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You searched for subject:(student teachers). Showing records 1 – 30 of 1427 total matches.

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California State University – Chico

1. Buckley, Kate. The Effect of Early Experience on the Self-Confidence of 2nd Semester (Practicum II/III) Student Teachers: A Self-Reflection Comparative Study Between Those Who Have Completed the Institution's Minimum Field-Based Prerequisite and Those With Additional Experience .

Degree: 2010, California State University – Chico

 ABSTRACT THE EFFECT OF EARLY EXPERIENCE ON THE SELF-CONFIDENCE OF 2ND SEMESTER (PRACTICUM II/III) STUDENT TEACHERS: A SELF-REFLECTION COMPARATIVE STUDY BETWEEN THOSE WHO HAVE COMPLETED… (more)

Subjects/Keywords: Student Teachers

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

APA (6th Edition):

Buckley, K. (2010). The Effect of Early Experience on the Self-Confidence of 2nd Semester (Practicum II/III) Student Teachers: A Self-Reflection Comparative Study Between Those Who Have Completed the Institution's Minimum Field-Based Prerequisite and Those With Additional Experience . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/190

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):

Buckley, Kate. “The Effect of Early Experience on the Self-Confidence of 2nd Semester (Practicum II/III) Student Teachers: A Self-Reflection Comparative Study Between Those Who Have Completed the Institution's Minimum Field-Based Prerequisite and Those With Additional Experience .” 2010. Thesis, California State University – Chico. Accessed February 24, 2020. http://hdl.handle.net/10211.4/190.

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

MLA Handbook (7th Edition):

Buckley, Kate. “The Effect of Early Experience on the Self-Confidence of 2nd Semester (Practicum II/III) Student Teachers: A Self-Reflection Comparative Study Between Those Who Have Completed the Institution's Minimum Field-Based Prerequisite and Those With Additional Experience .” 2010. Web. 24 Feb 2020.

Vancouver:

Buckley K. The Effect of Early Experience on the Self-Confidence of 2nd Semester (Practicum II/III) Student Teachers: A Self-Reflection Comparative Study Between Those Who Have Completed the Institution's Minimum Field-Based Prerequisite and Those With Additional Experience . [Internet] [Thesis]. California State University – Chico; 2010. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/10211.4/190.

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

Council of Science Editors:

Buckley K. The Effect of Early Experience on the Self-Confidence of 2nd Semester (Practicum II/III) Student Teachers: A Self-Reflection Comparative Study Between Those Who Have Completed the Institution's Minimum Field-Based Prerequisite and Those With Additional Experience . [Thesis]. California State University – Chico; 2010. Available from: http://hdl.handle.net/10211.4/190

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


University of Tasmania

2. Short, Megan Mary. Knowing, doing and becoming : pre-service and in-service teachers' beliefs about grammar, teacher knowledge and teacher identity.

Degree: 2010, University of Tasmania

 This thesis presents an examination of the beliefs held by pre-service and in-service teachers in relation to teaching grammar and their construct of teacher knowledge… (more)

Subjects/Keywords: Grammar; Literacy; Student teachers; Teachers

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APA (6th Edition):

Short, M. M. (2010). Knowing, doing and becoming : pre-service and in-service teachers' beliefs about grammar, teacher knowledge and teacher identity. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/21567/1/whole_ShortMeganMary2010_thesis.pdf

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

Chicago Manual of Style (16th Edition):

Short, Megan Mary. “Knowing, doing and becoming : pre-service and in-service teachers' beliefs about grammar, teacher knowledge and teacher identity.” 2010. Thesis, University of Tasmania. Accessed February 24, 2020. https://eprints.utas.edu.au/21567/1/whole_ShortMeganMary2010_thesis.pdf.

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

MLA Handbook (7th Edition):

Short, Megan Mary. “Knowing, doing and becoming : pre-service and in-service teachers' beliefs about grammar, teacher knowledge and teacher identity.” 2010. Web. 24 Feb 2020.

Vancouver:

Short MM. Knowing, doing and becoming : pre-service and in-service teachers' beliefs about grammar, teacher knowledge and teacher identity. [Internet] [Thesis]. University of Tasmania; 2010. [cited 2020 Feb 24]. Available from: https://eprints.utas.edu.au/21567/1/whole_ShortMeganMary2010_thesis.pdf.

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

Council of Science Editors:

Short MM. Knowing, doing and becoming : pre-service and in-service teachers' beliefs about grammar, teacher knowledge and teacher identity. [Thesis]. University of Tasmania; 2010. Available from: https://eprints.utas.edu.au/21567/1/whole_ShortMeganMary2010_thesis.pdf

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


Montana State University

3. Mudzimiri, Rejoice. A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers.

Degree: College of Letters & Science, 2012, Montana State University

 The Technological Pedagogical Content Knowledge (TPACK) framework is a relatively new construct that offers a useful perspective from which to understand the development of pre-service… (more)

Subjects/Keywords: Student teachers.; Mathematics teachers.

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APA (6th Edition):

Mudzimiri, R. (2012). A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1910

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):

Mudzimiri, Rejoice. “A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers.” 2012. Thesis, Montana State University. Accessed February 24, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1910.

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

MLA Handbook (7th Edition):

Mudzimiri, Rejoice. “A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers.” 2012. Web. 24 Feb 2020.

Vancouver:

Mudzimiri R. A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1910.

