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You searched for subject:(secondary teachers). Showing records 1 – 30 of 1146 total matches.

[1] [2] [3] [4] [5] … [39]

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University of Zambia

1. Subulwa, Mwakamui Charles. Some factors contributing to the attrition of secondary school teachers in Zambia, 1984-1988 .

Degree: 2011, University of Zambia

 The present study attempted to find out the extent to which qualified teachers never actually begin teaching(graduation loss) loss) and the extent to which serving… (more)

Subjects/Keywords: Attirition – Secondary School teachers – Zambia

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APA (6th Edition):

Subulwa, M. C. (2011). Some factors contributing to the attrition of secondary school teachers in Zambia, 1984-1988 . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/531

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):

Subulwa, Mwakamui Charles. “Some factors contributing to the attrition of secondary school teachers in Zambia, 1984-1988 .” 2011. Thesis, University of Zambia. Accessed November 14, 2019. http://hdl.handle.net/123456789/531.

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

MLA Handbook (7th Edition):

Subulwa, Mwakamui Charles. “Some factors contributing to the attrition of secondary school teachers in Zambia, 1984-1988 .” 2011. Web. 14 Nov 2019.

Vancouver:

Subulwa MC. Some factors contributing to the attrition of secondary school teachers in Zambia, 1984-1988 . [Internet] [Thesis]. University of Zambia; 2011. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/123456789/531.

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

Council of Science Editors:

Subulwa MC. Some factors contributing to the attrition of secondary school teachers in Zambia, 1984-1988 . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/531

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


Columbia University

2. Lyiscott, Jamila. How Broken English Made Me Whole: Exploring Race, New Literacies, and Social Justice Within a Youth Participatory Action Research Framework.

Degree: 2015, Columbia University

 This critical ethnographic study investigated an afterschool Youth Participatory Action Research (YPAR) space that seeks to develop New Literacies and academic literacies in urban youth… (more)

Subjects/Keywords: Teachers – Training of; Education, Secondary

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APA (6th Edition):

Lyiscott, J. (2015). How Broken English Made Me Whole: Exploring Race, New Literacies, and Social Justice Within a Youth Participatory Action Research Framework. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D82B8X43

Chicago Manual of Style (16th Edition):

Lyiscott, Jamila. “How Broken English Made Me Whole: Exploring Race, New Literacies, and Social Justice Within a Youth Participatory Action Research Framework.” 2015. Doctoral Dissertation, Columbia University. Accessed November 14, 2019. https://doi.org/10.7916/D82B8X43.

MLA Handbook (7th Edition):

Lyiscott, Jamila. “How Broken English Made Me Whole: Exploring Race, New Literacies, and Social Justice Within a Youth Participatory Action Research Framework.” 2015. Web. 14 Nov 2019.

Vancouver:

Lyiscott J. How Broken English Made Me Whole: Exploring Race, New Literacies, and Social Justice Within a Youth Participatory Action Research Framework. [Internet] [Doctoral dissertation]. Columbia University; 2015. [cited 2019 Nov 14]. Available from: https://doi.org/10.7916/D82B8X43.

Council of Science Editors:

Lyiscott J. How Broken English Made Me Whole: Exploring Race, New Literacies, and Social Justice Within a Youth Participatory Action Research Framework. [Doctoral Dissertation]. Columbia University; 2015. Available from: https://doi.org/10.7916/D82B8X43


Tulane University

3. Petrovic, Lea. Examining STS, Burnout, and Self-Efficacy among Teachers.

Degree: 2018, Tulane University

Increasing support for system-level solutions that recognize and respond to childhood trauma have called for teachers to become change agents in their schools by supporting… (more)

Subjects/Keywords: Secondary Traumatic Stress; Burnout; Teachers

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APA (6th Edition):

Petrovic, L. (2018). Examining STS, Burnout, and Self-Efficacy among Teachers. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:83014

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):

Petrovic, Lea. “Examining STS, Burnout, and Self-Efficacy among Teachers.” 2018. Thesis, Tulane University. Accessed November 14, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:83014.

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

MLA Handbook (7th Edition):

Petrovic, Lea. “Examining STS, Burnout, and Self-Efficacy among Teachers.” 2018. Web. 14 Nov 2019.

Vancouver:

Petrovic L. Examining STS, Burnout, and Self-Efficacy among Teachers. [Internet] [Thesis]. Tulane University; 2018. [cited 2019 Nov 14]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:83014.

