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You searched for subject:(prospective teacher). Showing records 1 – 22 of 22 total matches.

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University of Missouri – Columbia

1. Taylor, Cynthia E. Facilitating the development of elementary prospective teachers' pedagogical content knowledge : a case study of a mathematics teacher educator's actions and purposes.

Degree: 2011, University of Missouri – Columbia

Prospective mathematics teachers (PTs) need to develop pedagogical content knowledge (PCK) to improve the teaching and learning of mathematics. Therefore, mathematics teacher educators (MTEs) need… (more)

Subjects/Keywords: pedagogical content knowledge; mathematics teacher educator; prospective teacher; teacher preparation programs

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APA (6th Edition):

Taylor, C. E. (2011). Facilitating the development of elementary prospective teachers' pedagogical content knowledge : a case study of a mathematics teacher educator's actions and purposes. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/15819

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):

Taylor, Cynthia E. “Facilitating the development of elementary prospective teachers' pedagogical content knowledge : a case study of a mathematics teacher educator's actions and purposes.” 2011. Thesis, University of Missouri – Columbia. Accessed September 22, 2020. http://hdl.handle.net/10355/15819.

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

MLA Handbook (7th Edition):

Taylor, Cynthia E. “Facilitating the development of elementary prospective teachers' pedagogical content knowledge : a case study of a mathematics teacher educator's actions and purposes.” 2011. Web. 22 Sep 2020.

Vancouver:

Taylor CE. Facilitating the development of elementary prospective teachers' pedagogical content knowledge : a case study of a mathematics teacher educator's actions and purposes. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/10355/15819.

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

Council of Science Editors:

Taylor CE. Facilitating the development of elementary prospective teachers' pedagogical content knowledge : a case study of a mathematics teacher educator's actions and purposes. [Thesis]. University of Missouri – Columbia; 2011. Available from: http://hdl.handle.net/10355/15819

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


University of Georgia

2. Kang, Eun Kyung. Prospective primary teachers' mathematics knowledge for teaching and beliefs.

Degree: 2015, University of Georgia

 No one would disagree with the importance of teachers’ knowledge. However, little is known about how teachers’ knowledge affects their teaching and students’ learning. Mathematical… (more)

Subjects/Keywords: prospective elementary teachers; teacher knowledge; teacher beliefs; path analysis

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APA (6th Edition):

Kang, E. K. (2015). Prospective primary teachers' mathematics knowledge for teaching and beliefs. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/30961

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):

Kang, Eun Kyung. “Prospective primary teachers' mathematics knowledge for teaching and beliefs.” 2015. Thesis, University of Georgia. Accessed September 22, 2020. http://hdl.handle.net/10724/30961.

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

MLA Handbook (7th Edition):

Kang, Eun Kyung. “Prospective primary teachers' mathematics knowledge for teaching and beliefs.” 2015. Web. 22 Sep 2020.

Vancouver:

Kang EK. Prospective primary teachers' mathematics knowledge for teaching and beliefs. [Internet] [Thesis]. University of Georgia; 2015. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/10724/30961.

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

Council of Science Editors:

Kang EK. Prospective primary teachers' mathematics knowledge for teaching and beliefs. [Thesis]. University of Georgia; 2015. Available from: http://hdl.handle.net/10724/30961

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


Penn State University

3. Cannon, Tenille. Orientations toward Mathematical Processes of Prospective Secondary Mathematics Teachers as Related to Work with Tasks.

Degree: 2016, Penn State University

 Mathematics can be conceptualized in different ways. Policy documents such as the National Council of Teachers of Mathematics (NCTM) (2000) and the Common Core State… (more)

Subjects/Keywords: mathematical tasks; mathematical processes; discovery; prospective teachers; teacher beliefs

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APA (6th Edition):

Cannon, T. (2016). Orientations toward Mathematical Processes of Prospective Secondary Mathematics Teachers as Related to Work with Tasks. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/13409txc285

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):

Cannon, Tenille. “Orientations toward Mathematical Processes of Prospective Secondary Mathematics Teachers as Related to Work with Tasks.” 2016. Thesis, Penn State University. Accessed September 22, 2020. https://submit-etda.libraries.psu.edu/catalog/13409txc285.

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

MLA Handbook (7th Edition):

Cannon, Tenille. “Orientations toward Mathematical Processes of Prospective Secondary Mathematics Teachers as Related to Work with Tasks.” 2016. Web. 22 Sep 2020.

Vancouver:

Cannon T. Orientations toward Mathematical Processes of Prospective Secondary Mathematics Teachers as Related to Work with Tasks. [Internet] [Thesis]. Penn State University; 2016. [cited 2020 Sep 22]. Available from: https://submit-etda.libraries.psu.edu/catalog/13409txc285.

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

Council of Science Editors:

Cannon T. Orientations toward Mathematical Processes of Prospective Secondary Mathematics Teachers as Related to Work with Tasks. [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/13409txc285

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


University of Georgia

4. Kim, Young Ae. The development of prospective science teachers’ knowledge of modeling and modeling-oriented assessment during teacher education.

