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You searched for subject:(pre service teachers education). Showing records 1 – 30 of 190563 total matches.

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University of North Texas

1. Gardner, David. Motivating Pre-service Teachers to Incorporate Technology Into the Classroom.

Degree: 2013, University of North Texas

 Technology integration into the classroom is a multi-faceted and complex topic. One factor that can have an effect on a teacher's incorporation of technology into… (more)

Subjects/Keywords: Pre-service; teachers; technology; education

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APA (6th Edition):

Gardner, D. (2013). Motivating Pre-service Teachers to Incorporate Technology Into the Classroom. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500101/

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):

Gardner, David. “Motivating Pre-service Teachers to Incorporate Technology Into the Classroom.” 2013. Thesis, University of North Texas. Accessed November 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc500101/.

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

MLA Handbook (7th Edition):

Gardner, David. “Motivating Pre-service Teachers to Incorporate Technology Into the Classroom.” 2013. Web. 17 Nov 2019.

Vancouver:

Gardner D. Motivating Pre-service Teachers to Incorporate Technology Into the Classroom. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Nov 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500101/.

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

Council of Science Editors:

Gardner D. Motivating Pre-service Teachers to Incorporate Technology Into the Classroom. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc500101/

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


Cape Peninsula University of Technology

2. Dos Reis, Karen Marion. Challenges pre-service teachers face while learning to teach Accounting in the context of mentoring .

Degree: 2012, Cape Peninsula University of Technology

 The study focused on the challenges pre-service teachers face while learning to teach Accounting in the context of mentoring at a University of Technology. The… (more)

Subjects/Keywords: Accounting education; Pre-service teachers; Mentoring programmes

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APA (6th Edition):

Dos Reis, K. M. (2012). Challenges pre-service teachers face while learning to teach Accounting in the context of mentoring . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/1986

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):

Dos Reis, Karen Marion. “Challenges pre-service teachers face while learning to teach Accounting in the context of mentoring .” 2012. Thesis, Cape Peninsula University of Technology. Accessed November 17, 2019. http://etd.cput.ac.za/handle/20.500.11838/1986.

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

MLA Handbook (7th Edition):

Dos Reis, Karen Marion. “Challenges pre-service teachers face while learning to teach Accounting in the context of mentoring .” 2012. Web. 17 Nov 2019.

Vancouver:

Dos Reis KM. Challenges pre-service teachers face while learning to teach Accounting in the context of mentoring . [Internet] [Thesis]. Cape Peninsula University of Technology; 2012. [cited 2019 Nov 17]. Available from: http://etd.cput.ac.za/handle/20.500.11838/1986.

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

Council of Science Editors:

Dos Reis KM. Challenges pre-service teachers face while learning to teach Accounting in the context of mentoring . [Thesis]. Cape Peninsula University of Technology; 2012. Available from: http://etd.cput.ac.za/handle/20.500.11838/1986

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


Kent State University

3. Steiner, Carol J. A Study of Pre-Service Elementary Teachers’ Conceptual Understanding of Integers.

Degree: PhD, College of Education, Health, and Human Services / Department of Teaching, Leadership and Curriculum Studies, 2009, Kent State University

  The purpose of this qualitative study was to examine how pre-service elementary teachers’ conceptual understanding of integer addition and subtraction understanding is impacted by… (more)

Subjects/Keywords: Mathematics Education; integers; pre-service elementary teachers

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APA (6th Edition):

Steiner, C. J. (2009). A Study of Pre-Service Elementary Teachers’ Conceptual Understanding of Integers. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1248466399

Chicago Manual of Style (16th Edition):

Steiner, Carol J. “A Study of Pre-Service Elementary Teachers’ Conceptual Understanding of Integers.” 2009. Doctoral Dissertation, Kent State University. Accessed November 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1248466399.

MLA Handbook (7th Edition):

Steiner, Carol J. “A Study of Pre-Service Elementary Teachers’ Conceptual Understanding of Integers.” 2009. Web. 17 Nov 2019.

Vancouver:

Steiner CJ. A Study of Pre-Service Elementary Teachers’ Conceptual Understanding of Integers. [Internet] [Doctoral dissertation]. Kent State University; 2009. [cited 2019 Nov 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1248466399.

Council of Science Editors:

Steiner CJ. A Study of Pre-Service Elementary Teachers’ Conceptual Understanding of Integers. [Doctoral Dissertation]. Kent State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1248466399


University of the Western Cape

4. Mushaikwa, Ngonidzashe. Investigating Pre-service Natural Science Teachers’ perceptions of earth in space through spatial modelling and argumentation .

Degree: 2014, University of the Western Cape

 This study involves a group of pre-service teachers who are specialising in Science and Mathematics education at a university in the Western Cape province of… (more)

Subjects/Keywords: Education; Pre-service teachers; Astronomical conceptions; Science

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APA (6th Edition):

Mushaikwa, N. (2014). Investigating Pre-service Natural Science Teachers’ perceptions of earth in space through spatial modelling and argumentation . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/4427

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):

Mushaikwa, Ngonidzashe. “Investigating Pre-service Natural Science Teachers’ perceptions of earth in space through spatial modelling and argumentation .” 2014. Thesis, University of the Western Cape. Accessed November 17, 2019. http://hdl.handle.net/11394/4427.

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

MLA Handbook (7th Edition):

Mushaikwa, Ngonidzashe. “Investigating Pre-service Natural Science Teachers’ perceptions of earth in space through spatial modelling and argumentation .” 2014. Web. 17 Nov 2019.

Vancouver:

Mushaikwa N. Investigating Pre-service Natural Science Teachers’ perceptions of earth in space through spatial modelling and argumentation . [Internet] [Thesis]. University of the Western Cape; 2014. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/11394/4427.