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

Council of Science Editors:

Petrovic L. Examining STS, Burnout, and Self-Efficacy among Teachers. [Thesis]. Tulane University; 2018. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:83014

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


Victoria University of Wellington

4. Stanyon, Celia Elaine. Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand.

Degree: 2013, Victoria University of Wellington

 New Zealand-trained teachers have good reasons to teach abroad, change careers or retire and there are sound reasons to hire overseas-trained teachers (OTTs) to fill… (more)

Subjects/Keywords: Overseas trained teachers; Secondary education; Teaching career

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APA (6th Edition):

Stanyon, C. E. (2013). Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/3082

Chicago Manual of Style (16th Edition):

Stanyon, Celia Elaine. “Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand.” 2013. Masters Thesis, Victoria University of Wellington. Accessed November 14, 2019. http://hdl.handle.net/10063/3082.

MLA Handbook (7th Edition):

Stanyon, Celia Elaine. “Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand.” 2013. Web. 14 Nov 2019.

Vancouver:

Stanyon CE. Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand. [Internet] [Masters thesis]. Victoria University of Wellington; 2013. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/10063/3082.

Council of Science Editors:

Stanyon CE. Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand. [Masters Thesis]. Victoria University of Wellington; 2013. Available from: http://hdl.handle.net/10063/3082


Montana State University

5. Ritter, David Scott. Teachers' planning process : TPACK, professional development, and the purposeful integration of technology.

Degree: College of Education, Health & Human Development, 2012, Montana State University

 Technology is becoming quite pervasive in society at large. Its integration into secondary schools and its use with curriculum requires a unique knowledge of its… (more)

Subjects/Keywords: Education, Secondary.; Teachers.; Continuing education.; Educational technology.

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APA (6th Edition):

Ritter, D. S. (2012). Teachers' planning process : TPACK, professional development, and the purposeful integration of technology. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2135

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):

Ritter, David Scott. “Teachers' planning process : TPACK, professional development, and the purposeful integration of technology.” 2012. Thesis, Montana State University. Accessed November 14, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2135.

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

MLA Handbook (7th Edition):

Ritter, David Scott. “Teachers' planning process : TPACK, professional development, and the purposeful integration of technology.” 2012. Web. 14 Nov 2019.

Vancouver:

Ritter DS. Teachers' planning process : TPACK, professional development, and the purposeful integration of technology. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Nov 14]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2135.

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

Council of Science Editors:

Ritter DS. Teachers' planning process : TPACK, professional development, and the purposeful integration of technology. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2135

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


Montana State University

6. Keaster, Miranda Lee. Writing expectations and requirements : perspectives of high school teachers and college instructors.

Degree: College of Education, Health & Human Development, 2014, Montana State University

 The primary purpose of the study was to explore the writing expectations and requirements of educators, investigating the viewpoints of high school English teachers and… (more)

Subjects/Keywords: Writing.; Teachers Attitudes.; Education, Secondary.; Education, Higher.

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APA (6th Edition):

Keaster, M. L. (2014). Writing expectations and requirements : perspectives of high school teachers and college instructors. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3353

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):

Keaster, Miranda Lee. “Writing expectations and requirements : perspectives of high school teachers and college instructors.” 2014. Thesis, Montana State University. Accessed November 14, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3353.

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

MLA Handbook (7th Edition):

Keaster, Miranda Lee. “Writing expectations and requirements : perspectives of high school teachers and college instructors.” 2014. Web. 14 Nov 2019.

Vancouver:

Keaster ML. Writing expectations and requirements : perspectives of high school teachers and college instructors. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Nov 14]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3353.

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

Council of Science Editors:

Keaster ML. Writing expectations and requirements : perspectives of high school teachers and college instructors. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3353

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


University of Waikato

7. Pita, Solomon Vaji. Technology Teachers' Perceptions of the Roles and Uses of ICT in Solomon Islands' Schools .

Degree: 2010, University of Waikato

 Although the impact of ICT in teaching and learning is increasing, whether it will deliver its potential depends to a large extent on how teachers(more)

Subjects/Keywords: ICT; Solomon Islands; Secondary Schools; Teachers Perceptions

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

APA (6th Edition):

Pita, S. V. (2010). Technology Teachers' Perceptions of the Roles and Uses of ICT in Solomon Islands' Schools . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/4381

Chicago Manual of Style (16th Edition):

Pita, Solomon Vaji. “Technology Teachers' Perceptions of the Roles and Uses of ICT in Solomon Islands' Schools .” 2010. Masters Thesis, University of Waikato. Accessed November 14, 2019. http://hdl.handle.net/10289/4381.

MLA Handbook (7th Edition):

Pita, Solomon Vaji. “Technology Teachers' Perceptions of the Roles and Uses of ICT in Solomon Islands' Schools .” 2010. Web. 14 Nov 2019.

Vancouver:

Pita SV. Technology Teachers' Perceptions of the Roles and Uses of ICT in Solomon Islands' Schools . [Internet] [Masters thesis]. University of Waikato; 2010. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/10289/4381.