Degree: 2018, University of Georgia

 Teaching science using models and modeling is a fundamental part of science education worldwide. Modeling is one of the core practices in the NGSS. This… (more)

Subjects/Keywords: model; modeling; assessment; prospective science teacher; pre-service teacher; modeling-oriented assessment; model-based assessment; science teacher education

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APA (6th Edition):

Kim, Y. A. (2018). The development of prospective science teachers’ knowledge of modeling and modeling-oriented assessment during teacher education. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/37350

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):

Kim, Young Ae. “The development of prospective science teachers’ knowledge of modeling and modeling-oriented assessment during teacher education.” 2018. Thesis, University of Georgia. Accessed September 22, 2020. http://hdl.handle.net/10724/37350.

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

MLA Handbook (7th Edition):

Kim, Young Ae. “The development of prospective science teachers’ knowledge of modeling and modeling-oriented assessment during teacher education.” 2018. Web. 22 Sep 2020.

Vancouver:

Kim YA. The development of prospective science teachers’ knowledge of modeling and modeling-oriented assessment during teacher education. [Internet] [Thesis]. University of Georgia; 2018. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/10724/37350.

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

Council of Science Editors:

Kim YA. The development of prospective science teachers’ knowledge of modeling and modeling-oriented assessment during teacher education. [Thesis]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/37350

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


North-West University

5. Roux, Annalie. 'n Model vir die konseptuele leer van wiskunde in 'n dinamiese tegnologies-verrykte omgewing by voorgraadse wiskunde-onderwysstudente / Annalie Roux .

Degree: 2009, North-West University

 It is no unknown fact that South African learners underachieve in mathematics. Due to the fact that the quality of mathematics teaching is one possible… (more)

Subjects/Keywords: Mathematics education; Mathematics teacher education; Teacher knowledge; Prospective mathematics teachers; Function concept; Conceptual learning; Tertiary education

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APA (6th Edition):

Roux, A. (2009). 'n Model vir die konseptuele leer van wiskunde in 'n dinamiese tegnologies-verrykte omgewing by voorgraadse wiskunde-onderwysstudente / Annalie Roux . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/2875

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):

Roux, Annalie. “'n Model vir die konseptuele leer van wiskunde in 'n dinamiese tegnologies-verrykte omgewing by voorgraadse wiskunde-onderwysstudente / Annalie Roux .” 2009. Thesis, North-West University. Accessed September 22, 2020. http://hdl.handle.net/10394/2875.

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

MLA Handbook (7th Edition):

Roux, Annalie. “'n Model vir die konseptuele leer van wiskunde in 'n dinamiese tegnologies-verrykte omgewing by voorgraadse wiskunde-onderwysstudente / Annalie Roux .” 2009. Web. 22 Sep 2020.

Vancouver:

Roux A. 'n Model vir die konseptuele leer van wiskunde in 'n dinamiese tegnologies-verrykte omgewing by voorgraadse wiskunde-onderwysstudente / Annalie Roux . [Internet] [Thesis]. North-West University; 2009. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/10394/2875.

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

Council of Science Editors:

Roux A. 'n Model vir die konseptuele leer van wiskunde in 'n dinamiese tegnologies-verrykte omgewing by voorgraadse wiskunde-onderwysstudente / Annalie Roux . [Thesis]. North-West University; 2009. Available from: http://hdl.handle.net/10394/2875

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


North-West University

6. Pool, Jessica. Effektiewe voordiensopleiding van onderwysers vir die leerarea tegnologie / Jessica Pool.

Degree: 2010, North-West University

 Compared to other subjects, Learning Area Technology teaching is a relatively new knowledge area world-wide, especially in the South African school curriculum, and it consequently… (more)

Subjects/Keywords: Undergraduate teacher training; Tertiary institutions; Design technology; Teacher development; Effective teaching; Curriculum design; Prospective teachers; Learning area technology; Undergraduate training

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APA (6th Edition):

Pool, J. (2010). Effektiewe voordiensopleiding van onderwysers vir die leerarea tegnologie / Jessica Pool. (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/4251

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):

Pool, Jessica. “Effektiewe voordiensopleiding van onderwysers vir die leerarea tegnologie / Jessica Pool. ” 2010. Thesis, North-West University. Accessed September 22, 2020. http://hdl.handle.net/10394/4251.

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

MLA Handbook (7th Edition):

Pool, Jessica. “Effektiewe voordiensopleiding van onderwysers vir die leerarea tegnologie / Jessica Pool. ” 2010. Web. 22 Sep 2020.

Vancouver:

Pool J. Effektiewe voordiensopleiding van onderwysers vir die leerarea tegnologie / Jessica Pool. [Internet] [Thesis]. North-West University; 2010. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/10394/4251.

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

Council of Science Editors:

Pool J. Effektiewe voordiensopleiding van onderwysers vir die leerarea tegnologie / Jessica Pool. [Thesis]. North-West University; 2010. Available from: http://hdl.handle.net/10394/4251

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


University of California – San Diego

7. Walters, Charles David. The Development of Mathematical Knowledge for Teaching for Quantitative Reasoning Using Video-Based Instruction.

