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You searched for subject:(pedagogical knowledge). Showing records 1 – 30 of 379 total matches.

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University of Georgia

1. Kilic, Hulya. Pedagogical content knowledge of preservice secondary mathematics teachers.

Degree: PhD, Mathematics Education, 2009, University of Georgia

 The purpose of this study was to investigate how a methods course and its associated field experience supported the development of pedagogical content knowledge for… (more)

Subjects/Keywords: pedagogical content knowledge

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APA (6th Edition):

Kilic, H. (2009). Pedagogical content knowledge of preservice secondary mathematics teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kilic_hulya_200908_phd

Chicago Manual of Style (16th Edition):

Kilic, Hulya. “Pedagogical content knowledge of preservice secondary mathematics teachers.” 2009. Doctoral Dissertation, University of Georgia. Accessed April 20, 2019. http://purl.galileo.usg.edu/uga_etd/kilic_hulya_200908_phd.

MLA Handbook (7th Edition):

Kilic, Hulya. “Pedagogical content knowledge of preservice secondary mathematics teachers.” 2009. Web. 20 Apr 2019.

Vancouver:

Kilic H. Pedagogical content knowledge of preservice secondary mathematics teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 Apr 20]. Available from: http://purl.galileo.usg.edu/uga_etd/kilic_hulya_200908_phd.

Council of Science Editors:

Kilic H. Pedagogical content knowledge of preservice secondary mathematics teachers. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/kilic_hulya_200908_phd


University of North Texas

2. Hamilton, Christina. An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender.

Degree: 2013, University of North Texas

 The purpose of this study was to determine what relationships exist between the age, rank, and gender of university faculty in teacher education and their… (more)

Subjects/Keywords: Teacher education; pedagogical content knowledge

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APA (6th Edition):

Hamilton, C. (2013). An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500063/

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):

Hamilton, Christina. “An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender.” 2013. Thesis, University of North Texas. Accessed April 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc500063/.

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

MLA Handbook (7th Edition):

Hamilton, Christina. “An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender.” 2013. Web. 20 Apr 2019.

Vancouver:

Hamilton C. An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Apr 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500063/.

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

Council of Science Editors:

Hamilton C. An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc500063/

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


Boston College

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Kim, Rina. “South Korean elementary teachers' knowledge for teaching mathematics.” 2014. Doctoral Dissertation, Boston College. Accessed April 20, 2019. http://dlib.bc.edu/islandora/object/bc-ir:104388.

MLA Handbook (7th Edition):

Kim, Rina. “South Korean elementary teachers' knowledge for teaching mathematics.” 2014. Web. 20 Apr 2019.

Vancouver:

Kim R. South Korean elementary teachers' knowledge for teaching mathematics. [Internet] [Doctoral dissertation]. Boston College; 2014. [cited 2019 Apr 20]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104388.

Council of Science Editors:

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


University of Georgia

4. Baldwin, Paul Frederick. The acquisition of pedagogical content knowledge by provisionally certified science teachers.

Degree: EdD, Science Education, 2003, University of Georgia

 The debate over teacher qualifications has been characterized by two opposing factions - professionalization and deregulation. The former supports high standards for certification while the… (more)

Subjects/Keywords: Pedagogical Content Knowledge

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APA (6th Edition):

Baldwin, P. F. (2003). The acquisition of pedagogical content knowledge by provisionally certified science teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/baldwin_paul_f_200312_edd

Chicago Manual of Style (16th Edition):

Baldwin, Paul Frederick. “The acquisition of pedagogical content knowledge by provisionally certified science teachers.” 2003. Doctoral Dissertation, University of Georgia. Accessed April 20, 2019. http://purl.galileo.usg.edu/uga_etd/baldwin_paul_f_200312_edd.

MLA Handbook (7th Edition):

Baldwin, Paul Frederick. “The acquisition of pedagogical content knowledge by provisionally certified science teachers.” 2003. Web. 20 Apr 2019.

Vancouver:

Baldwin PF. The acquisition of pedagogical content knowledge by provisionally certified science teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2003. [cited 2019 Apr 20]. Available from: http://purl.galileo.usg.edu/uga_etd/baldwin_paul_f_200312_edd.

Council of Science Editors:

Baldwin PF. The acquisition of pedagogical content knowledge by provisionally certified science teachers. [Doctoral Dissertation]. University of Georgia; 2003. Available from: http://purl.galileo.usg.edu/uga_etd/baldwin_paul_f_200312_edd


University of Georgia

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

Degree: PhD, Mathematics Education, 2004, University of Georgia

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

Subjects/Keywords: pedagogical content knowledge

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APA (6th Edition):

Kim, G. (2004). The pedagogical content knowledge of two middl-school mathematics teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kim_gooyeon_200412_phd

Chicago Manual of Style (16th Edition):

Kim, Gooyeon. “The pedagogical content knowledge of two middl-school mathematics teachers.” 2004. Doctoral Dissertation, University of Georgia. Accessed April 20, 2019. http://purl.galileo.usg.edu/uga_etd/kim_gooyeon_200412_phd.

