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Dates: 2010 – 2014

You searched for subject:(Teaching practices). Showing records 1 – 30 of 207 total matches.

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Boston College

1. Salomon, Yves P. Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?.

Degree: PhD, Educational Research, Measurement, and Evaluation, 2010, Boston College

 There is no question that teachers play an important role in student learning. In the last decade, researchers have shown evidence pointing to the prominence… (more)

Subjects/Keywords: Teaching practices; Teaching effectiveness

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

APA (6th Edition):

Salomon, Y. P. (2010). Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101836

Chicago Manual of Style (16th Edition):

Salomon, Yves P. “Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?.” 2010. Doctoral Dissertation, Boston College. Accessed October 15, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101836.

MLA Handbook (7th Edition):

Salomon, Yves P. “Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?.” 2010. Web. 15 Oct 2019.

Vancouver:

Salomon YP. Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?. [Internet] [Doctoral dissertation]. Boston College; 2010. [cited 2019 Oct 15]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101836.

Council of Science Editors:

Salomon YP. Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?. [Doctoral Dissertation]. Boston College; 2010. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101836


Penn State University

2. Shimizu, Jeanne Keiko. The Nature of Secondary Mathematics Teachers' Efforts to Make Ideas of School Algebra Accessible.

Degree: PhD, Curriculum and Instruction, 2013, Penn State University

 This study was conducted to investigate and to understand secondary mathematics teachers’ efforts to make targeted mathematical ideas (TMIds) of school algebra accessible and comprehensible… (more)

Subjects/Keywords: teaching practices; quasi-teaching practices; teaching; accessible; framing; decompressing; trimming; bridging

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APA (6th Edition):

Shimizu, J. K. (2013). The Nature of Secondary Mathematics Teachers' Efforts to Make Ideas of School Algebra Accessible. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/19757

Chicago Manual of Style (16th Edition):

Shimizu, Jeanne Keiko. “The Nature of Secondary Mathematics Teachers' Efforts to Make Ideas of School Algebra Accessible.” 2013. Doctoral Dissertation, Penn State University. Accessed October 15, 2019. https://etda.libraries.psu.edu/catalog/19757.

MLA Handbook (7th Edition):

Shimizu, Jeanne Keiko. “The Nature of Secondary Mathematics Teachers' Efforts to Make Ideas of School Algebra Accessible.” 2013. Web. 15 Oct 2019.

Vancouver:

Shimizu JK. The Nature of Secondary Mathematics Teachers' Efforts to Make Ideas of School Algebra Accessible. [Internet] [Doctoral dissertation]. Penn State University; 2013. [cited 2019 Oct 15]. Available from: https://etda.libraries.psu.edu/catalog/19757.

Council of Science Editors:

Shimizu JK. The Nature of Secondary Mathematics Teachers' Efforts to Make Ideas of School Algebra Accessible. [Doctoral Dissertation]. Penn State University; 2013. Available from: https://etda.libraries.psu.edu/catalog/19757


University of Southern California

3. Nordyke, Alison Michelle. Models of teaching: indicators influencing teachers' pedagogical choice.

Degree: EdD, Education, 2011, University of Southern California

 The models of teaching are systematic tools that allow teachers to vary their classroom pedagogical practices to meet the needs of all learners in their… (more)

Subjects/Keywords: models of teaching; pedagogical practices; teaching pedagogy

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APA (6th Edition):

Nordyke, A. M. (2011). Models of teaching: indicators influencing teachers' pedagogical choice. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/641861/rec/4155

Chicago Manual of Style (16th Edition):

Nordyke, Alison Michelle. “Models of teaching: indicators influencing teachers' pedagogical choice.” 2011. Doctoral Dissertation, University of Southern California. Accessed October 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/641861/rec/4155.

MLA Handbook (7th Edition):

Nordyke, Alison Michelle. “Models of teaching: indicators influencing teachers' pedagogical choice.” 2011. Web. 15 Oct 2019.

Vancouver:

Nordyke AM. Models of teaching: indicators influencing teachers' pedagogical choice. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Oct 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/641861/rec/4155.

Council of Science Editors:

Nordyke AM. Models of teaching: indicators influencing teachers' pedagogical choice. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/641861/rec/4155


Universiteit Utrecht

4. Tompazi, K. Teachers' Professional Development of IBL skills in science through PRIMAS project.

Degree: 2014, Universiteit Utrecht

 Inquiry-based learning (IBL) promotes student learning and the development of competencies like self-directed learning and exploring new knowledge areas. Unfortunately, many teachers lack experience in… (more)

Subjects/Keywords: Inquiry-based learning; Professional Development; teaching practices

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APA (6th Edition):

Tompazi, K. (2014). Teachers' Professional Development of IBL skills in science through PRIMAS project. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/298074

Chicago Manual of Style (16th Edition):

Tompazi, K. “Teachers' Professional Development of IBL skills in science through PRIMAS project.” 2014. Masters Thesis, Universiteit Utrecht. Accessed October 15, 2019. http://dspace.library.uu.nl:8080/handle/1874/298074.

MLA Handbook (7th Edition):

Tompazi, K. “Teachers' Professional Development of IBL skills in science through PRIMAS project.” 2014. Web. 15 Oct 2019.

Vancouver:

Tompazi K. Teachers' Professional Development of IBL skills in science through PRIMAS project. [Internet] [Masters thesis]. Universiteit Utrecht; 2014. [cited 2019 Oct 15]. Available from: http://dspace.library.uu.nl:8080/handle/1874/298074.

Council of Science Editors:

Tompazi K. Teachers' Professional Development of IBL skills in science through PRIMAS project. [Masters Thesis]. Universiteit Utrecht; 2014. Available from: http://dspace.library.uu.nl:8080/handle/1874/298074


University of Missouri – Columbia

5. Peck, Barbara A. Postmodern art education: voices and practices of select secondary teachers.

Degree: 2013, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This dissertation examined current postmodern art teaching practices in select secondary art classrooms in Missouri… (more)

Subjects/Keywords: art education; secondary education; teaching practices

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APA (6th Edition):

Peck, B. A. (2013). Postmodern art education: voices and practices of select secondary teachers. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/37866

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):

Peck, Barbara A. “Postmodern art education: voices and practices of select secondary teachers.” 2013. Thesis, University of Missouri – Columbia. Accessed October 15, 2019. http://hdl.handle.net/10355/37866.

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

MLA Handbook (7th Edition):

Peck, Barbara A. “Postmodern art education: voices and practices of select secondary teachers.” 2013. Web. 15 Oct 2019.

Vancouver:

Peck BA. Postmodern art education: voices and practices of select secondary teachers. [Internet] [Thesis]. University of Missouri – Columbia; 2013. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/10355/37866.

