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You searched for subject:(expert teacher). Showing records 1 – 16 of 16 total matches.

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Wayne State University

1. Gross, Elizabeth Ann. The Role Of Reflection In Expert Teacher Instruction.

Degree: PhD, Instructional Technology, 2014, Wayne State University

  Teachers in K-12 education have a difficult and sometimes chaotic work life. However, the experts in the field make difference in the lives of… (more)

Subjects/Keywords: Expert teacher behavior; Expert teacher constructs; Expert teachers; Mathematics teaching; Reflection; Tacit knowledge; Other Education

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

APA (6th Edition):

Gross, E. A. (2014). The Role Of Reflection In Expert Teacher Instruction. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1073

Chicago Manual of Style (16th Edition):

Gross, Elizabeth Ann. “The Role Of Reflection In Expert Teacher Instruction.” 2014. Doctoral Dissertation, Wayne State University. Accessed December 12, 2019. https://digitalcommons.wayne.edu/oa_dissertations/1073.

MLA Handbook (7th Edition):

Gross, Elizabeth Ann. “The Role Of Reflection In Expert Teacher Instruction.” 2014. Web. 12 Dec 2019.

Vancouver:

Gross EA. The Role Of Reflection In Expert Teacher Instruction. [Internet] [Doctoral dissertation]. Wayne State University; 2014. [cited 2019 Dec 12]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1073.

Council of Science Editors:

Gross EA. The Role Of Reflection In Expert Teacher Instruction. [Doctoral Dissertation]. Wayne State University; 2014. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1073


University of Sydney

2. Bokan-Smith, Kate Elizabeth. A Mixed Methods Study of Motivational Teaching Strategies in the ESL Classroom in Australia .

Degree: 2015, University of Sydney

 This thesis has two main purposes: first, to investigate how English as a second language (ESL) teachers identify and implement motivational teaching strategies in their… (more)

Subjects/Keywords: L2 motivation; expert teacher; novice teacher; motivational teaching strategies; mixed methods classroom research

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APA (6th Edition):

Bokan-Smith, K. E. (2015). A Mixed Methods Study of Motivational Teaching Strategies in the ESL Classroom in Australia . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/15547

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):

Bokan-Smith, Kate Elizabeth. “A Mixed Methods Study of Motivational Teaching Strategies in the ESL Classroom in Australia .” 2015. Thesis, University of Sydney. Accessed December 12, 2019. http://hdl.handle.net/2123/15547.

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

MLA Handbook (7th Edition):

Bokan-Smith, Kate Elizabeth. “A Mixed Methods Study of Motivational Teaching Strategies in the ESL Classroom in Australia .” 2015. Web. 12 Dec 2019.

Vancouver:

Bokan-Smith KE. A Mixed Methods Study of Motivational Teaching Strategies in the ESL Classroom in Australia . [Internet] [Thesis]. University of Sydney; 2015. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2123/15547.

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

Council of Science Editors:

Bokan-Smith KE. A Mixed Methods Study of Motivational Teaching Strategies in the ESL Classroom in Australia . [Thesis]. University of Sydney; 2015. Available from: http://hdl.handle.net/2123/15547

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


Tampere University

3. Maleki, Arghavan. Iranian teachers` perceptions on teacher expertise .

Degree: 2019, Tampere University

 This study investigated Iranian teachers` perception on teacher expertise. The participants of this research were 60 Iranian high school teachers with at least 5 years… (more)

Subjects/Keywords: expert teachers; Iranian high school education; Iranian high school teacher; perception

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APA (6th Edition):

Maleki, A. (2019). Iranian teachers` perceptions on teacher expertise . (Masters Thesis). Tampere University. Retrieved from https://trepo.tuni.fi//handle/10024/116084

Chicago Manual of Style (16th Edition):

Maleki, Arghavan. “Iranian teachers` perceptions on teacher expertise .” 2019. Masters Thesis, Tampere University. Accessed December 12, 2019. https://trepo.tuni.fi//handle/10024/116084.

MLA Handbook (7th Edition):

Maleki, Arghavan. “Iranian teachers` perceptions on teacher expertise .” 2019. Web. 12 Dec 2019.

Vancouver:

Maleki A. Iranian teachers` perceptions on teacher expertise . [Internet] [Masters thesis]. Tampere University; 2019. [cited 2019 Dec 12]. Available from: https://trepo.tuni.fi//handle/10024/116084.