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

Council of Science Editors:

Mushaikwa N. Investigating Pre-service Natural Science Teachers’ perceptions of earth in space through spatial modelling and argumentation . [Thesis]. University of the Western Cape; 2014. Available from: http://hdl.handle.net/11394/4427

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


University of Georgia

5. Harper, Jennifer Le' Shay. Infuences on pre-service teachers' beliefs about motivation.

Degree: PhD, Educational Psychology, 2009, University of Georgia

 Three studies were conducted to investigate pre-service teachers’ beliefs about motivation in the first and last weeks of an introductory educational psychology course. The first… (more)

Subjects/Keywords: Pre-service teachers

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APA (6th Edition):

Harper, J. L. S. (2009). Infuences on pre-service teachers' beliefs about motivation. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/harper_jennifer_l_200905_phd

Chicago Manual of Style (16th Edition):

Harper, Jennifer Le' Shay. “Infuences on pre-service teachers' beliefs about motivation.” 2009. Doctoral Dissertation, University of Georgia. Accessed November 17, 2019. http://purl.galileo.usg.edu/uga_etd/harper_jennifer_l_200905_phd.

MLA Handbook (7th Edition):

Harper, Jennifer Le' Shay. “Infuences on pre-service teachers' beliefs about motivation.” 2009. Web. 17 Nov 2019.

Vancouver:

Harper JLS. Infuences on pre-service teachers' beliefs about motivation. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 Nov 17]. Available from: http://purl.galileo.usg.edu/uga_etd/harper_jennifer_l_200905_phd.

Council of Science Editors:

Harper JLS. Infuences on pre-service teachers' beliefs about motivation. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/harper_jennifer_l_200905_phd


University of Georgia

6. Bhukhanwala, Foram Arvind. Pre-service teachers' perspectives on the use of pedagogy and theater of the oppressed in teaching and teacher education: outcomes and potential.

Degree: PhD, Early Childhood Education, 2007, University of Georgia

 This collaborative, arts-based, multi case study research focused on pre-service teachers’ perspectives on outcomes and potentials of Augusto Boal’s Pedagogy and Theater of the Oppressed… (more)

Subjects/Keywords: Pre-service teachers

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APA (6th Edition):

Bhukhanwala, F. A. (2007). Pre-service teachers' perspectives on the use of pedagogy and theater of the oppressed in teaching and teacher education: outcomes and potential. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/bhukhanwala_foram_a_200705_phd

Chicago Manual of Style (16th Edition):

Bhukhanwala, Foram Arvind. “Pre-service teachers' perspectives on the use of pedagogy and theater of the oppressed in teaching and teacher education: outcomes and potential.” 2007. Doctoral Dissertation, University of Georgia. Accessed November 17, 2019. http://purl.galileo.usg.edu/uga_etd/bhukhanwala_foram_a_200705_phd.

MLA Handbook (7th Edition):

Bhukhanwala, Foram Arvind. “Pre-service teachers' perspectives on the use of pedagogy and theater of the oppressed in teaching and teacher education: outcomes and potential.” 2007. Web. 17 Nov 2019.

Vancouver:

Bhukhanwala FA. Pre-service teachers' perspectives on the use of pedagogy and theater of the oppressed in teaching and teacher education: outcomes and potential. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Nov 17]. Available from: http://purl.galileo.usg.edu/uga_etd/bhukhanwala_foram_a_200705_phd.

Council of Science Editors:

Bhukhanwala FA. Pre-service teachers' perspectives on the use of pedagogy and theater of the oppressed in teaching and teacher education: outcomes and potential. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/bhukhanwala_foram_a_200705_phd


University of Georgia

7. Crump, Amy. Cooperating teachers' perceptions of student teachers' teaching ability.

Degree: MAL, Agricultural Leadership, 2007, University of Georgia

 The purpose of the study was to determine, as witnessed by cooperating teachers, what learning gaps pre-service teachers brought to the student teaching experience. A… (more)

Subjects/Keywords: Pre-service Teachers

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

APA (6th Edition):

Crump, A. (2007). Cooperating teachers' perceptions of student teachers' teaching ability. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/crump_amy_200705_mal

Chicago Manual of Style (16th Edition):

Crump, Amy. “Cooperating teachers' perceptions of student teachers' teaching ability.” 2007. Masters Thesis, University of Georgia. Accessed November 17, 2019. http://purl.galileo.usg.edu/uga_etd/crump_amy_200705_mal.

MLA Handbook (7th Edition):

Crump, Amy. “Cooperating teachers' perceptions of student teachers' teaching ability.” 2007. Web. 17 Nov 2019.

Vancouver:

Crump A. Cooperating teachers' perceptions of student teachers' teaching ability. [Internet] [Masters thesis]. University of Georgia; 2007. [cited 2019 Nov 17]. Available from: http://purl.galileo.usg.edu/uga_etd/crump_amy_200705_mal.

Council of Science Editors:

Crump A. Cooperating teachers' perceptions of student teachers' teaching ability. [Masters Thesis]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/crump_amy_200705_mal


University of Georgia

8. Kim, Eun-Joo. Pre-service teachers' perspectives on family involvement in teaching children with special needs.

Degree: PhD, Special Education, 2007, University of Georgia

 This study examined pre-service teachers’ perspectives on family involvement in special education and effective teaching methods of delivering family involvement content. Eighty-three pre-service teachers provided… (more)

Subjects/Keywords: Pre-service Teachers

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

APA (6th Edition):

Kim, E. (2007). Pre-service teachers' perspectives on family involvement in teaching children with special needs. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kim_eun-joo_200705_phd

Chicago Manual of Style (16th Edition):

Kim, Eun-Joo. “Pre-service teachers' perspectives on family involvement in teaching children with special needs.” 2007. Doctoral Dissertation, University of Georgia. Accessed November 17, 2019. http://purl.galileo.usg.edu/uga_etd/kim_eun-joo_200705_phd.