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

Council of Science Editors:

Peck BA. Postmodern art education: voices and practices of select secondary teachers. [Thesis]. University of Missouri – Columbia; 2013. Available from: http://hdl.handle.net/10355/37866

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


University of Missouri – Columbia

6. Peck, Barbara A. Postmodern art education: voices and practices of select secondary teachers.

Degree: 2013, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This dissertation examined current postmodern art teaching practices in select secondary art classrooms in Missouri… (more)

Subjects/Keywords: art education; secondary education; teaching practices

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

APA (6th Edition):

Peck, B. A. (2013). Postmodern art education: voices and practices of select secondary teachers. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/37866

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):

Peck, Barbara A. “Postmodern art education: voices and practices of select secondary teachers.” 2013. Thesis, University of Missouri – Columbia. Accessed October 15, 2019. https://doi.org/10.32469/10355/37866.

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

MLA Handbook (7th Edition):

Peck, Barbara A. “Postmodern art education: voices and practices of select secondary teachers.” 2013. Web. 15 Oct 2019.

Vancouver:

Peck BA. Postmodern art education: voices and practices of select secondary teachers. [Internet] [Thesis]. University of Missouri – Columbia; 2013. [cited 2019 Oct 15]. Available from: https://doi.org/10.32469/10355/37866.

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

Council of Science Editors:

Peck BA. Postmodern art education: voices and practices of select secondary teachers. [Thesis]. University of Missouri – Columbia; 2013. Available from: https://doi.org/10.32469/10355/37866

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


University of Georgia

7. Donaldson, Sarah Elizabeth. Teaching through problem solving: practices of four high school mathematics teachers.

Degree: PhD, Mathematics Education, 2011, University of Georgia

 If problem solving is what mathematics is all about, then mathematics teachers should be in the business of helping students develop their problem-solving abilities. One… (more)

Subjects/Keywords: problem solving; teaching through problem solving; teaching practices; metacognition

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

APA (6th Edition):

Donaldson, S. E. (2011). Teaching through problem solving: practices of four high school mathematics teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/donaldson_sarah_e_201105_phd

Chicago Manual of Style (16th Edition):

Donaldson, Sarah Elizabeth. “Teaching through problem solving: practices of four high school mathematics teachers.” 2011. Doctoral Dissertation, University of Georgia. Accessed October 15, 2019. http://purl.galileo.usg.edu/uga_etd/donaldson_sarah_e_201105_phd.

MLA Handbook (7th Edition):

Donaldson, Sarah Elizabeth. “Teaching through problem solving: practices of four high school mathematics teachers.” 2011. Web. 15 Oct 2019.

Vancouver:

Donaldson SE. Teaching through problem solving: practices of four high school mathematics teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Oct 15]. Available from: http://purl.galileo.usg.edu/uga_etd/donaldson_sarah_e_201105_phd.

Council of Science Editors:

Donaldson SE. Teaching through problem solving: practices of four high school mathematics teachers. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/donaldson_sarah_e_201105_phd


Universidade do Rio Grande do Norte

8. Guimarães, Fibia Brito. Práticas interdisciplinares no ensino superior: a experiência do curso de graduação em administração da UNAMA - Pará .

Degree: 2013, Universidade do Rio Grande do Norte

 This work addresses the study of interdisciplinarity in higher administration education, a topic of great relevance in the present context, due to guidelines issued by… (more)

Subjects/Keywords: Ensino de administração. Interdisciplinaridade. Práticas docentes; Teaching administration. Interdisciplinarity. Teaching practices

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APA (6th Edition):

Guimarães, F. B. (2013). Práticas interdisciplinares no ensino superior: a experiência do curso de graduação em administração da UNAMA - Pará . (Masters Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/12236

Chicago Manual of Style (16th Edition):

Guimarães, Fibia Brito. “Práticas interdisciplinares no ensino superior: a experiência do curso de graduação em administração da UNAMA - Pará .” 2013. Masters Thesis, Universidade do Rio Grande do Norte. Accessed October 15, 2019. http://repositorio.ufrn.br/handle/123456789/12236.

MLA Handbook (7th Edition):

Guimarães, Fibia Brito. “Práticas interdisciplinares no ensino superior: a experiência do curso de graduação em administração da UNAMA - Pará .” 2013. Web. 15 Oct 2019.

Vancouver:

Guimarães FB. Práticas interdisciplinares no ensino superior: a experiência do curso de graduação em administração da UNAMA - Pará . [Internet] [Masters thesis]. Universidade do Rio Grande do Norte; 2013. [cited 2019 Oct 15]. Available from: http://repositorio.ufrn.br/handle/123456789/12236.

Council of Science Editors:

Guimarães FB. Práticas interdisciplinares no ensino superior: a experiência do curso de graduação em administração da UNAMA - Pará . [Masters Thesis]. Universidade do Rio Grande do Norte; 2013. Available from: http://repositorio.ufrn.br/handle/123456789/12236


Universidade do Rio Grande do Norte

9. Guimarães, Fibia Brito. Práticas interdisciplinares no ensino superior: a experiência do curso de graduação em administração da UNAMA - Pará .

Degree: 2013, Universidade do Rio Grande do Norte

 This work addresses the study of interdisciplinarity in higher administration education, a topic of great relevance in the present context, due to guidelines issued by… (more)

Subjects/Keywords: Ensino de administração. Interdisciplinaridade. Práticas docentes; Teaching administration. Interdisciplinarity. Teaching practices

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Guimarães, F. B. (2013). Práticas interdisciplinares no ensino superior: a experiência do curso de graduação em administração da UNAMA - Pará . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/12236

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):

Guimarães, Fibia Brito. “Práticas interdisciplinares no ensino superior: a experiência do curso de graduação em administração da UNAMA - Pará .” 2013. Thesis, Universidade do Rio Grande do Norte. Accessed October 15, 2019. http://repositorio.ufrn.br/handle/123456789/12236.

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

MLA Handbook (7th Edition):

Guimarães, Fibia Brito. “Práticas interdisciplinares no ensino superior: a experiência do curso de graduação em administração da UNAMA - Pará .” 2013. Web. 15 Oct 2019.

Vancouver:

Guimarães FB. Práticas interdisciplinares no ensino superior: a experiência do curso de graduação em administração da UNAMA - Pará . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2013. [cited 2019 Oct 15]. Available from: http://repositorio.ufrn.br/handle/123456789/12236.

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

Council of Science Editors:

Guimarães FB. Práticas interdisciplinares no ensino superior: a experiência do curso de graduação em administração da UNAMA - Pará . [Thesis]. Universidade do Rio Grande do Norte; 2013. Available from: http://repositorio.ufrn.br/handle/123456789/12236

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


Pontifícia Universidade Católica de São Paulo

10. Solange Maria dos Santos. Práticas avaliativas desenvolvidas por professores de matemática: novos desafios frente aos resultados da avaliação externa na rede de ensino SESI/SP.