Council of Science Editors:

Maleki A. Iranian teachers` perceptions on teacher expertise . [Masters Thesis]. Tampere University; 2019. Available from: https://trepo.tuni.fi//handle/10024/116084

4. Tabbakh, Rafik. L'anticipation dans la pratique des enseignants de technologie : Anticipation in practice of technology teachers.

Degree: Docteur es, Sciences de l'education, 2018, Aix-Marseille; Université virtuelle de Tunis; Institut supérieur de l' éducation et de la formation continue (Tunis)

Cette recherche étudie l’activité des enseignants de technologie. Par activité, nous entendons la prédiction de la difficulté des exercices de dessin industriel, avant la séance,… (more)

Subjects/Keywords: Enseignant expert; Tâche et activité; Difficulté; Prédiction; Anticipation; Dessin industriel.; Teacher expert; Task and activity; Difficulty; Prediction; Anticipation; Technical drawing.

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

APA (6th Edition):

Tabbakh, R. (2018). L'anticipation dans la pratique des enseignants de technologie : Anticipation in practice of technology teachers. (Doctoral Dissertation). Aix-Marseille; Université virtuelle de Tunis; Institut supérieur de l' éducation et de la formation continue (Tunis). Retrieved from http://www.theses.fr/2018AIXM0019

Chicago Manual of Style (16th Edition):

Tabbakh, Rafik. “L'anticipation dans la pratique des enseignants de technologie : Anticipation in practice of technology teachers.” 2018. Doctoral Dissertation, Aix-Marseille; Université virtuelle de Tunis; Institut supérieur de l' éducation et de la formation continue (Tunis). Accessed December 12, 2019. http://www.theses.fr/2018AIXM0019.

MLA Handbook (7th Edition):

Tabbakh, Rafik. “L'anticipation dans la pratique des enseignants de technologie : Anticipation in practice of technology teachers.” 2018. Web. 12 Dec 2019.

Vancouver:

Tabbakh R. L'anticipation dans la pratique des enseignants de technologie : Anticipation in practice of technology teachers. [Internet] [Doctoral dissertation]. Aix-Marseille; Université virtuelle de Tunis; Institut supérieur de l' éducation et de la formation continue (Tunis); 2018. [cited 2019 Dec 12]. Available from: http://www.theses.fr/2018AIXM0019.

Council of Science Editors:

Tabbakh R. L'anticipation dans la pratique des enseignants de technologie : Anticipation in practice of technology teachers. [Doctoral Dissertation]. Aix-Marseille; Université virtuelle de Tunis; Institut supérieur de l' éducation et de la formation continue (Tunis); 2018. Available from: http://www.theses.fr/2018AIXM0019

5. Roux-Paties, Isabelle. La professionnalisation des professeurs des ecoles comme experts de l'enseignement-apprentissage : discours et pratiques des professeurs des écoles débutants : The professionalization of primary school teachers as experts of the teaching/learning process : discourses and practices of the novice primary teachers.

Degree: Docteur es, Sciences de l'éducation, 2014, Bordeaux

Pour répondre aux besoins grandissants de formation dans les sociétés modernes, on attend de l'école une plus grande efficacité dans ses missions d'instruction et d'éducation.… (more)

Subjects/Keywords: Formation des professeurs des écoles; Expert des apprentissages; Compétences; Savoirs; Didactique; Teacher training schools; Expert in learning; Competencies; Knowledge; Didactic

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

APA (6th Edition):

Roux-Paties, I. (2014). La professionnalisation des professeurs des ecoles comme experts de l'enseignement-apprentissage : discours et pratiques des professeurs des écoles débutants : The professionalization of primary school teachers as experts of the teaching/learning process : discourses and practices of the novice primary teachers. (Doctoral Dissertation). Bordeaux. Retrieved from http://www.theses.fr/2014BORD0278

Chicago Manual of Style (16th Edition):

Roux-Paties, Isabelle. “La professionnalisation des professeurs des ecoles comme experts de l'enseignement-apprentissage : discours et pratiques des professeurs des écoles débutants : The professionalization of primary school teachers as experts of the teaching/learning process : discourses and practices of the novice primary teachers.” 2014. Doctoral Dissertation, Bordeaux. Accessed December 12, 2019. http://www.theses.fr/2014BORD0278.