MLA Handbook (7th Edition):

Kim, Eun-Joo. “Pre-service teachers' perspectives on family involvement in teaching children with special needs.” 2007. Web. 17 Nov 2019.

Vancouver:

Kim E. Pre-service teachers' perspectives on family involvement in teaching children with special needs. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Nov 17]. Available from: http://purl.galileo.usg.edu/uga_etd/kim_eun-joo_200705_phd.

Council of Science Editors:

Kim E. Pre-service teachers' perspectives on family involvement in teaching children with special needs. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/kim_eun-joo_200705_phd


University of Pretoria

9. Langa, Siphiwe Angelica. The role of self-efficacy enhancement during pre-service teacher development : building resilience to prevent burn-out.

Degree: MEd, Humanities Education, 2017, University of Pretoria

 The purpose of this study was to investigate the role of self-efficacy enhancement in building pre-service teacher resilience to prevent symptoms of burn-out in Swaziland;… (more)

Subjects/Keywords: Pre-service education; Pre-service teachers; Teaching practice; Teacher burn-out; UCTD

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APA (6th Edition):

Langa, S. (2017). The role of self-efficacy enhancement during pre-service teacher development : building resilience to prevent burn-out. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/62881

Chicago Manual of Style (16th Edition):

Langa, Siphiwe. “The role of self-efficacy enhancement during pre-service teacher development : building resilience to prevent burn-out.” 2017. Masters Thesis, University of Pretoria. Accessed November 17, 2019. http://hdl.handle.net/2263/62881.

MLA Handbook (7th Edition):

Langa, Siphiwe. “The role of self-efficacy enhancement during pre-service teacher development : building resilience to prevent burn-out.” 2017. Web. 17 Nov 2019.

Vancouver:

Langa S. The role of self-efficacy enhancement during pre-service teacher development : building resilience to prevent burn-out. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/2263/62881.

Council of Science Editors:

Langa S. The role of self-efficacy enhancement during pre-service teacher development : building resilience to prevent burn-out. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/62881


Edith Cowan University

10. Naylor, Dawn. Learning to teach: What pre-service teachers report.

Degree: 2015, Edith Cowan University

 With universities and schools of education receiving recurring criticism for being ineffective in preparing graduates for school teaching, this study sought to understand the phenomenon… (more)

Subjects/Keywords: teacher identity; pre-service teachers education; pre-service teachers; initial teacher education; orientations to learning to teach; epistemological beliefs; Australia; Education

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APA (6th Edition):

Naylor, D. (2015). Learning to teach: What pre-service teachers report. (Thesis). Edith Cowan University. Retrieved from http://ro.ecu.edu.au/theses/1626

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):

Naylor, Dawn. “Learning to teach: What pre-service teachers report.” 2015. Thesis, Edith Cowan University. Accessed November 17, 2019. http://ro.ecu.edu.au/theses/1626.

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

MLA Handbook (7th Edition):

Naylor, Dawn. “Learning to teach: What pre-service teachers report.” 2015. Web. 17 Nov 2019.

Vancouver:

Naylor D. Learning to teach: What pre-service teachers report. [Internet] [Thesis]. Edith Cowan University; 2015. [cited 2019 Nov 17]. Available from: http://ro.ecu.edu.au/theses/1626.

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

Council of Science Editors:

Naylor D. Learning to teach: What pre-service teachers report. [Thesis]. Edith Cowan University; 2015. Available from: http://ro.ecu.edu.au/theses/1626

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


Penn State University

11. Tran, Minh-Dan Thi. PRE-SERVICE SCIENCE TEACHERS’ SELF-PERCEPTIONS OF MEMBERSHIP IN.

Degree: MS, Curriculum and Instruction, 2009, Penn State University

Pre-service science teachers were videotaped during a micro-teaching activity with small groups of middle school students and were asked to reflect on the activity. This… (more)

Subjects/Keywords: community; identity; science education; pre-service teachers; teacher education; activity theory

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APA (6th Edition):

Tran, M. T. (2009). PRE-SERVICE SCIENCE TEACHERS’ SELF-PERCEPTIONS OF MEMBERSHIP IN. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/10050

Chicago Manual of Style (16th Edition):

Tran, Minh-Dan Thi. “PRE-SERVICE SCIENCE TEACHERS’ SELF-PERCEPTIONS OF MEMBERSHIP IN.” 2009. Masters Thesis, Penn State University. Accessed November 17, 2019. https://etda.libraries.psu.edu/catalog/10050.

MLA Handbook (7th Edition):

Tran, Minh-Dan Thi. “PRE-SERVICE SCIENCE TEACHERS’ SELF-PERCEPTIONS OF MEMBERSHIP IN.” 2009. Web. 17 Nov 2019.

Vancouver:

Tran MT. PRE-SERVICE SCIENCE TEACHERS’ SELF-PERCEPTIONS OF MEMBERSHIP IN. [Internet] [Masters thesis]. Penn State University; 2009. [cited 2019 Nov 17]. Available from: https://etda.libraries.psu.edu/catalog/10050.

Council of Science Editors:

Tran MT. PRE-SERVICE SCIENCE TEACHERS’ SELF-PERCEPTIONS OF MEMBERSHIP IN. [Masters Thesis]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/10050


University of Washington

12. Guillén, Lorena Isabel. At the Crossroads: Pre-service Teachers, Community Mentors, and the Dialectic.

Degree: PhD, 2016, University of Washington

 Perennial calls to increase parent engagement in underserved schools often overlook how classroom teachers are prepared for school-family partnerships. Transformative school-family partnerships require transformative teachers,… (more)

Subjects/Keywords: Community; Family; Field Experience; Pre-service Teachers; Teacher education; education - seattle

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APA (6th Edition):

Guillén, L. I. (2016). At the Crossroads: Pre-service Teachers, Community Mentors, and the Dialectic. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/37097

Chicago Manual of Style (16th Edition):

Guillén, Lorena Isabel. “At the Crossroads: Pre-service Teachers, Community Mentors, and the Dialectic.” 2016. Doctoral Dissertation, University of Washington. Accessed November 17, 2019. http://hdl.handle.net/1773/37097.

