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You searched for subject:(teach learning). Showing records 1 – 30 of 60 total matches.

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University of Victoria

1. Korpan, Cynthia Joanne. Learning to teach: Teaching assistants (TAs) learning in the workplace.

Degree: Interdisciplinary Graduate Program, 2019, University of Victoria

 Through an exploratory qualitative, interpretive frame that employed an ethnographic methodological approach, this research focuses on teaching assistants (TAs) teaching in a lab, tutorial, or… (more)

Subjects/Keywords: learning to teach; teaching assistants; workplace learning

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APA (6th Edition):

Korpan, C. J. (2019). Learning to teach: Teaching assistants (TAs) learning in the workplace. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/11167

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):

Korpan, Cynthia Joanne. “Learning to teach: Teaching assistants (TAs) learning in the workplace.” 2019. Thesis, University of Victoria. Accessed October 21, 2019. http://hdl.handle.net/1828/11167.

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

MLA Handbook (7th Edition):

Korpan, Cynthia Joanne. “Learning to teach: Teaching assistants (TAs) learning in the workplace.” 2019. Web. 21 Oct 2019.

Vancouver:

Korpan CJ. Learning to teach: Teaching assistants (TAs) learning in the workplace. [Internet] [Thesis]. University of Victoria; 2019. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/1828/11167.

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

Council of Science Editors:

Korpan CJ. Learning to teach: Teaching assistants (TAs) learning in the workplace. [Thesis]. University of Victoria; 2019. Available from: http://hdl.handle.net/1828/11167

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


Boston College

2. D'Souza, Lisa Andries. Assessing What Counts: Learning to Teach for Pupil Learning.

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

 Most would agree that pupil learning is a fundamental purpose of schooling. Differences arise, however, when conceptualizing what form that learning should take and how… (more)

Subjects/Keywords: Assessment; Beginning teachers; Learning to teach; Pupil learning; Student learning; Teacher education

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APA (6th Edition):

D'Souza, L. A. (2009). Assessing What Counts: Learning to Teach for Pupil Learning. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101641

Chicago Manual of Style (16th Edition):

D'Souza, Lisa Andries. “Assessing What Counts: Learning to Teach for Pupil Learning.” 2009. Doctoral Dissertation, Boston College. Accessed October 21, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101641.

MLA Handbook (7th Edition):

D'Souza, Lisa Andries. “Assessing What Counts: Learning to Teach for Pupil Learning.” 2009. Web. 21 Oct 2019.

Vancouver:

D'Souza LA. Assessing What Counts: Learning to Teach for Pupil Learning. [Internet] [Doctoral dissertation]. Boston College; 2009. [cited 2019 Oct 21]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101641.

Council of Science Editors:

D'Souza LA. Assessing What Counts: Learning to Teach for Pupil Learning. [Doctoral Dissertation]. Boston College; 2009. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101641

3. Aguiar, Eliane Aparecida de. Escrita, autoria e ensino: um diálogo necessário para pensar a constituição do sujeito-autor no contexto escolar.

Degree: PhD, Educação, 2010, University of São Paulo

Esta tese, inserida nos campos da Linguagem e da Educação, tem como objetivo principal promover uma discussão de caráter teórico-reflexiva sobre as noções de escrita,… (more)

Subjects/Keywords: authorship; autoria; educação; ensino-aprendizagem; escrita; school; teach - learning; writing

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APA (6th Edition):

Aguiar, E. A. d. (2010). Escrita, autoria e ensino: um diálogo necessário para pensar a constituição do sujeito-autor no contexto escolar. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20042010-160955/ ;

Chicago Manual of Style (16th Edition):

Aguiar, Eliane Aparecida de. “Escrita, autoria e ensino: um diálogo necessário para pensar a constituição do sujeito-autor no contexto escolar.” 2010. Doctoral Dissertation, University of São Paulo. Accessed October 21, 2019. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20042010-160955/ ;.

MLA Handbook (7th Edition):

Aguiar, Eliane Aparecida de. “Escrita, autoria e ensino: um diálogo necessário para pensar a constituição do sujeito-autor no contexto escolar.” 2010. Web. 21 Oct 2019.