MLA Handbook (7th Edition):

Kim, Gooyeon. “The pedagogical content knowledge of two middl-school mathematics teachers.” 2004. Web. 20 Apr 2019.

Vancouver:

Kim G. The pedagogical content knowledge of two middl-school mathematics teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 Apr 20]. Available from: http://purl.galileo.usg.edu/uga_etd/kim_gooyeon_200412_phd.

Council of Science Editors:

Kim G. The pedagogical content knowledge of two middl-school mathematics teachers. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/kim_gooyeon_200412_phd


Syracuse University

6. Willard, Carol A. Coteaching in Secondary Schools.

Degree: PhD, Teaching and Leadership, 2015, Syracuse University

  The use of coteaching as a means of supporting students with disabilities in the general education classroom is becoming more common. The literature base… (more)

Subjects/Keywords: collaboration; coteaching; pedagogical content knowledge; Education

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APA (6th Edition):

Willard, C. A. (2015). Coteaching in Secondary Schools. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/etd/412

Chicago Manual of Style (16th Edition):

Willard, Carol A. “Coteaching in Secondary Schools.” 2015. Doctoral Dissertation, Syracuse University. Accessed April 20, 2019. https://surface.syr.edu/etd/412.

MLA Handbook (7th Edition):

Willard, Carol A. “Coteaching in Secondary Schools.” 2015. Web. 20 Apr 2019.

Vancouver:

Willard CA. Coteaching in Secondary Schools. [Internet] [Doctoral dissertation]. Syracuse University; 2015. [cited 2019 Apr 20]. Available from: https://surface.syr.edu/etd/412.

Council of Science Editors:

Willard CA. Coteaching in Secondary Schools. [Doctoral Dissertation]. Syracuse University; 2015. Available from: https://surface.syr.edu/etd/412


Victoria University of Wellington

7. Alamu, Adrian. Teacher Beliefs, Knowledge, and Reported Practices Regarding Numeracy Outcomes in the Solomon Islands.

Degree: 2010, Victoria University of Wellington

 The low level of basic numeracy achievement in the Solomon Islands education system is a growing concern to key stakeholders. Apart from monitoring numeracy standards,… (more)

Subjects/Keywords: Pedagogical content knowledge; Professional development; Mathematics

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APA (6th Edition):

Alamu, A. (2010). Teacher Beliefs, Knowledge, and Reported Practices Regarding Numeracy Outcomes in the Solomon Islands. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1314

Chicago Manual of Style (16th Edition):

Alamu, Adrian. “Teacher Beliefs, Knowledge, and Reported Practices Regarding Numeracy Outcomes in the Solomon Islands.” 2010. Masters Thesis, Victoria University of Wellington. Accessed April 20, 2019. http://hdl.handle.net/10063/1314.

MLA Handbook (7th Edition):

Alamu, Adrian. “Teacher Beliefs, Knowledge, and Reported Practices Regarding Numeracy Outcomes in the Solomon Islands.” 2010. Web. 20 Apr 2019.

Vancouver:

Alamu A. Teacher Beliefs, Knowledge, and Reported Practices Regarding Numeracy Outcomes in the Solomon Islands. [Internet] [Masters thesis]. Victoria University of Wellington; 2010. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/10063/1314.

Council of Science Editors:

Alamu A. Teacher Beliefs, Knowledge, and Reported Practices Regarding Numeracy Outcomes in the Solomon Islands. [Masters Thesis]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1314

8. Grigoriou, Vasileios. Εκπαίδευση εκπαιδευτικών φυσικών επιστημών: εκπαιδευτικός μετασχηματισμός, μεθοδολογία, τεχνολογία.

Degree: 2017, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ)

Capturing and developing Pedagogical Content Knowledge (PCK) concerns educational community since the birth of the notion. During that period, the proposals that were made, were… (more)

Subjects/Keywords: Παιδαγωγική γνώση περιεχομένου; Pedagogical content knowledge

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APA (6th Edition):

Grigoriou, V. (2017). Εκπαίδευση εκπαιδευτικών φυσικών επιστημών: εκπαιδευτικός μετασχηματισμός, μεθοδολογία, τεχνολογία. (Thesis). National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Retrieved from http://hdl.handle.net/10442/hedi/42674

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):

Grigoriou, Vasileios. “Εκπαίδευση εκπαιδευτικών φυσικών επιστημών: εκπαιδευτικός μετασχηματισμός, μεθοδολογία, τεχνολογία.” 2017. Thesis, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Accessed April 20, 2019. http://hdl.handle.net/10442/hedi/42674.

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

MLA Handbook (7th Edition):

Grigoriou, Vasileios. “Εκπαίδευση εκπαιδευτικών φυσικών επιστημών: εκπαιδευτικός μετασχηματισμός, μεθοδολογία, τεχνολογία.” 2017. Web. 20 Apr 2019.