Degree: 2010, Pontifícia Universidade Católica de São Paulo

The Social Service of Industry São Paulo - SESI/SP, as a teaching institution to improve the educational quality of its students in elementary and secondary… (more)

Subjects/Keywords: Avaliação externa; Práticas avaliativas; Práticas pedagógicas; MATEMATICA; External evaluation; Assessment practices; Teaching practices; Mathematics

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APA (6th Edition):

Santos, S. M. d. (2010). Práticas avaliativas desenvolvidas por professores de matemática: novos desafios frente aos resultados da avaliação externa na rede de ensino SESI/SP. (Thesis). Pontifícia Universidade Católica de São Paulo. Retrieved from http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=12217

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):

Santos, Solange Maria dos. “Práticas avaliativas desenvolvidas por professores de matemática: novos desafios frente aos resultados da avaliação externa na rede de ensino SESI/SP.” 2010. Thesis, Pontifícia Universidade Católica de São Paulo. Accessed October 15, 2019. http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=12217.

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

MLA Handbook (7th Edition):

Santos, Solange Maria dos. “Práticas avaliativas desenvolvidas por professores de matemática: novos desafios frente aos resultados da avaliação externa na rede de ensino SESI/SP.” 2010. Web. 15 Oct 2019.

Vancouver:

Santos SMd. Práticas avaliativas desenvolvidas por professores de matemática: novos desafios frente aos resultados da avaliação externa na rede de ensino SESI/SP. [Internet] [Thesis]. Pontifícia Universidade Católica de São Paulo; 2010. [cited 2019 Oct 15]. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=12217.

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

Council of Science Editors:

Santos SMd. Práticas avaliativas desenvolvidas por professores de matemática: novos desafios frente aos resultados da avaliação externa na rede de ensino SESI/SP. [Thesis]. Pontifícia Universidade Católica de São Paulo; 2010. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=12217

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

11. Tatiane Rousseau Machado. A docÃncia e suas prÃticas a partir da inserÃÃo dos computadores mÃveis do projeto um computador por aluno na Grande FlorianÃpolis : trÃs realidades, um estudo.

Degree: 2013, Universidade do Estado de Santa Catarina

Diante do contexto informacional vigente à cada vez mais comum que as Tecnologias Digitais de InformaÃÃo e ComunicaÃÃo (TDIC) estejam presentes em todos os setores… (more)

Subjects/Keywords: PrÃtica de ensino; Computadores portateis; Teaching; Teaching Practices; Web Curriculum; EDUCACAO; Mobile Computers; UCA Projects

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APA (6th Edition):

Machado, T. R. (2013). A docÃncia e suas prÃticas a partir da inserÃÃo dos computadores mÃveis do projeto um computador por aluno na Grande FlorianÃpolis : trÃs realidades, um estudo. (Thesis). Universidade do Estado de Santa Catarina. Retrieved from http://www.tede.udesc.br/tde_busca/arquivo.php?codArquivo=3403

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):

Machado, Tatiane Rousseau. “A docÃncia e suas prÃticas a partir da inserÃÃo dos computadores mÃveis do projeto um computador por aluno na Grande FlorianÃpolis : trÃs realidades, um estudo.” 2013. Thesis, Universidade do Estado de Santa Catarina. Accessed October 15, 2019. http://www.tede.udesc.br/tde_busca/arquivo.php?codArquivo=3403.

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

MLA Handbook (7th Edition):

Machado, Tatiane Rousseau. “A docÃncia e suas prÃticas a partir da inserÃÃo dos computadores mÃveis do projeto um computador por aluno na Grande FlorianÃpolis : trÃs realidades, um estudo.” 2013. Web. 15 Oct 2019.

Vancouver:

Machado TR. A docÃncia e suas prÃticas a partir da inserÃÃo dos computadores mÃveis do projeto um computador por aluno na Grande FlorianÃpolis : trÃs realidades, um estudo. [Internet] [Thesis]. Universidade do Estado de Santa Catarina; 2013. [cited 2019 Oct 15]. Available from: http://www.tede.udesc.br/tde_busca/arquivo.php?codArquivo=3403.

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

Council of Science Editors:

Machado TR. A docÃncia e suas prÃticas a partir da inserÃÃo dos computadores mÃveis do projeto um computador por aluno na Grande FlorianÃpolis : trÃs realidades, um estudo. [Thesis]. Universidade do Estado de Santa Catarina; 2013. Available from: http://www.tede.udesc.br/tde_busca/arquivo.php?codArquivo=3403

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


Université Toulouse II – Le Mirail

12. Hanafi, Abir. Virtualisation des pratiques d’enseignement en FOAD entre contexte et média : le cas du réseau Pyramide : Virtualization of the FOAD teaching practices between context and media : the case of Pyramide network.

Degree: Docteur es, Sciences de l'éducation, 2011, Université Toulouse II – Le Mirail

Cette thèse doctorale est une étude descriptive de type mixte qui articule à la fois des données qualitatives et quantitatives. Dans un objectif heuristique de… (more)

Subjects/Keywords: Réseau Pyramide; Pratiques d'enseignement; Médiation des pratiques; E-teaching practices; Continuing education; Teaching-learning

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

APA (6th Edition):

Hanafi, A. (2011). Virtualisation des pratiques d’enseignement en FOAD entre contexte et média : le cas du réseau Pyramide : Virtualization of the FOAD teaching practices between context and media : the case of Pyramide network. (Doctoral Dissertation). Université Toulouse II – Le Mirail. Retrieved from http://www.theses.fr/2011TOU20052

Chicago Manual of Style (16th Edition):

Hanafi, Abir. “Virtualisation des pratiques d’enseignement en FOAD entre contexte et média : le cas du réseau Pyramide : Virtualization of the FOAD teaching practices between context and media : the case of Pyramide network.” 2011. Doctoral Dissertation, Université Toulouse II – Le Mirail. Accessed October 15, 2019. http://www.theses.fr/2011TOU20052.

MLA Handbook (7th Edition):

Hanafi, Abir. “Virtualisation des pratiques d’enseignement en FOAD entre contexte et média : le cas du réseau Pyramide : Virtualization of the FOAD teaching practices between context and media : the case of Pyramide network.” 2011. Web. 15 Oct 2019.

Vancouver:

Hanafi A. Virtualisation des pratiques d’enseignement en FOAD entre contexte et média : le cas du réseau Pyramide : Virtualization of the FOAD teaching practices between context and media : the case of Pyramide network. [Internet] [Doctoral dissertation]. Université Toulouse II – Le Mirail; 2011. [cited 2019 Oct 15]. Available from: http://www.theses.fr/2011TOU20052.