Vancouver:

Aguiar EAd. Escrita, autoria e ensino: um diálogo necessário para pensar a constituição do sujeito-autor no contexto escolar. [Internet] [Doctoral dissertation]. University of São Paulo; 2010. [cited 2019 Oct 21]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20042010-160955/ ;.

Council of Science Editors:

Aguiar EAd. Escrita, autoria e ensino: um diálogo necessário para pensar a constituição do sujeito-autor no contexto escolar. [Doctoral Dissertation]. University of São Paulo; 2010. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20042010-160955/ ;


Utah State University

4. Hamblin, Carolyn J. How Arizona Community College Teachers Go About Learning to Teach.

Degree: PhD, Education, 2015, Utah State University

  This mixed-method study used a survey and semistructured interviews to learn how new Arizona community college teachers learned to teach, how available certain learning(more)

Subjects/Keywords: arizona; community; college; teachers; learning; teach; Teacher Education and Professional Development

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APA (6th Edition):

Hamblin, C. J. (2015). How Arizona Community College Teachers Go About Learning to Teach. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/4283

Chicago Manual of Style (16th Edition):

Hamblin, Carolyn J. “How Arizona Community College Teachers Go About Learning to Teach.” 2015. Doctoral Dissertation, Utah State University. Accessed October 21, 2019. https://digitalcommons.usu.edu/etd/4283.

MLA Handbook (7th Edition):

Hamblin, Carolyn J. “How Arizona Community College Teachers Go About Learning to Teach.” 2015. Web. 21 Oct 2019.

Vancouver:

Hamblin CJ. How Arizona Community College Teachers Go About Learning to Teach. [Internet] [Doctoral dissertation]. Utah State University; 2015. [cited 2019 Oct 21]. Available from: https://digitalcommons.usu.edu/etd/4283.

Council of Science Editors:

Hamblin CJ. How Arizona Community College Teachers Go About Learning to Teach. [Doctoral Dissertation]. Utah State University; 2015. Available from: https://digitalcommons.usu.edu/etd/4283


Universidade de Brasília

5. Gilmar da Silva. Mapas conceituais como instrumentos de promoção e avaliação da aprendizagem significativa de conceitos de calorimetria, em nível médio.

Degree: 2007, Universidade de Brasília

Neste trabalho, foi realizada uma investigação que teve por objetivo verificar se a utilização de mapas conceituais no ensino de conceitos da Calorimetria é uma… (more)

Subjects/Keywords: mapas conceituais; aprendizagem significativa; ensino-aprendizagem; conceptual maps; teach-learning; ENSINO-APRENDIZAGEM; significant learning

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APA (6th Edition):

Silva, G. d. (2007). Mapas conceituais como instrumentos de promoção e avaliação da aprendizagem significativa de conceitos de calorimetria, em nível médio. (Thesis). Universidade de Brasília. Retrieved from http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=2933 ; http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=2932

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):

Silva, Gilmar da. “Mapas conceituais como instrumentos de promoção e avaliação da aprendizagem significativa de conceitos de calorimetria, em nível médio.” 2007. Thesis, Universidade de Brasília. Accessed October 21, 2019. http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=2933 ; http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=2932.

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

MLA Handbook (7th Edition):

Silva, Gilmar da. “Mapas conceituais como instrumentos de promoção e avaliação da aprendizagem significativa de conceitos de calorimetria, em nível médio.” 2007. Web. 21 Oct 2019.

Vancouver:

Silva Gd. Mapas conceituais como instrumentos de promoção e avaliação da aprendizagem significativa de conceitos de calorimetria, em nível médio. [Internet] [Thesis]. Universidade de Brasília; 2007. [cited 2019 Oct 21]. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=2933 ; http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=2932.