MLA Handbook (7th Edition):

Roux-Paties, Isabelle. “La professionnalisation des professeurs des ecoles comme experts de l'enseignement-apprentissage : discours et pratiques des professeurs des écoles débutants : The professionalization of primary school teachers as experts of the teaching/learning process : discourses and practices of the novice primary teachers.” 2014. Web. 12 Dec 2019.

Vancouver:

Roux-Paties I. La professionnalisation des professeurs des ecoles comme experts de l'enseignement-apprentissage : discours et pratiques des professeurs des écoles débutants : The professionalization of primary school teachers as experts of the teaching/learning process : discourses and practices of the novice primary teachers. [Internet] [Doctoral dissertation]. Bordeaux; 2014. [cited 2019 Dec 12]. Available from: http://www.theses.fr/2014BORD0278.

Council of Science Editors:

Roux-Paties I. La professionnalisation des professeurs des ecoles comme experts de l'enseignement-apprentissage : discours et pratiques des professeurs des écoles débutants : The professionalization of primary school teachers as experts of the teaching/learning process : discourses and practices of the novice primary teachers. [Doctoral Dissertation]. Bordeaux; 2014. Available from: http://www.theses.fr/2014BORD0278


Texas A&M University

6. Montague, Marcia. Expert Secondary Inclusive Classroom Management.

Degree: 2011, Texas A&M University

 The purpose of this study was to gain an understanding of the management practices of expert secondary general education teachers in inclusive classrooms. Specifically, expert(more)

Subjects/Keywords: classroom management; inclusion; teacher preparation; special education; secondary education; universal design for learning; expert teachers

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

APA (6th Edition):

Montague, M. (2011). Expert Secondary Inclusive Classroom Management. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7343

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):

Montague, Marcia. “Expert Secondary Inclusive Classroom Management.” 2011. Thesis, Texas A&M University. Accessed December 12, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7343.

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

MLA Handbook (7th Edition):

Montague, Marcia. “Expert Secondary Inclusive Classroom Management.” 2011. Web. 12 Dec 2019.

Vancouver:

Montague M. Expert Secondary Inclusive Classroom Management. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7343.

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

Council of Science Editors:

Montague M. Expert Secondary Inclusive Classroom Management. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7343

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


Université de Montréal

7. Dupin de Saint-André, Marie. L’évolution des pratiques de lecture à haute voix d’enseignantes expertes et leur influence sur le développement de l’habileté des élèves du préscolaire à faire des inférences .

Degree: 2011, Université de Montréal

 La présente recherche collaborative vise à étudier les pratiques de lecture à haute voix d’enseignantes expertes et leur influence sur le développement de l’habileté des… (more)

Subjects/Keywords: pratiques de lecture à haute voix; inférences; enseignant expert; préscolaire; recherche collaborative; développement professionnel; littérature de jeunesse; reading aloud practices; inferences; expert teacher; preschool; collaborative research; children's books

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APA (6th Edition):

Dupin de Saint-André, M. (2011). L’évolution des pratiques de lecture à haute voix d’enseignantes expertes et leur influence sur le développement de l’habileté des élèves du préscolaire à faire des inférences . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/6854

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):

Dupin de Saint-André, Marie. “L’évolution des pratiques de lecture à haute voix d’enseignantes expertes et leur influence sur le développement de l’habileté des élèves du préscolaire à faire des inférences .” 2011. Thesis, Université de Montréal. Accessed December 12, 2019. http://hdl.handle.net/1866/6854.

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

MLA Handbook (7th Edition):

Dupin de Saint-André, Marie. “L’évolution des pratiques de lecture à haute voix d’enseignantes expertes et leur influence sur le développement de l’habileté des élèves du préscolaire à faire des inférences .” 2011. Web. 12 Dec 2019.

Vancouver:

Dupin de Saint-André M. L’évolution des pratiques de lecture à haute voix d’enseignantes expertes et leur influence sur le développement de l’habileté des élèves du préscolaire à faire des inférences . [Internet] [Thesis]. Université de Montréal; 2011. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/1866/6854.