Degree: Math & Sci Educ (Jnt Doc SDSU), 2017, University of California – San Diego

 Quantitative reasoning (P. W. Thompson, 1990, 1994) is a powerful mathematical tool that enables students to engage in rich problem solving across the curriculum. One… (more)

Subjects/Keywords: Mathematics education; Teacher education; Secondary education; Mathematical knowledge for teaching; Prospective teachers; Quantitative reasoning; Video-based learning

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APA (6th Edition):

Walters, C. D. (2017). The Development of Mathematical Knowledge for Teaching for Quantitative Reasoning Using Video-Based Instruction. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/8484s8zf

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):

Walters, Charles David. “The Development of Mathematical Knowledge for Teaching for Quantitative Reasoning Using Video-Based Instruction.” 2017. Thesis, University of California – San Diego. Accessed September 22, 2020. http://www.escholarship.org/uc/item/8484s8zf.

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

MLA Handbook (7th Edition):

Walters, Charles David. “The Development of Mathematical Knowledge for Teaching for Quantitative Reasoning Using Video-Based Instruction.” 2017. Web. 22 Sep 2020.

Vancouver:

Walters CD. The Development of Mathematical Knowledge for Teaching for Quantitative Reasoning Using Video-Based Instruction. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2020 Sep 22]. Available from: http://www.escholarship.org/uc/item/8484s8zf.

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

Council of Science Editors:

Walters CD. The Development of Mathematical Knowledge for Teaching for Quantitative Reasoning Using Video-Based Instruction. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/8484s8zf

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


Leiden University

8. Bonants, Annefieke. The paradox of educational pillarization. Religious language as a key to understand the religiosity of prospective teachers and their choices within the pillarized education system of the Netherlands.

Degree: 2014, Leiden University

Subjects/Keywords: Dutch education system; religiosity; prospective teachers; teacher training college

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APA (6th Edition):

Bonants, A. (2014). The paradox of educational pillarization. Religious language as a key to understand the religiosity of prospective teachers and their choices within the pillarized education system of the Netherlands. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/30225

Chicago Manual of Style (16th Edition):

Bonants, Annefieke. “The paradox of educational pillarization. Religious language as a key to understand the religiosity of prospective teachers and their choices within the pillarized education system of the Netherlands.” 2014. Masters Thesis, Leiden University. Accessed September 22, 2020. http://hdl.handle.net/1887/30225.

MLA Handbook (7th Edition):

Bonants, Annefieke. “The paradox of educational pillarization. Religious language as a key to understand the religiosity of prospective teachers and their choices within the pillarized education system of the Netherlands.” 2014. Web. 22 Sep 2020.

Vancouver:

Bonants A. The paradox of educational pillarization. Religious language as a key to understand the religiosity of prospective teachers and their choices within the pillarized education system of the Netherlands. [Internet] [Masters thesis]. Leiden University; 2014. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/1887/30225.

Council of Science Editors:

Bonants A. The paradox of educational pillarization. Religious language as a key to understand the religiosity of prospective teachers and their choices within the pillarized education system of the Netherlands. [Masters Thesis]. Leiden University; 2014. Available from: http://hdl.handle.net/1887/30225


Kennesaw State University

9. Morrissey, Rako. An Examination of the Discourse in a Graduate Mathematics Methods Course.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2011, Kennesaw State University

 Mathematics reform efforts advocate the use of discourse as a method toward mathematical learning. Research also suggests that attention be placed on prospective teachers’ development… (more)

Subjects/Keywords: discourse; mathematical knowledge for teaching; questioning; pedagogy; pedagogical content knowledge; prospective teacher; Science and Mathematics Education

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APA (6th Edition):

Morrissey, R. (2011). An Examination of the Discourse in a Graduate Mathematics Methods Course. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/432

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):

Morrissey, Rako. “An Examination of the Discourse in a Graduate Mathematics Methods Course.” 2011. Thesis, Kennesaw State University. Accessed September 22, 2020. https://digitalcommons.kennesaw.edu/etd/432.

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

MLA Handbook (7th Edition):

Morrissey, Rako. “An Examination of the Discourse in a Graduate Mathematics Methods Course.” 2011. Web. 22 Sep 2020.

Vancouver:

Morrissey R. An Examination of the Discourse in a Graduate Mathematics Methods Course. [Internet] [Thesis]. Kennesaw State University; 2011. [cited 2020 Sep 22]. Available from: https://digitalcommons.kennesaw.edu/etd/432.

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

Council of Science Editors:

Morrissey R. An Examination of the Discourse in a Graduate Mathematics Methods Course. [Thesis]. Kennesaw State University; 2011. Available from: https://digitalcommons.kennesaw.edu/etd/432

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


Syracuse University

10. Nthiga, Peter Rugano. The Effect of Multimedia Cases on Science Teaching Self-Efficacy Beliefs of Prospective Teachers in Kenya.