Council of Science Editors:

Pita SV. Technology Teachers' Perceptions of the Roles and Uses of ICT in Solomon Islands' Schools . [Masters Thesis]. University of Waikato; 2010. Available from: http://hdl.handle.net/10289/4381


University of Zambia

8. Makando, Nchimunya. Investigating the knowledge of teachers in the implementation of the revised education curriculum in selected secondary schools of Lusaka district .

Degree: 2017, University of Zambia

 The study aimed at investigating the knowledge of teachers in the implementation of the revised education curriculum in selected schools of Lusaka District. The objectives… (more)

Subjects/Keywords: Revised curriculum – Teachers knowledge  – Secondary schools – Zambia

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APA (6th Edition):

Makando, N. (2017). Investigating the knowledge of teachers in the implementation of the revised education curriculum in selected secondary schools of Lusaka district . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/5610

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):

Makando, Nchimunya. “Investigating the knowledge of teachers in the implementation of the revised education curriculum in selected secondary schools of Lusaka district .” 2017. Thesis, University of Zambia. Accessed November 14, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/5610.

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

MLA Handbook (7th Edition):

Makando, Nchimunya. “Investigating the knowledge of teachers in the implementation of the revised education curriculum in selected secondary schools of Lusaka district .” 2017. Web. 14 Nov 2019.

Vancouver:

Makando N. Investigating the knowledge of teachers in the implementation of the revised education curriculum in selected secondary schools of Lusaka district . [Internet] [Thesis]. University of Zambia; 2017. [cited 2019 Nov 14]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5610.

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

Council of Science Editors:

Makando N. Investigating the knowledge of teachers in the implementation of the revised education curriculum in selected secondary schools of Lusaka district . [Thesis]. University of Zambia; 2017. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5610

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


University of Houston

9. 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 November 14, 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. 14 Nov 2019.

Vancouver:

Khalidi R. California and Texas Secondary Science Teachers' Perceptions about climate change. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Nov 14]. 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


Deakin University

10. Gibson, Dianne. Teachers' aides training and professional learning in mainstream secondary schools.

Degree: 2015, Deakin University

  Dianne Gibson investigated the training and professional learning needs of teachers’ aides supporting students with disabilities in mainstream secondary schools in Victoria, Australia. Using survey… (more)

Subjects/Keywords: teachers' aides; training needs; Victorian secondary schools

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APA (6th Edition):

Gibson, D. (2015). Teachers' aides training and professional learning in mainstream secondary schools. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30083568

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):

Gibson, Dianne. “Teachers' aides training and professional learning in mainstream secondary schools.” 2015. Thesis, Deakin University. Accessed November 14, 2019. http://hdl.handle.net/10536/DRO/DU:30083568.

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

MLA Handbook (7th Edition):

Gibson, Dianne. “Teachers' aides training and professional learning in mainstream secondary schools.” 2015. Web. 14 Nov 2019.

Vancouver:

Gibson D. Teachers' aides training and professional learning in mainstream secondary schools. [Internet] [Thesis]. Deakin University; 2015. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/10536/DRO/DU:30083568.

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

Council of Science Editors:

Gibson D. Teachers' aides training and professional learning in mainstream secondary schools. [Thesis]. Deakin University; 2015. Available from: http://hdl.handle.net/10536/DRO/DU:30083568

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


Florida State University

11. Overstreet, Rikki Joelle. Teaching Stories without Borders inside a Box: How Preservice ELA Teachers Leverage Transmedia Stories to Teach Traditional Literacies.

Degree: PhD, Teacher Education, 2017, Florida State University

 The personal literacy experiences English Language Arts (ELA) teachers have are an important factor in shaping their pedagogical thinking about literacy. More research is needed,… (more)

Subjects/Keywords: Language arts; Education (Secondary); Teachers; Training of

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APA (6th Edition):

Overstreet, R. J. (2017). Teaching Stories without Borders inside a Box: How Preservice ELA Teachers Leverage Transmedia Stories to Teach Traditional Literacies. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_FALL2017_Overstreet_fsu_0071E_14090 ;

Chicago Manual of Style (16th Edition):

Overstreet, Rikki Joelle. “Teaching Stories without Borders inside a Box: How Preservice ELA Teachers Leverage Transmedia Stories to Teach Traditional Literacies.” 2017. Doctoral Dissertation, Florida State University. Accessed November 14, 2019. http://purl.flvc.org/fsu/fd/FSU_FALL2017_Overstreet_fsu_0071E_14090 ;.

MLA Handbook (7th Edition):

Overstreet, Rikki Joelle. “Teaching Stories without Borders inside a Box: How Preservice ELA Teachers Leverage Transmedia Stories to Teach Traditional Literacies.” 2017. Web. 14 Nov 2019.