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

Council of Science Editors:

Silva Gd. Mapas conceituais como instrumentos de promoção e avaliação da aprendizagem significativa de conceitos de calorimetria, em nível médio. [Thesis]. Universidade de Brasília; 2007. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=2933 ; http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=2932

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


University of Ottawa

6. Streit, Desiree. Learning to Teach-in-Relation: Community Service Learning, Phenomenology, and the Medicine Wheel .

Degree: 2016, University of Ottawa

 The focus of this phenomenological research project is to delve into the question of ‘what it is like’ for teacher candidates to experience the phenomenon… (more)

Subjects/Keywords: Learning to teach-in-relation; phenomenology; relational; embodied; community service learning; perception; Indigenous knowledge

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APA (6th Edition):

Streit, D. (2016). Learning to Teach-in-Relation: Community Service Learning, Phenomenology, and the Medicine Wheel . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/34220

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):

Streit, Desiree. “Learning to Teach-in-Relation: Community Service Learning, Phenomenology, and the Medicine Wheel .” 2016. Thesis, University of Ottawa. Accessed October 21, 2019. http://hdl.handle.net/10393/34220.

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

MLA Handbook (7th Edition):

Streit, Desiree. “Learning to Teach-in-Relation: Community Service Learning, Phenomenology, and the Medicine Wheel .” 2016. Web. 21 Oct 2019.

Vancouver:

Streit D. Learning to Teach-in-Relation: Community Service Learning, Phenomenology, and the Medicine Wheel . [Internet] [Thesis]. University of Ottawa; 2016. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10393/34220.

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

Council of Science Editors:

Streit D. Learning to Teach-in-Relation: Community Service Learning, Phenomenology, and the Medicine Wheel . [Thesis]. University of Ottawa; 2016. Available from: http://hdl.handle.net/10393/34220

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


Oklahoma State University

7. Byrd, Janna Lou. Educational Philosophies, Teaching Styles, Learning Strategy Preferences, and Attitude Toward Continuing Education of Nationally Certified Sign Language Interpreters.

Degree: School of Teaching and Curriculum Leadership, 2010, Oklahoma State University

 Sign language interpreters are no longer solely "an interpreter" but have evolved into educators, trainers, and mentors. In order to plan professional development activities for… (more)

Subjects/Keywords: continuing education; educational philosophy; learning strategy; learning style; sign language interpreter; teach

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APA (6th Edition):

Byrd, J. L. (2010). Educational Philosophies, Teaching Styles, Learning Strategy Preferences, and Attitude Toward Continuing Education of Nationally Certified Sign Language Interpreters. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7332

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):

Byrd, Janna Lou. “Educational Philosophies, Teaching Styles, Learning Strategy Preferences, and Attitude Toward Continuing Education of Nationally Certified Sign Language Interpreters.” 2010. Thesis, Oklahoma State University. Accessed October 21, 2019. http://hdl.handle.net/11244/7332.

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

MLA Handbook (7th Edition):

Byrd, Janna Lou. “Educational Philosophies, Teaching Styles, Learning Strategy Preferences, and Attitude Toward Continuing Education of Nationally Certified Sign Language Interpreters.” 2010. Web. 21 Oct 2019.

Vancouver:

Byrd JL. Educational Philosophies, Teaching Styles, Learning Strategy Preferences, and Attitude Toward Continuing Education of Nationally Certified Sign Language Interpreters. [Internet] [Thesis]. Oklahoma State University; 2010. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/11244/7332.

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

Council of Science Editors:

Byrd JL. Educational Philosophies, Teaching Styles, Learning Strategy Preferences, and Attitude Toward Continuing Education of Nationally Certified Sign Language Interpreters. [Thesis]. Oklahoma State University; 2010. Available from: http://hdl.handle.net/11244/7332

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


University of Minnesota

8. Wang, Fang. Narrative Inquiry into Competing Pedagogies: Chinese International Students’ Learning to Teach in the U.S.

Degree: PhD, Education, Curriculum and Instruction, 2016, University of Minnesota

 Cross-cultural teacher learning, or learning to teach in a linguistically and culturally different context, presents teacher learners challenges ranging from language barriers and cultural adjustment… (more)

Subjects/Keywords: Chinese international students; competing pedagogies; cross-cultural learning; learning to teach; narrative inquiry; teacher education

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

APA (6th Edition):

Wang, F. (2016). Narrative Inquiry into Competing Pedagogies: Chinese International Students’ Learning to Teach in the U.S. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/182744

Chicago Manual of Style (16th Edition):

Wang, Fang. “Narrative Inquiry into Competing Pedagogies: Chinese International Students’ Learning to Teach in the U.S.” 2016. Doctoral Dissertation, University of Minnesota. Accessed October 21, 2019. http://hdl.handle.net/11299/182744.