Vancouver:

Grigoriou V. Εκπαίδευση εκπαιδευτικών φυσικών επιστημών: εκπαιδευτικός μετασχηματισμός, μεθοδολογία, τεχνολογία. [Internet] [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2017. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/10442/hedi/42674.

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

Council of Science Editors:

Grigoriou V. Εκπαίδευση εκπαιδευτικών φυσικών επιστημών: εκπαιδευτικός μετασχηματισμός, μεθοδολογία, τεχνολογία. [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2017. Available from: http://hdl.handle.net/10442/hedi/42674

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


University of Miami

9. Alexander, Alexandra D. Preschool Teachers' Pedagogical Content Knowledge for Science.

Degree: MS, Psychology (Arts and Sciences), 2016, University of Miami

 Preschool teachers and their interactions with children are the most important aspect of classroom quality (Gunn, et al., 2013). Therefore, it is important to understand… (more)

Subjects/Keywords: preschool; pedagogical content knowledge; early science; measurement

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APA (6th Edition):

Alexander, A. D. (2016). Preschool Teachers' Pedagogical Content Knowledge for Science. (Thesis). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_theses/596

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):

Alexander, Alexandra D. “Preschool Teachers' Pedagogical Content Knowledge for Science.” 2016. Thesis, University of Miami. Accessed April 20, 2019. https://scholarlyrepository.miami.edu/oa_theses/596.

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

MLA Handbook (7th Edition):

Alexander, Alexandra D. “Preschool Teachers' Pedagogical Content Knowledge for Science.” 2016. Web. 20 Apr 2019.

Vancouver:

Alexander AD. Preschool Teachers' Pedagogical Content Knowledge for Science. [Internet] [Thesis]. University of Miami; 2016. [cited 2019 Apr 20]. Available from: https://scholarlyrepository.miami.edu/oa_theses/596.

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

Council of Science Editors:

Alexander AD. Preschool Teachers' Pedagogical Content Knowledge for Science. [Thesis]. University of Miami; 2016. Available from: https://scholarlyrepository.miami.edu/oa_theses/596

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


University of Utah

10. Wiggins, Christine Marie. The development of expertise in reading and reading instruction: the continuum from preservice to advanced experienced teachers as measured by the literacy instruction knowledge scales written survey.

Degree: PhD, Educational Psychology, 2012, University of Utah

 The purpose of this study was to examine whether teachers with more teaching experience possess greater expertise with regards to content knowledge and pedagogical content… (more)

Subjects/Keywords: Content knowledge; Developmental models; Expertise; Knowledge of reading; Pedagogical content knowledge; Teacher knowledge

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APA (6th Edition):

Wiggins, C. M. (2012). The development of expertise in reading and reading instruction: the continuum from preservice to advanced experienced teachers as measured by the literacy instruction knowledge scales written survey. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3513/rec/2440

Chicago Manual of Style (16th Edition):

Wiggins, Christine Marie. “The development of expertise in reading and reading instruction: the continuum from preservice to advanced experienced teachers as measured by the literacy instruction knowledge scales written survey.” 2012. Doctoral Dissertation, University of Utah. Accessed April 20, 2019. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3513/rec/2440.

MLA Handbook (7th Edition):

Wiggins, Christine Marie. “The development of expertise in reading and reading instruction: the continuum from preservice to advanced experienced teachers as measured by the literacy instruction knowledge scales written survey.” 2012. Web. 20 Apr 2019.

Vancouver:

Wiggins CM. The development of expertise in reading and reading instruction: the continuum from preservice to advanced experienced teachers as measured by the literacy instruction knowledge scales written survey. [Internet] [Doctoral dissertation]. University of Utah; 2012. [cited 2019 Apr 20]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3513/rec/2440.

Council of Science Editors:

Wiggins CM. The development of expertise in reading and reading instruction: the continuum from preservice to advanced experienced teachers as measured by the literacy instruction knowledge scales written survey. [Doctoral Dissertation]. University of Utah; 2012. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3513/rec/2440


University of Pretoria

11. Moodley, Kimera. The relationship between teachers’ ideas about teaching electricity and their awareness of learners’ misconceptions.

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

 This study explored the relationship between teachers’ ideas on teaching electricity and their awareness of learners’ misconceptions. A sample of six participants was conveniently selected… (more)

Subjects/Keywords: Misconceptions; Electricity; Pedagogical Content Knowledge; Subject Matter Knowledge; UCTD

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APA (6th Edition):

Moodley, K. (2014). The relationship between teachers’ ideas about teaching electricity and their awareness of learners’ misconceptions. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/43187

Chicago Manual of Style (16th Edition):

Moodley, Kimera. “The relationship between teachers’ ideas about teaching electricity and their awareness of learners’ misconceptions.” 2014. Masters Thesis, University of Pretoria. Accessed April 20, 2019. http://hdl.handle.net/2263/43187.