Council of Science Editors:

Hanafi A. Virtualisation des pratiques d’enseignement en FOAD entre contexte et média : le cas du réseau Pyramide : Virtualization of the FOAD teaching practices between context and media : the case of Pyramide network. [Doctoral Dissertation]. Université Toulouse II – Le Mirail; 2011. Available from: http://www.theses.fr/2011TOU20052


SUNY College at Brockport

13. Mooney, Danielle Marie. Interactive Whiteboards: Impact on Fifth-Grade Writing Skills.

Degree: MSEd, Education and Human Development, 2011, SUNY College at Brockport

  Given current societal emphasis on technology mixed with the community pressures to succeed in an increasingly technological world, teachers and school districts find themselves… (more)

Subjects/Keywords: technology; SMART boards; writing; teaching practices; elementary education; Education; Elementary Education and Teaching

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APA (6th Edition):

Mooney, D. M. (2011). Interactive Whiteboards: Impact on Fifth-Grade Writing Skills. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/397

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):

Mooney, Danielle Marie. “Interactive Whiteboards: Impact on Fifth-Grade Writing Skills.” 2011. Thesis, SUNY College at Brockport. Accessed October 15, 2019. https://digitalcommons.brockport.edu/ehd_theses/397.

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

MLA Handbook (7th Edition):

Mooney, Danielle Marie. “Interactive Whiteboards: Impact on Fifth-Grade Writing Skills.” 2011. Web. 15 Oct 2019.

Vancouver:

Mooney DM. Interactive Whiteboards: Impact on Fifth-Grade Writing Skills. [Internet] [Thesis]. SUNY College at Brockport; 2011. [cited 2019 Oct 15]. Available from: https://digitalcommons.brockport.edu/ehd_theses/397.

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

Council of Science Editors:

Mooney DM. Interactive Whiteboards: Impact on Fifth-Grade Writing Skills. [Thesis]. SUNY College at Brockport; 2011. Available from: https://digitalcommons.brockport.edu/ehd_theses/397

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

14. Olisangele Cristine Duarte Bonifácio Dantas. Em direção a uma didática inovadora e inclusiva : estudo de caso das práticas pedagógicas no projeto educar na diversidade.

Degree: 2011, Universidade Federal da Paraíba

Este estudo tem como foco práticas pedagógicas consideradas inovadoras porque favorecem a participação de todos/as o(a)s aluno(a)s nas atividades realizadas em sala de aula e… (more)

Subjects/Keywords: Teaching Practices; Inclusion; Innovation; Didática; EDUCACAO; Didactic; Inclusão; Inovação; Práticas Pedagógicas

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

APA (6th Edition):

Dantas, O. C. D. B. (2011). Em direção a uma didática inovadora e inclusiva : estudo de caso das práticas pedagógicas no projeto educar na diversidade. (Thesis). Universidade Federal da Paraíba. Retrieved from http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1558

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):

Dantas, Olisangele Cristine Duarte Bonifácio. “Em direção a uma didática inovadora e inclusiva : estudo de caso das práticas pedagógicas no projeto educar na diversidade.” 2011. Thesis, Universidade Federal da Paraíba. Accessed October 15, 2019. http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1558.

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

MLA Handbook (7th Edition):

Dantas, Olisangele Cristine Duarte Bonifácio. “Em direção a uma didática inovadora e inclusiva : estudo de caso das práticas pedagógicas no projeto educar na diversidade.” 2011. Web. 15 Oct 2019.

Vancouver:

Dantas OCDB. Em direção a uma didática inovadora e inclusiva : estudo de caso das práticas pedagógicas no projeto educar na diversidade. [Internet] [Thesis]. Universidade Federal da Paraíba; 2011. [cited 2019 Oct 15]. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1558.

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

Council of Science Editors:

Dantas OCDB. Em direção a uma didática inovadora e inclusiva : estudo de caso das práticas pedagógicas no projeto educar na diversidade. [Thesis]. Universidade Federal da Paraíba; 2011. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1558

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

15. Lucimar Manzoli de Albuquerque Lima. Uma História que não se conta na Escola: uma reflexão necessária.

Degree: 2010, HACKEADO! By @PACKETXGROUP

Esta pesquisa objetivou investigar as práticas pedagógicas desenvolvidas no cotidiano da sala de aula, com relação ao ensino de História na série final (4 série… (more)

Subjects/Keywords: Pedagogical Practices; EDUCACAO; Ensino; História; Práticas Pedagógicas; PCNs; Teaching; History; NCP

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

APA (6th Edition):

Lima, L. M. d. A. (2010). Uma História que não se conta na Escola: uma reflexão necessária. (Thesis). HACKEADO! By @PACKETXGROUP. Retrieved from http://tede.unoeste.br/tede/tde_busca/arquivo.php?codArquivo=241

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):

Lima, Lucimar Manzoli de Albuquerque. “Uma História que não se conta na Escola: uma reflexão necessária.” 2010. Thesis, HACKEADO! By @PACKETXGROUP. Accessed October 15, 2019. http://tede.unoeste.br/tede/tde_busca/arquivo.php?codArquivo=241.

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

MLA Handbook (7th Edition):

Lima, Lucimar Manzoli de Albuquerque. “Uma História que não se conta na Escola: uma reflexão necessária.” 2010. Web. 15 Oct 2019.

Vancouver:

Lima LMdA. Uma História que não se conta na Escola: uma reflexão necessária. [Internet] [Thesis]. HACKEADO! By @PACKETXGROUP; 2010. [cited 2019 Oct 15]. Available from: http://tede.unoeste.br/tede/tde_busca/arquivo.php?codArquivo=241.

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

Council of Science Editors:

Lima LMdA. Uma História que não se conta na Escola: uma reflexão necessária. [Thesis]. HACKEADO! By @PACKETXGROUP; 2010. Available from: http://tede.unoeste.br/tede/tde_busca/arquivo.php?codArquivo=241

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


Universidade do Rio Grande do Norte

16. Lima Filho, Renato Rodrigues Cunha. Um estudo de práticas matemáticas históricas e sugestões de uso na matemática escolar .

Degree: 2013, Universidade do Rio Grande do Norte

 This dissertation aims to contribute on teaching of mathematics for enabling learning connected to the relationship among science, society, culture and cognition. To this end,… (more)

Subjects/Keywords: Práticas. Matemáticas. Históricas. Problematização. Ensino; Practices. Mathematics. Historical. Curriculum. Teaching

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

APA (6th Edition):

Lima Filho, R. R. C. (2013). Um estudo de práticas matemáticas históricas e sugestões de uso na matemática escolar . (Masters Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/16098

Chicago Manual of Style (16th Edition):

Lima Filho, Renato Rodrigues Cunha. “Um estudo de práticas matemáticas históricas e sugestões de uso na matemática escolar .” 2013. Masters Thesis, Universidade do Rio Grande do Norte. Accessed October 15, 2019. http://repositorio.ufrn.br/handle/123456789/16098.