Vancouver:

Overstreet RJ. Teaching Stories without Borders inside a Box: How Preservice ELA Teachers Leverage Transmedia Stories to Teach Traditional Literacies. [Internet] [Doctoral dissertation]. Florida State University; 2017. [cited 2019 Nov 14]. Available from: http://purl.flvc.org/fsu/fd/FSU_FALL2017_Overstreet_fsu_0071E_14090 ;.

Council of Science Editors:

Overstreet RJ. Teaching Stories without Borders inside a Box: How Preservice ELA Teachers Leverage Transmedia Stories to Teach Traditional Literacies. [Doctoral Dissertation]. Florida State University; 2017. Available from: http://purl.flvc.org/fsu/fd/FSU_FALL2017_Overstreet_fsu_0071E_14090 ;


Rutgers University

12. Rhoads, Kathryn E. High school mathematics teachers’ use of beliefs and knowledge in high-quality instruction.

Degree: PhD, Education, 2014, Rutgers University

High-quality mathematics instruction is important for students’ learning, and teachers are a key part of instruction. As they engage in instruction, teachers draw on their… (more)

Subjects/Keywords: Mathematics – Study and teaching (Secondary); Teachers – Interviews

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APA (6th Edition):

Rhoads, K. E. (2014). High school mathematics teachers’ use of beliefs and knowledge in high-quality instruction. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/45420/

Chicago Manual of Style (16th Edition):

Rhoads, Kathryn E. “High school mathematics teachers’ use of beliefs and knowledge in high-quality instruction.” 2014. Doctoral Dissertation, Rutgers University. Accessed November 14, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/45420/.

MLA Handbook (7th Edition):

Rhoads, Kathryn E. “High school mathematics teachers’ use of beliefs and knowledge in high-quality instruction.” 2014. Web. 14 Nov 2019.

Vancouver:

Rhoads KE. High school mathematics teachers’ use of beliefs and knowledge in high-quality instruction. [Internet] [Doctoral dissertation]. Rutgers University; 2014. [cited 2019 Nov 14]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/45420/.

Council of Science Editors:

Rhoads KE. High school mathematics teachers’ use of beliefs and knowledge in high-quality instruction. [Doctoral Dissertation]. Rutgers University; 2014. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/45420/


Queens University

13. Jones, Shara Lynn. Literacy-related professional development preferences of secondary teachers .

Degree: Education, 2011, Queens University

 The purpose of this study was to examine the literacy-related professional development preferences of participating secondary teachers in one school board in Ontario. Data was… (more)

Subjects/Keywords: literacy; teacher development; secondary teachers; professional development

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APA (6th Edition):

Jones, S. L. (2011). Literacy-related professional development preferences of secondary teachers . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/6632

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):

Jones, Shara Lynn. “Literacy-related professional development preferences of secondary teachers .” 2011. Thesis, Queens University. Accessed November 14, 2019. http://hdl.handle.net/1974/6632.

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

MLA Handbook (7th Edition):

Jones, Shara Lynn. “Literacy-related professional development preferences of secondary teachers .” 2011. Web. 14 Nov 2019.

Vancouver:

Jones SL. Literacy-related professional development preferences of secondary teachers . [Internet] [Thesis]. Queens University; 2011. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/1974/6632.

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

Council of Science Editors:

Jones SL. Literacy-related professional development preferences of secondary teachers . [Thesis]. Queens University; 2011. Available from: http://hdl.handle.net/1974/6632

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


University of Newcastle

14. 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 November 14, 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. 14 Nov 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 Nov 14]. 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


University of Alberta

15. 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 November 14, 2019. https://era.library.ualberta.ca/files/cpc289j26p.

MLA Handbook (7th Edition):

Heinsen, Leslie D. “SECONDARY SCIENCE TEACHERS’ UNDERSTANDINGS OF SCIENTIFIC LITERACY.” 2016. Web. 14 Nov 2019.

Vancouver:

Heinsen LD. SECONDARY SCIENCE TEACHERS’ UNDERSTANDINGS OF SCIENTIFIC LITERACY. [Internet] [Masters thesis]. University of Alberta; 2016. [cited 2019 Nov 14]. 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


Montana State University

16. 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 November 14, 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. 14 Nov 2019.

