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You searched for subject:(preservice teacher education). Showing records 1 – 30 of 303 total matches.

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University of Adelaide

1. Young, Kenneth David. Perspectives of preservice teachers on the roles of secondary school teachers in Queensland: an interpretivist study.

Degree: 2017, University of Adelaide

 This thesis examines the perspectives of one cohort of secondary school preservice teachers regarding the roles of secondary school teachers as they explained their professional… (more)

Subjects/Keywords: teacher education; preservice teacher; preservice teacher role identity framework; teacher identity

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

APA (6th Edition):

Young, K. D. (2017). Perspectives of preservice teachers on the roles of secondary school teachers in Queensland: an interpretivist study. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/110915

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):

Young, Kenneth David. “Perspectives of preservice teachers on the roles of secondary school teachers in Queensland: an interpretivist study.” 2017. Thesis, University of Adelaide. Accessed November 27, 2020. http://hdl.handle.net/2440/110915.

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

MLA Handbook (7th Edition):

Young, Kenneth David. “Perspectives of preservice teachers on the roles of secondary school teachers in Queensland: an interpretivist study.” 2017. Web. 27 Nov 2020.

Vancouver:

Young KD. Perspectives of preservice teachers on the roles of secondary school teachers in Queensland: an interpretivist study. [Internet] [Thesis]. University of Adelaide; 2017. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/2440/110915.

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

Council of Science Editors:

Young KD. Perspectives of preservice teachers on the roles of secondary school teachers in Queensland: an interpretivist study. [Thesis]. University of Adelaide; 2017. Available from: http://hdl.handle.net/2440/110915

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


Penn State University

2. Freeburn, Benjamin Louis. Preservice Secondary Mathematics Teachers' Learning of Purposeful Questioning and Judicious Telling for Promoting Students' Mathematical Thinking.

Degree: 2015, Penn State University

 The field of teacher education is currently experiencing a shift towards curricula focused on practices for teaching and professional coursework designed around different pedagogies of… (more)

Subjects/Keywords: Teacher Education - Preservice; Classroom Discourse

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APA (6th Edition):

Freeburn, B. L. (2015). Preservice Secondary Mathematics Teachers' Learning of Purposeful Questioning and Judicious Telling for Promoting Students' Mathematical Thinking. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/26237

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):

Freeburn, Benjamin Louis. “Preservice Secondary Mathematics Teachers' Learning of Purposeful Questioning and Judicious Telling for Promoting Students' Mathematical Thinking.” 2015. Thesis, Penn State University. Accessed November 27, 2020. https://submit-etda.libraries.psu.edu/catalog/26237.

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

MLA Handbook (7th Edition):

Freeburn, Benjamin Louis. “Preservice Secondary Mathematics Teachers' Learning of Purposeful Questioning and Judicious Telling for Promoting Students' Mathematical Thinking.” 2015. Web. 27 Nov 2020.

Vancouver:

Freeburn BL. Preservice Secondary Mathematics Teachers' Learning of Purposeful Questioning and Judicious Telling for Promoting Students' Mathematical Thinking. [Internet] [Thesis]. Penn State University; 2015. [cited 2020 Nov 27]. Available from: https://submit-etda.libraries.psu.edu/catalog/26237.

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

Council of Science Editors:

Freeburn BL. Preservice Secondary Mathematics Teachers' Learning of Purposeful Questioning and Judicious Telling for Promoting Students' Mathematical Thinking. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/26237

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


University of Houston

3. Tajani, Neelofer A. Preservice Teacher Preparation for Family Engagement: Implications for EC-6 Urban Teacher Education.

Degree: PhD, Curriculum and Instruction, 2017, University of Houston

 Family engagement in children’s education is one of the key factors for student success in school, yet little attention has been paid in teacher preparation… (more)

Subjects/Keywords: Family engagement; Preservice teacher education

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APA (6th Edition):

Tajani, N. A. (2017). Preservice Teacher Preparation for Family Engagement: Implications for EC-6 Urban Teacher Education. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4587

Chicago Manual of Style (16th Edition):

Tajani, Neelofer A. “Preservice Teacher Preparation for Family Engagement: Implications for EC-6 Urban Teacher Education.” 2017. Doctoral Dissertation, University of Houston. Accessed November 27, 2020. http://hdl.handle.net/10657/4587.

MLA Handbook (7th Edition):

Tajani, Neelofer A. “Preservice Teacher Preparation for Family Engagement: Implications for EC-6 Urban Teacher Education.” 2017. Web. 27 Nov 2020.

Vancouver:

Tajani NA. Preservice Teacher Preparation for Family Engagement: Implications for EC-6 Urban Teacher Education. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10657/4587.

Council of Science Editors:

Tajani NA. Preservice Teacher Preparation for Family Engagement: Implications for EC-6 Urban Teacher Education. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/4587


Penn State University

4. Arda Tuncdemir, Tugce. Play, Pretend, And Promote: Supporting Early Childhood Preservice Teachers’ Professional Development Through Creative Drama.

Degree: 2020, Penn State University

 Qualified teachers are a crucial component of preschool programs for improving young children's social, literacy, cognitive, and academic outcomes. Research shows that children are more… (more)

Subjects/Keywords: play; creative drama; preservice teacher; teacher education

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APA (6th Edition):

Arda Tuncdemir, T. (2020). Play, Pretend, And Promote: Supporting Early Childhood Preservice Teachers’ Professional Development Through Creative Drama. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/17856tba113

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):

Arda Tuncdemir, Tugce. “Play, Pretend, And Promote: Supporting Early Childhood Preservice Teachers’ Professional Development Through Creative Drama.” 2020. Thesis, Penn State University. Accessed November 27, 2020. https://submit-etda.libraries.psu.edu/catalog/17856tba113.

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

MLA Handbook (7th Edition):

Arda Tuncdemir, Tugce. “Play, Pretend, And Promote: Supporting Early Childhood Preservice Teachers’ Professional Development Through Creative Drama.” 2020. Web. 27 Nov 2020.