Degree: PhD, Science Teaching, 2016, Syracuse University

  This study examined the effects of multimedia cases on science teaching self-efficacy beliefs of prospective teachers in Kenya using mixed methods in data collection… (more)

Subjects/Keywords: Multimedia cases; Prospective teachers; Science pre-service teachers; Self-efficacy beliefs; sub-Sahara Africa; Teacher training; Education

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APA (6th Edition):

Nthiga, P. R. (2016). The Effect of Multimedia Cases on Science Teaching Self-Efficacy Beliefs of Prospective Teachers in Kenya. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/etd/447

Chicago Manual of Style (16th Edition):

Nthiga, Peter Rugano. “The Effect of Multimedia Cases on Science Teaching Self-Efficacy Beliefs of Prospective Teachers in Kenya.” 2016. Doctoral Dissertation, Syracuse University. Accessed September 22, 2020. https://surface.syr.edu/etd/447.

MLA Handbook (7th Edition):

Nthiga, Peter Rugano. “The Effect of Multimedia Cases on Science Teaching Self-Efficacy Beliefs of Prospective Teachers in Kenya.” 2016. Web. 22 Sep 2020.

Vancouver:

Nthiga PR. The Effect of Multimedia Cases on Science Teaching Self-Efficacy Beliefs of Prospective Teachers in Kenya. [Internet] [Doctoral dissertation]. Syracuse University; 2016. [cited 2020 Sep 22]. Available from: https://surface.syr.edu/etd/447.

Council of Science Editors:

Nthiga PR. The Effect of Multimedia Cases on Science Teaching Self-Efficacy Beliefs of Prospective Teachers in Kenya. [Doctoral Dissertation]. Syracuse University; 2016. Available from: https://surface.syr.edu/etd/447


Pontifícia Universidade Católica de São Paulo

11. Risomar Alves dos Santos. Racismo, preconceito e discriminação: concepções de professores.

Degree: 2007, Pontifícia Universidade Católica de São Paulo

This study has the objective to apprehend how last year undergraduate students of a Pedagogy course, in the city of São Paulo, understand racism, prejudice… (more)

Subjects/Keywords: Discrimination; Prospective teacher conceptions; Formação de Professores; Teacher education and racism; EDUCACAO; Racismo  – Brasil; Professores  – Formacao profissional; Education for the diversity; Racism; Racismo; Discriminacao; Discriminação; Preconceito; Preconceitos e antipatias; Prejudice

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APA (6th Edition):

Santos, R. A. d. (2007). Racismo, preconceito e discriminação: concepções de professores. (Thesis). Pontifícia Universidade Católica de São Paulo. Retrieved from http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=3809

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

Chicago Manual of Style (16th Edition):

Santos, Risomar Alves dos. “Racismo, preconceito e discriminação: concepções de professores.” 2007. Thesis, Pontifícia Universidade Católica de São Paulo. Accessed September 22, 2020. http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=3809.

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

MLA Handbook (7th Edition):

Santos, Risomar Alves dos. “Racismo, preconceito e discriminação: concepções de professores.” 2007. Web. 22 Sep 2020.

Vancouver:

Santos RAd. Racismo, preconceito e discriminação: concepções de professores. [Internet] [Thesis]. Pontifícia Universidade Católica de São Paulo; 2007. [cited 2020 Sep 22]. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=3809.

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

Council of Science Editors:

Santos RAd. Racismo, preconceito e discriminação: concepções de professores. [Thesis]. Pontifícia Universidade Católica de São Paulo; 2007. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=3809

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

12. Harrison, Jennifer Lynn. Exploring Explicit and Implicit Influences on Prospective Secondary Mathematics Teachers’ Development of Beliefs and Classroom Practice Through Case Study Analysis.

Degree: PhD, EDU Teaching and Learning, 2012, The Ohio State University

 Mathematics education literature supports the complex process of prospective secondary mathematics teacher (PSMT) learning and development, the impact of beliefs on PSMT learning and development,… (more)

Subjects/Keywords: Mathematics Education; teacher beliefs; student thinking; prospective secondary mathematics teacher

…22 Impacting Prospective Teacher Beliefs… …342 Prospective Teacher Education… …implemented by prospective secondary mathematics teachers completing a teacher preparation program… …3 The Complex Construct of Teacher Beliefs… …20 Teacher Beliefs and Classroom Practice… 

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APA (6th Edition):

Harrison, J. L. (2012). Exploring Explicit and Implicit Influences on Prospective Secondary Mathematics Teachers’ Development of Beliefs and Classroom Practice Through Case Study Analysis. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1330478531

Chicago Manual of Style (16th Edition):

Harrison, Jennifer Lynn. “Exploring Explicit and Implicit Influences on Prospective Secondary Mathematics Teachers’ Development of Beliefs and Classroom Practice Through Case Study Analysis.” 2012. Doctoral Dissertation, The Ohio State University. Accessed September 22, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1330478531.

MLA Handbook (7th Edition):

Harrison, Jennifer Lynn. “Exploring Explicit and Implicit Influences on Prospective Secondary Mathematics Teachers’ Development of Beliefs and Classroom Practice Through Case Study Analysis.” 2012. Web. 22 Sep 2020.