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

Council of Science Editors:

Dupin de Saint-André M. L’évolution des pratiques de lecture à haute voix d’enseignantes expertes et leur influence sur le développement de l’habileté des élèves du préscolaire à faire des inférences . [Thesis]. Université de Montréal; 2011. Available from: http://hdl.handle.net/1866/6854

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


Queensland University of Technology

8. Thompson, Gene R. Japanese high school English teachers' self-Efficacy beliefs about teaching English.

Degree: 2016, Queensland University of Technology

 This study used a sequential mixed method design to investigate the self-efficacy for teaching beliefs of Japanese high school teachers of English (JTEs). It identified… (more)

Subjects/Keywords: teacher efficacy; self-efficacy; teacher cognition; teaching English as a foreign language (TEFL); Japanese high school education; survey design; expert panel; translation; TESOL; teacher beliefs; ODTA

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APA (6th Edition):

Thompson, G. R. (2016). Japanese high school English teachers' self-Efficacy beliefs about teaching English. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/99500/

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):

Thompson, Gene R. “Japanese high school English teachers' self-Efficacy beliefs about teaching English.” 2016. Thesis, Queensland University of Technology. Accessed December 12, 2019. https://eprints.qut.edu.au/99500/.

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

MLA Handbook (7th Edition):

Thompson, Gene R. “Japanese high school English teachers' self-Efficacy beliefs about teaching English.” 2016. Web. 12 Dec 2019.

Vancouver:

Thompson GR. Japanese high school English teachers' self-Efficacy beliefs about teaching English. [Internet] [Thesis]. Queensland University of Technology; 2016. [cited 2019 Dec 12]. Available from: https://eprints.qut.edu.au/99500/.

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

Council of Science Editors:

Thompson GR. Japanese high school English teachers' self-Efficacy beliefs about teaching English. [Thesis]. Queensland University of Technology; 2016. Available from: https://eprints.qut.edu.au/99500/

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

9. Davis, Erin. Teacher Planning Problem Space Of Expert Technology Integrating Teachers.

Degree: PhD, Learning Technologies Division, 2014, Georgia State University

  Designing meaningful technology-integrated learning remains a challenge for teachers. To address this problem, the purpose of this single case study was to examine how… (more)

Subjects/Keywords: expert teacher planning; teacher expertise; technology integration; expertise in technology integration

…integrate technology. TEACHER PLANNING PROBLEM SPACE OF EXPERT TECHNOLOGY INTEGRATING TEACHERS… …characteristics are evident in how an expert teacher prepares to teach a lesson as well as in how an… …this notion of an expert technology-integrating teacher, Tubin et al. (2003)… …the Teacher Innovator Award recognizes a number of expert technology integrating teachers… …the teacher is that of a problem-solving expert (Koehler & Mishra, 2009; Mishra… 

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APA (6th Edition):

Davis, E. (2014). Teacher Planning Problem Space Of Expert Technology Integrating Teachers. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/134

Chicago Manual of Style (16th Edition):

Davis, Erin. “Teacher Planning Problem Space Of Expert Technology Integrating Teachers.” 2014. Doctoral Dissertation, Georgia State University. Accessed December 12, 2019. https://scholarworks.gsu.edu/msit_diss/134.

MLA Handbook (7th Edition):

Davis, Erin. “Teacher Planning Problem Space Of Expert Technology Integrating Teachers.” 2014. Web. 12 Dec 2019.

Vancouver:

Davis E. Teacher Planning Problem Space Of Expert Technology Integrating Teachers. [Internet] [Doctoral dissertation]. Georgia State University; 2014. [cited 2019 Dec 12]. Available from: https://scholarworks.gsu.edu/msit_diss/134.

Council of Science Editors:

Davis E. Teacher Planning Problem Space Of Expert Technology Integrating Teachers. [Doctoral Dissertation]. Georgia State University; 2014. Available from: https://scholarworks.gsu.edu/msit_diss/134


University of Central Florida

10. Becker, Theresa. Evaluating Improvisation As A Technique For Training Pre-service Teachers For Inclusive Classrooms.

Degree: 2012, University of Central Florida

 Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse… (more)

Subjects/Keywords: Pre service teacher; novice teacher; expert teacher; improvisation; improv; improvisational performance; inclusive classrooms; children with disabilities; exceptional student education (ese); exceptional education; nonverbal children; empathy; affective instructional strategy; interpersonal skills; teacher communication; teacher child interaction; teacher child relationships; teacher self efficacy; instructional design and development research; addie; improvisation training; in flight decision making; novice expert; arts based research; simulated mastery; playback theater; interactive theater; affective instruction; extemporaneous communication; affective communication; disciplined improvisation; drama based instruction; teacher training; mixed methods research; qualitative research; teacher sense of efficacy scale (tses); yes; and...; vocal prosody; nonverbal communication; teacher immediacy; emotional mirroring; teacher attrition; embodied cognition; constructivism; interactive instructional strategy; classroom management; co teaching; spontaneity; teacher agency; positive classroom climate; interaction; rapport; frustration in learning; english language learners (ell); social intelligence; emotional intelligence; Education; Dissertations, Academic  – Education, Education  – Dissertations, Academic