Vancouver:

Arda Tuncdemir T. Play, Pretend, And Promote: Supporting Early Childhood Preservice Teachers’ Professional Development Through Creative Drama. [Internet] [Thesis]. Penn State University; 2020. [cited 2020 Nov 27]. Available from: https://submit-etda.libraries.psu.edu/catalog/17856tba113.

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

Council of Science Editors:

Arda Tuncdemir T. Play, Pretend, And Promote: Supporting Early Childhood Preservice Teachers’ Professional Development Through Creative Drama. [Thesis]. Penn State University; 2020. Available from: https://submit-etda.libraries.psu.edu/catalog/17856tba113

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


Penn State University

5. Mark, Kelly Marie. Understanding Mentoring Practices in a Professional Development School Partnership.

Degree: 2016, Penn State University

 This qualitative dissertation study reports the findings of research conducted with four mentors in a Professional Development School [PDS] teacher preparation context. Two of the… (more)

Subjects/Keywords: mentoring; preservice teacher education; elementary education

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

APA (6th Edition):

Mark, K. M. (2016). Understanding Mentoring Practices in a Professional Development School Partnership. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/29508

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):

Mark, Kelly Marie. “Understanding Mentoring Practices in a Professional Development School Partnership.” 2016. Thesis, Penn State University. Accessed November 27, 2020. https://submit-etda.libraries.psu.edu/catalog/29508.

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

MLA Handbook (7th Edition):

Mark, Kelly Marie. “Understanding Mentoring Practices in a Professional Development School Partnership.” 2016. Web. 27 Nov 2020.

Vancouver:

Mark KM. Understanding Mentoring Practices in a Professional Development School Partnership. [Internet] [Thesis]. Penn State University; 2016. [cited 2020 Nov 27]. Available from: https://submit-etda.libraries.psu.edu/catalog/29508.

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

Council of Science Editors:

Mark KM. Understanding Mentoring Practices in a Professional Development School Partnership. [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/29508

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


Penn State University

6. Tanis Ozcelik, Arzu. PRESERVICE TEACHERS’ USE OF INSCRIPTIONS IN THEIR PEER TEACHING ACTIVITY .

Degree: 2011, Penn State University

 The current study investigated the preservice science teachers’ uses of inscriptions in their peer teaching activities and was guided by the following research questions: 1)… (more)

Subjects/Keywords: Inscriptions; Science Education; Preservice Teacher Education

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APA (6th Edition):

Tanis Ozcelik, A. (2011). PRESERVICE TEACHERS’ USE OF INSCRIPTIONS IN THEIR PEER TEACHING ACTIVITY . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/12351

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):

Tanis Ozcelik, Arzu. “PRESERVICE TEACHERS’ USE OF INSCRIPTIONS IN THEIR PEER TEACHING ACTIVITY .” 2011. Thesis, Penn State University. Accessed November 27, 2020. https://submit-etda.libraries.psu.edu/catalog/12351.

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

MLA Handbook (7th Edition):

Tanis Ozcelik, Arzu. “PRESERVICE TEACHERS’ USE OF INSCRIPTIONS IN THEIR PEER TEACHING ACTIVITY .” 2011. Web. 27 Nov 2020.

Vancouver:

Tanis Ozcelik A. PRESERVICE TEACHERS’ USE OF INSCRIPTIONS IN THEIR PEER TEACHING ACTIVITY . [Internet] [Thesis]. Penn State University; 2011. [cited 2020 Nov 27]. Available from: https://submit-etda.libraries.psu.edu/catalog/12351.

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

Council of Science Editors:

Tanis Ozcelik A. PRESERVICE TEACHERS’ USE OF INSCRIPTIONS IN THEIR PEER TEACHING ACTIVITY . [Thesis]. Penn State University; 2011. Available from: https://submit-etda.libraries.psu.edu/catalog/12351

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


University of Ontario Institute of Technology

7. Smith, Shirley Louise. Teachers' views of their technology-focused preservice education program.

Degree: 2012, University of Ontario Institute of Technology

 This study explores the effectiveness of a technology-focused preservice education program by interviewing practicing teachers who have graduated from the program. The views of the… (more)

Subjects/Keywords: Preservice education; Technology; Teacher; Education; TPCK

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

APA (6th Edition):

Smith, S. L. (2012). Teachers' views of their technology-focused preservice education program. (Thesis). University of Ontario Institute of Technology. Retrieved from http://hdl.handle.net/10155/235

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):

Smith, Shirley Louise. “Teachers' views of their technology-focused preservice education program.” 2012. Thesis, University of Ontario Institute of Technology. Accessed November 27, 2020. http://hdl.handle.net/10155/235.

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

MLA Handbook (7th Edition):

Smith, Shirley Louise. “Teachers' views of their technology-focused preservice education program.” 2012. Web. 27 Nov 2020.

Vancouver:

Smith SL. Teachers' views of their technology-focused preservice education program. [Internet] [Thesis]. University of Ontario Institute of Technology; 2012. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10155/235.

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

Council of Science Editors:

Smith SL. Teachers' views of their technology-focused preservice education program. [Thesis]. University of Ontario Institute of Technology; 2012. Available from: http://hdl.handle.net/10155/235

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


Virginia Tech

8. Banks, Amanda Brooks. Preparing K-12 Educators to Teach Students with Disabilities.

Degree: PhD, Curriculum and Instruction, 2018, Virginia Tech

 My dissertation is comprised of two manuscripts on preparing educators to address the needs of students with disabilities. The first manuscript is a systematic review… (more)

Subjects/Keywords: preservice preparation; teacher education; special education teachers

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APA (6th Edition):

Banks, A. B. (2018). Preparing K-12 Educators to Teach Students with Disabilities. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83802

Chicago Manual of Style (16th Edition):

Banks, Amanda Brooks. “Preparing K-12 Educators to Teach Students with Disabilities.” 2018. Doctoral Dissertation, Virginia Tech. Accessed November 27, 2020. http://hdl.handle.net/10919/83802.