MLA Handbook (7th Edition):

Wang, Fang. “Narrative Inquiry into Competing Pedagogies: Chinese International Students’ Learning to Teach in the U.S.” 2016. Web. 21 Oct 2019.

Vancouver:

Wang F. Narrative Inquiry into Competing Pedagogies: Chinese International Students’ Learning to Teach in the U.S. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/11299/182744.

Council of Science Editors:

Wang F. Narrative Inquiry into Competing Pedagogies: Chinese International Students’ Learning to Teach in the U.S. [Doctoral Dissertation]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/182744


University of Texas – Austin

9. Russell, Katherine Winton. Learning to teach, teaching to learn : a longitudinal case study of becoming a literacy teacher.

Degree: PhD, Curriculum and Instruction, 2014, University of Texas – Austin

 This longitudinal case study followed a beginning teacher from the first semester of her teacher education program into her fifth year of teaching. Using situated… (more)

Subjects/Keywords: Teacher education; Literacy teaching; Longitudinal; Learning to teach; Case study; Becoming a teacher; Situated learning

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APA (6th Edition):

Russell, K. W. (2014). Learning to teach, teaching to learn : a longitudinal case study of becoming a literacy teacher. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/28374

Chicago Manual of Style (16th Edition):

Russell, Katherine Winton. “Learning to teach, teaching to learn : a longitudinal case study of becoming a literacy teacher.” 2014. Doctoral Dissertation, University of Texas – Austin. Accessed October 21, 2019. http://hdl.handle.net/2152/28374.

MLA Handbook (7th Edition):

Russell, Katherine Winton. “Learning to teach, teaching to learn : a longitudinal case study of becoming a literacy teacher.” 2014. Web. 21 Oct 2019.

Vancouver:

Russell KW. Learning to teach, teaching to learn : a longitudinal case study of becoming a literacy teacher. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2152/28374.

Council of Science Editors:

Russell KW. Learning to teach, teaching to learn : a longitudinal case study of becoming a literacy teacher. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/28374


Universiteit Utrecht

10. Untiedt, A.; Selten, B.P. CLIL at a Dutch secondary school : Between Expectations and Reality.

Degree: 2013, Universiteit Utrecht

 The integration of Content and Language Integrated Learning (CLIL) in the curriculum is a vital part of bilingual education in The Netherlands. However, schools struggle… (more)

Subjects/Keywords: IVLOS; Content and Language Integrated Learning; CLIL; bilingual education; U-TEAch; 2013

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APA (6th Edition):

Untiedt, A.; Selten, B. P. (2013). CLIL at a Dutch secondary school : Between Expectations and Reality. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/281572

Chicago Manual of Style (16th Edition):

Untiedt, A.; Selten, B P. “CLIL at a Dutch secondary school : Between Expectations and Reality.” 2013. Masters Thesis, Universiteit Utrecht. Accessed October 21, 2019. http://dspace.library.uu.nl:8080/handle/1874/281572.

MLA Handbook (7th Edition):

Untiedt, A.; Selten, B P. “CLIL at a Dutch secondary school : Between Expectations and Reality.” 2013. Web. 21 Oct 2019.

Vancouver:

Untiedt, A.; Selten BP. CLIL at a Dutch secondary school : Between Expectations and Reality. [Internet] [Masters thesis]. Universiteit Utrecht; 2013. [cited 2019 Oct 21]. Available from: http://dspace.library.uu.nl:8080/handle/1874/281572.

Council of Science Editors:

Untiedt, A.; Selten BP. CLIL at a Dutch secondary school : Between Expectations and Reality. [Masters Thesis]. Universiteit Utrecht; 2013. Available from: http://dspace.library.uu.nl:8080/handle/1874/281572

11. Brites, Ana Raquel Croca. Relatório da prática de ensino supervisionada relativo ao ano letivo de 2011/2012 na Escola Secundária André de Gouveia em Évora.