MLA Handbook (7th Edition):

Guillén, Lorena Isabel. “At the Crossroads: Pre-service Teachers, Community Mentors, and the Dialectic.” 2016. Web. 17 Nov 2019.

Vancouver:

Guillén LI. At the Crossroads: Pre-service Teachers, Community Mentors, and the Dialectic. [Internet] [Doctoral dissertation]. University of Washington; 2016. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1773/37097.

Council of Science Editors:

Guillén LI. At the Crossroads: Pre-service Teachers, Community Mentors, and the Dialectic. [Doctoral Dissertation]. University of Washington; 2016. Available from: http://hdl.handle.net/1773/37097


University of Limerick

13. O'Donoghue, Bernadette. From policy to practice: an investigation into pre-service teachers’ preparedness for implementing literacy and numeracy for mathematics teaching in Ireland.

Degree: 2018, University of Limerick

 This study examines the readiness of pre-service teachers of mathematics to implement reforms in post-primary education and mathematics education, coined by the author as Literacy… (more)

Subjects/Keywords: mathematics; pre-service teachers; education; reforms; post-primary education

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APA (6th Edition):

O'Donoghue, B. (2018). From policy to practice: an investigation into pre-service teachers’ preparedness for implementing literacy and numeracy for mathematics teaching in Ireland. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/7605

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):

O'Donoghue, Bernadette. “From policy to practice: an investigation into pre-service teachers’ preparedness for implementing literacy and numeracy for mathematics teaching in Ireland.” 2018. Thesis, University of Limerick. Accessed November 17, 2019. http://hdl.handle.net/10344/7605.

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

MLA Handbook (7th Edition):

O'Donoghue, Bernadette. “From policy to practice: an investigation into pre-service teachers’ preparedness for implementing literacy and numeracy for mathematics teaching in Ireland.” 2018. Web. 17 Nov 2019.

Vancouver:

O'Donoghue B. From policy to practice: an investigation into pre-service teachers’ preparedness for implementing literacy and numeracy for mathematics teaching in Ireland. [Internet] [Thesis]. University of Limerick; 2018. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10344/7605.

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

Council of Science Editors:

O'Donoghue B. From policy to practice: an investigation into pre-service teachers’ preparedness for implementing literacy and numeracy for mathematics teaching in Ireland. [Thesis]. University of Limerick; 2018. Available from: http://hdl.handle.net/10344/7605

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


University of Waikato

14. Croft, Anita Janet. Pre-service Early Childhood Teachers' Preparedness to Teach Education for Sustainability .

Degree: 2016, University of Waikato

 Children in their early childhood years have proven to be capable of becoming active citizens in their communities through engagement in sustainability practices, with the… (more)

Subjects/Keywords: Education for Sustainability; Early Childhood; Pre-service Teacher Education; Beginning Teachers

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APA (6th Edition):

Croft, A. J. (2016). Pre-service Early Childhood Teachers' Preparedness to Teach Education for Sustainability . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/10293

Chicago Manual of Style (16th Edition):

Croft, Anita Janet. “Pre-service Early Childhood Teachers' Preparedness to Teach Education for Sustainability .” 2016. Masters Thesis, University of Waikato. Accessed November 17, 2019. http://hdl.handle.net/10289/10293.

MLA Handbook (7th Edition):

Croft, Anita Janet. “Pre-service Early Childhood Teachers' Preparedness to Teach Education for Sustainability .” 2016. Web. 17 Nov 2019.

Vancouver:

Croft AJ. Pre-service Early Childhood Teachers' Preparedness to Teach Education for Sustainability . [Internet] [Masters thesis]. University of Waikato; 2016. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10289/10293.

Council of Science Editors:

Croft AJ. Pre-service Early Childhood Teachers' Preparedness to Teach Education for Sustainability . [Masters Thesis]. University of Waikato; 2016. Available from: http://hdl.handle.net/10289/10293


University of the Western Cape

15. Nnanyereugo, Iwuanyanwu Paul. An analysis of pre-service teachers' ability to use a dialogical argumentation instructional model to solve mathematical problems in physics .

Degree: 2017, University of the Western Cape

 This study chronicles a teacher training education programme. The findings emerged from the observation of argumentation skills employed by students in a physical science education(more)

Subjects/Keywords: Teacher training; Education programme; Pysical science education; Pre-service teachers; Physics

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APA (6th Edition):

Nnanyereugo, I. P. (2017). An analysis of pre-service teachers' ability to use a dialogical argumentation instructional model to solve mathematical problems in physics . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/6252

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):

Nnanyereugo, Iwuanyanwu Paul. “An analysis of pre-service teachers' ability to use a dialogical argumentation instructional model to solve mathematical problems in physics .” 2017. Thesis, University of the Western Cape. Accessed November 17, 2019. http://hdl.handle.net/11394/6252.

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

MLA Handbook (7th Edition):

Nnanyereugo, Iwuanyanwu Paul. “An analysis of pre-service teachers' ability to use a dialogical argumentation instructional model to solve mathematical problems in physics .” 2017. Web. 17 Nov 2019.

Vancouver:

Nnanyereugo IP. An analysis of pre-service teachers' ability to use a dialogical argumentation instructional model to solve mathematical problems in physics . [Internet] [Thesis]. University of the Western Cape; 2017. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/11394/6252.

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

Council of Science Editors:

Nnanyereugo IP. An analysis of pre-service teachers' ability to use a dialogical argumentation instructional model to solve mathematical problems in physics . [Thesis]. University of the Western Cape; 2017. Available from: http://hdl.handle.net/11394/6252

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

16. Reddy, Alison Marie. The Influence of Teacher Preparation Programs' Field Experiences on Pre-Service Teacher Candidates' Sense of Teaching Efficacy.