MLA Handbook (7th Edition):

Moodley, Kimera. “The relationship between teachers’ ideas about teaching electricity and their awareness of learners’ misconceptions.” 2014. Web. 20 Apr 2019.

Vancouver:

Moodley K. The relationship between teachers’ ideas about teaching electricity and their awareness of learners’ misconceptions. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/2263/43187.

Council of Science Editors:

Moodley K. The relationship between teachers’ ideas about teaching electricity and their awareness of learners’ misconceptions. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/43187


The Ohio State University

12. Ayvazo, Shiri. Exploring the pedagogical content knowledge of effective teachers in physical education.

Degree: PhD, Physical Activity and Educational Services, 2007, The Ohio State University

Pedagogical Content Knowledge (PCK) is the blending of content knowledge and pedagogical knowledge for the purpose of teaching in ways that are comprehensible for learners.… (more)

Subjects/Keywords: Education, Physical; Pedagogical Content Knowledge; Content Knowledge; Physical Education

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APA (6th Edition):

Ayvazo, S. (2007). Exploring the pedagogical content knowledge of effective teachers in physical education. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1180112758

Chicago Manual of Style (16th Edition):

Ayvazo, Shiri. “Exploring the pedagogical content knowledge of effective teachers in physical education.” 2007. Doctoral Dissertation, The Ohio State University. Accessed April 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1180112758.

MLA Handbook (7th Edition):

Ayvazo, Shiri. “Exploring the pedagogical content knowledge of effective teachers in physical education.” 2007. Web. 20 Apr 2019.

Vancouver:

Ayvazo S. Exploring the pedagogical content knowledge of effective teachers in physical education. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2019 Apr 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1180112758.

Council of Science Editors:

Ayvazo S. Exploring the pedagogical content knowledge of effective teachers in physical education. [Doctoral Dissertation]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1180112758


University of South Africa

13. Ibeawuchi, Emmanuel Ositadinma. The role of the pedagogical content Knowledge in the learning of quadratic functions .

Degree: 2010, University of South Africa

 This study investigates to what extent educators’ pedagogical content knowledge affects learners’ achievement in quadratic functions. The components of pedagogical content knowledge (PCK) examined are:… (more)

Subjects/Keywords: Mathematical content knowledge; Pedagogical content knowledge; Quadratic functions; Mathematics educators

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

APA (6th Edition):

Ibeawuchi, E. O. (2010). The role of the pedagogical content Knowledge in the learning of quadratic functions . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/4040

Chicago Manual of Style (16th Edition):

Ibeawuchi, Emmanuel Ositadinma. “The role of the pedagogical content Knowledge in the learning of quadratic functions .” 2010. Masters Thesis, University of South Africa. Accessed April 20, 2019. http://hdl.handle.net/10500/4040.

MLA Handbook (7th Edition):

Ibeawuchi, Emmanuel Ositadinma. “The role of the pedagogical content Knowledge in the learning of quadratic functions .” 2010. Web. 20 Apr 2019.

Vancouver:

Ibeawuchi EO. The role of the pedagogical content Knowledge in the learning of quadratic functions . [Internet] [Masters thesis]. University of South Africa; 2010. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/10500/4040.

Council of Science Editors:

Ibeawuchi EO. The role of the pedagogical content Knowledge in the learning of quadratic functions . [Masters Thesis]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/4040


University of Texas – Austin

14. Lucero, Margaret Marie. Teachers' orientations towards and awareness of students' evolutionary and natural selection alternative conceptions and their influence on teaching practice.

Degree: Science and Mathematics Education, 2013, University of Texas – Austin

 Evolution is the conceptual framework on which biology is based, but its components are not well understood by many individuals, and the topic is home… (more)

Subjects/Keywords: Evolutionary theory; Alternative conceptions; Pedagogical content knowledge; Subject matter knowledge

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APA (6th Edition):

Lucero, M. M. (2013). Teachers' orientations towards and awareness of students' evolutionary and natural selection alternative conceptions and their influence on teaching practice. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/44599

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):

Lucero, Margaret Marie. “Teachers' orientations towards and awareness of students' evolutionary and natural selection alternative conceptions and their influence on teaching practice.” 2013. Thesis, University of Texas – Austin. Accessed April 20, 2019. http://hdl.handle.net/2152/44599.

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

MLA Handbook (7th Edition):

Lucero, Margaret Marie. “Teachers' orientations towards and awareness of students' evolutionary and natural selection alternative conceptions and their influence on teaching practice.” 2013. Web. 20 Apr 2019.

Vancouver:

Lucero MM. Teachers' orientations towards and awareness of students' evolutionary and natural selection alternative conceptions and their influence on teaching practice. [Internet] [Thesis]. University of Texas – Austin; 2013. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/2152/44599.