Degree: 2014, Universidade de Évora

 No presente Relatório descrevemos a nossa Prática de Ensino Supervisionada e refletimos sobre ela. A mesma decorreu no ano letivo 2011/2012, na Escola Secundária André… (more)

Subjects/Keywords: Formação de professores; Aprender a ensinar; Professor reflexivo; Teacher training; Learning to teach; Reflective teacher

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APA (6th Edition):

Brites, A. R. C. (2014). Relatório da prática de ensino supervisionada relativo ao ano letivo de 2011/2012 na Escola Secundária André de Gouveia em Évora. (Thesis). Universidade de Évora. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/10922

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):

Brites, Ana Raquel Croca. “Relatório da prática de ensino supervisionada relativo ao ano letivo de 2011/2012 na Escola Secundária André de Gouveia em Évora.” 2014. Thesis, Universidade de Évora. Accessed October 21, 2019. https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/10922.

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

MLA Handbook (7th Edition):

Brites, Ana Raquel Croca. “Relatório da prática de ensino supervisionada relativo ao ano letivo de 2011/2012 na Escola Secundária André de Gouveia em Évora.” 2014. Web. 21 Oct 2019.

Vancouver:

Brites ARC. Relatório da prática de ensino supervisionada relativo ao ano letivo de 2011/2012 na Escola Secundária André de Gouveia em Évora. [Internet] [Thesis]. Universidade de Évora; 2014. [cited 2019 Oct 21]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/10922.

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

Council of Science Editors:

Brites ARC. Relatório da prática de ensino supervisionada relativo ao ano letivo de 2011/2012 na Escola Secundária André de Gouveia em Évora. [Thesis]. Universidade de Évora; 2014. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/10922

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


University of Toronto

12. Zhang, Nan. Towards Long-Term Vision-Based Localization in Support of Monocular Visual Teach and Repeat.

Degree: 2018, University of Toronto

This thesis presents an unsupervised learning framework within the Visual Teach and Repeat system to enable improved localization performance in the presence of lighting and… (more)

Subjects/Keywords: Learning Descriptors; Long-Term Localization; SLAM; Visual Descriptor; Visual Teach and Repeat; 0771

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APA (6th Edition):

Zhang, N. (2018). Towards Long-Term Vision-Based Localization in Support of Monocular Visual Teach and Repeat. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/91690

Chicago Manual of Style (16th Edition):

Zhang, Nan. “Towards Long-Term Vision-Based Localization in Support of Monocular Visual Teach and Repeat.” 2018. Masters Thesis, University of Toronto. Accessed October 21, 2019. http://hdl.handle.net/1807/91690.

MLA Handbook (7th Edition):

Zhang, Nan. “Towards Long-Term Vision-Based Localization in Support of Monocular Visual Teach and Repeat.” 2018. Web. 21 Oct 2019.

Vancouver:

Zhang N. Towards Long-Term Vision-Based Localization in Support of Monocular Visual Teach and Repeat. [Internet] [Masters thesis]. University of Toronto; 2018. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/1807/91690.

Council of Science Editors:

Zhang N. Towards Long-Term Vision-Based Localization in Support of Monocular Visual Teach and Repeat. [Masters Thesis]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/91690


University of Minnesota

13. Covert, Louise. Learning to Teach In Teach For America: A Case Study.

Degree: PhD, Education, Curriculum and Instruction, 2014, University of Minnesota

 There is a gap in research examining teacher candidates' perspectives of learning to teach in alternative certification programs and, in particular, Teach For America's (TFA)… (more)

Subjects/Keywords: Discourse Analysis; Sociology of Teaching; Teacher Education; Teacher Learning; Teach For America

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APA (6th Edition):

Covert, L. (2014). Learning to Teach In Teach For America: A Case Study. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/177057

Chicago Manual of Style (16th Edition):

Covert, Louise. “Learning to Teach In Teach For America: A Case Study.” 2014. Doctoral Dissertation, University of Minnesota. Accessed October 21, 2019. http://hdl.handle.net/11299/177057.

MLA Handbook (7th Edition):

Covert, Louise. “Learning to Teach In Teach For America: A Case Study.” 2014. Web. 21 Oct 2019.

Vancouver:

Covert L. Learning to Teach In Teach For America: A Case Study. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/11299/177057.

