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You searched for subject:(secondary science teachers). Showing records 1 – 30 of 108 total matches.

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University of Alberta

1. Heinsen, Leslie D. SECONDARY SCIENCE TEACHERS’ UNDERSTANDINGS OF SCIENTIFIC LITERACY.

Degree: MEd, Department of Secondary Education, 2016, University of Alberta

 Scientific literacy is an important goal of science education but one that has been difficult to define. The definition of scientific literacy has changed over… (more)

Subjects/Keywords: scientific literacy; secondary education; science education; secondary teachers; literacy in science

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APA (6th Edition):

Heinsen, L. D. (2016). SECONDARY SCIENCE TEACHERS’ UNDERSTANDINGS OF SCIENTIFIC LITERACY. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/cpc289j26p

Chicago Manual of Style (16th Edition):

Heinsen, Leslie D. “SECONDARY SCIENCE TEACHERS’ UNDERSTANDINGS OF SCIENTIFIC LITERACY.” 2016. Masters Thesis, University of Alberta. Accessed April 24, 2019. https://era.library.ualberta.ca/files/cpc289j26p.

MLA Handbook (7th Edition):

Heinsen, Leslie D. “SECONDARY SCIENCE TEACHERS’ UNDERSTANDINGS OF SCIENTIFIC LITERACY.” 2016. Web. 24 Apr 2019.

Vancouver:

Heinsen LD. SECONDARY SCIENCE TEACHERS’ UNDERSTANDINGS OF SCIENTIFIC LITERACY. [Internet] [Masters thesis]. University of Alberta; 2016. [cited 2019 Apr 24]. Available from: https://era.library.ualberta.ca/files/cpc289j26p.

Council of Science Editors:

Heinsen LD. SECONDARY SCIENCE TEACHERS’ UNDERSTANDINGS OF SCIENTIFIC LITERACY. [Masters Thesis]. University of Alberta; 2016. Available from: https://era.library.ualberta.ca/files/cpc289j26p


University of Houston

2. Khalidi, Rana. California and Texas Secondary Science Teachers' Perceptions about climate change.

Degree: Curriculum and Instruction, Department of, 2018, University of Houston

 Background: Science teachers’ perceptions about climate change can affect their instruction in the classroom. Teachers’ misconceptions about this topic can be problematic since scientifically inaccurate… (more)

Subjects/Keywords: climate change; education; secondary science teachers; perceptions

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APA (6th Edition):

Khalidi, R. (2018). California and Texas Secondary Science Teachers' Perceptions about climate change. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3155

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):

Khalidi, Rana. “California and Texas Secondary Science Teachers' Perceptions about climate change.” 2018. Thesis, University of Houston. Accessed April 24, 2019. http://hdl.handle.net/10657/3155.

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

MLA Handbook (7th Edition):

Khalidi, Rana. “California and Texas Secondary Science Teachers' Perceptions about climate change.” 2018. Web. 24 Apr 2019.

Vancouver:

Khalidi R. California and Texas Secondary Science Teachers' Perceptions about climate change. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/10657/3155.

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

Council of Science Editors:

Khalidi R. California and Texas Secondary Science Teachers' Perceptions about climate change. [Thesis]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3155

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


University of Newcastle

3. Jean-Baptiste, Davis Leonard Kevin. Preservice teachers' perceptions of how to increase their students' long-term interest in science.

Degree: MPhil, 2018, University of Newcastle

Masters Research - Master of Philosophy (MPhil)

There is a global decline in the number of students choosing science courses and pursuing science related careers.… (more)

Subjects/Keywords: interest; preservice teachers; science; primary; secondary; confidence

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APA (6th Edition):

Jean-Baptiste, D. L. K. (2018). Preservice teachers' perceptions of how to increase their students' long-term interest in science. (Masters Thesis). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1384124

Chicago Manual of Style (16th Edition):

Jean-Baptiste, Davis Leonard Kevin. “Preservice teachers' perceptions of how to increase their students' long-term interest in science.” 2018. Masters Thesis, University of Newcastle. Accessed April 24, 2019. http://hdl.handle.net/1959.13/1384124.

MLA Handbook (7th Edition):

Jean-Baptiste, Davis Leonard Kevin. “Preservice teachers' perceptions of how to increase their students' long-term interest in science.” 2018. Web. 24 Apr 2019.

Vancouver:

Jean-Baptiste DLK. Preservice teachers' perceptions of how to increase their students' long-term interest in science. [Internet] [Masters thesis]. University of Newcastle; 2018. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/1959.13/1384124.

Council of Science Editors:

Jean-Baptiste DLK. Preservice teachers' perceptions of how to increase their students' long-term interest in science. [Masters Thesis]. University of Newcastle; 2018. Available from: http://hdl.handle.net/1959.13/1384124


Utah State University

4. Ames, Roland Tyler. A Survey of Utah's Public Secondary Education Science Teachers to Determine Their Preparedness to Teach Engineering Design.

Degree: MS, Engineering and Technology Education, 2014, Utah State University

  Education is always changing and science education is no exception, with many influential publications passing through science education over the years. The latest wave… (more)

Subjects/Keywords: Public Secondary Science Teachers; Science Teachers; Engineering Design; Engineering Education

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APA (6th Edition):

Ames, R. T. (2014). A Survey of Utah's Public Secondary Education Science Teachers to Determine Their Preparedness to Teach Engineering Design. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/3559

Chicago Manual of Style (16th Edition):

Ames, Roland Tyler. “A Survey of Utah's Public Secondary Education Science Teachers to Determine Their Preparedness to Teach Engineering Design.” 2014. Masters Thesis, Utah State University. Accessed April 24, 2019. https://digitalcommons.usu.edu/etd/3559.

MLA Handbook (7th Edition):

Ames, Roland Tyler. “A Survey of Utah's Public Secondary Education Science Teachers to Determine Their Preparedness to Teach Engineering Design.” 2014. Web. 24 Apr 2019.

Vancouver:

Ames RT. A Survey of Utah's Public Secondary Education Science Teachers to Determine Their Preparedness to Teach Engineering Design. [Internet] [Masters thesis]. Utah State University; 2014. [cited 2019 Apr 24]. Available from: https://digitalcommons.usu.edu/etd/3559.