Degree: PhD, Teaching and Learning, 2012, Old Dominion University

  In this descriptive, mixed methods study, the researcher investigated the influence of teacher preparation programs' field experiences on teacher candidates' sense of teaching efficacy.… (more)

Subjects/Keywords: Pre-service teachers; Teacher efficacy; Field service; Elementary Education; Teacher Education and Professional Development

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

APA (6th Edition):

Reddy, A. M. (2012). The Influence of Teacher Preparation Programs' Field Experiences on Pre-Service Teacher Candidates' Sense of Teaching Efficacy. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781267837158 ; https://digitalcommons.odu.edu/teachinglearning_etds/39

Chicago Manual of Style (16th Edition):

Reddy, Alison Marie. “The Influence of Teacher Preparation Programs' Field Experiences on Pre-Service Teacher Candidates' Sense of Teaching Efficacy.” 2012. Doctoral Dissertation, Old Dominion University. Accessed November 17, 2019. 9781267837158 ; https://digitalcommons.odu.edu/teachinglearning_etds/39.

MLA Handbook (7th Edition):

Reddy, Alison Marie. “The Influence of Teacher Preparation Programs' Field Experiences on Pre-Service Teacher Candidates' Sense of Teaching Efficacy.” 2012. Web. 17 Nov 2019.

Vancouver:

Reddy AM. The Influence of Teacher Preparation Programs' Field Experiences on Pre-Service Teacher Candidates' Sense of Teaching Efficacy. [Internet] [Doctoral dissertation]. Old Dominion University; 2012. [cited 2019 Nov 17]. Available from: 9781267837158 ; https://digitalcommons.odu.edu/teachinglearning_etds/39.

Council of Science Editors:

Reddy AM. The Influence of Teacher Preparation Programs' Field Experiences on Pre-Service Teacher Candidates' Sense of Teaching Efficacy. [Doctoral Dissertation]. Old Dominion University; 2012. Available from: 9781267837158 ; https://digitalcommons.odu.edu/teachinglearning_etds/39


SUNY College at Brockport

17. Marriott, Stephen T. The Effects of Training on Preservice Teachers using Computerized Systematic Observation.

Degree: MSEd, Kinesiology, Sport Studies and Physical Education, 2009, SUNY College at Brockport

  Although systematic observation software systems are being used in teacher preparation programs, research investigating the type and amount of training pre-service educators need to… (more)

Subjects/Keywords: Physical Education; pre-service teachers; teachers' training; Curriculum and Instruction; Teacher Education and Professional Development

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

APA (6th Edition):

Marriott, S. T. (2009). The Effects of Training on Preservice Teachers using Computerized Systematic Observation. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/pes_theses/7

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):

Marriott, Stephen T. “The Effects of Training on Preservice Teachers using Computerized Systematic Observation.” 2009. Thesis, SUNY College at Brockport. Accessed November 17, 2019. https://digitalcommons.brockport.edu/pes_theses/7.

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

MLA Handbook (7th Edition):

Marriott, Stephen T. “The Effects of Training on Preservice Teachers using Computerized Systematic Observation.” 2009. Web. 17 Nov 2019.

Vancouver:

Marriott ST. The Effects of Training on Preservice Teachers using Computerized Systematic Observation. [Internet] [Thesis]. SUNY College at Brockport; 2009. [cited 2019 Nov 17]. Available from: https://digitalcommons.brockport.edu/pes_theses/7.

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

Council of Science Editors:

Marriott ST. The Effects of Training on Preservice Teachers using Computerized Systematic Observation. [Thesis]. SUNY College at Brockport; 2009. Available from: https://digitalcommons.brockport.edu/pes_theses/7

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


University of Windsor

18. Hamzeh, Fouada. Lesson Study-Building Communities of Learning Among Pre-Service Science Teachers.

Degree: M. Ed., Education, 2014, University of Windsor

  Lesson Study is a widely used pedagogical approach that has been used for decades in its country of origin, Japan. It is a teacher-led… (more)

Subjects/Keywords: Education; Lesson study; Pre-service teachers; Science inquiry based approaches

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

APA (6th Edition):

Hamzeh, F. (2014). Lesson Study-Building Communities of Learning Among Pre-Service Science Teachers. (Masters Thesis). University of Windsor. Retrieved from http://scholar.uwindsor.ca/etd/5114

Chicago Manual of Style (16th Edition):

Hamzeh, Fouada. “Lesson Study-Building Communities of Learning Among Pre-Service Science Teachers.” 2014. Masters Thesis, University of Windsor. Accessed November 17, 2019. http://scholar.uwindsor.ca/etd/5114.

MLA Handbook (7th Edition):

Hamzeh, Fouada. “Lesson Study-Building Communities of Learning Among Pre-Service Science Teachers.” 2014. Web. 17 Nov 2019.

Vancouver:

Hamzeh F. Lesson Study-Building Communities of Learning Among Pre-Service Science Teachers. [Internet] [Masters thesis]. University of Windsor; 2014. [cited 2019 Nov 17]. Available from: http://scholar.uwindsor.ca/etd/5114.

Council of Science Editors:

Hamzeh F. Lesson Study-Building Communities of Learning Among Pre-Service Science Teachers. [Masters Thesis]. University of Windsor; 2014. Available from: http://scholar.uwindsor.ca/etd/5114

19. Eicher, Rachel. A Study of Pre-Service Teacher Efficacy During a Phonics Field Experience.

Degree: Doctor of Education (EdD), Education, 2017, University of Findlay

 Few researchers have examined the impact on pre-service teacher efficacy as related to a field experience in a literacy content area. In this study, the… (more)

Subjects/Keywords: Education; sense of efficacy; pre-service teachers; phonics; phonemic awareness

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

APA (6th Edition):

Eicher, R. (2017). A Study of Pre-Service Teacher Efficacy During a Phonics Field Experience. (Doctoral Dissertation). University of Findlay. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=findlay1493814066018961

Chicago Manual of Style (16th Edition):

Eicher, Rachel. “A Study of Pre-Service Teacher Efficacy During a Phonics Field Experience.” 2017. Doctoral Dissertation, University of Findlay. Accessed November 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1493814066018961.