Council of Science Editors:

Covert L. Learning to Teach In Teach For America: A Case Study. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/177057


University of Arizona

14. Schaub, Elsa Nunes. Learning to Use Student Ideas in Elementary Science Teaching: The Influence of Mentor Teachers in Preservice Teachers' Developing Meanings .

Degree: 2014, University of Arizona

 This study explores the influence of mentor teachers in the meanings and practices that two elementary preservice teachers adopted about eliciting and using student ideas,… (more)

Subjects/Keywords: learning-to-teach contexts; mentoring; preservice teacher learning; student ideas; Teaching & Teacher Education; elementary science teacher preparation

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APA (6th Edition):

Schaub, E. N. (2014). Learning to Use Student Ideas in Elementary Science Teaching: The Influence of Mentor Teachers in Preservice Teachers' Developing Meanings . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/319899

Chicago Manual of Style (16th Edition):

Schaub, Elsa Nunes. “Learning to Use Student Ideas in Elementary Science Teaching: The Influence of Mentor Teachers in Preservice Teachers' Developing Meanings .” 2014. Doctoral Dissertation, University of Arizona. Accessed October 21, 2019. http://hdl.handle.net/10150/319899.

MLA Handbook (7th Edition):

Schaub, Elsa Nunes. “Learning to Use Student Ideas in Elementary Science Teaching: The Influence of Mentor Teachers in Preservice Teachers' Developing Meanings .” 2014. Web. 21 Oct 2019.

Vancouver:

Schaub EN. Learning to Use Student Ideas in Elementary Science Teaching: The Influence of Mentor Teachers in Preservice Teachers' Developing Meanings . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10150/319899.

Council of Science Editors:

Schaub EN. Learning to Use Student Ideas in Elementary Science Teaching: The Influence of Mentor Teachers in Preservice Teachers' Developing Meanings . [Doctoral Dissertation]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/319899


Universidade de Brasília

15. Maria José Ferreira Péres. O foco da gramática : no ensino contemporâneo de línguas.

Degree: 2007, Universidade de Brasília

The grammatical study it has been the recurrent concern of the scholars related to the education area/learning of languages. Since the definition of what she… (more)

Subjects/Keywords: methods; Portuguese Foreign Language; ensino-aprendizagem de Línguas; Português Língua Estrangeira; métodos; Gramática; LINGUISTICA APLICADA; teach-learning de Languages; Grammar

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APA (6th Edition):

Péres, M. J. F. (2007). O foco da gramática : no ensino contemporâneo de línguas. (Thesis). Universidade de Brasília. Retrieved from http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3201

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):

Péres, Maria José Ferreira. “O foco da gramática : no ensino contemporâneo de línguas.” 2007. Thesis, Universidade de Brasília. Accessed October 21, 2019. http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3201.

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

MLA Handbook (7th Edition):

Péres, Maria José Ferreira. “O foco da gramática : no ensino contemporâneo de línguas.” 2007. Web. 21 Oct 2019.

Vancouver:

Péres MJF. O foco da gramática : no ensino contemporâneo de línguas. [Internet] [Thesis]. Universidade de Brasília; 2007. [cited 2019 Oct 21]. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3201.

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

Council of Science Editors:

Péres MJF. O foco da gramática : no ensino contemporâneo de línguas. [Thesis]. Universidade de Brasília; 2007. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3201

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

16. Eliane Santana Novais. O ciclo vigília/sono dos(as) alunos(as) na organização do trabalho docente : as particularidades do corpo nas cenas da aula.

Degree: 2011, Federal University of Uberlândia

Nesta pesquisa, apresento os resultados sobre a relação entre ciclo vigília/sono, trabalho docente e condições favoráveis de aprendizagem. Como um estudo de caso, contemplou alunos(as),… (more)

Subjects/Keywords: Ciclo vigília/sono; Trabalho docente; Aprendizagem escolar; EDUCACAO; Aprendizagem; Formação de professores; Sono; Sleep/wake cycle (SWC); Teach job; School learning

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APA (6th Edition):

Novais, E. S. (2011). O ciclo vigília/sono dos(as) alunos(as) na organização do trabalho docente : as particularidades do corpo nas cenas da aula. (Thesis). Federal University of Uberlândia. Retrieved from http://www.bdtd.ufu.br//tde_busca/arquivo.php?codArquivo=3814

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):

Novais, Eliane Santana. “O ciclo vigília/sono dos(as) alunos(as) na organização do trabalho docente : as particularidades do corpo nas cenas da aula.” 2011. Thesis, Federal University of Uberlândia. Accessed October 21, 2019. http://www.bdtd.ufu.br//tde_busca/arquivo.php?codArquivo=3814.