Council of Science Editors:

Ames RT. A Survey of Utah's Public Secondary Education Science Teachers to Determine Their Preparedness to Teach Engineering Design. [Masters Thesis]. Utah State University; 2014. Available from: https://digitalcommons.usu.edu/etd/3559


Montana State University

5. Krim, Jessica Sarah. Critical reflection and teacher capacity : the secondary science pre-service teacher population.

Degree: College of Education, Health & Human Development, 2009, Montana State University

 This qualitative study seeks to understand the development of secondary science pre-service teachers. A case study is developed about each of the five participants, in… (more)

Subjects/Keywords: Science teachers.; Science Study and teaching.; Teachers Training of.; Education, Secondary.

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APA (6th Edition):

Krim, J. S. (2009). Critical reflection and teacher capacity : the secondary science pre-service teacher population. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1672

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):

Krim, Jessica Sarah. “Critical reflection and teacher capacity : the secondary science pre-service teacher population.” 2009. Thesis, Montana State University. Accessed April 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1672.

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

MLA Handbook (7th Edition):

Krim, Jessica Sarah. “Critical reflection and teacher capacity : the secondary science pre-service teacher population.” 2009. Web. 24 Apr 2019.

Vancouver:

Krim JS. Critical reflection and teacher capacity : the secondary science pre-service teacher population. [Internet] [Thesis]. Montana State University; 2009. [cited 2019 Apr 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1672.

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

Council of Science Editors:

Krim JS. Critical reflection and teacher capacity : the secondary science pre-service teacher population. [Thesis]. Montana State University; 2009. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1672

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


University of KwaZulu-Natal

6. [No author]. Experiences and practices of form three integrated science teachers with regard to outcomes and assessment strategies : a case study of two schools in Lesotho.

Degree: Education, 2012, University of KwaZulu-Natal

 Studies by different academics (Marsh 1997; Allen 2004; Dunn 2006; Austin, 2010 & Stears & Gopal, 2010) reveal that outcomes and assessment strategies cannot be… (more)

Subjects/Keywords: Science – Study and teaching (Secondary) – Lesotho.; Science teachers – Lesotho.; Education.

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APA (6th Edition):

author], [. (2012). Experiences and practices of form three integrated science teachers with regard to outcomes and assessment strategies : a case study of two schools in Lesotho. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/8484

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):

author], [No. “Experiences and practices of form three integrated science teachers with regard to outcomes and assessment strategies : a case study of two schools in Lesotho. ” 2012. Thesis, University of KwaZulu-Natal. Accessed April 24, 2019. http://hdl.handle.net/10413/8484.

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

MLA Handbook (7th Edition):

author], [No. “Experiences and practices of form three integrated science teachers with regard to outcomes and assessment strategies : a case study of two schools in Lesotho. ” 2012. Web. 24 Apr 2019.

Vancouver:

author] [. Experiences and practices of form three integrated science teachers with regard to outcomes and assessment strategies : a case study of two schools in Lesotho. [Internet] [Thesis]. University of KwaZulu-Natal; 2012. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/10413/8484.

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

Council of Science Editors:

author] [. Experiences and practices of form three integrated science teachers with regard to outcomes and assessment strategies : a case study of two schools in Lesotho. [Thesis]. University of KwaZulu-Natal; 2012. Available from: http://hdl.handle.net/10413/8484

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


Curtin University of Technology

7. Thompson, Murray Bruce. A longitudinal study into science learning environments in Dunedin secondary schools .

Degree: 2010, Curtin University of Technology

Science learning environments have been studied in secondary schools around the world. There is a long history of this going back over 30 years. The… (more)

Subjects/Keywords: science learning environments; Dunedin; Science Learning Environment Inventory; secondary schools; teachers

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APA (6th Edition):

Thompson, M. B. (2010). A longitudinal study into science learning environments in Dunedin secondary schools . (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/563

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

Chicago Manual of Style (16th Edition):

Thompson, Murray Bruce. “A longitudinal study into science learning environments in Dunedin secondary schools .” 2010. Thesis, Curtin University of Technology. Accessed April 24, 2019. http://hdl.handle.net/20.500.11937/563.

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

MLA Handbook (7th Edition):

Thompson, Murray Bruce. “A longitudinal study into science learning environments in Dunedin secondary schools .” 2010. Web. 24 Apr 2019.

Vancouver:

Thompson MB. A longitudinal study into science learning environments in Dunedin secondary schools . [Internet] [Thesis]. Curtin University of Technology; 2010. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/20.500.11937/563.

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

Council of Science Editors:

Thompson MB. A longitudinal study into science learning environments in Dunedin secondary schools . [Thesis]. Curtin University of Technology; 2010. Available from: http://hdl.handle.net/20.500.11937/563

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


Brigham Young University

8. Mitchell, Adam James. Assessing Scientific Inquiry: Teacher Beliefs and Practices.

Degree: MS, 2010, Brigham Young University

Science education reform movements have long urged the use of inquiry methods in all science instruction. More recently, standards and accountability reform efforts have emphasized… (more)

Subjects/Keywords: assessment; cognitive complexity; inquiry; secondary science teachers; science education reform; Biology

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APA (6th Edition):

Mitchell, A. J. (2010). Assessing Scientific Inquiry: Teacher Beliefs and Practices. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3520&context=etd

Chicago Manual of Style (16th Edition):

Mitchell, Adam James. “Assessing Scientific Inquiry: Teacher Beliefs and Practices.” 2010. Masters Thesis, Brigham Young University. Accessed April 24, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3520&context=etd.

MLA Handbook (7th Edition):

Mitchell, Adam James. “Assessing Scientific Inquiry: Teacher Beliefs and Practices.” 2010. Web. 24 Apr 2019.

Vancouver:

Mitchell AJ. Assessing Scientific Inquiry: Teacher Beliefs and Practices. [Internet] [Masters thesis]. Brigham Young University; 2010. [cited 2019 Apr 24]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3520&context=etd.