MLA Handbook (7th Edition):

Banks, Amanda Brooks. “Preparing K-12 Educators to Teach Students with Disabilities.” 2018. Web. 27 Nov 2020.

Vancouver:

Banks AB. Preparing K-12 Educators to Teach Students with Disabilities. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10919/83802.

Council of Science Editors:

Banks AB. Preparing K-12 Educators to Teach Students with Disabilities. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/83802


University of North Texas

9. Perkins, Britine Lynee. The Impact of a Community College Teacher Education Program on the Success Rate of Minority Teacher Certification Students.

Degree: 2013, University of North Texas

 The relationship between the mission of community colleges and the increasing teacher shortage has become more transparent as many community colleges have implemented teacher education(more)

Subjects/Keywords: Preservice teacher education; community college teacher education; teacher education

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APA (6th Edition):

Perkins, B. L. (2013). The Impact of a Community College Teacher Education Program on the Success Rate of Minority Teacher Certification Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc271877/

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):

Perkins, Britine Lynee. “The Impact of a Community College Teacher Education Program on the Success Rate of Minority Teacher Certification Students.” 2013. Thesis, University of North Texas. Accessed November 27, 2020. https://digital.library.unt.edu/ark:/67531/metadc271877/.

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

MLA Handbook (7th Edition):

Perkins, Britine Lynee. “The Impact of a Community College Teacher Education Program on the Success Rate of Minority Teacher Certification Students.” 2013. Web. 27 Nov 2020.

Vancouver:

Perkins BL. The Impact of a Community College Teacher Education Program on the Success Rate of Minority Teacher Certification Students. [Internet] [Thesis]. University of North Texas; 2013. [cited 2020 Nov 27]. Available from: https://digital.library.unt.edu/ark:/67531/metadc271877/.

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

Council of Science Editors:

Perkins BL. The Impact of a Community College Teacher Education Program on the Success Rate of Minority Teacher Certification Students. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc271877/

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


University of South Florida

10. Rakes, Lori. Help! I have to teach math: The nature of a preservice teacher's experiences enacting mathematics instruction in a final internship.

Degree: 2015, University of South Florida

 The purpose of this case study was to better understand the nature of the experiences of a preservice teacher, self-identified as having mathematics anxiety as… (more)

Subjects/Keywords: enacted instruction; lesson planning; preservice teacher; preservice teacher support; Teacher Education and Professional Development

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

APA (6th Edition):

Rakes, L. (2015). Help! I have to teach math: The nature of a preservice teacher's experiences enacting mathematics instruction in a final internship. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/5763

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):

Rakes, Lori. “Help! I have to teach math: The nature of a preservice teacher's experiences enacting mathematics instruction in a final internship.” 2015. Thesis, University of South Florida. Accessed November 27, 2020. https://scholarcommons.usf.edu/etd/5763.

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

MLA Handbook (7th Edition):

Rakes, Lori. “Help! I have to teach math: The nature of a preservice teacher's experiences enacting mathematics instruction in a final internship.” 2015. Web. 27 Nov 2020.

Vancouver:

Rakes L. Help! I have to teach math: The nature of a preservice teacher's experiences enacting mathematics instruction in a final internship. [Internet] [Thesis]. University of South Florida; 2015. [cited 2020 Nov 27]. Available from: https://scholarcommons.usf.edu/etd/5763.

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

Council of Science Editors:

Rakes L. Help! I have to teach math: The nature of a preservice teacher's experiences enacting mathematics instruction in a final internship. [Thesis]. University of South Florida; 2015. Available from: https://scholarcommons.usf.edu/etd/5763

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

11. Foss, Nathan. The Beliefs And Perceived Experiences Of Preservice And Early Service Teachers Who Use Facebook.

Degree: Doctor of Education (EdD), Teaching & Learning, 2012, University of North Dakota

  The purpose of this qualitative research study was to identify commonly held beliefs and perceived experiences of preservice and early service teachers with regard… (more)

Subjects/Keywords: Early Service; Education; Facebook; Preservice; Teacher

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

APA (6th Edition):

Foss, N. (2012). The Beliefs And Perceived Experiences Of Preservice And Early Service Teachers Who Use Facebook. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1237

Chicago Manual of Style (16th Edition):

Foss, Nathan. “The Beliefs And Perceived Experiences Of Preservice And Early Service Teachers Who Use Facebook.” 2012. Doctoral Dissertation, University of North Dakota. Accessed November 27, 2020. https://commons.und.edu/theses/1237.

MLA Handbook (7th Edition):

Foss, Nathan. “The Beliefs And Perceived Experiences Of Preservice And Early Service Teachers Who Use Facebook.” 2012. Web. 27 Nov 2020.

Vancouver:

Foss N. The Beliefs And Perceived Experiences Of Preservice And Early Service Teachers Who Use Facebook. [Internet] [Doctoral dissertation]. University of North Dakota; 2012. [cited 2020 Nov 27]. Available from: https://commons.und.edu/theses/1237.

Council of Science Editors:

Foss N. The Beliefs And Perceived Experiences Of Preservice And Early Service Teachers Who Use Facebook. [Doctoral Dissertation]. University of North Dakota; 2012. Available from: https://commons.und.edu/theses/1237


University of Texas – Austin

12. -9800-1412. Theory and practice : preservice teachers negotiating critical literacy.

Degree: PhD, Curriculum and instruction, 2016, University of Texas – Austin

 In this qualitative research study, I examined how preservice teachers learned to implement critical literacy. I looked at four preservice teachers’ critical literacy teaching and… (more)

Subjects/Keywords: Critical pedagogy; Critical literacy; Preservice; Teacher education

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

APA (6th Edition):

-9800-1412. (2016). Theory and practice : preservice teachers negotiating critical literacy. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/46376

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

Chicago Manual of Style (16th Edition):

-9800-1412. “Theory and practice : preservice teachers negotiating critical literacy.” 2016. Doctoral Dissertation, University of Texas – Austin. Accessed November 27, 2020. http://hdl.handle.net/2152/46376.