MLA Handbook (7th Edition):

Lima Filho, Renato Rodrigues Cunha. “Um estudo de práticas matemáticas históricas e sugestões de uso na matemática escolar .” 2013. Web. 15 Oct 2019.

Vancouver:

Lima Filho RRC. Um estudo de práticas matemáticas históricas e sugestões de uso na matemática escolar . [Internet] [Masters thesis]. Universidade do Rio Grande do Norte; 2013. [cited 2019 Oct 15]. Available from: http://repositorio.ufrn.br/handle/123456789/16098.

Council of Science Editors:

Lima Filho RRC. Um estudo de práticas matemáticas históricas e sugestões de uso na matemática escolar . [Masters Thesis]. Universidade do Rio Grande do Norte; 2013. Available from: http://repositorio.ufrn.br/handle/123456789/16098


Universidade do Rio Grande do Norte

17. Lima Filho, Renato Rodrigues Cunha. Um estudo de práticas matemáticas históricas e sugestões de uso na matemática escolar .

Degree: 2013, Universidade do Rio Grande do Norte

 This dissertation aims to contribute on teaching of mathematics for enabling learning connected to the relationship among science, society, culture and cognition. To this end,… (more)

Subjects/Keywords: Práticas. Matemáticas. Históricas. Problematização. Ensino; Practices. Mathematics. Historical. Curriculum. Teaching

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

APA (6th Edition):

Lima Filho, R. R. C. (2013). Um estudo de práticas matemáticas históricas e sugestões de uso na matemática escolar . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/16098

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):

Lima Filho, Renato Rodrigues Cunha. “Um estudo de práticas matemáticas históricas e sugestões de uso na matemática escolar .” 2013. Thesis, Universidade do Rio Grande do Norte. Accessed October 15, 2019. http://repositorio.ufrn.br/handle/123456789/16098.

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

MLA Handbook (7th Edition):

Lima Filho, Renato Rodrigues Cunha. “Um estudo de práticas matemáticas históricas e sugestões de uso na matemática escolar .” 2013. Web. 15 Oct 2019.

Vancouver:

Lima Filho RRC. Um estudo de práticas matemáticas históricas e sugestões de uso na matemática escolar . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2013. [cited 2019 Oct 15]. Available from: http://repositorio.ufrn.br/handle/123456789/16098.

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

Council of Science Editors:

Lima Filho RRC. Um estudo de práticas matemáticas históricas e sugestões de uso na matemática escolar . [Thesis]. Universidade do Rio Grande do Norte; 2013. Available from: http://repositorio.ufrn.br/handle/123456789/16098

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


University of South Africa

18. Naicker, Kannagi. The role of educators in facilitating reflective learning in students .

Degree: 2013, University of South Africa

 Over the last 20 years the nursing profession has widely accepted reflective practices and reflective learning as effective measures to help students provide care in… (more)

Subjects/Keywords: Reflection; Reflective learning; Reflective learning environment; Reflective practices; Reflective teaching

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

APA (6th Edition):

Naicker, K. (2013). The role of educators in facilitating reflective learning in students . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/15376

Chicago Manual of Style (16th Edition):

Naicker, Kannagi. “The role of educators in facilitating reflective learning in students .” 2013. Masters Thesis, University of South Africa. Accessed October 15, 2019. http://hdl.handle.net/10500/15376.

MLA Handbook (7th Edition):

Naicker, Kannagi. “The role of educators in facilitating reflective learning in students .” 2013. Web. 15 Oct 2019.

Vancouver:

Naicker K. The role of educators in facilitating reflective learning in students . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/10500/15376.

Council of Science Editors:

Naicker K. The role of educators in facilitating reflective learning in students . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/15376


Vanderbilt University

19. Yun, Cathy Kyuhee. Early Childhood Teachers' School Readiness Beliefs: Exploring Manifestations and Inconsistencies in Classroom Practices.

Degree: PhD, Learning, Teaching and Diversity, 2013, Vanderbilt University

 Previous studies have attempted to establish an empirical link between teachersâ beliefs and practices. However, weak theoretical framing and ambiguity in the measurement of beliefs… (more)

Subjects/Keywords: teaching contexts; teacher beliefs; early childhood education; classroom practices

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

APA (6th Edition):

Yun, C. K. (2013). Early Childhood Teachers' School Readiness Beliefs: Exploring Manifestations and Inconsistencies in Classroom Practices. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-06062013-105545/ ;

Chicago Manual of Style (16th Edition):

Yun, Cathy Kyuhee. “Early Childhood Teachers' School Readiness Beliefs: Exploring Manifestations and Inconsistencies in Classroom Practices.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed October 15, 2019. http://etd.library.vanderbilt.edu/available/etd-06062013-105545/ ;.

MLA Handbook (7th Edition):

Yun, Cathy Kyuhee. “Early Childhood Teachers' School Readiness Beliefs: Exploring Manifestations and Inconsistencies in Classroom Practices.” 2013. Web. 15 Oct 2019.

Vancouver:

Yun CK. Early Childhood Teachers' School Readiness Beliefs: Exploring Manifestations and Inconsistencies in Classroom Practices. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2019 Oct 15]. Available from: http://etd.library.vanderbilt.edu/available/etd-06062013-105545/ ;.

Council of Science Editors:

Yun CK. Early Childhood Teachers' School Readiness Beliefs: Exploring Manifestations and Inconsistencies in Classroom Practices. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://etd.library.vanderbilt.edu/available/etd-06062013-105545/ ;


University of New Orleans

20. McKenzie Lowery, Nancy Ellen. The Relationship Between National Board Certification and Teachers' Perceived Use of Developmentally Appropriate Practices.

Degree: PhD, Curriculum and Instruction, 2010, University of New Orleans

 This study utilized a causal-comparative design to investigate a relationship between the independent variable, National Board certification, and the dependent variable, perceived use of developmentally… (more)

Subjects/Keywords: National Board for Professional Teaching Standards; teacher quality; Developmentally Appropriate Practices

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

APA (6th Edition):

McKenzie Lowery, N. E. (2010). The Relationship Between National Board Certification and Teachers' Perceived Use of Developmentally Appropriate Practices. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/1158

Chicago Manual of Style (16th Edition):

McKenzie Lowery, Nancy Ellen. “The Relationship Between National Board Certification and Teachers' Perceived Use of Developmentally Appropriate Practices.” 2010. Doctoral Dissertation, University of New Orleans. Accessed October 15, 2019. https://scholarworks.uno.edu/td/1158.