Vancouver:

Krim JS. Critical reflection and teacher capacity : the secondary science pre-service teacher population. [Internet] [Thesis]. Montana State University; 2009. [cited 2019 Nov 14]. 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 Melbourne

17. MOHAMAD, ROHANI. How and why secondary mathematics teachers assessed the way they did.

Degree: 2013, University of Melbourne

 This study investigates how and why secondary mathematics teachers assessed their students in the ways they did. Four teachers of diverse experiences and different working… (more)

Subjects/Keywords: secondary mathematics; classroom assessment; teachers' beliefs; teachers' efficacy

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

APA (6th Edition):

MOHAMAD, R. (2013). How and why secondary mathematics teachers assessed the way they did. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/38469

Chicago Manual of Style (16th Edition):

MOHAMAD, ROHANI. “How and why secondary mathematics teachers assessed the way they did.” 2013. Doctoral Dissertation, University of Melbourne. Accessed November 14, 2019. http://hdl.handle.net/11343/38469.

MLA Handbook (7th Edition):

MOHAMAD, ROHANI. “How and why secondary mathematics teachers assessed the way they did.” 2013. Web. 14 Nov 2019.

Vancouver:

MOHAMAD R. How and why secondary mathematics teachers assessed the way they did. [Internet] [Doctoral dissertation]. University of Melbourne; 2013. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/11343/38469.

Council of Science Editors:

MOHAMAD R. How and why secondary mathematics teachers assessed the way they did. [Doctoral Dissertation]. University of Melbourne; 2013. Available from: http://hdl.handle.net/11343/38469


Utah State University

18. 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 November 14, 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. 14 Nov 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 Nov 14]. 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


Rhode Island College

19. Clark, Jodi L. Teachers' Experiences of Induction: A Narrative Retrospective Inquiry.

Degree: PhD, 2017, Rhode Island College

  It is well established that beginning teachers need support to bridge the gap from college teacher preparation to the classroom setting (Fletcher & Strong,… (more)

Subjects/Keywords:

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APA (6th Edition):

Clark, J. L. (2017). Teachers' Experiences of Induction: A Narrative Retrospective Inquiry. (Doctoral Dissertation). Rhode Island College. Retrieved from https://digitalcommons.ric.edu/etd/177

Chicago Manual of Style (16th Edition):

Clark, Jodi L. “Teachers' Experiences of Induction: A Narrative Retrospective Inquiry.” 2017. Doctoral Dissertation, Rhode Island College. Accessed November 14, 2019. https://digitalcommons.ric.edu/etd/177.

MLA Handbook (7th Edition):

Clark, Jodi L. “Teachers' Experiences of Induction: A Narrative Retrospective Inquiry.” 2017. Web. 14 Nov 2019.

Vancouver:

Clark JL. Teachers' Experiences of Induction: A Narrative Retrospective Inquiry. [Internet] [Doctoral dissertation]. Rhode Island College; 2017. [cited 2019 Nov 14]. Available from: https://digitalcommons.ric.edu/etd/177.

Council of Science Editors:

Clark JL. Teachers' Experiences of Induction: A Narrative Retrospective Inquiry. [Doctoral Dissertation]. Rhode Island College; 2017. Available from: https://digitalcommons.ric.edu/etd/177


University of Otago

20. Veloo, Palanisamy Kowndar. The Development of Number Sense and Mental Computation Proficiencies: An Intervention Study with Secondary One Students in Brunei Darussalam .

Degree: 2010, University of Otago

 This thesis reports on the development of number sense and mental computation proficiencies and their relationship to selected affective variables of Secondary 1 students, following… (more)

Subjects/Keywords: instructional interventions; number sense; mental computation proficiencies; Brunei Darussalam; government secondary schools; mathematics teachers; Primary mathematics teachers; Secondary mathematics teachers

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APA (6th Edition):

Veloo, P. K. (2010). The Development of Number Sense and Mental Computation Proficiencies: An Intervention Study with Secondary One Students in Brunei Darussalam . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/411

Chicago Manual of Style (16th Edition):

Veloo, Palanisamy Kowndar. “The Development of Number Sense and Mental Computation Proficiencies: An Intervention Study with Secondary One Students in Brunei Darussalam .” 2010. Doctoral Dissertation, University of Otago. Accessed November 14, 2019. http://hdl.handle.net/10523/411.

MLA Handbook (7th Edition):

Veloo, Palanisamy Kowndar. “The Development of Number Sense and Mental Computation Proficiencies: An Intervention Study with Secondary One Students in Brunei Darussalam .” 2010. Web. 14 Nov 2019.

Vancouver:

Veloo PK. The Development of Number Sense and Mental Computation Proficiencies: An Intervention Study with Secondary One Students in Brunei Darussalam . [Internet] [Doctoral dissertation]. University of Otago; 2010. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/10523/411.

Council of Science Editors:

Veloo PK. The Development of Number Sense and Mental Computation Proficiencies: An Intervention Study with Secondary One Students in Brunei Darussalam . [Doctoral Dissertation]. University of Otago; 2010. Available from: http://hdl.handle.net/10523/411


Rhodes University

21. Stephanus, Gervasius Hivengwa. Exploring teaching proficiency in geometry of selected effective mathematics teachers in Namibia.