Council of Science Editors:

Mitchell AJ. Assessing Scientific Inquiry: Teacher Beliefs and Practices. [Masters Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3520&context=etd


University of KwaZulu-Natal

9. [No author]. Introduction of inquiry-based science teaching in Rwandan lower secondary schools : teachers' attitudes and perceptions.

Degree: Education, 2012, University of KwaZulu-Natal

 This study describes, discusses and analyses the Rwandan lower secondary school teachers’ responses to the introduction of inquiry as a teaching approach in the science(more)

Subjects/Keywords: Science – Study and teaching (Secondary) – Rwanda.; Teachers – Rwanda – Attitudes.; High school teachers – Rwanda.; Education.

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APA (6th Edition):

author], [. (2012). Introduction of inquiry-based science teaching in Rwandan lower secondary schools : teachers' attitudes and perceptions. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/9495

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):

author], [No. “Introduction of inquiry-based science teaching in Rwandan lower secondary schools : teachers' attitudes and perceptions. ” 2012. Thesis, University of KwaZulu-Natal. Accessed April 24, 2019. http://hdl.handle.net/10413/9495.

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

MLA Handbook (7th Edition):

author], [No. “Introduction of inquiry-based science teaching in Rwandan lower secondary schools : teachers' attitudes and perceptions. ” 2012. Web. 24 Apr 2019.

Vancouver:

author] [. Introduction of inquiry-based science teaching in Rwandan lower secondary schools : teachers' attitudes and perceptions. [Internet] [Thesis]. University of KwaZulu-Natal; 2012. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/10413/9495.

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

Council of Science Editors:

author] [. Introduction of inquiry-based science teaching in Rwandan lower secondary schools : teachers' attitudes and perceptions. [Thesis]. University of KwaZulu-Natal; 2012. Available from: http://hdl.handle.net/10413/9495

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


Columbia University

10. Macaluso, Stefania. Exploring the Development of Classroom Group Identities in an Urban High School Chemistry Class.

Degree: 2014, Columbia University

 A key to achieving academic success in science is providing students with meaningful experiences and skills to negotiate how these experiences affect them and the… (more)

Subjects/Keywords: Science – Study and teaching; Education, Secondary; Teachers – Training of

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APA (6th Edition):

Macaluso, S. (2014). Exploring the Development of Classroom Group Identities in an Urban High School Chemistry Class. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8F47M9K

Chicago Manual of Style (16th Edition):

Macaluso, Stefania. “Exploring the Development of Classroom Group Identities in an Urban High School Chemistry Class.” 2014. Doctoral Dissertation, Columbia University. Accessed April 24, 2019. https://doi.org/10.7916/D8F47M9K.

MLA Handbook (7th Edition):

Macaluso, Stefania. “Exploring the Development of Classroom Group Identities in an Urban High School Chemistry Class.” 2014. Web. 24 Apr 2019.

Vancouver:

Macaluso S. Exploring the Development of Classroom Group Identities in an Urban High School Chemistry Class. [Internet] [Doctoral dissertation]. Columbia University; 2014. [cited 2019 Apr 24]. Available from: https://doi.org/10.7916/D8F47M9K.

Council of Science Editors:

Macaluso S. Exploring the Development of Classroom Group Identities in an Urban High School Chemistry Class. [Doctoral Dissertation]. Columbia University; 2014. Available from: https://doi.org/10.7916/D8F47M9K


Boston College

11. Gallo-Fox, Jennifer. Learning to teach in a coteaching community of practice.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2009, Boston College

 As a result of the standards and accountability reforms of the past two decades, heightened attention has been focused upon student learning in the K-12… (more)

Subjects/Keywords: Coteaching; Preservice teachers; Secondary science; Sociocultural theories; Student teaching; Teacher Education

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APA (6th Edition):

Gallo-Fox, J. (2009). Learning to teach in a coteaching community of practice. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101474

Chicago Manual of Style (16th Edition):

Gallo-Fox, Jennifer. “Learning to teach in a coteaching community of practice.” 2009. Doctoral Dissertation, Boston College. Accessed April 24, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101474.

MLA Handbook (7th Edition):

Gallo-Fox, Jennifer. “Learning to teach in a coteaching community of practice.” 2009. Web. 24 Apr 2019.

Vancouver:

Gallo-Fox J. Learning to teach in a coteaching community of practice. [Internet] [Doctoral dissertation]. Boston College; 2009. [cited 2019 Apr 24]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101474.

Council of Science Editors:

Gallo-Fox J. Learning to teach in a coteaching community of practice. [Doctoral Dissertation]. Boston College; 2009. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101474


University of Florida

12. Nunez, Elvis. A Caribbean Story The Role of Science Standards and Biology Teachers' Acceptance and Understanding in Shaping Evolution Instruction in Belize.

Degree: MS, Zoology, 2009, University of Florida

 Belize, a sparsely populated, English-speaking nation with a high school system modeled after strict Caribbean standards presents a unique opportunity to investigate the current state… (more)

Subjects/Keywords: Biological evolution; Biology; Evolutionary theories; High school students; High schools; Science education; Science teachers; Secondary school teachers; Teacher surveys; Teachers; acceptance, belize, biology, caribbean, evolution, knowledge, science, teachers, understanding

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APA (6th Edition):

Nunez, E. (2009). A Caribbean Story The Role of Science Standards and Biology Teachers' Acceptance and Understanding in Shaping Evolution Instruction in Belize. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0041334

Chicago Manual of Style (16th Edition):

Nunez, Elvis. “A Caribbean Story The Role of Science Standards and Biology Teachers' Acceptance and Understanding in Shaping Evolution Instruction in Belize.” 2009. Masters Thesis, University of Florida. Accessed April 24, 2019. http://ufdc.ufl.edu/UFE0041334.

MLA Handbook (7th Edition):

Nunez, Elvis. “A Caribbean Story The Role of Science Standards and Biology Teachers' Acceptance and Understanding in Shaping Evolution Instruction in Belize.” 2009. Web. 24 Apr 2019.