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

APA (6th Edition):

Becker, T. (2012). Evaluating Improvisation As A Technique For Training Pre-service Teachers For Inclusive Classrooms. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/2491

Chicago Manual of Style (16th Edition):

Becker, Theresa. “Evaluating Improvisation As A Technique For Training Pre-service Teachers For Inclusive Classrooms.” 2012. Doctoral Dissertation, University of Central Florida. Accessed December 12, 2019. https://stars.library.ucf.edu/etd/2491.

MLA Handbook (7th Edition):

Becker, Theresa. “Evaluating Improvisation As A Technique For Training Pre-service Teachers For Inclusive Classrooms.” 2012. Web. 12 Dec 2019.

Vancouver:

Becker T. Evaluating Improvisation As A Technique For Training Pre-service Teachers For Inclusive Classrooms. [Internet] [Doctoral dissertation]. University of Central Florida; 2012. [cited 2019 Dec 12]. Available from: https://stars.library.ucf.edu/etd/2491.

Council of Science Editors:

Becker T. Evaluating Improvisation As A Technique For Training Pre-service Teachers For Inclusive Classrooms. [Doctoral Dissertation]. University of Central Florida; 2012. Available from: https://stars.library.ucf.edu/etd/2491

11. Hickey, Theresa A. Concept Maps and Feedback in Statistics Learning: Exploring the Effect of Expert Map Feedback and Peer Feedback on Concept Map Structure.

Degree: 2018, Seattle Pacific University

 This mixed methods exploratory study examined the effects of two types of feedback – Peer and Expert Map – on Concept Maps used as learning… (more)

Subjects/Keywords: concept map; feedback; statistics; expert map; education; instruction; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Methods; Educational Psychology; Higher Education and Teaching; Nursing; Other Education; Other Teacher Education and Professional Development; Scholarship of Teaching and Learning; Science and Mathematics Education; Secondary Education; Secondary Education and Teaching; Social and Behavioral Sciences; Teacher Education and Professional Development

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

APA (6th Edition):

Hickey, T. A. (2018). Concept Maps and Feedback in Statistics Learning: Exploring the Effect of Expert Map Feedback and Peer Feedback on Concept Map Structure. (Thesis). Seattle Pacific University. Retrieved from https://digitalcommons.spu.edu/soe_etd/28

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):

Hickey, Theresa A. “Concept Maps and Feedback in Statistics Learning: Exploring the Effect of Expert Map Feedback and Peer Feedback on Concept Map Structure.” 2018. Thesis, Seattle Pacific University. Accessed December 12, 2019. https://digitalcommons.spu.edu/soe_etd/28.

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

MLA Handbook (7th Edition):

Hickey, Theresa A. “Concept Maps and Feedback in Statistics Learning: Exploring the Effect of Expert Map Feedback and Peer Feedback on Concept Map Structure.” 2018. Web. 12 Dec 2019.

Vancouver:

Hickey TA. Concept Maps and Feedback in Statistics Learning: Exploring the Effect of Expert Map Feedback and Peer Feedback on Concept Map Structure. [Internet] [Thesis]. Seattle Pacific University; 2018. [cited 2019 Dec 12]. Available from: https://digitalcommons.spu.edu/soe_etd/28.

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

Council of Science Editors:

Hickey TA. Concept Maps and Feedback in Statistics Learning: Exploring the Effect of Expert Map Feedback and Peer Feedback on Concept Map Structure. [Thesis]. Seattle Pacific University; 2018. Available from: https://digitalcommons.spu.edu/soe_etd/28

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


Marshall University

12. Ramsburg, Lisa. An Initial Investigation of the Applicability of the Dreyfus Skill Acquisition Model to the Professional Development of Nurse Educators.