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

Council of Science Editors:

Mudzimiri R. A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1910

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


Rutgers University

4. Pilitsis, Vicky Kathryn, 1979-. Exploring preservice teachers' development of awareness of student thinking.

Degree: PhD, Education, 2014, Rutgers University

Numerous reports have emphasized the need to engage students with the practices of scientific inquiry, specifically model-based inquiry in which students develop models to explain… (more)

Subjects/Keywords: Teachers – Training of; Student teachers

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APA (6th Edition):

Pilitsis, Vicky Kathryn, 1. (2014). Exploring preservice teachers' development of awareness of student thinking. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/45410/

Chicago Manual of Style (16th Edition):

Pilitsis, Vicky Kathryn, 1979-. “Exploring preservice teachers' development of awareness of student thinking.” 2014. Doctoral Dissertation, Rutgers University. Accessed February 24, 2020. https://rucore.libraries.rutgers.edu/rutgers-lib/45410/.

MLA Handbook (7th Edition):

Pilitsis, Vicky Kathryn, 1979-. “Exploring preservice teachers' development of awareness of student thinking.” 2014. Web. 24 Feb 2020.

Vancouver:

Pilitsis, Vicky Kathryn 1. Exploring preservice teachers' development of awareness of student thinking. [Internet] [Doctoral dissertation]. Rutgers University; 2014. [cited 2020 Feb 24]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/45410/.

Council of Science Editors:

Pilitsis, Vicky Kathryn 1. Exploring preservice teachers' development of awareness of student thinking. [Doctoral Dissertation]. Rutgers University; 2014. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/45410/


University of North Texas

5. Stearns, Catherine L. Student Teachers’ Changing Confidence in Teaching.

Degree: 2015, University of North Texas

 Research shows that student teachers find the mentor teacher and the student teaching experience itself the two most influential factors in their practicum experience. This… (more)

Subjects/Keywords: student teacher; mentor teacher; confidence; Student teachers.; Master teachers.; Student teaching.; Teachers  – Training of.; Confidence.

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

APA (6th Edition):

Stearns, C. L. (2015). Student Teachers’ Changing Confidence in Teaching. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc801883/

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):

Stearns, Catherine L. “Student Teachers’ Changing Confidence in Teaching.” 2015. Thesis, University of North Texas. Accessed February 24, 2020. https://digital.library.unt.edu/ark:/67531/metadc801883/.

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

MLA Handbook (7th Edition):

Stearns, Catherine L. “Student Teachers’ Changing Confidence in Teaching.” 2015. Web. 24 Feb 2020.

Vancouver:

Stearns CL. Student Teachers’ Changing Confidence in Teaching. [Internet] [Thesis]. University of North Texas; 2015. [cited 2020 Feb 24]. Available from: https://digital.library.unt.edu/ark:/67531/metadc801883/.

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

Council of Science Editors:

Stearns CL. Student Teachers’ Changing Confidence in Teaching. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc801883/

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


University of Johannesburg

6. Petker, Gadija Mia. The experiences of teacher education students involved in a community service-learning project.

Degree: 2010, University of Johannesburg

M.Ed.

The aim of this study was to explore and gain a deeper understanding of the experiences of teacher education students involved in a community… (more)

Subjects/Keywords: Teachers' training; Student teachers; Students' services

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

APA (6th Edition):

Petker, G. M. (2010). The experiences of teacher education students involved in a community service-learning project. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3218

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):

Petker, Gadija Mia. “The experiences of teacher education students involved in a community service-learning project.” 2010. Thesis, University of Johannesburg. Accessed February 24, 2020. http://hdl.handle.net/10210/3218.

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

MLA Handbook (7th Edition):

Petker, Gadija Mia. “The experiences of teacher education students involved in a community service-learning project.” 2010. Web. 24 Feb 2020.

Vancouver:

Petker GM. The experiences of teacher education students involved in a community service-learning project. [Internet] [Thesis]. University of Johannesburg; 2010. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/10210/3218.

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

Council of Science Editors:

Petker GM. The experiences of teacher education students involved in a community service-learning project. [Thesis]. University of Johannesburg; 2010. Available from: http://hdl.handle.net/10210/3218

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


Montana State University

7. Audet, Kimberly Kate. Assessing pre-service teacher beliefs : development of the effective teacher efficacy survey.

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

 Education is a dynamic process that requires effective teachers who design instruction that personalizes learning for each student. The complexities of effective teaching are described… (more)

Subjects/Keywords: Student teachers Attitudes.; Surveys.; Teachers Rating of.

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APA (6th Edition):

Audet, K. K. (2014). Assessing pre-service teacher beliefs : development of the effective teacher efficacy survey. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/8769

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):

Audet, Kimberly Kate. “Assessing pre-service teacher beliefs : development of the effective teacher efficacy survey.” 2014. Thesis, Montana State University. Accessed February 24, 2020. https://scholarworks.montana.edu/xmlui/handle/1/8769.

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

MLA Handbook (7th Edition):

Audet, Kimberly Kate. “Assessing pre-service teacher beliefs : development of the effective teacher efficacy survey.” 2014. Web. 24 Feb 2020.

Vancouver:

Audet KK. Assessing pre-service teacher beliefs : development of the effective teacher efficacy survey. [Internet] [Thesis]. Montana State University; 2014. [cited 2020 Feb 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8769.