Vancouver:

Nunez E. A Caribbean Story The Role of Science Standards and Biology Teachers' Acceptance and Understanding in Shaping Evolution Instruction in Belize. [Internet] [Masters thesis]. University of Florida; 2009. [cited 2019 Apr 24]. Available from: http://ufdc.ufl.edu/UFE0041334.

Council of Science Editors:

Nunez E. A Caribbean Story The Role of Science Standards and Biology Teachers' Acceptance and Understanding in Shaping Evolution Instruction in Belize. [Masters Thesis]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0041334


Rhodes University

13. Xipu, Bukelwa. An investigation of how natural sciences teachers mediate learning of chemical reactions in Grade 9: a case study.

Degree: Faculty of Education, Education, 2012, Rhodes University

 This research study involves two Grade 9 Natural Sciences teachers from two schools in the Lady Frere District of the Eastern Cape. The reason for… (more)

Subjects/Keywords: Science  – Study and teaching (Secondary); Science  – Study and teaching (Secondary)  – South Africa  – Eastern Cape; Chemical reactions; Science teachers  – South Africa  – Eastern Cape; Science teachers  – Rating of  – South Africa  – Eastern Cape

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APA (6th Edition):

Xipu, B. (2012). An investigation of how natural sciences teachers mediate learning of chemical reactions in Grade 9: a case study. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1003513

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):

Xipu, Bukelwa. “An investigation of how natural sciences teachers mediate learning of chemical reactions in Grade 9: a case study.” 2012. Thesis, Rhodes University. Accessed April 24, 2019. http://hdl.handle.net/10962/d1003513.

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

MLA Handbook (7th Edition):

Xipu, Bukelwa. “An investigation of how natural sciences teachers mediate learning of chemical reactions in Grade 9: a case study.” 2012. Web. 24 Apr 2019.

Vancouver:

Xipu B. An investigation of how natural sciences teachers mediate learning of chemical reactions in Grade 9: a case study. [Internet] [Thesis]. Rhodes University; 2012. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/10962/d1003513.

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

Council of Science Editors:

Xipu B. An investigation of how natural sciences teachers mediate learning of chemical reactions in Grade 9: a case study. [Thesis]. Rhodes University; 2012. Available from: http://hdl.handle.net/10962/d1003513

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


Queensland University of Technology

14. Smith, Gregory William. If teams are so good.. : science teachers' conceptions of teams and teamwork.

Degree: 2009, Queensland University of Technology

 The focus of this study is the phenomenon of teams and teamwork. Currently the Professional Standards of Queensland’s teachers state that teams are critical to… (more)

Subjects/Keywords: science teachers; teams; teamwork; collaboration; professional standards; phenomenography; secondary schools; science departments; school organisation

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APA (6th Edition):

Smith, G. W. (2009). If teams are so good.. : science teachers' conceptions of teams and teamwork. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/31734/

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, Gregory William. “If teams are so good.. : science teachers' conceptions of teams and teamwork.” 2009. Thesis, Queensland University of Technology. Accessed April 24, 2019. https://eprints.qut.edu.au/31734/.

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

MLA Handbook (7th Edition):

Smith, Gregory William. “If teams are so good.. : science teachers' conceptions of teams and teamwork.” 2009. Web. 24 Apr 2019.

Vancouver:

Smith GW. If teams are so good.. : science teachers' conceptions of teams and teamwork. [Internet] [Thesis]. Queensland University of Technology; 2009. [cited 2019 Apr 24]. Available from: https://eprints.qut.edu.au/31734/.

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

Council of Science Editors:

Smith GW. If teams are so good.. : science teachers' conceptions of teams and teamwork. [Thesis]. Queensland University of Technology; 2009. Available from: https://eprints.qut.edu.au/31734/

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


Curtin University of Technology

15. Saunders, Kathryn Jean. Engaging with controversial science issues - a professional learning programme for secondary science teachers in New Zealand .

Degree: 2009, Curtin University of Technology

 Internationally there is concern that many science teachers do not address controversial science issues in their science classrooms, and there is a perception amongst many… (more)

Subjects/Keywords: controversial science issues; professional learning programme; secondary science teachers in New Zealand

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APA (6th Edition):

Saunders, K. J. (2009). Engaging with controversial science issues - a professional learning programme for secondary science teachers in New Zealand . (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/1880

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):

Saunders, Kathryn Jean. “Engaging with controversial science issues - a professional learning programme for secondary science teachers in New Zealand .” 2009. Thesis, Curtin University of Technology. Accessed April 24, 2019. http://hdl.handle.net/20.500.11937/1880.

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

MLA Handbook (7th Edition):

Saunders, Kathryn Jean. “Engaging with controversial science issues - a professional learning programme for secondary science teachers in New Zealand .” 2009. Web. 24 Apr 2019.

Vancouver:

Saunders KJ. Engaging with controversial science issues - a professional learning programme for secondary science teachers in New Zealand . [Internet] [Thesis]. Curtin University of Technology; 2009. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/20.500.11937/1880.

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

Council of Science Editors:

Saunders KJ. Engaging with controversial science issues - a professional learning programme for secondary science teachers in New Zealand . [Thesis]. Curtin University of Technology; 2009. Available from: http://hdl.handle.net/20.500.11937/1880

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


University of Toledo

16. Manzey, Christine L. Exploring the Role of a Coteaching Model of Student Teaching in Supporting Candidates Learning to Teach Inquiry Science.

Degree: PhD, Judith Herb College of Education, 2010, University of Toledo

  Coteaching has been proposed as an apprenticeship model of student teaching that helps candidates maximize their learning through high levels of collaboration with their… (more)

Subjects/Keywords: Education; Science Education; Secondary Education; coteaching; student teaching; apprenticeship; mentoring; professional development; science education; secondary education; cooperating teachers

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

APA (6th Edition):

Manzey, C. L. (2010). Exploring the Role of a Coteaching Model of Student Teaching in Supporting Candidates Learning to Teach Inquiry Science. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1288733237

Chicago Manual of Style (16th Edition):

Manzey, Christine L. “Exploring the Role of a Coteaching Model of Student Teaching in Supporting Candidates Learning to Teach Inquiry Science.” 2010. Doctoral Dissertation, University of Toledo. Accessed April 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1288733237.