MLA Handbook (7th Edition):

McKenzie Lowery, Nancy Ellen. “The Relationship Between National Board Certification and Teachers' Perceived Use of Developmentally Appropriate Practices.” 2010. Web. 15 Oct 2019.

Vancouver:

McKenzie Lowery NE. The Relationship Between National Board Certification and Teachers' Perceived Use of Developmentally Appropriate Practices. [Internet] [Doctoral dissertation]. University of New Orleans; 2010. [cited 2019 Oct 15]. Available from: https://scholarworks.uno.edu/td/1158.

Council of Science Editors:

McKenzie Lowery NE. The Relationship Between National Board Certification and Teachers' Perceived Use of Developmentally Appropriate Practices. [Doctoral Dissertation]. University of New Orleans; 2010. Available from: https://scholarworks.uno.edu/td/1158


University of Namibia

21. Henok, Penehafo. Literacy practices at home and in preschools settings in the Khomas education region in Namibia.

Degree: 2014, University of Namibia

 The purpose of this study was to investigate whether pre-school children came from homes to pre-schools already exposed to writing and reading skills and whether… (more)

Subjects/Keywords: Literacy practices ; Language and languages, Study and teaching ; Literacy, Study and teaching (Early childhood) ; Literacy, Study and teaching (Preschool)

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

APA (6th Edition):

Henok, P. (2014). Literacy practices at home and in preschools settings in the Khomas education region in Namibia. (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/853

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):

Henok, Penehafo. “Literacy practices at home and in preschools settings in the Khomas education region in Namibia. ” 2014. Thesis, University of Namibia. Accessed October 15, 2019. http://hdl.handle.net/11070/853.

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

MLA Handbook (7th Edition):

Henok, Penehafo. “Literacy practices at home and in preschools settings in the Khomas education region in Namibia. ” 2014. Web. 15 Oct 2019.

Vancouver:

Henok P. Literacy practices at home and in preschools settings in the Khomas education region in Namibia. [Internet] [Thesis]. University of Namibia; 2014. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/11070/853.

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

Council of Science Editors:

Henok P. Literacy practices at home and in preschools settings in the Khomas education region in Namibia. [Thesis]. University of Namibia; 2014. Available from: http://hdl.handle.net/11070/853

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


University of Arizona

22. Verst, Amy L. Outstanding Teachers and Learner-Centered Teaching Practices at a Private Liberal Arts Institution .

Degree: 2010, University of Arizona

 Using a combined quantitative, qualitative approach, this study explores the teaching practices of outstanding faculty at a private, liberal arts institutions by posing questions that… (more)

Subjects/Keywords: academic capitalism; effective teaching; learner-center education; student-centered teaching; teaching practices; Weimer's (2002) five key changes to practice

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APA (6th Edition):

Verst, A. L. (2010). Outstanding Teachers and Learner-Centered Teaching Practices at a Private Liberal Arts Institution . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195054

Chicago Manual of Style (16th Edition):

Verst, Amy L. “Outstanding Teachers and Learner-Centered Teaching Practices at a Private Liberal Arts Institution .” 2010. Doctoral Dissertation, University of Arizona. Accessed October 15, 2019. http://hdl.handle.net/10150/195054.

MLA Handbook (7th Edition):

Verst, Amy L. “Outstanding Teachers and Learner-Centered Teaching Practices at a Private Liberal Arts Institution .” 2010. Web. 15 Oct 2019.

Vancouver:

Verst AL. Outstanding Teachers and Learner-Centered Teaching Practices at a Private Liberal Arts Institution . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/10150/195054.

Council of Science Editors:

Verst AL. Outstanding Teachers and Learner-Centered Teaching Practices at a Private Liberal Arts Institution . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/195054

23. Duguet, Amélie. Les pratiques pédagogiques en première année universitaire : description et analyse de leurs implications sur la scolarité des étudiants : Teaching practices in first-year university : description and analysis of their implications on student studies.

Degree: Docteur es, Sciences de l'education, 2014, Université de Bourgogne

En France, les travaux portant sur la pédagogie universitaire et se focalisant plus particulièrement sur les pratiques pédagogiques des enseignants sont peu nombreux. Aussi ce… (more)

Subjects/Keywords: Pratiques pédagogiques; Réussite universitaire; Étudiants; Manières d’étudier; Motivation; Teaching practices; Academic success; Students; Study practices; Motivation; 371.3; 378

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

APA (6th Edition):

Duguet, A. (2014). Les pratiques pédagogiques en première année universitaire : description et analyse de leurs implications sur la scolarité des étudiants : Teaching practices in first-year university : description and analysis of their implications on student studies. (Doctoral Dissertation). Université de Bourgogne. Retrieved from http://www.theses.fr/2014DIJOL030

Chicago Manual of Style (16th Edition):

Duguet, Amélie. “Les pratiques pédagogiques en première année universitaire : description et analyse de leurs implications sur la scolarité des étudiants : Teaching practices in first-year university : description and analysis of their implications on student studies.” 2014. Doctoral Dissertation, Université de Bourgogne. Accessed October 15, 2019. http://www.theses.fr/2014DIJOL030.

MLA Handbook (7th Edition):

Duguet, Amélie. “Les pratiques pédagogiques en première année universitaire : description et analyse de leurs implications sur la scolarité des étudiants : Teaching practices in first-year university : description and analysis of their implications on student studies.” 2014. Web. 15 Oct 2019.

Vancouver:

Duguet A. Les pratiques pédagogiques en première année universitaire : description et analyse de leurs implications sur la scolarité des étudiants : Teaching practices in first-year university : description and analysis of their implications on student studies. [Internet] [Doctoral dissertation]. Université de Bourgogne; 2014. [cited 2019 Oct 15]. Available from: http://www.theses.fr/2014DIJOL030.

Council of Science Editors:

Duguet A. Les pratiques pédagogiques en première année universitaire : description et analyse de leurs implications sur la scolarité des étudiants : Teaching practices in first-year university : description and analysis of their implications on student studies. [Doctoral Dissertation]. Université de Bourgogne; 2014. Available from: http://www.theses.fr/2014DIJOL030


Pontifícia Universidade Católica de São Paulo

24. Ernani Terra. Leituras de professores: uma teoria da prática.

Degree: 2012, Pontifícia Universidade Católica de São Paulo

The work Leituras de professores: uma teoria da prática, by Ernani Terra, under orientation of Prof Dr Anna Maria Marques Cintra, presents the results of… (more)

Subjects/Keywords: LINGUA PORTUGUESA; Práticas de leitura; Prática docente; Tempo livre; Compartilhamento; Reading practices; Teaching practices; Leisure; Sharing

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APA (6th Edition):

Terra, E. (2012). Leituras de professores: uma teoria da prática. (Thesis). Pontifícia Universidade Católica de São Paulo. Retrieved from http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=14272

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):

Terra, Ernani. “Leituras de professores: uma teoria da prática.” 2012. Thesis, Pontifícia Universidade Católica de São Paulo. Accessed October 15, 2019. http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=14272.