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

Council of Science Editors:

Audet KK. Assessing pre-service teacher beliefs : development of the effective teacher efficacy survey. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8769

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


University of Oklahoma

8. Harper, Mary Ellen. Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs.

Degree: PhD, 2012, University of Oklahoma

 A continued and ongoing call for improvement and change in mathematics teaching and learning suggests a need for re-visioning the ways in which mathematics teachers(more)

Subjects/Keywords: Mathematics teachers – Training of; Student teachers – Attitudes

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APA (6th Edition):

Harper, M. E. (2012). Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318973

Chicago Manual of Style (16th Edition):

Harper, Mary Ellen. “Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed February 24, 2020. http://hdl.handle.net/11244/318973.

MLA Handbook (7th Edition):

Harper, Mary Ellen. “Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs.” 2012. Web. 24 Feb 2020.

Vancouver:

Harper ME. Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/11244/318973.

Council of Science Editors:

Harper ME. Influence of a Non-traditional Mathematics Content Course on Preservice Teachers' Beliefs. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/318973


Oregon State University

9. Sturm, Dieter Werner Fritz. The relationship of student teachers' work environment preference to verbal classroom behavior.

Degree: PhD, Education, 1976, Oregon State University

 This investigation was designed to determine the relationship of student teachers' commitment to the set of values, attitudes, and behaviors that are characteristically fostered and… (more)

Subjects/Keywords: Student teachers

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APA (6th Edition):

Sturm, D. W. F. (1976). The relationship of student teachers' work environment preference to verbal classroom behavior. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/43468

Chicago Manual of Style (16th Edition):

Sturm, Dieter Werner Fritz. “The relationship of student teachers' work environment preference to verbal classroom behavior.” 1976. Doctoral Dissertation, Oregon State University. Accessed February 24, 2020. http://hdl.handle.net/1957/43468.

MLA Handbook (7th Edition):

Sturm, Dieter Werner Fritz. “The relationship of student teachers' work environment preference to verbal classroom behavior.” 1976. Web. 24 Feb 2020.

Vancouver:

Sturm DWF. The relationship of student teachers' work environment preference to verbal classroom behavior. [Internet] [Doctoral dissertation]. Oregon State University; 1976. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/1957/43468.

Council of Science Editors:

Sturm DWF. The relationship of student teachers' work environment preference to verbal classroom behavior. [Doctoral Dissertation]. Oregon State University; 1976. Available from: http://hdl.handle.net/1957/43468


University of Hawaii – Manoa

10. Fine, Virginia Owens. The effect of an interpersonal skill training program on affective interpersonal behaviors of student teachers.

Degree: PhD, 2009, University of Hawaii – Manoa

Typescript.

Bibliography: leaves 133-142.

ix, 142 leaves ill

The purpose of this study was to test the effectiveness of a systematically planned interpersonal skill training… (more)

Subjects/Keywords: Interpersonal relations; Student teachers  – Hawaii

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APA (6th Edition):

Fine, V. O. (2009). The effect of an interpersonal skill training program on affective interpersonal behaviors of student teachers. (Doctoral Dissertation). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/11566

Chicago Manual of Style (16th Edition):

Fine, Virginia Owens. “The effect of an interpersonal skill training program on affective interpersonal behaviors of student teachers.” 2009. Doctoral Dissertation, University of Hawaii – Manoa. Accessed February 24, 2020. http://hdl.handle.net/10125/11566.

MLA Handbook (7th Edition):

Fine, Virginia Owens. “The effect of an interpersonal skill training program on affective interpersonal behaviors of student teachers.” 2009. Web. 24 Feb 2020.

Vancouver:

Fine VO. The effect of an interpersonal skill training program on affective interpersonal behaviors of student teachers. [Internet] [Doctoral dissertation]. University of Hawaii – Manoa; 2009. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/10125/11566.

Council of Science Editors:

Fine VO. The effect of an interpersonal skill training program on affective interpersonal behaviors of student teachers. [Doctoral Dissertation]. University of Hawaii – Manoa; 2009. Available from: http://hdl.handle.net/10125/11566


University of KwaZulu-Natal

11. [No author]. Exploring social identities in the South African landscape : a study of young, white, South African student teachers.

Degree: Sociology, 2007, University of KwaZulu-Natal

 The social, political and economic landscape of South Africa, since 1994 has been one of rapid change, where identities and what it means to be… (more)

Subjects/Keywords: Student teachers – South Africa.; Sociology.

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APA (6th Edition):

author], [. (2007). Exploring social identities in the South African landscape : a study of young, white, South African student teachers. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/2319

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 social identities in the South African landscape : a study of young, white, South African student teachers. ” 2007. Thesis, University of KwaZulu-Natal. Accessed February 24, 2020. http://hdl.handle.net/10413/2319.

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 social identities in the South African landscape : a study of young, white, South African student teachers. ” 2007. Web. 24 Feb 2020.

Vancouver:

author] [. Exploring social identities in the South African landscape : a study of young, white, South African student teachers. [Internet] [Thesis]. University of KwaZulu-Natal; 2007. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/10413/2319.