MLA Handbook (7th Edition):

Manzey, Christine L. “Exploring the Role of a Coteaching Model of Student Teaching in Supporting Candidates Learning to Teach Inquiry Science.” 2010. Web. 24 Apr 2019.

Vancouver:

Manzey CL. Exploring the Role of a Coteaching Model of Student Teaching in Supporting Candidates Learning to Teach Inquiry Science. [Internet] [Doctoral dissertation]. University of Toledo; 2010. [cited 2019 Apr 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1288733237.

Council of Science Editors:

Manzey CL. Exploring the Role of a Coteaching Model of Student Teaching in Supporting Candidates Learning to Teach Inquiry Science. [Doctoral Dissertation]. University of Toledo; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1288733237


Deakin University

17. Darby, Linda. Subject cultures and pedagogy : comparing mathematics and science.

Degree: School of Education, 2009, Deakin University

This research found that a teacher is both a member of a culture and an individual, building practice within parameters set by a dynamic and multifaceted subject culture. Feelings of competence and confidence grow as an aesthetic understanding of what it means to know, teach, and appreciate a subject.

Subjects/Keywords: Science - Study and teaching (Secondary); Mathematics - Study and teaching (Secondary); Science teachers - Training of; High school teaching

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APA (6th Edition):

Darby, L. (2009). Subject cultures and pedagogy : comparing mathematics and science. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30027409

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):

Darby, Linda. “Subject cultures and pedagogy : comparing mathematics and science.” 2009. Thesis, Deakin University. Accessed April 24, 2019. http://hdl.handle.net/10536/DRO/DU:30027409.

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

MLA Handbook (7th Edition):

Darby, Linda. “Subject cultures and pedagogy : comparing mathematics and science.” 2009. Web. 24 Apr 2019.

Vancouver:

Darby L. Subject cultures and pedagogy : comparing mathematics and science. [Internet] [Thesis]. Deakin University; 2009. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/10536/DRO/DU:30027409.

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

Council of Science Editors:

Darby L. Subject cultures and pedagogy : comparing mathematics and science. [Thesis]. Deakin University; 2009. Available from: http://hdl.handle.net/10536/DRO/DU:30027409

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


University of Johannesburg

18. Maema, Elijah Krone. Exploring natural science teachers' perceptions of their teaching competence, in senior phase township schools in Soweto.

Degree: 2012, University of Johannesburg

M.Ed.

The aim and purpose of the study is to explore the Natural Science (NS) teachers' perceptions of their teaching competence in Senior Phase township… (more)

Subjects/Keywords: Science teachers - Psychology; Self-perception; Natural history - Study and teaching (Secondary); Science - Study and teaching (Secondary)

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

APA (6th Edition):

Maema, E. K. (2012). Exploring natural science teachers' perceptions of their teaching competence, in senior phase township schools in Soweto. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/6763

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):

Maema, Elijah Krone. “Exploring natural science teachers' perceptions of their teaching competence, in senior phase township schools in Soweto.” 2012. Thesis, University of Johannesburg. Accessed April 24, 2019. http://hdl.handle.net/10210/6763.

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

MLA Handbook (7th Edition):

Maema, Elijah Krone. “Exploring natural science teachers' perceptions of their teaching competence, in senior phase township schools in Soweto.” 2012. Web. 24 Apr 2019.

Vancouver:

Maema EK. Exploring natural science teachers' perceptions of their teaching competence, in senior phase township schools in Soweto. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/10210/6763.

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

Council of Science Editors:

Maema EK. Exploring natural science teachers' perceptions of their teaching competence, in senior phase township schools in Soweto. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/6763

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


University of Johannesburg

19. Van Wyk, Grizelda. The professional development of life sciences teachers’ pedagogical content knowledge and profile of implementation concerning the teaching of DNA, meiosis, protein synthesis and genetics within a community of practice.

Degree: 2013, University of Johannesburg

M. Ed. (Science Education)

South African Life Sciences teachers have been subjected to three policy changes during the past six years. The first new curriculum… (more)

Subjects/Keywords: Life sciences - Study and teaching; Science teachers - Training of; Science teachers - In-service training; Biology - Study and teaching (Secondary)

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APA (6th Edition):

Van Wyk, G. (2013). The professional development of life sciences teachers’ pedagogical content knowledge and profile of implementation concerning the teaching of DNA, meiosis, protein synthesis and genetics within a community of practice. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8493

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):

Van Wyk, Grizelda. “The professional development of life sciences teachers’ pedagogical content knowledge and profile of implementation concerning the teaching of DNA, meiosis, protein synthesis and genetics within a community of practice.” 2013. Thesis, University of Johannesburg. Accessed April 24, 2019. http://hdl.handle.net/10210/8493.

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

MLA Handbook (7th Edition):

Van Wyk, Grizelda. “The professional development of life sciences teachers’ pedagogical content knowledge and profile of implementation concerning the teaching of DNA, meiosis, protein synthesis and genetics within a community of practice.” 2013. Web. 24 Apr 2019.

Vancouver:

Van Wyk G. The professional development of life sciences teachers’ pedagogical content knowledge and profile of implementation concerning the teaching of DNA, meiosis, protein synthesis and genetics within a community of practice. [Internet] [Thesis]. University of Johannesburg; 2013. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/10210/8493.

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

Council of Science Editors:

Van Wyk G. The professional development of life sciences teachers’ pedagogical content knowledge and profile of implementation concerning the teaching of DNA, meiosis, protein synthesis and genetics within a community of practice. [Thesis]. University of Johannesburg; 2013. Available from: http://hdl.handle.net/10210/8493

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


Columbia University

20. Hamen Farrar, Cynthia Sue. Teachers' instructional goals for science practice: Identifying knowledge gaps using cultural-historical activity theory (CHAT).