Degree: 2010, Marshall University

 Little is known about the skill and knowledge acquisition of nurses in the educator role. This investigation represents an attempt to design and validate a… (more)

Subjects/Keywords: Novice to Expert; Skill Acquisition; Nursing Education; Nurse Educators; Competence; <; p>; Nurse administrators - Education.<; /p>; <; p>; Education nursing.<; /p>;

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

APA (6th Edition):

Ramsburg, L. (2010). An Initial Investigation of the Applicability of the Dreyfus Skill Acquisition Model to the Professional Development of Nurse Educators. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/371

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):

Ramsburg, Lisa. “An Initial Investigation of the Applicability of the Dreyfus Skill Acquisition Model to the Professional Development of Nurse Educators.” 2010. Thesis, Marshall University. Accessed December 12, 2019. http://mds.marshall.edu/etd/371.

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

MLA Handbook (7th Edition):

Ramsburg, Lisa. “An Initial Investigation of the Applicability of the Dreyfus Skill Acquisition Model to the Professional Development of Nurse Educators.” 2010. Web. 12 Dec 2019.

Vancouver:

Ramsburg L. An Initial Investigation of the Applicability of the Dreyfus Skill Acquisition Model to the Professional Development of Nurse Educators. [Internet] [Thesis]. Marshall University; 2010. [cited 2019 Dec 12]. Available from: http://mds.marshall.edu/etd/371.

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

Council of Science Editors:

Ramsburg L. An Initial Investigation of the Applicability of the Dreyfus Skill Acquisition Model to the Professional Development of Nurse Educators. [Thesis]. Marshall University; 2010. Available from: http://mds.marshall.edu/etd/371

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


University of Vienna

13. Kunz, Barbara. Vorinformationen über Schüler und ihr Einfluss auf das Verständnis psychologischer Gutachten.

Degree: 2010, University of Vienna

In einer experimentellen Untersuchung wurden die diagnostische Kompetenz und die Urteilsgenauigkeit von Lehrkräften, ihr Verständnis und Empfinden bezüglich der Qualität von Gutachten analysiert. Zu diesem… (more)

Subjects/Keywords: 77.08 Psychologische Diagnostik; diagnostische Kompetenz / Leistungsbeurteilung / Genauigkeit von Lehrerurteilen / Vorinformation / Qualität von Gutachten / Lese-Rechtschreibschwierigkeiten; diagnostic competence / achievement judgments / accuracy of teacher judgments / previously received information / quality of expert opinions / reading and spelling difficulties

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

APA (6th Edition):

Kunz, B. (2010). Vorinformationen über Schüler und ihr Einfluss auf das Verständnis psychologischer Gutachten. (Thesis). University of Vienna. Retrieved from http://othes.univie.ac.at/9452/

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):

Kunz, Barbara. “Vorinformationen über Schüler und ihr Einfluss auf das Verständnis psychologischer Gutachten.” 2010. Thesis, University of Vienna. Accessed December 12, 2019. http://othes.univie.ac.at/9452/.

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

MLA Handbook (7th Edition):

Kunz, Barbara. “Vorinformationen über Schüler und ihr Einfluss auf das Verständnis psychologischer Gutachten.” 2010. Web. 12 Dec 2019.

Vancouver:

Kunz B. Vorinformationen über Schüler und ihr Einfluss auf das Verständnis psychologischer Gutachten. [Internet] [Thesis]. University of Vienna; 2010. [cited 2019 Dec 12]. Available from: http://othes.univie.ac.at/9452/.

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

Council of Science Editors:

Kunz B. Vorinformationen über Schüler und ihr Einfluss auf das Verständnis psychologischer Gutachten. [Thesis]. University of Vienna; 2010. Available from: http://othes.univie.ac.at/9452/

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


University of Florida

14. Goss, David M. A Mixed-Methods Examination of Expert Band Directors' Rehearsal Pedagogy.

Degree: PhD, Music Education - Music, 2015, University of Florida

 The purpose of this study was to observe, analyze, and describe the rehearsal methods, procedures, and approaches of expert middle and high school band directors.… (more)

Subjects/Keywords: Conducting; High school students; Music education; Music rehearsal; Music teachers; Musical performance; Musical phrases; Musical rhythm; Musical rudiments; Rehearsal; band  – characteristic  – classroom  – development  – director  – education  – educator  – environment  – expert  – fundamental  – high  – instrumental  – listening  – literature  – middle  – music  – pedagogy  – relationships  – school  – secondary  – sound  – students  – superior  – teacher  – teaching

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

APA (6th Edition):

Goss, D. M. (2015). A Mixed-Methods Examination of Expert Band Directors' Rehearsal Pedagogy. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049015

Chicago Manual of Style (16th Edition):

Goss, David M. “A Mixed-Methods Examination of Expert Band Directors' Rehearsal Pedagogy.” 2015. Doctoral Dissertation, University of Florida. Accessed December 12, 2019. http://ufdc.ufl.edu/UFE0049015.