MLA Handbook (7th Edition):

Eicher, Rachel. “A Study of Pre-Service Teacher Efficacy During a Phonics Field Experience.” 2017. Web. 17 Nov 2019.

Vancouver:

Eicher R. A Study of Pre-Service Teacher Efficacy During a Phonics Field Experience. [Internet] [Doctoral dissertation]. University of Findlay; 2017. [cited 2019 Nov 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1493814066018961.

Council of Science Editors:

Eicher R. A Study of Pre-Service Teacher Efficacy During a Phonics Field Experience. [Doctoral Dissertation]. University of Findlay; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1493814066018961


University of Tasmania

20. MacDonald, AJ. Intertwined: An investigation into becoming an artist and teacher.

Degree: 2014, University of Tasmania

 This study investigates becoming an artist and teacher and, in doing so, explores the ways that artist and teaching practices interact and the implications this… (more)

Subjects/Keywords: Arts education; teacher identity; art teaching; pre-service teachers

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APA (6th Edition):

MacDonald, A. (2014). Intertwined: An investigation into becoming an artist and teacher. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/18700/2/Whole-MacDonald-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):

MacDonald, AJ. “Intertwined: An investigation into becoming an artist and teacher.” 2014. Thesis, University of Tasmania. Accessed November 17, 2019. https://eprints.utas.edu.au/18700/2/Whole-MacDonald-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):

MacDonald, AJ. “Intertwined: An investigation into becoming an artist and teacher.” 2014. Web. 17 Nov 2019.

Vancouver:

MacDonald A. Intertwined: An investigation into becoming an artist and teacher. [Internet] [Thesis]. University of Tasmania; 2014. [cited 2019 Nov 17]. Available from: https://eprints.utas.edu.au/18700/2/Whole-MacDonald-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:

MacDonald A. Intertwined: An investigation into becoming an artist and teacher. [Thesis]. University of Tasmania; 2014. Available from: https://eprints.utas.edu.au/18700/2/Whole-MacDonald-thesis.pdf

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


Penn State University

21. Puri, Dipali. The Formation and Development of Moral Literacy as a Component of Pre-service Teacher Identity.

Degree: PhD, Educational Leadership, 2009, Penn State University

 This study examines the contribution to and impact of formal teacher training education programs on the personal and professional development of pre-service teachers’ moral literacy.… (more)

Subjects/Keywords: moral literacy; teacher education; pre-service teachers; professional socialization

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APA (6th Edition):

Puri, D. (2009). The Formation and Development of Moral Literacy as a Component of Pre-service Teacher Identity. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/9832

Chicago Manual of Style (16th Edition):

Puri, Dipali. “The Formation and Development of Moral Literacy as a Component of Pre-service Teacher Identity.” 2009. Doctoral Dissertation, Penn State University. Accessed November 17, 2019. https://etda.libraries.psu.edu/catalog/9832.

MLA Handbook (7th Edition):

Puri, Dipali. “The Formation and Development of Moral Literacy as a Component of Pre-service Teacher Identity.” 2009. Web. 17 Nov 2019.

Vancouver:

Puri D. The Formation and Development of Moral Literacy as a Component of Pre-service Teacher Identity. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2019 Nov 17]. Available from: https://etda.libraries.psu.edu/catalog/9832.

Council of Science Editors:

Puri D. The Formation and Development of Moral Literacy as a Component of Pre-service Teacher Identity. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/9832

22. Gil, Elia O. Perceptions and misconceptions regarding climate change: politics versus education .

Degree: 2017, Texas A&M University – Corpus Christi

 Climate change has been increasingly becoming a commonly debated topic among the public (Lambert & Bleicher, 2013). This is especially true with scientists and educators… (more)

Subjects/Keywords: climate change; education; misconceptions; Perceptions; politics; Pre-service teachers

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APA (6th Edition):

Gil, E. O. (2017). Perceptions and misconceptions regarding climate change: politics versus education . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/19201

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):

Gil, Elia O. “Perceptions and misconceptions regarding climate change: politics versus education .” 2017. Thesis, Texas A&M University – Corpus Christi. Accessed November 17, 2019. http://hdl.handle.net/1969.6/19201.

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

MLA Handbook (7th Edition):

Gil, Elia O. “Perceptions and misconceptions regarding climate change: politics versus education .” 2017. Web. 17 Nov 2019.

Vancouver:

Gil EO. Perceptions and misconceptions regarding climate change: politics versus education . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2017. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1969.6/19201.

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

Council of Science Editors:

Gil EO. Perceptions and misconceptions regarding climate change: politics versus education . [Thesis]. Texas A&M University – Corpus Christi; 2017. Available from: http://hdl.handle.net/1969.6/19201

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


University of the Western Cape

23. Mushaikwa, Ngonidzashe. Investigating pre-service natural science teachers’ perceptions of earth in space through spatial modelling and argumentation .

Degree: 2014, University of the Western Cape

 This study involves a group of pre-service teachers who are specialising in Science and Mathematics education at a university in the Western Cape province of… (more)

Subjects/Keywords: Pre-service teachers; Earth in space; Science education; Indigenous knowledge

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APA (6th Edition):

Mushaikwa, N. (2014). Investigating pre-service natural science teachers’ perceptions of earth in space through spatial modelling and argumentation . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/4470

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):

Mushaikwa, Ngonidzashe. “Investigating pre-service natural science teachers’ perceptions of earth in space through spatial modelling and argumentation .” 2014. Thesis, University of the Western Cape. Accessed November 17, 2019. http://hdl.handle.net/11394/4470.