Degree: 2016, Columbia University

 In AP Biology, the course goal, with respect to scientific acts and reasoning, has recently shifted toward a reform goal of science practice, where the… (more)

Subjects/Keywords: Biology – Study and teaching (Secondary); Education – Standards; Education, Secondary – Standards; Science – Study and teaching; Advanced placement programs (Education); Teachers – Training of

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

APA (6th Edition):

Hamen Farrar, C. S. (2016). Teachers' instructional goals for science practice: Identifying knowledge gaps using cultural-historical activity theory (CHAT). (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D88G8KQT

Chicago Manual of Style (16th Edition):

Hamen Farrar, Cynthia Sue. “Teachers' instructional goals for science practice: Identifying knowledge gaps using cultural-historical activity theory (CHAT).” 2016. Doctoral Dissertation, Columbia University. Accessed April 24, 2019. https://doi.org/10.7916/D88G8KQT.

MLA Handbook (7th Edition):

Hamen Farrar, Cynthia Sue. “Teachers' instructional goals for science practice: Identifying knowledge gaps using cultural-historical activity theory (CHAT).” 2016. Web. 24 Apr 2019.

Vancouver:

Hamen Farrar CS. Teachers' instructional goals for science practice: Identifying knowledge gaps using cultural-historical activity theory (CHAT). [Internet] [Doctoral dissertation]. Columbia University; 2016. [cited 2019 Apr 24]. Available from: https://doi.org/10.7916/D88G8KQT.

Council of Science Editors:

Hamen Farrar CS. Teachers' instructional goals for science practice: Identifying knowledge gaps using cultural-historical activity theory (CHAT). [Doctoral Dissertation]. Columbia University; 2016. Available from: https://doi.org/10.7916/D88G8KQT


University of Johannesburg

21. Mothwa, Melida Modiane. Teachers' experiences of incorporating indigenous knowledge in the life sciences classroom.

Degree: 2014, University of Johannesburg

M.Ed. (Science Education)

South Africa is one of the global hotspots of both biological and ethnic diversity. Southern Africa is rich in angiosperm species, and… (more)

Subjects/Keywords: Ethnoscience - Study and teaching (Secondary) - South Africa; Life sciences - Study and teaching (Secondary) - South Africa; Science teachers - In-service training

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APA (6th Edition):

Mothwa, M. M. (2014). Teachers' experiences of incorporating indigenous knowledge in the life sciences classroom. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8998

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):

Mothwa, Melida Modiane. “Teachers' experiences of incorporating indigenous knowledge in the life sciences classroom.” 2014. Thesis, University of Johannesburg. Accessed April 24, 2019. http://hdl.handle.net/10210/8998.

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

MLA Handbook (7th Edition):

Mothwa, Melida Modiane. “Teachers' experiences of incorporating indigenous knowledge in the life sciences classroom.” 2014. Web. 24 Apr 2019.

Vancouver:

Mothwa MM. Teachers' experiences of incorporating indigenous knowledge in the life sciences classroom. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/10210/8998.

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

Council of Science Editors:

Mothwa MM. Teachers' experiences of incorporating indigenous knowledge in the life sciences classroom. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/8998

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


University of Pretoria

22. Pandey, Dhruwa. A study of the impact of a development programme for teachers of mathematics and physical science in rural secondary schools in South Africa.

Degree: Physics, 2010, University of Pretoria

 The study is an evaluation of the ‘Science Teacher Development Project’, which was undertaken in a rural area of the Mpumalanga Province of South Africa.… (more)

Subjects/Keywords: Development programme for teachers; Rural secondary schools in south africa; Mathematics and physical science; UCTD

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

APA (6th Edition):

Pandey, D. (2010). A study of the impact of a development programme for teachers of mathematics and physical science in rural secondary schools in South Africa. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25243

Chicago Manual of Style (16th Edition):

Pandey, Dhruwa. “A study of the impact of a development programme for teachers of mathematics and physical science in rural secondary schools in South Africa.” 2010. Doctoral Dissertation, University of Pretoria. Accessed April 24, 2019. http://hdl.handle.net/2263/25243.

MLA Handbook (7th Edition):

Pandey, Dhruwa. “A study of the impact of a development programme for teachers of mathematics and physical science in rural secondary schools in South Africa.” 2010. Web. 24 Apr 2019.

Vancouver:

Pandey D. A study of the impact of a development programme for teachers of mathematics and physical science in rural secondary schools in South Africa. [Internet] [Doctoral dissertation]. University of Pretoria; 2010. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/2263/25243.

Council of Science Editors:

Pandey D. A study of the impact of a development programme for teachers of mathematics and physical science in rural secondary schools in South Africa. [Doctoral Dissertation]. University of Pretoria; 2010. Available from: http://hdl.handle.net/2263/25243


University of Pretoria

23. Fricke, Norma Irene. The effect of a mentoring programme targeting secondary school science and mathematics teachers in a developmental context.

Degree: Humanities Education, 2009, University of Pretoria

 Many South African teachers have low levels of subject knowledge and poor teaching practices but are faced with the additional challenges of implementing a new… (more)

Subjects/Keywords: Inset; Professional development; Mentoring; Mathematics; Science; Secondary school; Teachers; Developing context; UCTD

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APA (6th Edition):

Fricke, N. I. (2009). The effect of a mentoring programme targeting secondary school science and mathematics teachers in a developmental context. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/29830

Chicago Manual of Style (16th Edition):

Fricke, Norma Irene. “The effect of a mentoring programme targeting secondary school science and mathematics teachers in a developmental context.” 2009. Masters Thesis, University of Pretoria. Accessed April 24, 2019. http://hdl.handle.net/2263/29830.

MLA Handbook (7th Edition):

Fricke, Norma Irene. “The effect of a mentoring programme targeting secondary school science and mathematics teachers in a developmental context.” 2009. Web. 24 Apr 2019.

Vancouver:

Fricke NI. The effect of a mentoring programme targeting secondary school science and mathematics teachers in a developmental context. [Internet] [Masters thesis]. University of Pretoria; 2009. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/2263/29830.

Council of Science Editors:

Fricke NI. The effect of a mentoring programme targeting secondary school science and mathematics teachers in a developmental context. [Masters Thesis]. University of Pretoria; 2009. Available from: http://hdl.handle.net/2263/29830


University of Pretoria

24. [No author]. A study of the impact of a development programme for teachers of mathematics and physical science in rural secondary schools in South Africa .