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 social identities in the South African landscape : a study of young, white, South African student teachers. [Thesis]. University of KwaZulu-Natal; 2007. Available from: http://hdl.handle.net/10413/2319

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


Addis Ababa University

12. TEKABE, DESTA. A STUDY ON MATERIALS USED TO TEACH LISTENING AT AWASSA COLLEGE OF TEACHER EDUCATION .

Degree: 2012, Addis Ababa University

 In this study an attempt was made to investigate the materials used for teaching-listening skills in the student-teachers context of Awassa College of Teacher Education.… (more)

Subjects/Keywords: TEACH LISTENING; student-teachers context

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APA (6th Edition):

TEKABE, D. (2012). A STUDY ON MATERIALS USED TO TEACH LISTENING AT AWASSA COLLEGE OF TEACHER EDUCATION . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/2213

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):

TEKABE, DESTA. “A STUDY ON MATERIALS USED TO TEACH LISTENING AT AWASSA COLLEGE OF TEACHER EDUCATION .” 2012. Thesis, Addis Ababa University. Accessed February 24, 2020. http://etd.aau.edu.et/dspace/handle/123456789/2213.

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

MLA Handbook (7th Edition):

TEKABE, DESTA. “A STUDY ON MATERIALS USED TO TEACH LISTENING AT AWASSA COLLEGE OF TEACHER EDUCATION .” 2012. Web. 24 Feb 2020.

Vancouver:

TEKABE D. A STUDY ON MATERIALS USED TO TEACH LISTENING AT AWASSA COLLEGE OF TEACHER EDUCATION . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2020 Feb 24]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2213.

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

Council of Science Editors:

TEKABE D. A STUDY ON MATERIALS USED TO TEACH LISTENING AT AWASSA COLLEGE OF TEACHER EDUCATION . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2213

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


Montana State University

13. Malloy, Denise Glaser. How preservice teachers' attitudes and beliefs about writing inform their view of writing instruction : a case study.

Degree: College of Education, Health & Human Development, 2016, Montana State University

 Attitudes and beliefs about writing held by preservice teachers play a significant role in how they will approach writing instruction in their future classrooms. Teachers(more)

Subjects/Keywords: Student teachers Attitudes.; Writing.; Teaching.

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APA (6th Edition):

Malloy, D. G. (2016). How preservice teachers' attitudes and beliefs about writing inform their view of writing instruction : a case study. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/12372

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):

Malloy, Denise Glaser. “How preservice teachers' attitudes and beliefs about writing inform their view of writing instruction : a case study.” 2016. Thesis, Montana State University. Accessed February 24, 2020. https://scholarworks.montana.edu/xmlui/handle/1/12372.

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

MLA Handbook (7th Edition):

Malloy, Denise Glaser. “How preservice teachers' attitudes and beliefs about writing inform their view of writing instruction : a case study.” 2016. Web. 24 Feb 2020.

Vancouver:

Malloy DG. How preservice teachers' attitudes and beliefs about writing inform their view of writing instruction : a case study. [Internet] [Thesis]. Montana State University; 2016. [cited 2020 Feb 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/12372.

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

Council of Science Editors:

Malloy DG. How preservice teachers' attitudes and beliefs about writing inform their view of writing instruction : a case study. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/12372

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


Montana State University

14. Nordby, Kim. Investigating viable arguments : pre-service mathematics teachers' construction and evaluation of arguments.

Degree: College of Letters & Science, 2013, Montana State University

 This research investigated pre-service secondary teachers understanding of the term viable argument a new term introduced with the Common Core Standards. The research investigated how… (more)

Subjects/Keywords: Student teachers.; Comprehension.; Education (Standards).

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APA (6th Edition):

Nordby, K. (2013). Investigating viable arguments : pre-service mathematics teachers' construction and evaluation of arguments. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2903

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):

Nordby, Kim. “Investigating viable arguments : pre-service mathematics teachers' construction and evaluation of arguments.” 2013. Thesis, Montana State University. Accessed February 24, 2020. https://scholarworks.montana.edu/xmlui/handle/1/2903.

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

MLA Handbook (7th Edition):

Nordby, Kim. “Investigating viable arguments : pre-service mathematics teachers' construction and evaluation of arguments.” 2013. Web. 24 Feb 2020.

Vancouver:

Nordby K. Investigating viable arguments : pre-service mathematics teachers' construction and evaluation of arguments. [Internet] [Thesis]. Montana State University; 2013. [cited 2020 Feb 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2903.

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

Council of Science Editors:

Nordby K. Investigating viable arguments : pre-service mathematics teachers' construction and evaluation of arguments. [Thesis]. Montana State University; 2013. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2903

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


Montana State University

15. Stagg, George Fred. Problems of student teachers.

Degree: College of Education, Health & Human Development, 1968, Montana State University

Subjects/Keywords: Student teachers.

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

APA (6th Edition):

Stagg, G. F. (1968). Problems of student teachers. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/4574

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):

Stagg, George Fred. “Problems of student teachers.” 1968. Thesis, Montana State University. Accessed February 24, 2020. https://scholarworks.montana.edu/xmlui/handle/1/4574.

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

MLA Handbook (7th Edition):

Stagg, George Fred. “Problems of student teachers.” 1968. Web. 24 Feb 2020.

Vancouver:

Stagg GF. Problems of student teachers. [Internet] [Thesis]. Montana State University; 1968. [cited 2020 Feb 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/4574.

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

Council of Science Editors:

Stagg GF. Problems of student teachers. [Thesis]. Montana State University; 1968. Available from: https://scholarworks.montana.edu/xmlui/handle/1/4574

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

16. Castillo Castro, Catalina. Teacher Practices in Primary Schools with High Value-Added Scores and Engaging Lessons in Disadvantaged Communities in Rural Mexico.