MLA Handbook (7th Edition):

Goss, David M. “A Mixed-Methods Examination of Expert Band Directors' Rehearsal Pedagogy.” 2015. Web. 12 Dec 2019.

Vancouver:

Goss DM. A Mixed-Methods Examination of Expert Band Directors' Rehearsal Pedagogy. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2019 Dec 12]. Available from: http://ufdc.ufl.edu/UFE0049015.

Council of Science Editors:

Goss DM. A Mixed-Methods Examination of Expert Band Directors' Rehearsal Pedagogy. [Doctoral Dissertation]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0049015


Freie Universität Berlin

15. Ophardt, Diemut. A qualitative study at a Hauptschule involved in school reform.

Degree: 2006, Freie Universität Berlin

 This empirical study about professionalism of teachers is based on a reconstruction of sociological and psychological approaches to the analysis of professions und expertise concerning… (more)

Subjects/Keywords: Professionalism of teacher; Theory of professions; expert studies; qualitative analysis of interviews; 300 Sozialwissenschaften::370 Bildung und Erziehung::370 Bildung und Erziehung

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

APA (6th Edition):

Ophardt, D. (2006). A qualitative study at a Hauptschule involved in school reform. (Thesis). Freie Universität Berlin. Retrieved from https://refubium.fu-berlin.de/handle/fub188/10518

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):

Ophardt, Diemut. “A qualitative study at a Hauptschule involved in school reform.” 2006. Thesis, Freie Universität Berlin. Accessed December 12, 2019. https://refubium.fu-berlin.de/handle/fub188/10518.

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

MLA Handbook (7th Edition):

Ophardt, Diemut. “A qualitative study at a Hauptschule involved in school reform.” 2006. Web. 12 Dec 2019.

Vancouver:

Ophardt D. A qualitative study at a Hauptschule involved in school reform. [Internet] [Thesis]. Freie Universität Berlin; 2006. [cited 2019 Dec 12]. Available from: https://refubium.fu-berlin.de/handle/fub188/10518.

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

Council of Science Editors:

Ophardt D. A qualitative study at a Hauptschule involved in school reform. [Thesis]. Freie Universität Berlin; 2006. Available from: https://refubium.fu-berlin.de/handle/fub188/10518

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


University of Melbourne

16. Houlihan, Gerard. Ask a parent: investigating the need for a parent 'ask an expert' service in schools.

Degree: 2004, University of Melbourne

 'Ask an Expert' (AskA) services are question-answer based Internet services where questions can be asked of individuals with specialist knowledge. There appear to be no… (more)

Subjects/Keywords: parent participation; parent school relationship; volunteers; internet; internet in education; volunteers in schools; computer mediated communication; computer uses in education; technology uses in education; learning communities; intergenerational programs; school community programs; parent teacher cooperation; partnerships in education; social networks; ask-an-expert services; education; Victoria; Melbourne

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

APA (6th Edition):

Houlihan, G. (2004). Ask a parent: investigating the need for a parent 'ask an expert' service in schools. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/37592

Chicago Manual of Style (16th Edition):

Houlihan, Gerard. “Ask a parent: investigating the need for a parent 'ask an expert' service in schools.” 2004. Masters Thesis, University of Melbourne. Accessed December 12, 2019. http://hdl.handle.net/11343/37592.

MLA Handbook (7th Edition):

Houlihan, Gerard. “Ask a parent: investigating the need for a parent 'ask an expert' service in schools.” 2004. Web. 12 Dec 2019.

Vancouver:

Houlihan G. Ask a parent: investigating the need for a parent 'ask an expert' service in schools. [Internet] [Masters thesis]. University of Melbourne; 2004. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/11343/37592.

Council of Science Editors:

Houlihan G. Ask a parent: investigating the need for a parent 'ask an expert' service in schools. [Masters Thesis]. University of Melbourne; 2004. Available from: http://hdl.handle.net/11343/37592

.