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

MLA Handbook (7th Edition):

Terra, Ernani. “Leituras de professores: uma teoria da prática.” 2012. Web. 15 Oct 2019.

Vancouver:

Terra E. Leituras de professores: uma teoria da prática. [Internet] [Thesis]. Pontifícia Universidade Católica de São Paulo; 2012. [cited 2019 Oct 15]. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=14272.

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

Council of Science Editors:

Terra E. Leituras de professores: uma teoria da prática. [Thesis]. Pontifícia Universidade Católica de São Paulo; 2012. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=14272

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

25. Boogren, Tina Humphrey. The Dialectical-Level Reflective Habits of Middle-Grade Teachers: A Phenomenological Study.

Degree: PhD, Educational Administration and Policy Studies, 2012, U of Denver

  The literature leads us to believe that an educator must be reflective in order to improve one's practice, and in terms of reflection, Van… (more)

Subjects/Keywords: Critical-Level Reflection; Dialectical-Level Reflection; Reflection; Reflective Practices; Reflective Teachers; Reflective Teaching

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

APA (6th Edition):

Boogren, T. H. (2012). The Dialectical-Level Reflective Habits of Middle-Grade Teachers: A Phenomenological Study. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/765

Chicago Manual of Style (16th Edition):

Boogren, Tina Humphrey. “The Dialectical-Level Reflective Habits of Middle-Grade Teachers: A Phenomenological Study.” 2012. Doctoral Dissertation, U of Denver. Accessed October 15, 2019. https://digitalcommons.du.edu/etd/765.

MLA Handbook (7th Edition):

Boogren, Tina Humphrey. “The Dialectical-Level Reflective Habits of Middle-Grade Teachers: A Phenomenological Study.” 2012. Web. 15 Oct 2019.

Vancouver:

Boogren TH. The Dialectical-Level Reflective Habits of Middle-Grade Teachers: A Phenomenological Study. [Internet] [Doctoral dissertation]. U of Denver; 2012. [cited 2019 Oct 15]. Available from: https://digitalcommons.du.edu/etd/765.

Council of Science Editors:

Boogren TH. The Dialectical-Level Reflective Habits of Middle-Grade Teachers: A Phenomenological Study. [Doctoral Dissertation]. U of Denver; 2012. Available from: https://digitalcommons.du.edu/etd/765

26. Meneghesso, Valquíria Aguiar. A hidrografia local e as práticas escolares de professores de geografia de Ibitinga - SP.

Degree: Mestrado, Educação, 2014, University of São Paulo

A presente pesquisa dissertativa foi desenvolvida para investigar como professores de Geografia de escolas da rede pública estadual de Ibitinga-SP têm trabalhado o tema hidrografia… (more)

Subjects/Keywords: Ensino de Geografia; Geograph Teaching.; Hidrografia; Hydrographs; Localidade; Locality; Práticas Escolares; School Practices

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APA (6th Edition):

Meneghesso, V. A. (2014). A hidrografia local e as práticas escolares de professores de geografia de Ibitinga - SP. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/59/59140/tde-06102014-164140/ ;

Chicago Manual of Style (16th Edition):

Meneghesso, Valquíria Aguiar. “A hidrografia local e as práticas escolares de professores de geografia de Ibitinga - SP.” 2014. Masters Thesis, University of São Paulo. Accessed October 15, 2019. http://www.teses.usp.br/teses/disponiveis/59/59140/tde-06102014-164140/ ;.

MLA Handbook (7th Edition):

Meneghesso, Valquíria Aguiar. “A hidrografia local e as práticas escolares de professores de geografia de Ibitinga - SP.” 2014. Web. 15 Oct 2019.

Vancouver:

Meneghesso VA. A hidrografia local e as práticas escolares de professores de geografia de Ibitinga - SP. [Internet] [Masters thesis]. University of São Paulo; 2014. [cited 2019 Oct 15]. Available from: http://www.teses.usp.br/teses/disponiveis/59/59140/tde-06102014-164140/ ;.

Council of Science Editors:

Meneghesso VA. A hidrografia local e as práticas escolares de professores de geografia de Ibitinga - SP. [Masters Thesis]. University of São Paulo; 2014. Available from: http://www.teses.usp.br/teses/disponiveis/59/59140/tde-06102014-164140/ ;

27. Santos, Eliton de Araújo. O ensino de Geografia e a formação dos professores na zona rural do Município de Itacoatiara - AM.

Degree: Mestrado, Geografia Humana, 2012, University of São Paulo

 Trata-se de uma pesquisa sobre a Formação dos Professores nas zonas rural e urbana do Município de Itacoatiara e o Ensino da Geografia escolar, analisando… (more)

Subjects/Keywords: Currículo; Curriculum; Formação de professores; Práticas pedagógicas; Professores; Teacher training; Teachers; Teaching practices

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

APA (6th Edition):

Santos, E. d. A. (2012). O ensino de Geografia e a formação dos professores na zona rural do Município de Itacoatiara - AM. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/8/8136/tde-31082012-095233/ ;

Chicago Manual of Style (16th Edition):

Santos, Eliton de Araújo. “O ensino de Geografia e a formação dos professores na zona rural do Município de Itacoatiara - AM.” 2012. Masters Thesis, University of São Paulo. Accessed October 15, 2019. http://www.teses.usp.br/teses/disponiveis/8/8136/tde-31082012-095233/ ;.

MLA Handbook (7th Edition):

Santos, Eliton de Araújo. “O ensino de Geografia e a formação dos professores na zona rural do Município de Itacoatiara - AM.” 2012. Web. 15 Oct 2019.

Vancouver:

Santos EdA. O ensino de Geografia e a formação dos professores na zona rural do Município de Itacoatiara - AM. [Internet] [Masters thesis]. University of São Paulo; 2012. [cited 2019 Oct 15]. Available from: http://www.teses.usp.br/teses/disponiveis/8/8136/tde-31082012-095233/ ;.

Council of Science Editors:

Santos EdA. O ensino de Geografia e a formação dos professores na zona rural do Município de Itacoatiara - AM. [Masters Thesis]. University of São Paulo; 2012. Available from: http://www.teses.usp.br/teses/disponiveis/8/8136/tde-31082012-095233/ ;


Temple University

28. Yoshihara, Reiko. THE FEMINIST EFL CLASSROOM: FEMINIST TEACHERS' IDENTITIES, BELIEFS, AND PRACTICES IN JAPANESE UNIVERSITIES.

