greek mainstream primary schools. [Doctoral Dissertation]. University of Exeter; 2014. Available from: http://hdl.handle.net/10871/17325


University of Stirling

9. Ó Cathalláin, Seán. Early Literacy in all-Irish Immersion Primary Schools: A micro-ethnographic case study of storybook reading events in Irish and English.

Degree: PhD, School of Education, 2011, University of Stirling

 This thesis examines ways in which literacy practices are shaped by local norms in all-Irish immersion schools, as evidenced in storybook reading events in Irish… (more)

Subjects/Keywords: early literacy, immersion education, literacy practices, literacy events, storybook reading, identity, bilingual, bilingual reader, micro-ethnography, discourse analysis; Irish language Study and teaching (Primary) Ireland

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

APA (6th Edition):

Ó Cathalláin, S. (2011). Early Literacy in all-Irish Immersion Primary Schools: A micro-ethnographic case study of storybook reading events in Irish and English. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/6509

Chicago Manual of Style (16th Edition):

Ó Cathalláin, Seán. “Early Literacy in all-Irish Immersion Primary Schools: A micro-ethnographic case study of storybook reading events in Irish and English.” 2011. Doctoral Dissertation, University of Stirling. Accessed October 20, 2019. http://hdl.handle.net/1893/6509.

MLA Handbook (7th Edition):

Ó Cathalláin, Seán. “Early Literacy in all-Irish Immersion Primary Schools: A micro-ethnographic case study of storybook reading events in Irish and English.” 2011. Web. 20 Oct 2019.

Vancouver:

Ó Cathalláin S. Early Literacy in all-Irish Immersion Primary Schools: A micro-ethnographic case study of storybook reading events in Irish and English. [Internet] [Doctoral dissertation]. University of Stirling; 2011. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1893/6509.

Council of Science Editors:

Ó Cathalláin S. Early Literacy in all-Irish Immersion Primary Schools: A micro-ethnographic case study of storybook reading events in Irish and English. [Doctoral Dissertation]. University of Stirling; 2011. Available from: http://hdl.handle.net/1893/6509


University of Exeter

10. Alsahou, Hamed. Teachers' beliefs about creativity and practices for fostering creativity in science classrooms in the State of Kuwait.

Degree: PhD, 2015, University of Exeter

 Fostering students’ creativity in school subjects has recently become a central focus of educational researchers, educators, and educational policymakers around the world. In Kuwait, educational… (more)

Subjects/Keywords: 372.35; creativity; scientific creativity; teaching for creativity; science education; fostering students' creativity in science subjects; creative pedagogy; creative education; science teachers' beliefs and practices; creative thinking skills; everyday creativity; multiple case studies

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

APA (6th Edition):

Alsahou, H. (2015). Teachers' beliefs about creativity and practices for fostering creativity in science classrooms in the State of Kuwait. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/19224

Chicago Manual of Style (16th Edition):

Alsahou, Hamed. “Teachers' beliefs about creativity and practices for fostering creativity in science classrooms in the State of Kuwait.” 2015. Doctoral Dissertation, University of Exeter. Accessed October 20, 2019. http://hdl.handle.net/10871/19224.

MLA Handbook (7th Edition):

Alsahou, Hamed. “Teachers' beliefs about creativity and practices for fostering creativity in science classrooms in the State of Kuwait.” 2015. Web. 20 Oct 2019.

Vancouver:

Alsahou H. Teachers' beliefs about creativity and practices for fostering creativity in science classrooms in the State of Kuwait. [Internet] [Doctoral dissertation]. University of Exeter; 2015. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10871/19224.

Council of Science Editors:

Alsahou H. Teachers' beliefs about creativity and practices for fostering creativity in science classrooms in the State of Kuwait. [Doctoral Dissertation]. University of Exeter; 2015. Available from: http://hdl.handle.net/10871/19224

.