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

MLA Handbook (7th Edition):

Mushaikwa, Ngonidzashe. “Investigating pre-service natural science teachers’ perceptions of earth in space through spatial modelling and argumentation .” 2014. Web. 17 Nov 2019.

Vancouver:

Mushaikwa N. Investigating pre-service natural science teachers’ perceptions of earth in space through spatial modelling and argumentation . [Internet] [Thesis]. University of the Western Cape; 2014. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/11394/4470.

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

Council of Science Editors:

Mushaikwa N. Investigating pre-service natural science teachers’ perceptions of earth in space through spatial modelling and argumentation . [Thesis]. University of the Western Cape; 2014. Available from: http://hdl.handle.net/11394/4470

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


University of Delaware

24. Suppa, Siobahn. Supporting novice mathematics teacher educators to teach ambitiously via continuously improved curriculum materials .

Degree: 2018, University of Delaware

 Mathematics teaching in the United States has notoriously and historically been classified as skill and drill instruction where the main focus of mathematics teaching is… (more)

Subjects/Keywords: Education; Construct of learning opportunities; Curriculum transformation process; Pre-service teachers

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APA (6th Edition):

Suppa, S. (2018). Supporting novice mathematics teacher educators to teach ambitiously via continuously improved curriculum materials . (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/23994

Chicago Manual of Style (16th Edition):

Suppa, Siobahn. “Supporting novice mathematics teacher educators to teach ambitiously via continuously improved curriculum materials .” 2018. Doctoral Dissertation, University of Delaware. Accessed November 17, 2019. http://udspace.udel.edu/handle/19716/23994.

MLA Handbook (7th Edition):

Suppa, Siobahn. “Supporting novice mathematics teacher educators to teach ambitiously via continuously improved curriculum materials .” 2018. Web. 17 Nov 2019.

Vancouver:

Suppa S. Supporting novice mathematics teacher educators to teach ambitiously via continuously improved curriculum materials . [Internet] [Doctoral dissertation]. University of Delaware; 2018. [cited 2019 Nov 17]. Available from: http://udspace.udel.edu/handle/19716/23994.

Council of Science Editors:

Suppa S. Supporting novice mathematics teacher educators to teach ambitiously via continuously improved curriculum materials . [Doctoral Dissertation]. University of Delaware; 2018. Available from: http://udspace.udel.edu/handle/19716/23994


Uppsala University

25. Ohlström, Tove. ”We can make great things happen with sexuality education”: Pre-service teachers’ perceptions of sexuality education : A Minor Field Study in the Philippines.

Degree: Education, 2016, Uppsala University

  This semi-structured interview study aimed to gain a deeper understanding of Filipino pre-service teachers’ perceptions of sexuality education. It also aimed to study how… (more)

Subjects/Keywords: Sexuality education; the Philippines; Pre-service teachers; Interview

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APA (6th Edition):

Ohlström, T. (2016). ”We can make great things happen with sexuality education”: Pre-service teachers’ perceptions of sexuality education : A Minor Field Study in the Philippines. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-295983

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):

Ohlström, Tove. “”We can make great things happen with sexuality education”: Pre-service teachers’ perceptions of sexuality education : A Minor Field Study in the Philippines.” 2016. Thesis, Uppsala University. Accessed November 17, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-295983.

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

MLA Handbook (7th Edition):

Ohlström, Tove. “”We can make great things happen with sexuality education”: Pre-service teachers’ perceptions of sexuality education : A Minor Field Study in the Philippines.” 2016. Web. 17 Nov 2019.

Vancouver:

Ohlström T. ”We can make great things happen with sexuality education”: Pre-service teachers’ perceptions of sexuality education : A Minor Field Study in the Philippines. [Internet] [Thesis]. Uppsala University; 2016. [cited 2019 Nov 17]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-295983.

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

Council of Science Editors:

Ohlström T. ”We can make great things happen with sexuality education”: Pre-service teachers’ perceptions of sexuality education : A Minor Field Study in the Philippines. [Thesis]. Uppsala University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-295983

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


University of Georgia

26. Musselwhite, Dorothy Jean. Psychometric perspectives on the assessment of pre-service teachers in instrumental music education.

Degree: PhD, Music, 2018, University of Georgia

 Teacher accountability and student growth have become the forefront of public education. Therefore, the need for valid, reliable, and fair assessments must be developed in… (more)

Subjects/Keywords: Assessment; Pre-service Teachers; Psychometrics; Music Education; Scale Development

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APA (6th Edition):

Musselwhite, D. J. (2018). Psychometric perspectives on the assessment of pre-service teachers in instrumental music education. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/38490

Chicago Manual of Style (16th Edition):

Musselwhite, Dorothy Jean. “Psychometric perspectives on the assessment of pre-service teachers in instrumental music education.” 2018. Doctoral Dissertation, University of Georgia. Accessed November 17, 2019. http://hdl.handle.net/10724/38490.

MLA Handbook (7th Edition):

Musselwhite, Dorothy Jean. “Psychometric perspectives on the assessment of pre-service teachers in instrumental music education.” 2018. Web. 17 Nov 2019.

Vancouver:

Musselwhite DJ. Psychometric perspectives on the assessment of pre-service teachers in instrumental music education. [Internet] [Doctoral dissertation]. University of Georgia; 2018. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10724/38490.

Council of Science Editors:

Musselwhite DJ. Psychometric perspectives on the assessment of pre-service teachers in instrumental music education. [Doctoral Dissertation]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/38490


George Mason University

27. Johnston, Christopher J. Pre-Service Elementary Teachers Planning for Mathematics Instruction: The Role and Evaluation of Technology Tools and Their Influence on Lesson Design .