Vancouver:

Harrison JL. Exploring Explicit and Implicit Influences on Prospective Secondary Mathematics Teachers’ Development of Beliefs and Classroom Practice Through Case Study Analysis. [Internet] [Doctoral dissertation]. The Ohio State University; 2012. [cited 2020 Sep 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1330478531.

Council of Science Editors:

Harrison JL. Exploring Explicit and Implicit Influences on Prospective Secondary Mathematics Teachers’ Development of Beliefs and Classroom Practice Through Case Study Analysis. [Doctoral Dissertation]. The Ohio State University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1330478531


University of Georgia

13. Broderick, Shawn Dee. Prospective lower-secondary and secondary teachers' mathematical knowledge for teaching and the college mathematics course topics they study.

Degree: 2014, University of Georgia

 The need for high quality teachers of school mathematics has never been greater. A call for high quality mathematics teachers in the United States was… (more)

Subjects/Keywords: Prospective mathematics teacher education; mathematical knowledge for teaching; Teacher Education and Development Study in Mathematics (TEDS-M); college mathematics; school mathematics; mathematics pedagogy

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APA (6th Edition):

Broderick, S. D. (2014). Prospective lower-secondary and secondary teachers' mathematical knowledge for teaching and the college mathematics course topics they study. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/28983

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):

Broderick, Shawn Dee. “Prospective lower-secondary and secondary teachers' mathematical knowledge for teaching and the college mathematics course topics they study.” 2014. Thesis, University of Georgia. Accessed September 22, 2020. http://hdl.handle.net/10724/28983.

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

MLA Handbook (7th Edition):

Broderick, Shawn Dee. “Prospective lower-secondary and secondary teachers' mathematical knowledge for teaching and the college mathematics course topics they study.” 2014. Web. 22 Sep 2020.

Vancouver:

Broderick SD. Prospective lower-secondary and secondary teachers' mathematical knowledge for teaching and the college mathematics course topics they study. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/10724/28983.

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

Council of Science Editors:

Broderick SD. Prospective lower-secondary and secondary teachers' mathematical knowledge for teaching and the college mathematics course topics they study. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/28983

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


Penn State University

14. Zembat, Ismail Ozgur. CONCEPTUAL DEVELOPMENT OF PROSPECTIVE ELEMENTARY TEACHERS: THE CASE OF DIVISION OF FRACTIONS.

Degree: 2008, Penn State University

 The purpose of this study is to investigate the understandings and the conceptual development of prospective elementary teachers in the area of division of fractions.… (more)

Subjects/Keywords: Division of fractions; understanding; conceptual development; teacher knowledge; prospective elementary teachers

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APA (6th Edition):

Zembat, I. O. (2008). CONCEPTUAL DEVELOPMENT OF PROSPECTIVE ELEMENTARY TEACHERS: THE CASE OF DIVISION OF FRACTIONS. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/6385

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):

Zembat, Ismail Ozgur. “CONCEPTUAL DEVELOPMENT OF PROSPECTIVE ELEMENTARY TEACHERS: THE CASE OF DIVISION OF FRACTIONS.” 2008. Thesis, Penn State University. Accessed September 22, 2020. https://submit-etda.libraries.psu.edu/catalog/6385.

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

MLA Handbook (7th Edition):

Zembat, Ismail Ozgur. “CONCEPTUAL DEVELOPMENT OF PROSPECTIVE ELEMENTARY TEACHERS: THE CASE OF DIVISION OF FRACTIONS.” 2008. Web. 22 Sep 2020.

Vancouver:

Zembat IO. CONCEPTUAL DEVELOPMENT OF PROSPECTIVE ELEMENTARY TEACHERS: THE CASE OF DIVISION OF FRACTIONS. [Internet] [Thesis]. Penn State University; 2008. [cited 2020 Sep 22]. Available from: https://submit-etda.libraries.psu.edu/catalog/6385.

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

Council of Science Editors:

Zembat IO. CONCEPTUAL DEVELOPMENT OF PROSPECTIVE ELEMENTARY TEACHERS: THE CASE OF DIVISION OF FRACTIONS. [Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/6385

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

15. Kelly, Jacqueline Patricia. Junior and Intermediate Educators' Perceptions of Play Pedagogy: Informing Future Policy Creation & Implementation.

Degree: MEd - Master of Education, Education, 2015, York University

 Play-based instruction has become the guiding framework of Ontario’s Full-Day Kindergarten curriculum; however, the benefits of playful learning have yet to be extended into higher… (more)

Subjects/Keywords: Education; Education policy; Teacher perspectives; Education; Educational policy; Elementary; Pedagogy; Teacher perceptions; Play; Middle school; Grade four; Grade five; Grade six; Grade seven; Grade eight; Policy creation; Policy implementation; Junior grades; Intermediate grades; Playful learning; Playfulness; Instructional methods; Qualitative research; Prospective Policy Analysis; Teacher beliefs

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

APA (6th Edition):

Kelly, J. P. (2015). Junior and Intermediate Educators' Perceptions of Play Pedagogy: Informing Future Policy Creation & Implementation. (Masters Thesis). York University. Retrieved from http://hdl.handle.net/10315/28290

Chicago Manual of Style (16th Edition):

Kelly, Jacqueline Patricia. “Junior and Intermediate Educators' Perceptions of Play Pedagogy: Informing Future Policy Creation & Implementation.” 2015. Masters Thesis, York University. Accessed September 22, 2020. http://hdl.handle.net/10315/28290.