Degree: 2014, Temple University

Teaching & Learning

Ed.D.

In this study, I explore how EFL teachers in Japan become feminists, what feminism means to them, and how their feminist… (more)

Subjects/Keywords: English as a second language; Teacher education; Women's studies;

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

APA (6th Edition):

Yoshihara, R. (2014). THE FEMINIST EFL CLASSROOM: FEMINIST TEACHERS' IDENTITIES, BELIEFS, AND PRACTICES IN JAPANESE UNIVERSITIES. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,309305

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):

Yoshihara, Reiko. “THE FEMINIST EFL CLASSROOM: FEMINIST TEACHERS' IDENTITIES, BELIEFS, AND PRACTICES IN JAPANESE UNIVERSITIES.” 2014. Thesis, Temple University. Accessed October 15, 2019. http://digital.library.temple.edu/u?/p245801coll10,309305.

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

MLA Handbook (7th Edition):

Yoshihara, Reiko. “THE FEMINIST EFL CLASSROOM: FEMINIST TEACHERS' IDENTITIES, BELIEFS, AND PRACTICES IN JAPANESE UNIVERSITIES.” 2014. Web. 15 Oct 2019.

Vancouver:

Yoshihara R. THE FEMINIST EFL CLASSROOM: FEMINIST TEACHERS' IDENTITIES, BELIEFS, AND PRACTICES IN JAPANESE UNIVERSITIES. [Internet] [Thesis]. Temple University; 2014. [cited 2019 Oct 15]. Available from: http://digital.library.temple.edu/u?/p245801coll10,309305.

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

Council of Science Editors:

Yoshihara R. THE FEMINIST EFL CLASSROOM: FEMINIST TEACHERS' IDENTITIES, BELIEFS, AND PRACTICES IN JAPANESE UNIVERSITIES. [Thesis]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,309305

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

29. MÁRCIA DE OLIVEIRA TORRES VANDERLEI. DISCURSOS SOBRE A PRÁTICA: O PROCESSO DE FORMAÇÃO DO PROFESSOR DO ENSINO SUPERIOR SEM A FORMAÇÃO PEDAGÓGICA.

Degree: 2012, Universidade Metodista de São Paulo

Esta pesquisa buscou analisar como os professores universitários formados bacharéis e não possuidores da formação pedagógica, interpretam suas práticas docentes e o seu percurso formador.… (more)

Subjects/Keywords: Ensino Superior; práticas pedagógicas; formação docente; EDUCACAO; Higher education, teaching practices, teacher training

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APA (6th Edition):

VANDERLEI, M. D. O. T. (2012). DISCURSOS SOBRE A PRÁTICA: O PROCESSO DE FORMAÇÃO DO PROFESSOR DO ENSINO SUPERIOR SEM A FORMAÇÃO PEDAGÓGICA. (Thesis). Universidade Metodista de São Paulo. Retrieved from http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=3096

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):

VANDERLEI, MÁRCIA DE OLIVEIRA TORRES. “DISCURSOS SOBRE A PRÁTICA: O PROCESSO DE FORMAÇÃO DO PROFESSOR DO ENSINO SUPERIOR SEM A FORMAÇÃO PEDAGÓGICA.” 2012. Thesis, Universidade Metodista de São Paulo. Accessed October 15, 2019. http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=3096.

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

MLA Handbook (7th Edition):

VANDERLEI, MÁRCIA DE OLIVEIRA TORRES. “DISCURSOS SOBRE A PRÁTICA: O PROCESSO DE FORMAÇÃO DO PROFESSOR DO ENSINO SUPERIOR SEM A FORMAÇÃO PEDAGÓGICA.” 2012. Web. 15 Oct 2019.

Vancouver:

VANDERLEI MDOT. DISCURSOS SOBRE A PRÁTICA: O PROCESSO DE FORMAÇÃO DO PROFESSOR DO ENSINO SUPERIOR SEM A FORMAÇÃO PEDAGÓGICA. [Internet] [Thesis]. Universidade Metodista de São Paulo; 2012. [cited 2019 Oct 15]. Available from: http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=3096.

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

Council of Science Editors:

VANDERLEI MDOT. DISCURSOS SOBRE A PRÁTICA: O PROCESSO DE FORMAÇÃO DO PROFESSOR DO ENSINO SUPERIOR SEM A FORMAÇÃO PEDAGÓGICA. [Thesis]. Universidade Metodista de São Paulo; 2012. Available from: http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=3096

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

30. Serrão, Isabel Maria Dias dos Santos. Relatório da prática de ensino supervisionada na Escola Secundária André de Gouveia, Évora: ensino de biologia e geologia no 3º ciclo do ensino básico e no ensino secundário.

Degree: 2012, Universidade de Évora

 Este relatório descreve, analisa e reflete a Prática de Ensino Supervisionada (PES), que decorreu entre setembro de 2010 e junho de 2011, na Escola Secundária… (more)

Subjects/Keywords: Formação; Reflexão; Práticas letivas; Desenvolvimento; Teacher training; Reflective practice; Teaching practices; Professional development

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

APA (6th Edition):

Serrão, I. M. D. d. S. (2012). Relatório da prática de ensino supervisionada na Escola Secundária André de Gouveia, Évora: ensino de biologia e geologia no 3º ciclo do ensino básico e no ensino secundário. (Thesis). Universidade de Évora. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/11817

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):

Serrão, Isabel Maria Dias dos Santos. “Relatório da prática de ensino supervisionada na Escola Secundária André de Gouveia, Évora: ensino de biologia e geologia no 3º ciclo do ensino básico e no ensino secundário.” 2012. Thesis, Universidade de Évora. Accessed October 15, 2019. http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/11817.

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

MLA Handbook (7th Edition):

Serrão, Isabel Maria Dias dos Santos. “Relatório da prática de ensino supervisionada na Escola Secundária André de Gouveia, Évora: ensino de biologia e geologia no 3º ciclo do ensino básico e no ensino secundário.” 2012. Web. 15 Oct 2019.

Vancouver:

Serrão IMDdS. Relatório da prática de ensino supervisionada na Escola Secundária André de Gouveia, Évora: ensino de biologia e geologia no 3º ciclo do ensino básico e no ensino secundário. [Internet] [Thesis]. Universidade de Évora; 2012. [cited 2019 Oct 15]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/11817.

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

Council of Science Editors:

Serrão IMDdS. Relatório da prática de ensino supervisionada na Escola Secundária André de Gouveia, Évora: ensino de biologia e geologia no 3º ciclo do ensino básico e no ensino secundário. [Thesis]. Universidade de Évora; 2012. Available from: http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/11817

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

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