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

Council of Science Editors:

Lucero MM. Teachers' orientations towards and awareness of students' evolutionary and natural selection alternative conceptions and their influence on teaching practice. [Thesis]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/44599

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


University of Pretoria

15. Mthethwa-Kunene, K.F.E. Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland.

Degree: PhD, Humanities Education, 2014, University of Pretoria

 Recent trends show that learners’ enrolment and performance in science at secondary school level is dwindling. Some science topics including genetics in biology are said… (more)

Subjects/Keywords: *; Conditional knowledge; Content knowledge; Declarative knowledge; Genetics; UCTD; Learning difficulties; Pedagogical content knowledge (PCK); Procedural knowledge; Biology teacher

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

APA (6th Edition):

Mthethwa-Kunene, K.F.E.. (2014). Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/43191

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

Chicago Manual of Style (16th Edition):

Mthethwa-Kunene, K.F.E.. “Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland.” 2014. Doctoral Dissertation, University of Pretoria. Accessed April 20, 2019. http://hdl.handle.net/2263/43191.

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

MLA Handbook (7th Edition):

Mthethwa-Kunene, K.F.E.. “Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland.” 2014. Web. 20 Apr 2019.

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

Vancouver:

Mthethwa-Kunene, K.F.E.. Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland. [Internet] [Doctoral dissertation]. University of Pretoria; 2014. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/2263/43191.

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

Council of Science Editors:

Mthethwa-Kunene, K.F.E.. Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland. [Doctoral Dissertation]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/43191

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


University of Pretoria

16. Ijeh, Sunday Bomboi. How competent mathematics teachers develop pedagogical content knowledge in statistics teaching.

Degree: Science, Mathematics and Technology Education, 2013, University of Pretoria

 This study is concerned with how competent mathematics teachers develop pedagogical content knowledge (PCK) in statistics teaching. Pedagogical content knowledge was used as the theoretical… (more)

Subjects/Keywords: Conceptual knowledge; Pck; Procedural knowledge; Pedagogical knowledge; Pedagogical content knowledge; Subject matter content knowledge; Learning difficulties; Competent teachers; Instructional strategies; Conceptions; Data handling; UCTD

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

APA (6th Edition):

Ijeh, S. B. (2013). How competent mathematics teachers develop pedagogical content knowledge in statistics teaching. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24074

Chicago Manual of Style (16th Edition):

Ijeh, Sunday Bomboi. “How competent mathematics teachers develop pedagogical content knowledge in statistics teaching.” 2013. Doctoral Dissertation, University of Pretoria. Accessed April 20, 2019. http://hdl.handle.net/2263/24074.

MLA Handbook (7th Edition):

Ijeh, Sunday Bomboi. “How competent mathematics teachers develop pedagogical content knowledge in statistics teaching.” 2013. Web. 20 Apr 2019.

Vancouver:

Ijeh SB. How competent mathematics teachers develop pedagogical content knowledge in statistics teaching. [Internet] [Doctoral dissertation]. University of Pretoria; 2013. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/2263/24074.

Council of Science Editors:

Ijeh SB. How competent mathematics teachers develop pedagogical content knowledge in statistics teaching. [Doctoral Dissertation]. University of Pretoria; 2013. Available from: http://hdl.handle.net/2263/24074


University of Pretoria

17. [No author]. How competent mathematics teachers develop pedagogical content knowledge in statistics teaching .

Degree: 2013, University of Pretoria

 This study is concerned with how competent mathematics teachers develop pedagogical content knowledge (PCK) in statistics teaching. Pedagogical content knowledge was used as the theoretical… (more)

Subjects/Keywords: Conceptual knowledge; Pck; Procedural knowledge; Pedagogical knowledge; Pedagogical content knowledge; Subject matter content knowledge; Learning difficulties; Competent teachers; Instructional strategies; Conceptions; Data handling; UCTD

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

APA (6th Edition):

author], [. (2013). How competent mathematics teachers develop pedagogical content knowledge in statistics teaching . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-04222013-081504/

Chicago Manual of Style (16th Edition):

author], [No. “How competent mathematics teachers develop pedagogical content knowledge in statistics teaching .” 2013. Doctoral Dissertation, University of Pretoria. Accessed April 20, 2019. http://upetd.up.ac.za/thesis/available/etd-04222013-081504/.

MLA Handbook (7th Edition):

author], [No. “How competent mathematics teachers develop pedagogical content knowledge in statistics teaching .” 2013. Web. 20 Apr 2019.

Vancouver:

author] [. How competent mathematics teachers develop pedagogical content knowledge in statistics teaching . [Internet] [Doctoral dissertation]. University of Pretoria; 2013. [cited 2019 Apr 20]. Available from: http://upetd.up.ac.za/thesis/available/etd-04222013-081504/.