MLA Handbook (7th Edition):

Kelly, Jacqueline Patricia. “Junior and Intermediate Educators' Perceptions of Play Pedagogy: Informing Future Policy Creation & Implementation.” 2015. Web. 22 Sep 2020.

Vancouver:

Kelly JP. Junior and Intermediate Educators' Perceptions of Play Pedagogy: Informing Future Policy Creation & Implementation. [Internet] [Masters thesis]. York University; 2015. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/10315/28290.

Council of Science Editors:

Kelly JP. Junior and Intermediate Educators' Perceptions of Play Pedagogy: Informing Future Policy Creation & Implementation. [Masters Thesis]. York University; 2015. Available from: http://hdl.handle.net/10315/28290

16. Williams, Nicole V. Racial Identity Development in Prospective Teachers: Making Sense of Encounters with Racism.

Degree: PhD, EDU Policy and Leadership, 2010, The Ohio State University

Prospective teachers bring to the classroom "interpretations of students and their communities, and their location within a hierarchical society that are informed heavily by… (more)

Subjects/Keywords: Curricula; Teacher Education; Teacher Education; Prospective Teachers; Race; Racial Identity Development; Critical Race Theory; Curriculum Studies

…140 xii Chapter 1: Introduction Background Teacher educators, prospective teachers, and… …Teacher Education (NCATE) defines prospective teachers or teacher candidates as the… …teacher candidate, pre-service teacher and prospective teacher interchangeably. For the purpose… …of this study, I will use the term prospective teacher as it is the term reflected most… …teacher educators. In A Selkirk & M. Tichenor (Eds.), Teacher Education: Policy… 

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APA (6th Edition):

Williams, N. V. (2010). Racial Identity Development in Prospective Teachers: Making Sense of Encounters with Racism. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1280329565

Chicago Manual of Style (16th Edition):

Williams, Nicole V. “Racial Identity Development in Prospective Teachers: Making Sense of Encounters with Racism.” 2010. Doctoral Dissertation, The Ohio State University. Accessed September 22, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280329565.

MLA Handbook (7th Edition):

Williams, Nicole V. “Racial Identity Development in Prospective Teachers: Making Sense of Encounters with Racism.” 2010. Web. 22 Sep 2020.

Vancouver:

Williams NV. Racial Identity Development in Prospective Teachers: Making Sense of Encounters with Racism. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2020 Sep 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1280329565.

Council of Science Editors:

Williams NV. Racial Identity Development in Prospective Teachers: Making Sense of Encounters with Racism. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1280329565


University of Kentucky

17. Eli, Jennifer Ann. AN EXPLORATORY MIXED METHODS STUDY OF PROSPECTIVE MIDDLE GRADES TEACHERS' MATHEMATICAL CONNECTIONS WHILE COMPLETING INVESTIGATIVE TASKS IN GEOMETRY.

Degree: 2009, University of Kentucky

 With the implementation of No Child Left Behind legislation and a push for reform curricula, prospective teachers must be prepared to facilitate learning at a… (more)

Subjects/Keywords: Mathematics Education|Prospective Teacher Education|Middle Grades Mathematics|Mathematical Connections|Mathematics Knowledge for Teaching; Education; Science and Mathematics Education

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APA (6th Edition):

Eli, J. A. (2009). AN EXPLORATORY MIXED METHODS STUDY OF PROSPECTIVE MIDDLE GRADES TEACHERS' MATHEMATICAL CONNECTIONS WHILE COMPLETING INVESTIGATIVE TASKS IN GEOMETRY. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/gradschool_diss/781

Chicago Manual of Style (16th Edition):

Eli, Jennifer Ann. “AN EXPLORATORY MIXED METHODS STUDY OF PROSPECTIVE MIDDLE GRADES TEACHERS' MATHEMATICAL CONNECTIONS WHILE COMPLETING INVESTIGATIVE TASKS IN GEOMETRY.” 2009. Doctoral Dissertation, University of Kentucky. Accessed September 22, 2020. https://uknowledge.uky.edu/gradschool_diss/781.

MLA Handbook (7th Edition):

Eli, Jennifer Ann. “AN EXPLORATORY MIXED METHODS STUDY OF PROSPECTIVE MIDDLE GRADES TEACHERS' MATHEMATICAL CONNECTIONS WHILE COMPLETING INVESTIGATIVE TASKS IN GEOMETRY.” 2009. Web. 22 Sep 2020.

Vancouver:

Eli JA. AN EXPLORATORY MIXED METHODS STUDY OF PROSPECTIVE MIDDLE GRADES TEACHERS' MATHEMATICAL CONNECTIONS WHILE COMPLETING INVESTIGATIVE TASKS IN GEOMETRY. [Internet] [Doctoral dissertation]. University of Kentucky; 2009. [cited 2020 Sep 22]. Available from: https://uknowledge.uky.edu/gradschool_diss/781.