Degree: 2009, George Mason University

 This qualitative study explored the roles which exist between pre-service elementary teachers and the technology tools they integrate into their mathematics lesson plans. A total… (more)

Subjects/Keywords: Mathematics Education; Technology; Pre-Service teachers; Lesson Planning

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APA (6th Edition):

Johnston, C. J. (2009). Pre-Service Elementary Teachers Planning for Mathematics Instruction: The Role and Evaluation of Technology Tools and Their Influence on Lesson Design . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/4586

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):

Johnston, Christopher J. “Pre-Service Elementary Teachers Planning for Mathematics Instruction: The Role and Evaluation of Technology Tools and Their Influence on Lesson Design .” 2009. Thesis, George Mason University. Accessed November 17, 2019. http://hdl.handle.net/1920/4586.

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

MLA Handbook (7th Edition):

Johnston, Christopher J. “Pre-Service Elementary Teachers Planning for Mathematics Instruction: The Role and Evaluation of Technology Tools and Their Influence on Lesson Design .” 2009. Web. 17 Nov 2019.

Vancouver:

Johnston CJ. Pre-Service Elementary Teachers Planning for Mathematics Instruction: The Role and Evaluation of Technology Tools and Their Influence on Lesson Design . [Internet] [Thesis]. George Mason University; 2009. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1920/4586.

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

Council of Science Editors:

Johnston CJ. Pre-Service Elementary Teachers Planning for Mathematics Instruction: The Role and Evaluation of Technology Tools and Their Influence on Lesson Design . [Thesis]. George Mason University; 2009. Available from: http://hdl.handle.net/1920/4586

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


University of Ottawa

28. D'Agostino, Bianca. The Influence of an Interactive Online Learning Module on Pre-Service Teachers’ Mental Health Literacy .

Degree: 2019, University of Ottawa

 Ensuring that teachers have high mental health literacy (MHL) is paramount, particularly because the prevalence rate for mental illness among children and adolescents is 10-20%… (more)

Subjects/Keywords: mental health literacy; pre- and in- service teachers; factor analysis; education

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

APA (6th Edition):

D'Agostino, B. (2019). The Influence of an Interactive Online Learning Module on Pre-Service Teachers’ Mental Health Literacy . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/39213

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):

D'Agostino, Bianca. “The Influence of an Interactive Online Learning Module on Pre-Service Teachers’ Mental Health Literacy .” 2019. Thesis, University of Ottawa. Accessed November 17, 2019. http://hdl.handle.net/10393/39213.

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

MLA Handbook (7th Edition):

D'Agostino, Bianca. “The Influence of an Interactive Online Learning Module on Pre-Service Teachers’ Mental Health Literacy .” 2019. Web. 17 Nov 2019.

Vancouver:

D'Agostino B. The Influence of an Interactive Online Learning Module on Pre-Service Teachers’ Mental Health Literacy . [Internet] [Thesis]. University of Ottawa; 2019. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10393/39213.

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

Council of Science Editors:

D'Agostino B. The Influence of an Interactive Online Learning Module on Pre-Service Teachers’ Mental Health Literacy . [Thesis]. University of Ottawa; 2019. Available from: http://hdl.handle.net/10393/39213

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


University of Minnesota

29. Zak, Kevin M. A descriptive study of pre-service science teachers' conceptual understanding of scientific inquiry using concept maps.

Degree: EdD, Teaching and Learning, 2013, University of Minnesota

 Future science teachers serve a critical role in creating a scientifically literate citizenry. Their knowledge and understanding of the process by which science works, scientific… (more)

Subjects/Keywords: Concept maps; Pre-service teachers; Scientific inquiry; Teacher education

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APA (6th Edition):

Zak, K. M. (2013). A descriptive study of pre-service science teachers' conceptual understanding of scientific inquiry using concept maps. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/151554

Chicago Manual of Style (16th Edition):

Zak, Kevin M. “A descriptive study of pre-service science teachers' conceptual understanding of scientific inquiry using concept maps.” 2013. Doctoral Dissertation, University of Minnesota. Accessed November 17, 2019. http://purl.umn.edu/151554.

MLA Handbook (7th Edition):

Zak, Kevin M. “A descriptive study of pre-service science teachers' conceptual understanding of scientific inquiry using concept maps.” 2013. Web. 17 Nov 2019.

Vancouver:

Zak KM. A descriptive study of pre-service science teachers' conceptual understanding of scientific inquiry using concept maps. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2019 Nov 17]. Available from: http://purl.umn.edu/151554.

Council of Science Editors:

Zak KM. A descriptive study of pre-service science teachers' conceptual understanding of scientific inquiry using concept maps. [Doctoral Dissertation]. University of Minnesota; 2013. Available from: http://purl.umn.edu/151554


University of Illinois – Urbana-Champaign

30. Linker, Jenny M. Impact of a physical education teaching methods course on pre-service classroom teachers.

Degree: PhD, 0351, 2012, University of Illinois – Urbana-Champaign

 Elementary classroom teachers play key roles in school-wide physical activity initiatives, such as ???Let's Move in School,??? and it is important to consider their professional… (more)

Subjects/Keywords: physical education; pre-service classroom teachers; movement in the classroom

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

APA (6th Edition):

Linker, J. M. (2012). Impact of a physical education teaching methods course on pre-service classroom teachers. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/29508

Chicago Manual of Style (16th Edition):

Linker, Jenny M. “Impact of a physical education teaching methods course on pre-service classroom teachers.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed November 17, 2019. http://hdl.handle.net/2142/29508.

MLA Handbook (7th Edition):

Linker, Jenny M. “Impact of a physical education teaching methods course on pre-service classroom teachers.” 2012. Web. 17 Nov 2019.

Vancouver:

Linker JM. Impact of a physical education teaching methods course on pre-service classroom teachers. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/2142/29508.

Council of Science Editors:

Linker JM. Impact of a physical education teaching methods course on pre-service classroom teachers. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/29508

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