Degree: Faculty of Education, Education, 2014, Rhodes University

 Quality mathematics education relies on effective pedagogy which offers students appropriate and rich opportunities to develop their mathematical proficiency (MP) and intellectual autonomy in learning… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Secondary)  – Namibia; Geometry  – Study and teaching (Secondary)  – Namibia; Effective teaching  – Namibia; Mathematics teachers  – Education (Secondary)  – Namibia; Education, Secondary  – Namibia; Mathematics teachers  – Training of  – Namibia

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

APA (6th Edition):

Stephanus, G. H. (2014). Exploring teaching proficiency in geometry of selected effective mathematics teachers in Namibia. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1013012

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):

Stephanus, Gervasius Hivengwa. “Exploring teaching proficiency in geometry of selected effective mathematics teachers in Namibia.” 2014. Thesis, Rhodes University. Accessed November 14, 2019. http://hdl.handle.net/10962/d1013012.

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

MLA Handbook (7th Edition):

Stephanus, Gervasius Hivengwa. “Exploring teaching proficiency in geometry of selected effective mathematics teachers in Namibia.” 2014. Web. 14 Nov 2019.

Vancouver:

Stephanus GH. Exploring teaching proficiency in geometry of selected effective mathematics teachers in Namibia. [Internet] [Thesis]. Rhodes University; 2014. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/10962/d1013012.

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

Council of Science Editors:

Stephanus GH. Exploring teaching proficiency in geometry of selected effective mathematics teachers in Namibia. [Thesis]. Rhodes University; 2014. Available from: http://hdl.handle.net/10962/d1013012

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


University of North Texas

22. Fields, Melanie. Transfer From a UTeach Replication Site to the Classroom: A Study of First and Second Year Instructional Practices.

Degree: 2015, University of North Texas

 Concerns based adoption model (CBAM) instruments were used to examine instructional practices of six graduates from a highly stylized, inquiry-based secondary math and science preparation… (more)

Subjects/Keywords: secondary teachers; instructional practices; CBAM; mathematics; teacher preparation; Mathematics  – Study and teaching (Secondary); Mathematics teachers.; School improvement programs.

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APA (6th Edition):

Fields, M. (2015). Transfer From a UTeach Replication Site to the Classroom: A Study of First and Second Year Instructional Practices. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc799531/

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):

Fields, Melanie. “Transfer From a UTeach Replication Site to the Classroom: A Study of First and Second Year Instructional Practices.” 2015. Thesis, University of North Texas. Accessed November 14, 2019. https://digital.library.unt.edu/ark:/67531/metadc799531/.

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

MLA Handbook (7th Edition):

Fields, Melanie. “Transfer From a UTeach Replication Site to the Classroom: A Study of First and Second Year Instructional Practices.” 2015. Web. 14 Nov 2019.

Vancouver:

Fields M. Transfer From a UTeach Replication Site to the Classroom: A Study of First and Second Year Instructional Practices. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Nov 14]. Available from: https://digital.library.unt.edu/ark:/67531/metadc799531/.

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

Council of Science Editors:

Fields M. Transfer From a UTeach Replication Site to the Classroom: A Study of First and Second Year Instructional Practices. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc799531/

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


The Ohio State University

23. Kim, Minyong. Teaching, Learning, and Research as a Spiritual Journey.

Degree: PhD, EDU Teaching and Learning, 2017, The Ohio State University

 The central purpose of this dissertation study is to gain a deeper understanding of spirituality in education. This study explores how students and teachers spiritually… (more)

Subjects/Keywords: Education; Spirituality; Secondary Education; spirituality; Korean education; secondary education; alternative school; adolescents; teachers; curricula

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APA (6th Edition):

Kim, M. (2017). Teaching, Learning, and Research as a Spiritual Journey. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1482855379882582

Chicago Manual of Style (16th Edition):

Kim, Minyong. “Teaching, Learning, and Research as a Spiritual Journey.” 2017. Doctoral Dissertation, The Ohio State University. Accessed November 14, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1482855379882582.

MLA Handbook (7th Edition):

Kim, Minyong. “Teaching, Learning, and Research as a Spiritual Journey.” 2017. Web. 14 Nov 2019.

Vancouver:

Kim M. Teaching, Learning, and Research as a Spiritual Journey. [Internet] [Doctoral dissertation]. The Ohio State University; 2017. [cited 2019 Nov 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1482855379882582.