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

MLA Handbook (7th Edition):

-9800-1412. “Theory and practice : preservice teachers negotiating critical literacy.” 2016. Web. 27 Nov 2020.

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

Vancouver:

-9800-1412. Theory and practice : preservice teachers negotiating critical literacy. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2016. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/2152/46376.

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

Council of Science Editors:

-9800-1412. Theory and practice : preservice teachers negotiating critical literacy. [Doctoral Dissertation]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/46376

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


University of Texas – Austin

13. -3703-4963. Teaching literacy during student teaching : a multicase study of asset-based and humanizing teaching.

Degree: PhD, Curriculum and Instruction, 2019, University of Texas – Austin

 This study focused on alternative ways of seeing students and engaging in asset-based and humanizing teaching pedagogies, what I call asset-based and humanizing stances, in… (more)

Subjects/Keywords: Preservice teacher education; Student teaching; Humanizing pedagogy

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APA (6th Edition):

-3703-4963. (2019). Teaching literacy during student teaching : a multicase study of asset-based and humanizing teaching. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/2862

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

Chicago Manual of Style (16th Edition):

-3703-4963. “Teaching literacy during student teaching : a multicase study of asset-based and humanizing teaching.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed November 27, 2020. http://dx.doi.org/10.26153/tsw/2862.

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

MLA Handbook (7th Edition):

-3703-4963. “Teaching literacy during student teaching : a multicase study of asset-based and humanizing teaching.” 2019. Web. 27 Nov 2020.

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

Vancouver:

-3703-4963. Teaching literacy during student teaching : a multicase study of asset-based and humanizing teaching. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2020 Nov 27]. Available from: http://dx.doi.org/10.26153/tsw/2862.

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

Council of Science Editors:

-3703-4963. Teaching literacy during student teaching : a multicase study of asset-based and humanizing teaching. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/2862

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

14. Bey, Claudia. An Evaluation of the Impact of the Preservice Teacher Education Program at the Defense Language Institute Foreign Language Center on the Foreign Language Teaching Beliefs of Preservice Language Instructors.

Degree: Doctor of Education (EdD), 2011, University of San Francisco

Preservice foreign-language teachers are adults with well-established beliefs. They start teacher-education programs with traditional beliefs about language teaching reflecting their own experiences. The field… (more)

Subjects/Keywords: Foreign Language; Preservice; Preservice Program; Teacher Beliefs; Education; Teacher Education and Professional Development

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APA (6th Edition):

Bey, C. (2011). An Evaluation of the Impact of the Preservice Teacher Education Program at the Defense Language Institute Foreign Language Center on the Foreign Language Teaching Beliefs of Preservice Language Instructors. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/6

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):

Bey, Claudia. “An Evaluation of the Impact of the Preservice Teacher Education Program at the Defense Language Institute Foreign Language Center on the Foreign Language Teaching Beliefs of Preservice Language Instructors.” 2011. Thesis, University of San Francisco. Accessed November 27, 2020. https://repository.usfca.edu/diss/6.

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

MLA Handbook (7th Edition):

Bey, Claudia. “An Evaluation of the Impact of the Preservice Teacher Education Program at the Defense Language Institute Foreign Language Center on the Foreign Language Teaching Beliefs of Preservice Language Instructors.” 2011. Web. 27 Nov 2020.

Vancouver:

Bey C. An Evaluation of the Impact of the Preservice Teacher Education Program at the Defense Language Institute Foreign Language Center on the Foreign Language Teaching Beliefs of Preservice Language Instructors. [Internet] [Thesis]. University of San Francisco; 2011. [cited 2020 Nov 27]. Available from: https://repository.usfca.edu/diss/6.

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

Council of Science Editors:

Bey C. An Evaluation of the Impact of the Preservice Teacher Education Program at the Defense Language Institute Foreign Language Center on the Foreign Language Teaching Beliefs of Preservice Language Instructors. [Thesis]. University of San Francisco; 2011. Available from: https://repository.usfca.edu/diss/6

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


University of Utah

15. Kim, Bo yeon. A comparative study of selected secondary school preservice music teacher education programs in the republic of korea and the united states.

Degree: PhD, School of Music, 2015, University of Utah

 In this study, I investigated and compared secondary school preservice music teacher education programs in the Republic of Korea and in the United States of… (more)

Subjects/Keywords: Korea; Music Education; Music Teacher; Preservice Music Teacher Education; Teacher Education; The United States

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

APA (6th Edition):

Kim, B. y. (2015). A comparative study of selected secondary school preservice music teacher education programs in the republic of korea and the united states. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/4029/rec/19

Chicago Manual of Style (16th Edition):

Kim, Bo yeon. “A comparative study of selected secondary school preservice music teacher education programs in the republic of korea and the united states.” 2015. Doctoral Dissertation, University of Utah. Accessed November 27, 2020. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/4029/rec/19.

MLA Handbook (7th Edition):

Kim, Bo yeon. “A comparative study of selected secondary school preservice music teacher education programs in the republic of korea and the united states.” 2015. Web. 27 Nov 2020.

Vancouver:

Kim By. A comparative study of selected secondary school preservice music teacher education programs in the republic of korea and the united states. [Internet] [Doctoral dissertation]. University of Utah; 2015. [cited 2020 Nov 27]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/4029/rec/19.

Council of Science Editors:

Kim By. A comparative study of selected secondary school preservice music teacher education programs in the republic of korea and the united states. [Doctoral Dissertation]. University of Utah; 2015. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/4029/rec/19

16. Pearce, Tiana Zell McCoy. Prediction of Preservice Teachers' Knowledge and Reading of Children's Literature Within a Teacher Preparation Program .