Degree: 2010, University of Pretoria

 The study is an evaluation of the ‘Science Teacher Development Project’, which was undertaken in a rural area of the Mpumalanga Province of South Africa.… (more)

Subjects/Keywords: Development programme for teachers; Rural secondary schools in south africa; Mathematics and physical science; UCTD

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

APA (6th Edition):

author], [. (2010). A study of the impact of a development programme for teachers of mathematics and physical science in rural secondary schools in South Africa . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-06042010-000102/

Chicago Manual of Style (16th Edition):

author], [No. “A study of the impact of a development programme for teachers of mathematics and physical science in rural secondary schools in South Africa .” 2010. Doctoral Dissertation, University of Pretoria. Accessed April 24, 2019. http://upetd.up.ac.za/thesis/available/etd-06042010-000102/.

MLA Handbook (7th Edition):

author], [No. “A study of the impact of a development programme for teachers of mathematics and physical science in rural secondary schools in South Africa .” 2010. Web. 24 Apr 2019.

Vancouver:

author] [. A study of the impact of a development programme for teachers of mathematics and physical science in rural secondary schools in South Africa . [Internet] [Doctoral dissertation]. University of Pretoria; 2010. [cited 2019 Apr 24]. Available from: http://upetd.up.ac.za/thesis/available/etd-06042010-000102/.

Council of Science Editors:

author] [. A study of the impact of a development programme for teachers of mathematics and physical science in rural secondary schools in South Africa . [Doctoral Dissertation]. University of Pretoria; 2010. Available from: http://upetd.up.ac.za/thesis/available/etd-06042010-000102/


University of Pretoria

25. [No author]. The effect of a mentoring programme targeting secondary school science and mathematics teachers in a developmental context .

Degree: 2009, University of Pretoria

 Many South African teachers have low levels of subject knowledge and poor teaching practices but are faced with the additional challenges of implementing a new… (more)

Subjects/Keywords: Inset; Professional development; Mentoring; Mathematics; Science; Secondary school; Teachers; Developing context; UCTD

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

APA (6th Edition):

author], [. (2009). The effect of a mentoring programme targeting secondary school science and mathematics teachers in a developmental context . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-11262009-002707/

Chicago Manual of Style (16th Edition):

author], [No. “The effect of a mentoring programme targeting secondary school science and mathematics teachers in a developmental context .” 2009. Masters Thesis, University of Pretoria. Accessed April 24, 2019. http://upetd.up.ac.za/thesis/available/etd-11262009-002707/.

MLA Handbook (7th Edition):

author], [No. “The effect of a mentoring programme targeting secondary school science and mathematics teachers in a developmental context .” 2009. Web. 24 Apr 2019.

Vancouver:

author] [. The effect of a mentoring programme targeting secondary school science and mathematics teachers in a developmental context . [Internet] [Masters thesis]. University of Pretoria; 2009. [cited 2019 Apr 24]. Available from: http://upetd.up.ac.za/thesis/available/etd-11262009-002707/.

Council of Science Editors:

author] [. The effect of a mentoring programme targeting secondary school science and mathematics teachers in a developmental context . [Masters Thesis]. University of Pretoria; 2009. Available from: http://upetd.up.ac.za/thesis/available/etd-11262009-002707/


University of Minnesota

26. Wang, Hui-Hui. A new era of science education: science teachers‘ perceptions and classroom practices of science, technology, engineering and mathematics (STEM) integration.

Degree: PhD, Education, Curriculum and Instruction, 2012, University of Minnesota

 Quality STEM education is the key in helping the United States maintain its lead in global competitiveness and in preparing for new economic and security… (more)

Subjects/Keywords: Science education; Secondary STEM education; STEM integration; Teachers' perceptions and practices; Education, Curriculum and Instruction

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APA (6th Edition):

Wang, H. (2012). A new era of science education: science teachers‘ perceptions and classroom practices of science, technology, engineering and mathematics (STEM) integration. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/120980

Chicago Manual of Style (16th Edition):

Wang, Hui-Hui. “A new era of science education: science teachers‘ perceptions and classroom practices of science, technology, engineering and mathematics (STEM) integration.” 2012. Doctoral Dissertation, University of Minnesota. Accessed April 24, 2019. http://purl.umn.edu/120980.

MLA Handbook (7th Edition):

Wang, Hui-Hui. “A new era of science education: science teachers‘ perceptions and classroom practices of science, technology, engineering and mathematics (STEM) integration.” 2012. Web. 24 Apr 2019.

Vancouver:

Wang H. A new era of science education: science teachers‘ perceptions and classroom practices of science, technology, engineering and mathematics (STEM) integration. [Internet] [Doctoral dissertation]. University of Minnesota; 2012. [cited 2019 Apr 24]. Available from: http://purl.umn.edu/120980.

Council of Science Editors:

Wang H. A new era of science education: science teachers‘ perceptions and classroom practices of science, technology, engineering and mathematics (STEM) integration. [Doctoral Dissertation]. University of Minnesota; 2012. Available from: http://purl.umn.edu/120980


University of South Carolina

27. McClary, Michiko B. The Effect of Teachers’ Instructional Style On The Motivation And Attitudes Of At-Risk Science Students Attending Alternative Education Programs.

Degree: PhD, Educational Studies, 2017, University of South Carolina

  Despite a steady improvement in overall graduation rates since the 1960s, many students in the United States continue to leave school without a diploma… (more)

Subjects/Keywords: Education; Secondary Education; Teachers’ Instructional Style; Motivation; Attitudes; At-Risk Science Students; Alternative Education Programs

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APA (6th Edition):

McClary, M. B. (2017). The Effect of Teachers’ Instructional Style On The Motivation And Attitudes Of At-Risk Science Students Attending Alternative Education Programs. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4395

Chicago Manual of Style (16th Edition):

McClary, Michiko B. “The Effect of Teachers’ Instructional Style On The Motivation And Attitudes Of At-Risk Science Students Attending Alternative Education Programs.” 2017. Doctoral Dissertation, University of South Carolina. Accessed April 24, 2019. https://scholarcommons.sc.edu/etd/4395.