Degree: PhD, 2018, University of Cambridge

 This mixed methods research uses econometric analysis and thematic analysis to identify the practices of teachers, in a selected sample of disadvantaged schools in Mexico… (more)

Subjects/Keywords: Teachers quality; Student Engagement; Leadership

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

APA (6th Edition):

Castillo Castro, C. (2018). Teacher Practices in Primary Schools with High Value-Added Scores and Engaging Lessons in Disadvantaged Communities in Rural Mexico. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/275368

Chicago Manual of Style (16th Edition):

Castillo Castro, Catalina. “Teacher Practices in Primary Schools with High Value-Added Scores and Engaging Lessons in Disadvantaged Communities in Rural Mexico.” 2018. Doctoral Dissertation, University of Cambridge. Accessed February 24, 2020. https://www.repository.cam.ac.uk/handle/1810/275368.

MLA Handbook (7th Edition):

Castillo Castro, Catalina. “Teacher Practices in Primary Schools with High Value-Added Scores and Engaging Lessons in Disadvantaged Communities in Rural Mexico.” 2018. Web. 24 Feb 2020.

Vancouver:

Castillo Castro C. Teacher Practices in Primary Schools with High Value-Added Scores and Engaging Lessons in Disadvantaged Communities in Rural Mexico. [Internet] [Doctoral dissertation]. University of Cambridge; 2018. [cited 2020 Feb 24]. Available from: https://www.repository.cam.ac.uk/handle/1810/275368.

Council of Science Editors:

Castillo Castro C. Teacher Practices in Primary Schools with High Value-Added Scores and Engaging Lessons in Disadvantaged Communities in Rural Mexico. [Doctoral Dissertation]. University of Cambridge; 2018. Available from: https://www.repository.cam.ac.uk/handle/1810/275368


Central Connecticut State University

17. Hairston, Gerald M. (Gerald Montue), 1977-. A School Based Program and Participants' Aspiration to be Teachers.

Degree: Department of Educational Leadership, 2015, Central Connecticut State University

This research explores how Black male high school students comprehend and interpret their experiences in a high school teacher preparation program and explores how the… (more)

Subjects/Keywords: Student teachers.; African American men.

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APA (6th Edition):

Hairston, Gerald M. (Gerald Montue), 1. (2015). A School Based Program and Participants' Aspiration to be Teachers. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2436

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):

Hairston, Gerald M. (Gerald Montue), 1977-. “A School Based Program and Participants' Aspiration to be Teachers.” 2015. Thesis, Central Connecticut State University. Accessed February 24, 2020. http://content.library.ccsu.edu/u?/ccsutheses,2436.

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

MLA Handbook (7th Edition):

Hairston, Gerald M. (Gerald Montue), 1977-. “A School Based Program and Participants' Aspiration to be Teachers.” 2015. Web. 24 Feb 2020.

Vancouver:

Hairston, Gerald M. (Gerald Montue) 1. A School Based Program and Participants' Aspiration to be Teachers. [Internet] [Thesis]. Central Connecticut State University; 2015. [cited 2020 Feb 24]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2436.

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

Council of Science Editors:

Hairston, Gerald M. (Gerald Montue) 1. A School Based Program and Participants' Aspiration to be Teachers. [Thesis]. Central Connecticut State University; 2015. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2436

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


University of North Carolina – Greensboro

18. Miller, Helen Pierce. A design for professional laboratory experiences in teacher education.

Degree: 2015, University of North Carolina – Greensboro

 It was the purpose of this study to devise a model or design for professional laboratory experiences for teacher education. The writer took the philosophical… (more)

Subjects/Keywords: Teachers – Training of; Student teaching

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

APA (6th Edition):

Miller, H. P. (2015). A design for professional laboratory experiences in teacher education. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18373

Chicago Manual of Style (16th Edition):

Miller, Helen Pierce. “A design for professional laboratory experiences in teacher education.” 2015. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed February 24, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18373.

MLA Handbook (7th Edition):

Miller, Helen Pierce. “A design for professional laboratory experiences in teacher education.” 2015. Web. 24 Feb 2020.

Vancouver:

Miller HP. A design for professional laboratory experiences in teacher education. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2015. [cited 2020 Feb 24]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18373.

Council of Science Editors:

Miller HP. A design for professional laboratory experiences in teacher education. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2015. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18373


University of Oklahoma

19. Martin, Charlene Sue. A STUDY OF FACTORS THAT CONTRIBUTE TO PRE-SERVICE TEACHERS' SENSE OF EFFICACY FOR LITERACY INSTRUCTION.

Degree: PhD, 2012, University of Oklahoma

 Given literacy is the basis for all instruction and central to elementary education, teacher preparation programs must begin to examine factors which contribute to the… (more)

Subjects/Keywords: Student teachers – Psychology; Self-efficacy

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APA (6th Edition):

Martin, C. S. (2012). A STUDY OF FACTORS THAT CONTRIBUTE TO PRE-SERVICE TEACHERS' SENSE OF EFFICACY FOR LITERACY INSTRUCTION. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319343

Chicago Manual of Style (16th Edition):

Martin, Charlene Sue. “A STUDY OF FACTORS THAT CONTRIBUTE TO PRE-SERVICE TEACHERS' SENSE OF EFFICACY FOR LITERACY INSTRUCTION.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed February 24, 2020. http://hdl.handle.net/11244/319343.