Degree: 2015, Texas A&M University – Corpus Christi

 Reading is essential for personal growth and social and economic success. Smith (2002) proposed that reading was the most important subject in American early schools,… (more)

Subjects/Keywords: Children's Literature; Literacy; Preservice; Reading Habits; Teacher Education; Teacher Preparation

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APA (6th Edition):

Pearce, T. Z. M. (2015). Prediction of Preservice Teachers' Knowledge and Reading of Children's Literature Within a Teacher Preparation Program . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/637

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):

Pearce, Tiana Zell McCoy. “Prediction of Preservice Teachers' Knowledge and Reading of Children's Literature Within a Teacher Preparation Program .” 2015. Thesis, Texas A&M University – Corpus Christi. Accessed November 27, 2020. http://hdl.handle.net/1969.6/637.

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

MLA Handbook (7th Edition):

Pearce, Tiana Zell McCoy. “Prediction of Preservice Teachers' Knowledge and Reading of Children's Literature Within a Teacher Preparation Program .” 2015. Web. 27 Nov 2020.

Vancouver:

Pearce TZM. Prediction of Preservice Teachers' Knowledge and Reading of Children's Literature Within a Teacher Preparation Program . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2015. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/1969.6/637.

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

Council of Science Editors:

Pearce TZM. Prediction of Preservice Teachers' Knowledge and Reading of Children's Literature Within a Teacher Preparation Program . [Thesis]. Texas A&M University – Corpus Christi; 2015. Available from: http://hdl.handle.net/1969.6/637

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

17. Vieira, Ana. Becoming a teacher of reading: preservice teachers develop their understanding of teaching reading.

Degree: Department of Curriculum and Instruction, 2019, University of Victoria

Preservice teachers of reading develop their beliefs and understanding of reading pedagogy in diverse ways. While they do gather some knowledge and understanding from their… (more)

Subjects/Keywords: reading; beliefs; preservice teachers; teacher education; teacher preparation

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APA (6th Edition):

Vieira, A. (2019). Becoming a teacher of reading: preservice teachers develop their understanding of teaching reading. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/11195

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):

Vieira, Ana. “Becoming a teacher of reading: preservice teachers develop their understanding of teaching reading.” 2019. Thesis, University of Victoria. Accessed November 27, 2020. http://hdl.handle.net/1828/11195.

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

MLA Handbook (7th Edition):

Vieira, Ana. “Becoming a teacher of reading: preservice teachers develop their understanding of teaching reading.” 2019. Web. 27 Nov 2020.

Vancouver:

Vieira A. Becoming a teacher of reading: preservice teachers develop their understanding of teaching reading. [Internet] [Thesis]. University of Victoria; 2019. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/1828/11195.

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

Council of Science Editors:

Vieira A. Becoming a teacher of reading: preservice teachers develop their understanding of teaching reading. [Thesis]. University of Victoria; 2019. Available from: http://hdl.handle.net/1828/11195

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


University of South Florida

18. Cerrato, Elaine. Illuminating Changes in Preservice Teachers’ Perceptions about Teaching Elementary Mathematicsin an Introductory Methods Course.

Degree: 2019, University of South Florida

 Producing highly skilled elementary mathematics teachers capable of facilitating mathematics learning in ways aligned with The Principles and Standards for School Mathematics (NCTM, 2000) and… (more)

Subjects/Keywords: elementary preservice teachers; mathematics education; teacher beliefs; teacher preparation; Mathematics

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

APA (6th Edition):

Cerrato, E. (2019). Illuminating Changes in Preservice Teachers’ Perceptions about Teaching Elementary Mathematicsin an Introductory Methods Course. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7765

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):

Cerrato, Elaine. “Illuminating Changes in Preservice Teachers’ Perceptions about Teaching Elementary Mathematicsin an Introductory Methods Course.” 2019. Thesis, University of South Florida. Accessed November 27, 2020. https://scholarcommons.usf.edu/etd/7765.

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

MLA Handbook (7th Edition):

Cerrato, Elaine. “Illuminating Changes in Preservice Teachers’ Perceptions about Teaching Elementary Mathematicsin an Introductory Methods Course.” 2019. Web. 27 Nov 2020.

Vancouver:

Cerrato E. Illuminating Changes in Preservice Teachers’ Perceptions about Teaching Elementary Mathematicsin an Introductory Methods Course. [Internet] [Thesis]. University of South Florida; 2019. [cited 2020 Nov 27]. Available from: https://scholarcommons.usf.edu/etd/7765.

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

Council of Science Editors:

Cerrato E. Illuminating Changes in Preservice Teachers’ Perceptions about Teaching Elementary Mathematicsin an Introductory Methods Course. [Thesis]. University of South Florida; 2019. Available from: https://scholarcommons.usf.edu/etd/7765

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


Louisiana State University

19. Rice, Deanna Kay. Peer Coaching Effects on Targeted Teaching Behaviors and Teacher Self-Efficacy in an Early Field Experience.

Degree: PhD, Education, 2015, Louisiana State University

 Abstract This study examined the effect of peer coaching on the development of effective teaching behaviors and teacher self-efficacy of education students in an early… (more)

Subjects/Keywords: preservice teacher; video data; peer coaching; teacher education; effective teaching; feedback

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

APA (6th Edition):

Rice, D. K. (2015). Peer Coaching Effects on Targeted Teaching Behaviors and Teacher Self-Efficacy in an Early Field Experience. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07062015-194707 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2476

Chicago Manual of Style (16th Edition):

Rice, Deanna Kay. “Peer Coaching Effects on Targeted Teaching Behaviors and Teacher Self-Efficacy in an Early Field Experience.” 2015. Doctoral Dissertation, Louisiana State University. Accessed November 27, 2020. etd-07062015-194707 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2476.