MLA Handbook (7th Edition):

McClary, Michiko B. “The Effect of Teachers’ Instructional Style On The Motivation And Attitudes Of At-Risk Science Students Attending Alternative Education Programs.” 2017. Web. 24 Apr 2019.

Vancouver:

McClary MB. The Effect of Teachers’ Instructional Style On The Motivation And Attitudes Of At-Risk Science Students Attending Alternative Education Programs. [Internet] [Doctoral dissertation]. University of South Carolina; 2017. [cited 2019 Apr 24]. Available from: https://scholarcommons.sc.edu/etd/4395.

Council of Science Editors:

McClary MB. The Effect of Teachers’ Instructional Style On The Motivation And Attitudes Of At-Risk Science Students Attending Alternative Education Programs. [Doctoral Dissertation]. University of South Carolina; 2017. Available from: https://scholarcommons.sc.edu/etd/4395

28. Roopa Rani, T S. Values in Secondary School Science Education: An Analysis of Curricular Objectives and Perceptions of Teachers and Students; -.

Degree: Social Science, 2014, Jawaharlal Nehru University

None

Annexure p.394

Advisors/Committee Members: Mohanty, A K.

Subjects/Keywords: Social Science; Secondary School Science Education; Teachers; Students

Page 1

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APA (6th Edition):

Roopa Rani, T. S. (2014). Values in Secondary School Science Education: An Analysis of Curricular Objectives and Perceptions of Teachers and Students; -. (Thesis). Jawaharlal Nehru University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/17638

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):

Roopa Rani, T S. “Values in Secondary School Science Education: An Analysis of Curricular Objectives and Perceptions of Teachers and Students; -.” 2014. Thesis, Jawaharlal Nehru University. Accessed April 24, 2019. http://shodhganga.inflibnet.ac.in/handle/10603/17638.

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

MLA Handbook (7th Edition):

Roopa Rani, T S. “Values in Secondary School Science Education: An Analysis of Curricular Objectives and Perceptions of Teachers and Students; -.” 2014. Web. 24 Apr 2019.

Vancouver:

Roopa Rani TS. Values in Secondary School Science Education: An Analysis of Curricular Objectives and Perceptions of Teachers and Students; -. [Internet] [Thesis]. Jawaharlal Nehru University; 2014. [cited 2019 Apr 24]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/17638.

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

Council of Science Editors:

Roopa Rani TS. Values in Secondary School Science Education: An Analysis of Curricular Objectives and Perceptions of Teachers and Students; -. [Thesis]. Jawaharlal Nehru University; 2014. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/17638

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


University of North Carolina – Greensboro

29. Blackburn-Morrison, Kimberly D. Three case studies of three high school teachers' definitions, beliefs, and implementation practices of inquiry-based science method including barriers to and facilitators of successful implementation.

Degree: 2005, University of North Carolina – Greensboro

 "This study involved three teachers in various stages of implementation of inquiry-based science method. The cases were chosen because one participant was a novice in… (more)

Subjects/Keywords: Science – Study and teaching (Secondary); Science teachers – Attitudes

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

APA (6th Edition):

Blackburn-Morrison, K. D. (2005). Three case studies of three high school teachers' definitions, beliefs, and implementation practices of inquiry-based science method including barriers to and facilitators of successful implementation. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=734

Chicago Manual of Style (16th Edition):

Blackburn-Morrison, Kimberly D. “Three case studies of three high school teachers' definitions, beliefs, and implementation practices of inquiry-based science method including barriers to and facilitators of successful implementation.” 2005. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed April 24, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=734.

MLA Handbook (7th Edition):

Blackburn-Morrison, Kimberly D. “Three case studies of three high school teachers' definitions, beliefs, and implementation practices of inquiry-based science method including barriers to and facilitators of successful implementation.” 2005. Web. 24 Apr 2019.

Vancouver:

Blackburn-Morrison KD. Three case studies of three high school teachers' definitions, beliefs, and implementation practices of inquiry-based science method including barriers to and facilitators of successful implementation. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2005. [cited 2019 Apr 24]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=734.

Council of Science Editors:

Blackburn-Morrison KD. Three case studies of three high school teachers' definitions, beliefs, and implementation practices of inquiry-based science method including barriers to and facilitators of successful implementation. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2005. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=734

30. Lee, Eunmi. Conceptualizing pedagogical content knowledge from the perspective of experienced secondary science teachers.

Degree: Science and Mathematics Education, 2005, University of Texas – Austin

 Since the concept of pedagogical content knowledge (PCK) was introduced, educational researchers have attempted to describe and capture the PCK of teachers. However, researchers have… (more)

Subjects/Keywords: Science teachers; Science – Study and teaching (Secondary)

Secondary Science Teachers Publication No. _________ Eunmi Lee, Ph.D. The University of Texas at… …investigates how experienced secondary science teachers, serving as mentors to beginning science… …investigation focusing on how the four experienced secondary science teachers revealed PCK throughout… …conceptualization of PCK, specifically as it pertains to secondary science teachers’ expertise, acquired… …secondary science teachers reveal in teaching science? 2. What are the specific elements within… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lee, E. (2005). Conceptualizing pedagogical content knowledge from the perspective of experienced secondary science teachers. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/1605

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):

Lee, Eunmi. “Conceptualizing pedagogical content knowledge from the perspective of experienced secondary science teachers.” 2005. Thesis, University of Texas – Austin. Accessed April 24, 2019. http://hdl.handle.net/2152/1605.

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

MLA Handbook (7th Edition):

Lee, Eunmi. “Conceptualizing pedagogical content knowledge from the perspective of experienced secondary science teachers.” 2005. Web. 24 Apr 2019.

Vancouver:

Lee E. Conceptualizing pedagogical content knowledge from the perspective of experienced secondary science teachers. [Internet] [Thesis]. University of Texas – Austin; 2005. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/2152/1605.

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

Council of Science Editors:

Lee E. Conceptualizing pedagogical content knowledge from the perspective of experienced secondary science teachers. [Thesis]. University of Texas – Austin; 2005. Available from: http://hdl.handle.net/2152/1605

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

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