Council of Science Editors:

Eli JA. AN EXPLORATORY MIXED METHODS STUDY OF PROSPECTIVE MIDDLE GRADES TEACHERS' MATHEMATICAL CONNECTIONS WHILE COMPLETING INVESTIGATIVE TASKS IN GEOMETRY. [Doctoral Dissertation]. University of Kentucky; 2009. Available from: https://uknowledge.uky.edu/gradschool_diss/781


University of Central Florida

18. Safi, Farshid. Exploring The Understanding Of Whole Number Concepts And Operations: A Case Study Analysis Of Prospective Elementary School Teachers.

Degree: 2009, University of Central Florida

 This research project aimed to extend the research literature by providing greater insight into the way individual prospective teachers develop their conceptual understanding of whole… (more)

Subjects/Keywords: Content Knowledge; Prospective Teacher; Whole Number Concepts and Operations; Preservice Teachers; Elementary Teachers; Education

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

APA (6th Edition):

Safi, F. (2009). Exploring The Understanding Of Whole Number Concepts And Operations: A Case Study Analysis Of Prospective Elementary School Teachers. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/3966

Chicago Manual of Style (16th Edition):

Safi, Farshid. “Exploring The Understanding Of Whole Number Concepts And Operations: A Case Study Analysis Of Prospective Elementary School Teachers.” 2009. Doctoral Dissertation, University of Central Florida. Accessed September 22, 2020. https://stars.library.ucf.edu/etd/3966.

MLA Handbook (7th Edition):

Safi, Farshid. “Exploring The Understanding Of Whole Number Concepts And Operations: A Case Study Analysis Of Prospective Elementary School Teachers.” 2009. Web. 22 Sep 2020.

Vancouver:

Safi F. Exploring The Understanding Of Whole Number Concepts And Operations: A Case Study Analysis Of Prospective Elementary School Teachers. [Internet] [Doctoral dissertation]. University of Central Florida; 2009. [cited 2020 Sep 22]. Available from: https://stars.library.ucf.edu/etd/3966.

Council of Science Editors:

Safi F. Exploring The Understanding Of Whole Number Concepts And Operations: A Case Study Analysis Of Prospective Elementary School Teachers. [Doctoral Dissertation]. University of Central Florida; 2009. Available from: https://stars.library.ucf.edu/etd/3966


University of Georgia

19. Jacobson, Erik Daniel. Mathematics teachers' professional experience and the development of mathematical proficiency for teaching.

Degree: 2014, University of Georgia

 The purpose of this dissertation was to investigate the role of background, experience, and interactions with colleagues and students in the development of mathematical proficiency… (more)

Subjects/Keywords: mathematics education; educational policy; multiplicative reasoning; mathematical proficiency for teaching; content knowledge for teaching; mathematical knowledge for teaching; productive disposition for teaching; student teaching; teaching experience; prospective teachers; inservice teachers; learning to teach; teacher certification

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APA (6th Edition):

Jacobson, E. D. (2014). Mathematics teachers' professional experience and the development of mathematical proficiency for teaching. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/28771

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):

Jacobson, Erik Daniel. “Mathematics teachers' professional experience and the development of mathematical proficiency for teaching.” 2014. Thesis, University of Georgia. Accessed September 22, 2020. http://hdl.handle.net/10724/28771.

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

MLA Handbook (7th Edition):

Jacobson, Erik Daniel. “Mathematics teachers' professional experience and the development of mathematical proficiency for teaching.” 2014. Web. 22 Sep 2020.

Vancouver:

Jacobson ED. Mathematics teachers' professional experience and the development of mathematical proficiency for teaching. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/10724/28771.

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

Council of Science Editors:

Jacobson ED. Mathematics teachers' professional experience and the development of mathematical proficiency for teaching. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/28771

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

20. Accuosti, Donna M. Teacher preparatory programs: first year teachers' readiness for dealing with student diversity.

Degree: EdD, School of Education, 2018, Northeastern University

 This narrative research study includes first year elementary teachers who are teaching in a diverse student population educational setting. This study, framed in the theory… (more)

Subjects/Keywords: culturally responsive teaching; diverse classroom; diverse student populations; first year teacher preparedness; prospective teachers; teacher preparatory programs

…x28;TPP) need to help prospective teacher candidates (PTC) reject deficit… …academic abilities, and behaviors. “Teacher preparation programs need to help prospective teacher… …x28;which the researcher, a former elementary teacher of 18 years, does believe to be true… …x29;, the role of the classroom teacher has had a complex evolution. Teachers must have the… …typical classrooms, requires prospective teachers to have the skill set to work with students… 

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APA (6th Edition):

Accuosti, D. M. (2018). Teacher preparatory programs: first year teachers' readiness for dealing with student diversity. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20289558

Chicago Manual of Style (16th Edition):

Accuosti, Donna M. “Teacher preparatory programs: first year teachers' readiness for dealing with student diversity.” 2018. Doctoral Dissertation, Northeastern University. Accessed September 22, 2020. http://hdl.handle.net/2047/D20289558.