Council of Science Editors:

Kim M. Teaching, Learning, and Research as a Spiritual Journey. [Doctoral Dissertation]. The Ohio State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1482855379882582


Baylor University

24. [No author]. Exploring the beliefs of preservice teachers : the nature and learning of mathematics and student achievement in mathematics.

Degree: 2018, Baylor University

 The purpose of this study was to identify the beliefs of preservice mathematics teachers with regards to the nature of mathematics, the learning of mathematics,… (more)

Subjects/Keywords: Preservice teachers. TEDS-M. Beliefs. Mathematics. Nature. Learning. Achievement. PSTs. Secondary. Lower secondary. Primary.

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APA (6th Edition):

author], [. (2018). Exploring the beliefs of preservice teachers : the nature and learning of mathematics and student achievement in mathematics. (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/10354

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. “Exploring the beliefs of preservice teachers : the nature and learning of mathematics and student achievement in mathematics. ” 2018. Thesis, Baylor University. Accessed November 14, 2019. http://hdl.handle.net/2104/10354.

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. “Exploring the beliefs of preservice teachers : the nature and learning of mathematics and student achievement in mathematics. ” 2018. Web. 14 Nov 2019.

Vancouver:

author] [. Exploring the beliefs of preservice teachers : the nature and learning of mathematics and student achievement in mathematics. [Internet] [Thesis]. Baylor University; 2018. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/2104/10354.

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

Council of Science Editors:

author] [. Exploring the beliefs of preservice teachers : the nature and learning of mathematics and student achievement in mathematics. [Thesis]. Baylor University; 2018. Available from: http://hdl.handle.net/2104/10354

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


Rhodes University

25. Luwango, Luiya. Critical reflective teaching practice in three mathematics teachers.

Degree: Faculty of Education, Education, 2009, Rhodes University

 This qualitative study reports on critical reflective teaching by three mathematics teachers and how it shapes their classroom practice. The study was carried out in… (more)

Subjects/Keywords: Education (Secondary)  – Namibia; Mathematics teachers  – Training of - -Namibia; Mathematics  – Study and teaching (Secondary)  – Namibia

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

APA (6th Edition):

Luwango, L. (2009). Critical reflective teaching practice in three mathematics teachers. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1003366

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):

Luwango, Luiya. “Critical reflective teaching practice in three mathematics teachers.” 2009. Thesis, Rhodes University. Accessed November 14, 2019. http://hdl.handle.net/10962/d1003366.

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

MLA Handbook (7th Edition):

Luwango, Luiya. “Critical reflective teaching practice in three mathematics teachers.” 2009. Web. 14 Nov 2019.

Vancouver:

Luwango L. Critical reflective teaching practice in three mathematics teachers. [Internet] [Thesis]. Rhodes University; 2009. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/10962/d1003366.

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

Council of Science Editors:

Luwango L. Critical reflective teaching practice in three mathematics teachers. [Thesis]. Rhodes University; 2009. Available from: http://hdl.handle.net/10962/d1003366

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


Brigham Young University

26. Farmer, Tadd Spencer. Exploring Concerns of K-12 Online Educators.

Degree: MS, 2017, Brigham Young University

 Although a relatively small number of K-12 students are currently enrolled in online classes, the dramatic growth in online enrollments in recent years suggests that… (more)

Subjects/Keywords: distance education; elementary secondary education; secondary teachers; teacher attitudes; online courses; qualitative research; Educational Psychology

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APA (6th Edition):

Farmer, T. S. (2017). Exploring Concerns of K-12 Online Educators. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7487&context=etd

Chicago Manual of Style (16th Edition):

Farmer, Tadd Spencer. “Exploring Concerns of K-12 Online Educators.” 2017. Masters Thesis, Brigham Young University. Accessed November 14, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7487&context=etd.

MLA Handbook (7th Edition):

Farmer, Tadd Spencer. “Exploring Concerns of K-12 Online Educators.” 2017. Web. 14 Nov 2019.

Vancouver:

Farmer TS. Exploring Concerns of K-12 Online Educators. [Internet] [Masters thesis]. Brigham Young University; 2017. [cited 2019 Nov 14]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7487&context=etd.

Council of Science Editors:

Farmer TS. Exploring Concerns of K-12 Online Educators. [Masters Thesis]. Brigham Young University; 2017. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7487&context=etd


The Ohio State University

27. Abdul Latir, Siti Shuhaidah. Teachers’ Perceptions and a Researcher’s Observations toward Implementing Inquiry-based Instructional Approaches.