Council of Science Editors:

author] [. How competent mathematics teachers develop pedagogical content knowledge in statistics teaching . [Doctoral Dissertation]. University of Pretoria; 2013. Available from: http://upetd.up.ac.za/thesis/available/etd-04222013-081504/


University of Pretoria

18. Draper, Kim. Understanding science teachers’ use and integration of ICT in a developing country context.

Degree: Education Management and Policy Studies, 2011, University of Pretoria

 Information and communication technology (ICT) has infiltrated society to the point of becoming essential to much of its everyday functioning. People rely on ICT to… (more)

Subjects/Keywords: Teaching; Science; Learning; Information and communication technology; Pedagogical content knowledge; Pedagogy; Technological pedagogical content knowledge; UCTD

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

APA (6th Edition):

Draper, K. (2011). Understanding science teachers’ use and integration of ICT in a developing country context. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/26687

Chicago Manual of Style (16th Edition):

Draper, Kim. “Understanding science teachers’ use and integration of ICT in a developing country context.” 2011. Doctoral Dissertation, University of Pretoria. Accessed April 20, 2019. http://hdl.handle.net/2263/26687.

MLA Handbook (7th Edition):

Draper, Kim. “Understanding science teachers’ use and integration of ICT in a developing country context.” 2011. Web. 20 Apr 2019.

Vancouver:

Draper K. Understanding science teachers’ use and integration of ICT in a developing country context. [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/2263/26687.

Council of Science Editors:

Draper K. Understanding science teachers’ use and integration of ICT in a developing country context. [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/26687


University of Pretoria

19. [No author]. Understanding science teachers’ use and integration of ICT in a developing country context .

Degree: 2011, University of Pretoria

 Information and communication technology (ICT) has infiltrated society to the point of becoming essential to much of its everyday functioning. People rely on ICT to… (more)

Subjects/Keywords: Teaching; Science; Learning; Information and communication technology; Pedagogical content knowledge; Pedagogy; Technological pedagogical content knowledge; UCTD

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

APA (6th Edition):

author], [. (2011). Understanding science teachers’ use and integration of ICT in a developing country context . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-02032011-132142/

Chicago Manual of Style (16th Edition):

author], [No. “Understanding science teachers’ use and integration of ICT in a developing country context .” 2011. Doctoral Dissertation, University of Pretoria. Accessed April 20, 2019. http://upetd.up.ac.za/thesis/available/etd-02032011-132142/.

MLA Handbook (7th Edition):

author], [No. “Understanding science teachers’ use and integration of ICT in a developing country context .” 2011. Web. 20 Apr 2019.

Vancouver:

author] [. Understanding science teachers’ use and integration of ICT in a developing country context . [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2019 Apr 20]. Available from: http://upetd.up.ac.za/thesis/available/etd-02032011-132142/.

Council of Science Editors:

author] [. Understanding science teachers’ use and integration of ICT in a developing country context . [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://upetd.up.ac.za/thesis/available/etd-02032011-132142/


Arizona State University

20. Lage Ramírez, Ana Elisa. Mathematical Knowledge for Teaching: Exploring a Teacher's Sources of Effectiveness.

Degree: PhD, Mathematics, 2011, Arizona State University

 This study contributes to the ongoing discussion of Mathematical Knowledge for Teaching (MKT). It investigates the case of Rico, a high school mathematics teacher who… (more)

Subjects/Keywords: Mathematics Education; Teacher Education; Key Developmental Understandings; Key Pedagogical Understandings; Mathematical Knowledge for Teaching; Pedagogical Content Knowledge

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

APA (6th Edition):

Lage Ramírez, A. E. (2011). Mathematical Knowledge for Teaching: Exploring a Teacher's Sources of Effectiveness. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/9097

Chicago Manual of Style (16th Edition):

Lage Ramírez, Ana Elisa. “Mathematical Knowledge for Teaching: Exploring a Teacher's Sources of Effectiveness.” 2011. Doctoral Dissertation, Arizona State University. Accessed April 20, 2019. http://repository.asu.edu/items/9097.

MLA Handbook (7th Edition):

Lage Ramírez, Ana Elisa. “Mathematical Knowledge for Teaching: Exploring a Teacher's Sources of Effectiveness.” 2011. Web. 20 Apr 2019.

Vancouver:

Lage Ramírez AE. Mathematical Knowledge for Teaching: Exploring a Teacher's Sources of Effectiveness. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Apr 20]. Available from: http://repository.asu.edu/items/9097.

Council of Science Editors:

Lage Ramírez AE. Mathematical Knowledge for Teaching: Exploring a Teacher's Sources of Effectiveness. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/9097


University of Tasmania

21. Getenet, ST. Enhancing mathematics teacher educators' technological pedagogical content knowledge through collaborative professional development : Ethiopia.

Degree: 2015, University of Tasmania

 This study documented the design, development and refinement of a professional development program, which improved teacher educators’ knowledge, to facilitate their effective use of technology… (more)

Subjects/Keywords: Mathematics teacher educators; Technological Pedagogical Content Knowledge; Mathematics Pre-Service Teachers; Specialised Technological Pedagogical Content Knowledge.