MLA Handbook (7th Edition):

Martin, Charlene Sue. “A STUDY OF FACTORS THAT CONTRIBUTE TO PRE-SERVICE TEACHERS' SENSE OF EFFICACY FOR LITERACY INSTRUCTION.” 2012. Web. 24 Feb 2020.

Vancouver:

Martin CS. A STUDY OF FACTORS THAT CONTRIBUTE TO PRE-SERVICE TEACHERS' SENSE OF EFFICACY FOR LITERACY INSTRUCTION. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/11244/319343.

Council of Science Editors:

Martin CS. A STUDY OF FACTORS THAT CONTRIBUTE TO PRE-SERVICE TEACHERS' SENSE OF EFFICACY FOR LITERACY INSTRUCTION. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/319343


Michigan State University

20. Ralston, Sherry Dann. Learning to teach : an ethnography of student teachers' perspectives.

Degree: PhD, Division of Student Teaching and Professional Development, 1980, Michigan State University

Subjects/Keywords: Student teachers

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

APA (6th Edition):

Ralston, S. D. (1980). Learning to teach : an ethnography of student teachers' perspectives. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:30069

Chicago Manual of Style (16th Edition):

Ralston, Sherry Dann. “Learning to teach : an ethnography of student teachers' perspectives.” 1980. Doctoral Dissertation, Michigan State University. Accessed February 24, 2020. http://etd.lib.msu.edu/islandora/object/etd:30069.

MLA Handbook (7th Edition):

Ralston, Sherry Dann. “Learning to teach : an ethnography of student teachers' perspectives.” 1980. Web. 24 Feb 2020.

Vancouver:

Ralston SD. Learning to teach : an ethnography of student teachers' perspectives. [Internet] [Doctoral dissertation]. Michigan State University; 1980. [cited 2020 Feb 24]. Available from: http://etd.lib.msu.edu/islandora/object/etd:30069.

Council of Science Editors:

Ralston SD. Learning to teach : an ethnography of student teachers' perspectives. [Doctoral Dissertation]. Michigan State University; 1980. Available from: http://etd.lib.msu.edu/islandora/object/etd:30069


Michigan State University

21. Frickey, Edward L., 1925-. A study of the relationships between the critical behavior of teachers, results of the National Teachers Examination and selected socio-economic data.

Degree: PhD, 1973, Michigan State University

Subjects/Keywords: Student teachers

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

APA (6th Edition):

Frickey, Edward L., 1. (1973). A study of the relationships between the critical behavior of teachers, results of the National Teachers Examination and selected socio-economic data. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:40124

Chicago Manual of Style (16th Edition):

Frickey, Edward L., 1925-. “A study of the relationships between the critical behavior of teachers, results of the National Teachers Examination and selected socio-economic data.” 1973. Doctoral Dissertation, Michigan State University. Accessed February 24, 2020. http://etd.lib.msu.edu/islandora/object/etd:40124.

MLA Handbook (7th Edition):

Frickey, Edward L., 1925-. “A study of the relationships between the critical behavior of teachers, results of the National Teachers Examination and selected socio-economic data.” 1973. Web. 24 Feb 2020.

Vancouver:

Frickey, Edward L. 1. A study of the relationships between the critical behavior of teachers, results of the National Teachers Examination and selected socio-economic data. [Internet] [Doctoral dissertation]. Michigan State University; 1973. [cited 2020 Feb 24]. Available from: http://etd.lib.msu.edu/islandora/object/etd:40124.

Council of Science Editors:

Frickey, Edward L. 1. A study of the relationships between the critical behavior of teachers, results of the National Teachers Examination and selected socio-economic data. [Doctoral Dissertation]. Michigan State University; 1973. Available from: http://etd.lib.msu.edu/islandora/object/etd:40124


The Ohio State University

22. Coulon, Stephen C. The effects of self instructional modules on the task statements of the cooperating teacher, the teaching bahaviors of the student teacher, and the inclass bahaviors of the pupils .

Degree: PhD, Graduate School, 1987, The Ohio State University

Subjects/Keywords: Education; Student teachers; Student teachers

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

APA (6th Edition):

Coulon, S. C. (1987). The effects of self instructional modules on the task statements of the cooperating teacher, the teaching bahaviors of the student teacher, and the inclass bahaviors of the pupils . (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1487331541708004

Chicago Manual of Style (16th Edition):

Coulon, Stephen C. “The effects of self instructional modules on the task statements of the cooperating teacher, the teaching bahaviors of the student teacher, and the inclass bahaviors of the pupils .” 1987. Doctoral Dissertation, The Ohio State University. Accessed February 24, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487331541708004.

MLA Handbook (7th Edition):

Coulon, Stephen C. “The effects of self instructional modules on the task statements of the cooperating teacher, the teaching bahaviors of the student teacher, and the inclass bahaviors of the pupils .” 1987. Web. 24 Feb 2020.

Vancouver:

Coulon SC. The effects of self instructional modules on the task statements of the cooperating teacher, the teaching bahaviors of the student teacher, and the inclass bahaviors of the pupils . [Internet] [Doctoral dissertation]. The Ohio State University; 1987. [cited 2020 Feb 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487331541708004.

Council of Science Editors:

Coulon SC. The effects of self instructional modules on the task statements of the cooperating teacher, the teaching bahaviors of the student teacher, and the inclass bahaviors of the pupils . [Doctoral Dissertation]. The Ohio State University; 1987. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487331541708004


The Ohio State University

23. Burrows, Robert George. An analysis of the role perceptions of the college supervisor of elementary education teachers.