MLA Handbook (7th Edition):

Rice, Deanna Kay. “Peer Coaching Effects on Targeted Teaching Behaviors and Teacher Self-Efficacy in an Early Field Experience.” 2015. Web. 27 Nov 2020.

Vancouver:

Rice DK. Peer Coaching Effects on Targeted Teaching Behaviors and Teacher Self-Efficacy in an Early Field Experience. [Internet] [Doctoral dissertation]. Louisiana State University; 2015. [cited 2020 Nov 27]. Available from: etd-07062015-194707 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2476.

Council of Science Editors:

Rice DK. Peer Coaching Effects on Targeted Teaching Behaviors and Teacher Self-Efficacy in an Early Field Experience. [Doctoral Dissertation]. Louisiana State University; 2015. Available from: etd-07062015-194707 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2476


University of Georgia

20. Arican, Muhammet. Exploring preservice middle and high school mathematics teachers’ understanding of directly and inversely proportional relationships.

Degree: 2016, University of Georgia

 This study used hands-on and missing-value word problems to examine preservice middle and high school teachers’ knowledge resources when inferring directly and inversely proportional relationships… (more)

Subjects/Keywords: Preservice teachers; Teacher knowledge; Teacher education; Proportional reasoning; Ratio; Proportional relationships

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

APA (6th Edition):

Arican, M. (2016). Exploring preservice middle and high school mathematics teachers’ understanding of directly and inversely proportional relationships. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/34056

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):

Arican, Muhammet. “Exploring preservice middle and high school mathematics teachers’ understanding of directly and inversely proportional relationships.” 2016. Thesis, University of Georgia. Accessed November 27, 2020. http://hdl.handle.net/10724/34056.

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

MLA Handbook (7th Edition):

Arican, Muhammet. “Exploring preservice middle and high school mathematics teachers’ understanding of directly and inversely proportional relationships.” 2016. Web. 27 Nov 2020.

Vancouver:

Arican M. Exploring preservice middle and high school mathematics teachers’ understanding of directly and inversely proportional relationships. [Internet] [Thesis]. University of Georgia; 2016. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10724/34056.

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

Council of Science Editors:

Arican M. Exploring preservice middle and high school mathematics teachers’ understanding of directly and inversely proportional relationships. [Thesis]. University of Georgia; 2016. Available from: http://hdl.handle.net/10724/34056

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


University of Georgia

21. TeCroney, Dana Theodore. Mentoring practices with student teachers of mathematics.

Degree: 2014, University of Georgia

 This study examined the relationship between three pairs of mentors and student teachers in middle and secondary mathematics. Each of the participants completed a survey… (more)

Subjects/Keywords: Mentoring; cooperating teacher; mentor teacher; student teaching; preservice education; mathematics teaching

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

APA (6th Edition):

TeCroney, D. T. (2014). Mentoring practices with student teachers of mathematics. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/28612

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):

TeCroney, Dana Theodore. “Mentoring practices with student teachers of mathematics.” 2014. Thesis, University of Georgia. Accessed November 27, 2020. http://hdl.handle.net/10724/28612.

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

MLA Handbook (7th Edition):

TeCroney, Dana Theodore. “Mentoring practices with student teachers of mathematics.” 2014. Web. 27 Nov 2020.

Vancouver:

TeCroney DT. Mentoring practices with student teachers of mathematics. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/10724/28612.

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

Council of Science Editors:

TeCroney DT. Mentoring practices with student teachers of mathematics. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/28612

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


University of Texas – Austin

22. Lee, SoonAh. Trajectories toward becoming a teacher : exploring the developmental processes of preservice teachers' conceptions of teaching and their teacher identities.

Degree: PhD, Educational Psychology, 2011, University of Texas – Austin

 “Becoming” is a natural phenomenon that is experienced throughout one’s life, and yet it does not appear to involve a simple process. This study was… (more)

Subjects/Keywords: Conceptions of teaching; Teacher identity; Preservice teacher education

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

APA (6th Edition):

Lee, S. (2011). Trajectories toward becoming a teacher : exploring the developmental processes of preservice teachers' conceptions of teaching and their teacher identities. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-08-4275

Chicago Manual of Style (16th Edition):

Lee, SoonAh. “Trajectories toward becoming a teacher : exploring the developmental processes of preservice teachers' conceptions of teaching and their teacher identities.” 2011. Doctoral Dissertation, University of Texas – Austin. Accessed November 27, 2020. http://hdl.handle.net/2152/ETD-UT-2011-08-4275.

MLA Handbook (7th Edition):

Lee, SoonAh. “Trajectories toward becoming a teacher : exploring the developmental processes of preservice teachers' conceptions of teaching and their teacher identities.” 2011. Web. 27 Nov 2020.

Vancouver:

Lee S. Trajectories toward becoming a teacher : exploring the developmental processes of preservice teachers' conceptions of teaching and their teacher identities. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2011. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-4275.

Council of Science Editors:

Lee S. Trajectories toward becoming a teacher : exploring the developmental processes of preservice teachers' conceptions of teaching and their teacher identities. [Doctoral Dissertation]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-4275


Kent State University

23. Zhulamanova, Ilfa. EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAY.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies, 2019, Kent State University

 The purpose of this participant selection model mixed methods study was to investigate early childhood education preservice teachers’ perceptions on play. The study was conducted… (more)

Subjects/Keywords: Early Childhood Education; Education; Teacher Education; play; early childhood education; preservice teachers; teacher education

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

APA (6th Edition):

Zhulamanova, I. (2019). EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAY. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1563193941118516

Chicago Manual of Style (16th Edition):

Zhulamanova, Ilfa. “EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAY.” 2019. Doctoral Dissertation, Kent State University. Accessed November 27, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563193941118516.

MLA Handbook (7th Edition):

Zhulamanova, Ilfa. “EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAY.” 2019. Web. 27 Nov 2020.