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

APA (6th Edition):

Getenet, S. (2015). Enhancing mathematics teacher educators' technological pedagogical content knowledge through collaborative professional development : Ethiopia. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/23192/1/Getenet_whole_thesis.pdf

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

Chicago Manual of Style (16th Edition):

Getenet, ST. “Enhancing mathematics teacher educators' technological pedagogical content knowledge through collaborative professional development : Ethiopia.” 2015. Thesis, University of Tasmania. Accessed April 20, 2019. https://eprints.utas.edu.au/23192/1/Getenet_whole_thesis.pdf.

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

MLA Handbook (7th Edition):

Getenet, ST. “Enhancing mathematics teacher educators' technological pedagogical content knowledge through collaborative professional development : Ethiopia.” 2015. Web. 20 Apr 2019.

Vancouver:

Getenet S. Enhancing mathematics teacher educators' technological pedagogical content knowledge through collaborative professional development : Ethiopia. [Internet] [Thesis]. University of Tasmania; 2015. [cited 2019 Apr 20]. Available from: https://eprints.utas.edu.au/23192/1/Getenet_whole_thesis.pdf.

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

Council of Science Editors:

Getenet S. Enhancing mathematics teacher educators' technological pedagogical content knowledge through collaborative professional development : Ethiopia. [Thesis]. University of Tasmania; 2015. Available from: https://eprints.utas.edu.au/23192/1/Getenet_whole_thesis.pdf

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


University of Pretoria

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

Degree: Science, Mathematics and Technology Education, 2013, University of Pretoria

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

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

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

APA (6th Edition):

Sibuyi, C. (2013). Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/30392

Chicago Manual of Style (16th Edition):

Sibuyi, Charles. “Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics.” 2013. Masters Thesis, University of Pretoria. Accessed April 20, 2019. http://hdl.handle.net/2263/30392.

MLA Handbook (7th Edition):

Sibuyi, Charles. “Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics.” 2013. Web. 20 Apr 2019.

Vancouver:

Sibuyi C. Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics. [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/2263/30392.

Council of Science Editors:

Sibuyi C. Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics. [Masters Thesis]. University of Pretoria; 2013. Available from: http://hdl.handle.net/2263/30392


University of Pretoria

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

Degree: 2013, University of Pretoria

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

author], [No. “Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics .” 2013. Masters Thesis, University of Pretoria. Accessed April 20, 2019. http://upetd.up.ac.za/thesis/available/etd-12162012-171854/.

MLA Handbook (7th Edition):

author], [No. “Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics .” 2013. Web. 20 Apr 2019.

Vancouver:

author] [. Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics . [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2019 Apr 20]. Available from: http://upetd.up.ac.za/thesis/available/etd-12162012-171854/.

Council of Science Editors:

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


University of South Africa

24. Makina, Antonia. A framework for the development of pedagogical content knowledge for secondary school statistics teachers .

Degree: 2013, University of South Africa

 The study developed and designed a pedagogical content knowledge framework to guide and support the professional development of pedagogical content knowledge to about 130 statistics… (more)

Subjects/Keywords: Statistics teachers; Teacher knowledge; Pedagogical content knowledge; Statistics; Professional development; Pedagogic knowledge; Subject-content knowledge; Professional development; Educators

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APA (6th Edition):

Makina, A. (2013). A framework for the development of pedagogical content knowledge for secondary school statistics teachers . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/13851

Chicago Manual of Style (16th Edition):

Makina, Antonia. “A framework for the development of pedagogical content knowledge for secondary school statistics teachers .” 2013. Masters Thesis, University of South Africa. Accessed April 20, 2019. http://hdl.handle.net/10500/13851.

MLA Handbook (7th Edition):

Makina, Antonia. “A framework for the development of pedagogical content knowledge for secondary school statistics teachers .” 2013. Web. 20 Apr 2019.

Vancouver:

Makina A. A framework for the development of pedagogical content knowledge for secondary school statistics teachers . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/10500/13851.

Council of Science Editors:

Makina A. A framework for the development of pedagogical content knowledge for secondary school statistics teachers . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/13851


University of Illinois – Urbana-Champaign

25. Rosu, Luisa Maria. Thinking and creativity in learning mathematics teaching.

Degree: PhD, 0215, 2010, University of Illinois – Urbana-Champaign

 Preparation to teach school mathematics should include developing an understanding of classroom mathematical interactions. The research literature and professional expertise agree that a teacher???s ability… (more)

Subjects/Keywords: mathematics education; teacher education; classroom interactions; pedagogical content knowledge; mathematical knowledge for teaching; teacher learning; teacher creativity; knowledge integration; perceptual knowledge

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

APA (6th Edition):

Rosu, L. M. (2010). Thinking and creativity in learning mathematics teaching. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16771

Chicago Manual of Style (16th Edition):

Rosu, Luisa Maria. “Thinking and creativity in learning mathematics teaching.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed April 20, 2019. http://hdl.handle.net/2142/16771.