Degree: PhD, Graduate School, 1970, The Ohio State University

Subjects/Keywords: Education; Student teachers; Student teachers

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

APA (6th Edition):

Burrows, R. G. (1970). An analysis of the role perceptions of the college supervisor of elementary education teachers. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486652767114616

Chicago Manual of Style (16th Edition):

Burrows, Robert George. “An analysis of the role perceptions of the college supervisor of elementary education teachers.” 1970. Doctoral Dissertation, The Ohio State University. Accessed February 24, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486652767114616.

MLA Handbook (7th Edition):

Burrows, Robert George. “An analysis of the role perceptions of the college supervisor of elementary education teachers.” 1970. Web. 24 Feb 2020.

Vancouver:

Burrows RG. An analysis of the role perceptions of the college supervisor of elementary education teachers. [Internet] [Doctoral dissertation]. The Ohio State University; 1970. [cited 2020 Feb 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486652767114616.

Council of Science Editors:

Burrows RG. An analysis of the role perceptions of the college supervisor of elementary education teachers. [Doctoral Dissertation]. The Ohio State University; 1970. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486652767114616


Massey University

24. Alsaleh, Fatimah Ibrahim. Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers.

Degree: PhD, Education, 2019, Massey University

 Being well prepared and experiencing a sense of preparedness for teaching is a key learning outcome of any initial teacher education (ITE) program. In order… (more)

Subjects/Keywords: Mathematics teachers; Training of; Saudi Arabia; Student teachers; Attitudes; Women teachers

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APA (6th Edition):

Alsaleh, F. I. (2019). Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/14975

Chicago Manual of Style (16th Edition):

Alsaleh, Fatimah Ibrahim. “Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers.” 2019. Doctoral Dissertation, Massey University. Accessed February 24, 2020. http://hdl.handle.net/10179/14975.

MLA Handbook (7th Edition):

Alsaleh, Fatimah Ibrahim. “Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers.” 2019. Web. 24 Feb 2020.

Vancouver:

Alsaleh FI. Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers. [Internet] [Doctoral dissertation]. Massey University; 2019. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/10179/14975.

Council of Science Editors:

Alsaleh FI. Preparedness to teach : the perceptions of Saudi female pre-service mathematics teachers. [Doctoral Dissertation]. Massey University; 2019. Available from: http://hdl.handle.net/10179/14975


The Ohio State University

25. Redinger, Robyn Ann. Effects of a 5-day laboratory training program for student teachers on engaged student time in the practicum setting.

Degree: PhD, Graduate School, 1981, The Ohio State University

Subjects/Keywords: Education; Student teachers

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APA (6th Edition):

Redinger, R. A. (1981). Effects of a 5-day laboratory training program for student teachers on engaged student time in the practicum setting. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu148716269469069

Chicago Manual of Style (16th Edition):

Redinger, Robyn Ann. “Effects of a 5-day laboratory training program for student teachers on engaged student time in the practicum setting.” 1981. Doctoral Dissertation, The Ohio State University. Accessed February 24, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu148716269469069.

MLA Handbook (7th Edition):

Redinger, Robyn Ann. “Effects of a 5-day laboratory training program for student teachers on engaged student time in the practicum setting.” 1981. Web. 24 Feb 2020.

Vancouver:

Redinger RA. Effects of a 5-day laboratory training program for student teachers on engaged student time in the practicum setting. [Internet] [Doctoral dissertation]. The Ohio State University; 1981. [cited 2020 Feb 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu148716269469069.

Council of Science Editors:

Redinger RA. Effects of a 5-day laboratory training program for student teachers on engaged student time in the practicum setting. [Doctoral Dissertation]. The Ohio State University; 1981. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu148716269469069


The Ohio State University

26. Waters, Elizabeth Mary. A construct for the conceptualization of the leadership role of the cooperating teacher.

Degree: PhD, Graduate School, 1974, The Ohio State University

Subjects/Keywords: Education; Student teachers

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APA (6th Edition):

Waters, E. M. (1974). A construct for the conceptualization of the leadership role of the cooperating teacher. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486986969534026

Chicago Manual of Style (16th Edition):

Waters, Elizabeth Mary. “A construct for the conceptualization of the leadership role of the cooperating teacher.” 1974. Doctoral Dissertation, The Ohio State University. Accessed February 24, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486986969534026.

MLA Handbook (7th Edition):

Waters, Elizabeth Mary. “A construct for the conceptualization of the leadership role of the cooperating teacher.” 1974. Web. 24 Feb 2020.

Vancouver:

Waters EM. A construct for the conceptualization of the leadership role of the cooperating teacher. [Internet] [Doctoral dissertation]. The Ohio State University; 1974. [cited 2020 Feb 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486986969534026.

Council of Science Editors:

Waters EM. A construct for the conceptualization of the leadership role of the cooperating teacher. [Doctoral Dissertation]. The Ohio State University; 1974. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486986969534026


University of Georgia

27. Borzak, James Michael. Teachers’ perspectives on how the principal’s instructional leadership affects change directed at student improvement.