Vancouver:

Zhulamanova I. EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAY. [Internet] [Doctoral dissertation]. Kent State University; 2019. [cited 2020 Nov 27]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1563193941118516.

Council of Science Editors:

Zhulamanova I. EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAY. [Doctoral Dissertation]. Kent State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1563193941118516


University of South Florida

24. Ozturk, Mehmet Emin. Collaboration with Families: Perceptions of Special Education Preservice Teachers and Teacher Preparation.

Degree: 2017, University of South Florida

 The purpose of this study was to explore the integration of family involvement in the courses and field experiences in an undergraduate special education program.… (more)

Subjects/Keywords: Family-school collaboration; perceptions of preservice teachers; preservice teacher preparation; Special Education and Teaching

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

APA (6th Edition):

Ozturk, M. E. (2017). Collaboration with Families: Perceptions of Special Education Preservice Teachers and Teacher Preparation. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7071

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):

Ozturk, Mehmet Emin. “Collaboration with Families: Perceptions of Special Education Preservice Teachers and Teacher Preparation.” 2017. Thesis, University of South Florida. Accessed November 27, 2020. https://scholarcommons.usf.edu/etd/7071.

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

MLA Handbook (7th Edition):

Ozturk, Mehmet Emin. “Collaboration with Families: Perceptions of Special Education Preservice Teachers and Teacher Preparation.” 2017. Web. 27 Nov 2020.

Vancouver:

Ozturk ME. Collaboration with Families: Perceptions of Special Education Preservice Teachers and Teacher Preparation. [Internet] [Thesis]. University of South Florida; 2017. [cited 2020 Nov 27]. Available from: https://scholarcommons.usf.edu/etd/7071.

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

Council of Science Editors:

Ozturk ME. Collaboration with Families: Perceptions of Special Education Preservice Teachers and Teacher Preparation. [Thesis]. University of South Florida; 2017. Available from: https://scholarcommons.usf.edu/etd/7071

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


Boston College

25. Miller, Andrew Frederic. Creating Jaw-Droppingly Effective Rookie Teachers: Unpacking Teacher Preparation at the Sposato Graduate School of Education (Match Education).

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2017, Boston College

 Beginning in 2000, a number of new graduate schools of education (nGSEs) have been established in the U.S. in response to increasing calls for more… (more)

Subjects/Keywords: charter schools; education reform; "No Excuses"; preservice teacher preparation; teacher effectiveness; urban teacher education

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APA (6th Edition):

Miller, A. F. (2017). Creating Jaw-Droppingly Effective Rookie Teachers: Unpacking Teacher Preparation at the Sposato Graduate School of Education (Match Education). (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:107341

Chicago Manual of Style (16th Edition):

Miller, Andrew Frederic. “Creating Jaw-Droppingly Effective Rookie Teachers: Unpacking Teacher Preparation at the Sposato Graduate School of Education (Match Education).” 2017. Doctoral Dissertation, Boston College. Accessed November 27, 2020. http://dlib.bc.edu/islandora/object/bc-ir:107341.

MLA Handbook (7th Edition):

Miller, Andrew Frederic. “Creating Jaw-Droppingly Effective Rookie Teachers: Unpacking Teacher Preparation at the Sposato Graduate School of Education (Match Education).” 2017. Web. 27 Nov 2020.

Vancouver:

Miller AF. Creating Jaw-Droppingly Effective Rookie Teachers: Unpacking Teacher Preparation at the Sposato Graduate School of Education (Match Education). [Internet] [Doctoral dissertation]. Boston College; 2017. [cited 2020 Nov 27]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107341.

Council of Science Editors:

Miller AF. Creating Jaw-Droppingly Effective Rookie Teachers: Unpacking Teacher Preparation at the Sposato Graduate School of Education (Match Education). [Doctoral Dissertation]. Boston College; 2017. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107341


Indiana University

26. Butler, Alexander Steven. TEACHER CANDIDATES’ BELIEFS ABOUT TEACHING AND REPRESENTATIONS OF TEACHING ON THE EDTPA .

Degree: 2020, Indiana University

 This study investigated nine teacher candidates’ beliefs about teaching and learning and how these beliefs were related to these nine candidates’ representations of teaching in… (more)

Subjects/Keywords: beliefs; edTPA; representations of teaching; teacher candidates; preservice teacher education; teacher education programs

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APA (6th Edition):

Butler, A. S. (2020). TEACHER CANDIDATES’ BELIEFS ABOUT TEACHING AND REPRESENTATIONS OF TEACHING ON THE EDTPA . (Thesis). Indiana University. Retrieved from http://hdl.handle.net/2022/25446

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):

Butler, Alexander Steven. “TEACHER CANDIDATES’ BELIEFS ABOUT TEACHING AND REPRESENTATIONS OF TEACHING ON THE EDTPA .” 2020. Thesis, Indiana University. Accessed November 27, 2020. http://hdl.handle.net/2022/25446.

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

MLA Handbook (7th Edition):

Butler, Alexander Steven. “TEACHER CANDIDATES’ BELIEFS ABOUT TEACHING AND REPRESENTATIONS OF TEACHING ON THE EDTPA .” 2020. Web. 27 Nov 2020.

Vancouver:

Butler AS. TEACHER CANDIDATES’ BELIEFS ABOUT TEACHING AND REPRESENTATIONS OF TEACHING ON THE EDTPA . [Internet] [Thesis]. Indiana University; 2020. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/2022/25446.

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

Council of Science Editors:

Butler AS. TEACHER CANDIDATES’ BELIEFS ABOUT TEACHING AND REPRESENTATIONS OF TEACHING ON THE EDTPA . [Thesis]. Indiana University; 2020. Available from: http://hdl.handle.net/2022/25446

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


Iowa State University

27. Smalley, Scott. Early field experience in career and technical education.

Degree: 2011, Iowa State University

 The purpose of the three studies in this dissertation was to enhance career and technical education in the area of agriculture, business, and family and… (more)

Subjects/Keywords: agricultural education; early field experience; preservice education; teacher education; Rural Sociology

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APA (6th Edition):

Smalley, S. (2011). Early field experience in career and technical education. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/10196

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):

Smalley, Scott. “Early field experience in career and technical education.” 2011. Thesis, Iowa State University. Accessed November 27, 2020. https://lib.dr.iastate.edu/etd/10196.