Degree: PhD, Agricultural and Extension Education, 2018, The Ohio State University

 Grady, Dolan, and Glasson (2010) suggested that agricultural science teachers have not had opportunities to learn agricultural science through inquiry or to conduct scientific inquiries… (more)

Subjects/Keywords: Agricultural Education; Education; Secondary Education; Inquiry-based; Instructional approaches; Secondary agricultural science teachers; CASE

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APA (6th Edition):

Abdul Latir, S. S. (2018). Teachers’ Perceptions and a Researcher’s Observations toward Implementing Inquiry-based Instructional Approaches. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1542568221355484

Chicago Manual of Style (16th Edition):

Abdul Latir, Siti Shuhaidah. “Teachers’ Perceptions and a Researcher’s Observations toward Implementing Inquiry-based Instructional Approaches.” 2018. Doctoral Dissertation, The Ohio State University. Accessed November 14, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1542568221355484.

MLA Handbook (7th Edition):

Abdul Latir, Siti Shuhaidah. “Teachers’ Perceptions and a Researcher’s Observations toward Implementing Inquiry-based Instructional Approaches.” 2018. Web. 14 Nov 2019.

Vancouver:

Abdul Latir SS. Teachers’ Perceptions and a Researcher’s Observations toward Implementing Inquiry-based Instructional Approaches. [Internet] [Doctoral dissertation]. The Ohio State University; 2018. [cited 2019 Nov 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1542568221355484.

Council of Science Editors:

Abdul Latir SS. Teachers’ Perceptions and a Researcher’s Observations toward Implementing Inquiry-based Instructional Approaches. [Doctoral Dissertation]. The Ohio State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1542568221355484


Unitec New Zealand

28. Evans, Sian. The role of the tutor teacher in secondary school pastoral care : challenges and expectations.

Degree: 2017, Unitec New Zealand

 RESEARCH QUESTIONS: 1. What are the current practices of pastoral care in New Zealand secondary schools? 2. What are senior leaders’ expectations of tutor teachers(more)

Subjects/Keywords: New Zealand; secondary schools; pastoral care; tutor teachers; secondary students; senior leaders; 130305 Educational Counselling

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

APA (6th Edition):

Evans, S. (2017). The role of the tutor teacher in secondary school pastoral care : challenges and expectations. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4685

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):

Evans, Sian. “The role of the tutor teacher in secondary school pastoral care : challenges and expectations.” 2017. Thesis, Unitec New Zealand. Accessed November 14, 2019. http://hdl.handle.net/10652/4685.

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

MLA Handbook (7th Edition):

Evans, Sian. “The role of the tutor teacher in secondary school pastoral care : challenges and expectations.” 2017. Web. 14 Nov 2019.

Vancouver:

Evans S. The role of the tutor teacher in secondary school pastoral care : challenges and expectations. [Internet] [Thesis]. Unitec New Zealand; 2017. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/10652/4685.

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

Council of Science Editors:

Evans S. The role of the tutor teacher in secondary school pastoral care : challenges and expectations. [Thesis]. Unitec New Zealand; 2017. Available from: http://hdl.handle.net/10652/4685

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


Kennesaw State University

29. Spruill, Sylvia Martinez. Assessment in Secondary Environments: How Co-Teachers Navigate the Competing Demands of Theory, Policy, and Practice.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2013, Kennesaw State University

  The purpose of the current study was to examine how co-teachers in an inclusive environment perceive assessment as well as how they navigate and… (more)

Subjects/Keywords: secondary teachers; teaching assessment; co-teachers; inclusiveness; government mandates; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Spruill, S. M. (2013). Assessment in Secondary Environments: How Co-Teachers Navigate the Competing Demands of Theory, Policy, and Practice. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/577

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):

Spruill, Sylvia Martinez. “Assessment in Secondary Environments: How Co-Teachers Navigate the Competing Demands of Theory, Policy, and Practice.” 2013. Thesis, Kennesaw State University. Accessed November 14, 2019. https://digitalcommons.kennesaw.edu/etd/577.

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

MLA Handbook (7th Edition):

Spruill, Sylvia Martinez. “Assessment in Secondary Environments: How Co-Teachers Navigate the Competing Demands of Theory, Policy, and Practice.” 2013. Web. 14 Nov 2019.

Vancouver:

Spruill SM. Assessment in Secondary Environments: How Co-Teachers Navigate the Competing Demands of Theory, Policy, and Practice. [Internet] [Thesis]. Kennesaw State University; 2013. [cited 2019 Nov 14]. Available from: https://digitalcommons.kennesaw.edu/etd/577.

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

Council of Science Editors:

Spruill SM. Assessment in Secondary Environments: How Co-Teachers Navigate the Competing Demands of Theory, Policy, and Practice. [Thesis]. Kennesaw State University; 2013. Available from: https://digitalcommons.kennesaw.edu/etd/577

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


University of KwaZulu-Natal

30. [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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

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 November 14, 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. 14 Nov 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 Nov 14]. 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

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