MLA Handbook (7th Edition):

Accuosti, Donna M. “Teacher preparatory programs: first year teachers' readiness for dealing with student diversity.” 2018. Web. 22 Sep 2020.

Vancouver:

Accuosti DM. Teacher preparatory programs: first year teachers' readiness for dealing with student diversity. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/2047/D20289558.

Council of Science Editors:

Accuosti DM. Teacher preparatory programs: first year teachers' readiness for dealing with student diversity. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20289558

21. Baztán Quemada, Pablo. Plataforma colaborativa de educación: la formación permanente del profesorado como motor de cambio.

Degree: Departament de Pedagogia Aplicada, 2016, Universitat Autònoma de Barcelona

 The continuous training for secondary school teachers (CTSST) is a fundamental part of the complex educational system. The variety of perspectives from which we can… (more)

Subjects/Keywords: Formació permanent del professorat; Formación permanente del profesorado; Continuous teacher training; Actors involucrats; Actores involucrados; Stakeholders; Prospectiva i anàlisi estructural; Porspectiva y análisis esctructural; Prospective and structural analysis; Ciències Socials; 37

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APA (6th Edition):

Baztán Quemada, P. (2016). Plataforma colaborativa de educación: la formación permanente del profesorado como motor de cambio. (Thesis). Universitat Autònoma de Barcelona. Retrieved from http://hdl.handle.net/10803/386497

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):

Baztán Quemada, Pablo. “Plataforma colaborativa de educación: la formación permanente del profesorado como motor de cambio.” 2016. Thesis, Universitat Autònoma de Barcelona. Accessed September 22, 2020. http://hdl.handle.net/10803/386497.

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

MLA Handbook (7th Edition):

Baztán Quemada, Pablo. “Plataforma colaborativa de educación: la formación permanente del profesorado como motor de cambio.” 2016. Web. 22 Sep 2020.

Vancouver:

Baztán Quemada P. Plataforma colaborativa de educación: la formación permanente del profesorado como motor de cambio. [Internet] [Thesis]. Universitat Autònoma de Barcelona; 2016. [cited 2020 Sep 22]. Available from: http://hdl.handle.net/10803/386497.

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

Council of Science Editors:

Baztán Quemada P. Plataforma colaborativa de educación: la formación permanente del profesorado como motor de cambio. [Thesis]. Universitat Autònoma de Barcelona; 2016. Available from: http://hdl.handle.net/10803/386497

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

22. Patrick, Lisa D. Found Poetry: A Tool for Supporting Novice Poets and Fostering Transactional Relationships Between Prospective Teachers and Young Adult Literature.

Degree: PhD, EDU Teaching and Learning, 2013, The Ohio State University

 The purpose of this qualitative classroom-based dissertation study is to examine what happens when prospective teachers write found poetry using young adult literature. Found poetry… (more)

Subjects/Keywords: Educational Theory; Elementary Education; Higher Education; Language Arts; Literacy; Literature; Middle School Education; Pedagogy; Reading Instruction; Secondary Education; Teacher Education; Teaching; poetry; found poetry; novice poets; Rosenblatt; Transactional Theory; prospective teachers; young adult literature; transactional reading relationships; reader text worlds; thematic networks; literacy education; teacher education

…WA 1988-1995 .. Fourth and Fifth Grade Classroom Teacher Victor Falls Elementary School… …Cambridge, MA 2002-2003 ...Preschool Teacher, The School for Young Children Columbus, OH 2005… …11 Supporting Transactional Reading Relationships …..12 Supporting Prospective… …83 Extending Transactional Experiences …....85 Participant as Prospective… …Teacher: The Constructivist Theory of Learning 90 Experiential Learning .91… 

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APA (6th Edition):

Patrick, L. D. (2013). Found Poetry: A Tool for Supporting Novice Poets and Fostering Transactional Relationships Between Prospective Teachers and Young Adult Literature. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1376439323

Chicago Manual of Style (16th Edition):

Patrick, Lisa D. “Found Poetry: A Tool for Supporting Novice Poets and Fostering Transactional Relationships Between Prospective Teachers and Young Adult Literature.” 2013. Doctoral Dissertation, The Ohio State University. Accessed September 22, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1376439323.

MLA Handbook (7th Edition):

Patrick, Lisa D. “Found Poetry: A Tool for Supporting Novice Poets and Fostering Transactional Relationships Between Prospective Teachers and Young Adult Literature.” 2013. Web. 22 Sep 2020.

Vancouver:

Patrick LD. Found Poetry: A Tool for Supporting Novice Poets and Fostering Transactional Relationships Between Prospective Teachers and Young Adult Literature. [Internet] [Doctoral dissertation]. The Ohio State University; 2013. [cited 2020 Sep 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1376439323.

Council of Science Editors:

Patrick LD. Found Poetry: A Tool for Supporting Novice Poets and Fostering Transactional Relationships Between Prospective Teachers and Young Adult Literature. [Doctoral Dissertation]. The Ohio State University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1376439323

.