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

MLA Handbook (7th Edition):

Smalley, Scott. “Early field experience in career and technical education.” 2011. Web. 27 Nov 2020.

Vancouver:

Smalley S. Early field experience in career and technical education. [Internet] [Thesis]. Iowa State University; 2011. [cited 2020 Nov 27]. Available from: https://lib.dr.iastate.edu/etd/10196.

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

Council of Science Editors:

Smalley S. Early field experience in career and technical education. [Thesis]. Iowa State University; 2011. Available from: https://lib.dr.iastate.edu/etd/10196

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


Vanderbilt University

28. Tenore, Frank Blake. Language as an Identification Resource in Secondary English Teacher Preparation: An Analysis of Discourses.

Degree: PhD, Teaching and Learning, 2014, Vanderbilt University

 Teaching, Learning, and Diversity Language as an Identification Resource in Secondary English Teacher Preparation: An Analysis of Discourses Frank Blake Tenore Dissertation under the direction… (more)

Subjects/Keywords: classroom discourse; teacher candidate identity; teacher candidate development; teacher candidate learning; preservice teachers; preservice English teachers; teacher learning; teacher development; secondary English; English education; secondary teacher education

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APA (6th Edition):

Tenore, F. B. (2014). Language as an Identification Resource in Secondary English Teacher Preparation: An Analysis of Discourses. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12527

Chicago Manual of Style (16th Edition):

Tenore, Frank Blake. “Language as an Identification Resource in Secondary English Teacher Preparation: An Analysis of Discourses.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed November 27, 2020. http://hdl.handle.net/1803/12527.

MLA Handbook (7th Edition):

Tenore, Frank Blake. “Language as an Identification Resource in Secondary English Teacher Preparation: An Analysis of Discourses.” 2014. Web. 27 Nov 2020.

Vancouver:

Tenore FB. Language as an Identification Resource in Secondary English Teacher Preparation: An Analysis of Discourses. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/1803/12527.

Council of Science Editors:

Tenore FB. Language as an Identification Resource in Secondary English Teacher Preparation: An Analysis of Discourses. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/12527


University of Michigan

29. Cameratti-Baeza, Claudia. The Social Experience of Learning Teaching: A Qualitative Study of the Ann Arbor Languages Partnership (A2LP).

Degree: PhD, Educational Studies, 2017, University of Michigan

 This study investigated learning teaching in the Ann Arbor Languages Partnership (A2LP), a partnership between Ann Arbor Public School District and the School of Education(more)

Subjects/Keywords: preservice teacher education; second language teaching; Education; Social Sciences

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APA (6th Edition):

Cameratti-Baeza, C. (2017). The Social Experience of Learning Teaching: A Qualitative Study of the Ann Arbor Languages Partnership (A2LP). (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/138764

Chicago Manual of Style (16th Edition):

Cameratti-Baeza, Claudia. “The Social Experience of Learning Teaching: A Qualitative Study of the Ann Arbor Languages Partnership (A2LP).” 2017. Doctoral Dissertation, University of Michigan. Accessed November 27, 2020. http://hdl.handle.net/2027.42/138764.

MLA Handbook (7th Edition):

Cameratti-Baeza, Claudia. “The Social Experience of Learning Teaching: A Qualitative Study of the Ann Arbor Languages Partnership (A2LP).” 2017. Web. 27 Nov 2020.

Vancouver:

Cameratti-Baeza C. The Social Experience of Learning Teaching: A Qualitative Study of the Ann Arbor Languages Partnership (A2LP). [Internet] [Doctoral dissertation]. University of Michigan; 2017. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/2027.42/138764.

Council of Science Editors:

Cameratti-Baeza C. The Social Experience of Learning Teaching: A Qualitative Study of the Ann Arbor Languages Partnership (A2LP). [Doctoral Dissertation]. University of Michigan; 2017. Available from: http://hdl.handle.net/2027.42/138764


University of Toronto

30. Gambhir, Mira Raj. Images of the Diversity Educator: Indian and Canadian Perspectives of Diversity Education in Teacher Education.

Degree: PhD, 2015, University of Toronto

 Increasingly, diversity education in initial teacher education (ITE) is identified as a global need in pluralist contexts. Recent policies in India and Canada make explicit… (more)

Subjects/Keywords: Canada; Comparative Education; Diversity Education; India; Preservice; Teacher Development; 0530

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

APA (6th Edition):

Gambhir, M. R. (2015). Images of the Diversity Educator: Indian and Canadian Perspectives of Diversity Education in Teacher Education. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/69309

Chicago Manual of Style (16th Edition):

Gambhir, Mira Raj. “Images of the Diversity Educator: Indian and Canadian Perspectives of Diversity Education in Teacher Education.” 2015. Doctoral Dissertation, University of Toronto. Accessed November 27, 2020. http://hdl.handle.net/1807/69309.

MLA Handbook (7th Edition):

Gambhir, Mira Raj. “Images of the Diversity Educator: Indian and Canadian Perspectives of Diversity Education in Teacher Education.” 2015. Web. 27 Nov 2020.

Vancouver:

Gambhir MR. Images of the Diversity Educator: Indian and Canadian Perspectives of Diversity Education in Teacher Education. [Internet] [Doctoral dissertation]. University of Toronto; 2015. [cited 2020 Nov 27]. Available from: http://hdl.handle.net/1807/69309.

Council of Science Editors:

Gambhir MR. Images of the Diversity Educator: Indian and Canadian Perspectives of Diversity Education in Teacher Education. [Doctoral Dissertation]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/69309

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