Degree: EdD, Educational Leadership, 2010, University of Georgia

 The purpose of this study was to examine teachers’ perspectives on how the principal’s instructional leadership affects change directed at student improvement. The theoretical perspective… (more)

Subjects/Keywords: Student Improvement; Instructional Leader; Change; Teachers; Perspective

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APA (6th Edition):

Borzak, J. M. (2010). Teachers’ perspectives on how the principal’s instructional leadership affects change directed at student improvement. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/borzak_james_m_201005_edd

Chicago Manual of Style (16th Edition):

Borzak, James Michael. “Teachers’ perspectives on how the principal’s instructional leadership affects change directed at student improvement.” 2010. Doctoral Dissertation, University of Georgia. Accessed February 24, 2020. http://purl.galileo.usg.edu/uga_etd/borzak_james_m_201005_edd.

MLA Handbook (7th Edition):

Borzak, James Michael. “Teachers’ perspectives on how the principal’s instructional leadership affects change directed at student improvement.” 2010. Web. 24 Feb 2020.

Vancouver:

Borzak JM. Teachers’ perspectives on how the principal’s instructional leadership affects change directed at student improvement. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2020 Feb 24]. Available from: http://purl.galileo.usg.edu/uga_etd/borzak_james_m_201005_edd.

Council of Science Editors:

Borzak JM. Teachers’ perspectives on how the principal’s instructional leadership affects change directed at student improvement. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/borzak_james_m_201005_edd


University of Alberta

28. Suwannatrai, Watana. Practicum experiences and the development of teaching perspectives of student teachers in Thailand.

Degree: PhD, Department of Elementary Education, 1993, University of Alberta

Subjects/Keywords: Student teachers – Thailand.

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APA (6th Edition):

Suwannatrai, W. (1993). Practicum experiences and the development of teaching perspectives of student teachers in Thailand. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/ng451k57j

Chicago Manual of Style (16th Edition):

Suwannatrai, Watana. “Practicum experiences and the development of teaching perspectives of student teachers in Thailand.” 1993. Doctoral Dissertation, University of Alberta. Accessed February 24, 2020. https://era.library.ualberta.ca/files/ng451k57j.

MLA Handbook (7th Edition):

Suwannatrai, Watana. “Practicum experiences and the development of teaching perspectives of student teachers in Thailand.” 1993. Web. 24 Feb 2020.

Vancouver:

Suwannatrai W. Practicum experiences and the development of teaching perspectives of student teachers in Thailand. [Internet] [Doctoral dissertation]. University of Alberta; 1993. [cited 2020 Feb 24]. Available from: https://era.library.ualberta.ca/files/ng451k57j.

Council of Science Editors:

Suwannatrai W. Practicum experiences and the development of teaching perspectives of student teachers in Thailand. [Doctoral Dissertation]. University of Alberta; 1993. Available from: https://era.library.ualberta.ca/files/ng451k57j


Texas A&M University

29. Dickerson, Kimberly Lynn. Stress and self-efficacy of special education and general education student teachers during and after the student teaching internship.

Degree: 2009, Texas A&M University

 The purpose of this study was to determine if special education and general education student teachers differed significantly in stress and selfefficacy during and following… (more)

Subjects/Keywords: Stress; Self-Efficacy; Special Education; Student Teachers

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

APA (6th Edition):

Dickerson, K. L. (2009). Stress and self-efficacy of special education and general education student teachers during and after the student teaching internship. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2699

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):

Dickerson, Kimberly Lynn. “Stress and self-efficacy of special education and general education student teachers during and after the student teaching internship.” 2009. Thesis, Texas A&M University. Accessed February 24, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2699.

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

MLA Handbook (7th Edition):

Dickerson, Kimberly Lynn. “Stress and self-efficacy of special education and general education student teachers during and after the student teaching internship.” 2009. Web. 24 Feb 2020.

Vancouver:

Dickerson KL. Stress and self-efficacy of special education and general education student teachers during and after the student teaching internship. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2699.

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

Council of Science Editors:

Dickerson KL. Stress and self-efficacy of special education and general education student teachers during and after the student teaching internship. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2699

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

30. Raether, Jason. Nursing Students' Practices Regarding Completion of Instructor Evaluations.

Degree: MS, Graduate Nursing, 2008, South Dakota State University

Student evaluations of teachers have been used at the university level since the start of the twentieth century. This qualitative study examines nursing students' practices… (more)

Subjects/Keywords: nursing student attitudes; rating of teachers; Nursing

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

APA (6th Edition):

Raether, J. (2008). Nursing Students' Practices Regarding Completion of Instructor Evaluations. (Masters Thesis). South Dakota State University. Retrieved from http://openprairie.sdstate.edu/etd/947

Chicago Manual of Style (16th Edition):

Raether, Jason. “Nursing Students' Practices Regarding Completion of Instructor Evaluations.” 2008. Masters Thesis, South Dakota State University. Accessed February 24, 2020. http://openprairie.sdstate.edu/etd/947.

MLA Handbook (7th Edition):

Raether, Jason. “Nursing Students' Practices Regarding Completion of Instructor Evaluations.” 2008. Web. 24 Feb 2020.

Vancouver:

Raether J. Nursing Students' Practices Regarding Completion of Instructor Evaluations. [Internet] [Masters thesis]. South Dakota State University; 2008. [cited 2020 Feb 24]. Available from: http://openprairie.sdstate.edu/etd/947.

Council of Science Editors:

Raether J. Nursing Students' Practices Regarding Completion of Instructor Evaluations. [Masters Thesis]. South Dakota State University; 2008. Available from: http://openprairie.sdstate.edu/etd/947

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