MLA Handbook (7th Edition):

Rosu, Luisa Maria. “Thinking and creativity in learning mathematics teaching.” 2010. Web. 20 Apr 2019.

Vancouver:

Rosu LM. Thinking and creativity in learning mathematics teaching. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/2142/16771.

Council of Science Editors:

Rosu LM. Thinking and creativity in learning mathematics teaching. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16771

26. Silva, Aroldo Nascimento. Um professor de Química e dois contextos escolares: o conhecimento pedagógico do conteúdo em ação.

Degree: Mestrado, Ensino de Química, 2012, University of São Paulo

Este estudo se enquadra na área de formação de professores e mostra como um professor de Ensino Médio inserido em contextos escolares distintos realiza o… (more)

Subjects/Keywords: Conhecimento de professores; Conhecimento pedagógico do conteúdo; Context; Contexto; Pedagogical content knowledge; Teacher knowledge

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

APA (6th Edition):

Silva, A. N. (2012). Um professor de Química e dois contextos escolares: o conhecimento pedagógico do conteúdo em ação. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/81/81132/tde-25022013-132509/ ;

Chicago Manual of Style (16th Edition):

Silva, Aroldo Nascimento. “Um professor de Química e dois contextos escolares: o conhecimento pedagógico do conteúdo em ação.” 2012. Masters Thesis, University of São Paulo. Accessed April 20, 2019. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-25022013-132509/ ;.

MLA Handbook (7th Edition):

Silva, Aroldo Nascimento. “Um professor de Química e dois contextos escolares: o conhecimento pedagógico do conteúdo em ação.” 2012. Web. 20 Apr 2019.

Vancouver:

Silva AN. Um professor de Química e dois contextos escolares: o conhecimento pedagógico do conteúdo em ação. [Internet] [Masters thesis]. University of São Paulo; 2012. [cited 2019 Apr 20]. Available from: http://www.teses.usp.br/teses/disponiveis/81/81132/tde-25022013-132509/ ;.

Council of Science Editors:

Silva AN. Um professor de Química e dois contextos escolares: o conhecimento pedagógico do conteúdo em ação. [Masters Thesis]. University of São Paulo; 2012. Available from: http://www.teses.usp.br/teses/disponiveis/81/81132/tde-25022013-132509/ ;


Texas A&M University

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

Degree: 2009, Texas A&M University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Piccolo, Diana Lynne. “Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development.” 2009. Thesis, Texas A&M University. Accessed April 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2708.

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

MLA Handbook (7th Edition):

Piccolo, Diana Lynne. “Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development.” 2009. Web. 20 Apr 2019.

Vancouver:

Piccolo DL. Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2708.

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

Council of Science Editors:

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

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


Purdue University

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

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Rupp, Madeline Grace. “Multiple case studies of STEM teachers' orientations to science teaching through engineering design.” 2014. Thesis, Purdue University. Accessed April 20, 2019. http://docs.lib.purdue.edu/open_access_theses/246.

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

MLA Handbook (7th Edition):

Rupp, Madeline Grace. “Multiple case studies of STEM teachers' orientations to science teaching through engineering design.” 2014. Web. 20 Apr 2019.

Vancouver:

Rupp MG. Multiple case studies of STEM teachers' orientations to science teaching through engineering design. [Internet] [Thesis]. Purdue University; 2014. [cited 2019 Apr 20]. Available from: http://docs.lib.purdue.edu/open_access_theses/246.

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

Council of Science Editors:

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

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


University of Arizona

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

Degree: 2018, University of Arizona

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Argueta, Arthur. “Preservice Agriculture Teachers Development of Knowledge of Content and Students During Their Student Teaching Experience .” 2018. Masters Thesis, University of Arizona. Accessed April 20, 2019. http://hdl.handle.net/10150/628089.

MLA Handbook (7th Edition):

Argueta, Arthur. “Preservice Agriculture Teachers Development of Knowledge of Content and Students During Their Student Teaching Experience .” 2018. Web. 20 Apr 2019.

Vancouver:

Argueta A. Preservice Agriculture Teachers Development of Knowledge of Content and Students During Their Student Teaching Experience . [Internet] [Masters thesis]. University of Arizona; 2018. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/10150/628089.

Council of Science Editors:

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


Kansas State University

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Marshall, Scott A. “Mathematics knowledge for teaching of elementary and secondary teachers with regards to division by fractions.” 2016. Doctoral Dissertation, Kansas State University. Accessed April 20, 2019. http://hdl.handle.net/2097/32846.

MLA Handbook (7th Edition):

Marshall, Scott A. “Mathematics knowledge for teaching of elementary and secondary teachers with regards to division by fractions.” 2016. Web. 20 Apr 2019.

Vancouver:

Marshall SA. Mathematics knowledge for teaching of elementary and secondary teachers with regards to division by fractions. [Internet] [Doctoral dissertation]. Kansas State University; 2016. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/2097/32846.

Council of Science Editors:

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

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