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

MLA Handbook (7th Edition):

Novais, Eliane Santana. “O ciclo vigília/sono dos(as) alunos(as) na organização do trabalho docente : as particularidades do corpo nas cenas da aula.” 2011. Web. 21 Oct 2019.

Vancouver:

Novais ES. O ciclo vigília/sono dos(as) alunos(as) na organização do trabalho docente : as particularidades do corpo nas cenas da aula. [Internet] [Thesis]. Federal University of Uberlândia; 2011. [cited 2019 Oct 21]. Available from: http://www.bdtd.ufu.br//tde_busca/arquivo.php?codArquivo=3814.

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

Council of Science Editors:

Novais ES. O ciclo vigília/sono dos(as) alunos(as) na organização do trabalho docente : as particularidades do corpo nas cenas da aula. [Thesis]. Federal University of Uberlândia; 2011. Available from: http://www.bdtd.ufu.br//tde_busca/arquivo.php?codArquivo=3814

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

17. Monique Aparecida Voltarelli. Aprendizagem profissional da docência : que saberes o(a) professor(a) tem para atuar em creches?.

Degree: 2013, Universidade Federal de São Carlos

to teach and the importance of the teacher to keep learning are highlighted themes in order to comprehend the professional development and the teachers education,… (more)

Subjects/Keywords: Professores formação; Educação; Aprendizagem profissional da docência; Educação infantil; Saberes docents; EDUCACAO; Learning to teach; Teachers education; Kindergarten; Teaching knowledge

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

APA (6th Edition):

Voltarelli, M. A. (2013). Aprendizagem profissional da docência : que saberes o(a) professor(a) tem para atuar em creches?. (Thesis). Universidade Federal de São Carlos. Retrieved from http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=5911

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):

Voltarelli, Monique Aparecida. “Aprendizagem profissional da docência : que saberes o(a) professor(a) tem para atuar em creches?.” 2013. Thesis, Universidade Federal de São Carlos. Accessed October 21, 2019. http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=5911.

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

MLA Handbook (7th Edition):

Voltarelli, Monique Aparecida. “Aprendizagem profissional da docência : que saberes o(a) professor(a) tem para atuar em creches?.” 2013. Web. 21 Oct 2019.

Vancouver:

Voltarelli MA. Aprendizagem profissional da docência : que saberes o(a) professor(a) tem para atuar em creches?. [Internet] [Thesis]. Universidade Federal de São Carlos; 2013. [cited 2019 Oct 21]. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=5911.

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

Council of Science Editors:

Voltarelli MA. Aprendizagem profissional da docência : que saberes o(a) professor(a) tem para atuar em creches?. [Thesis]. Universidade Federal de São Carlos; 2013. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=5911

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

18. Jefferson Peixoto da Silva. O sentido que os alunos de uma escola da rede pública estadual paulista atribuem ao ensino de história.

Degree: 2008, UNIVERSIDADE CIDADE DE SÃO PAULO

Com o presente trabalho propus-me a buscar compreender qual é o sentido que os alunos de uma escola da rede pública estadual paulista, que no… (more)

Subjects/Keywords: EDUCACAO; Ensino-aprendizagem; Formação de professores - educação; Ensino - história; Teach-learning; Formation of professors - education; Education - history

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APA (6th Edition):

Silva, J. P. d. (2008). O sentido que os alunos de uma escola da rede pública estadual paulista atribuem ao ensino de história. (Thesis). UNIVERSIDADE CIDADE DE SÃO PAULO. Retrieved from http://bdtd.unicid.br/tde_busca/arquivo.php?codArquivo=66

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):

Silva, Jefferson Peixoto da. “O sentido que os alunos de uma escola da rede pública estadual paulista atribuem ao ensino de história.” 2008. Thesis, UNIVERSIDADE CIDADE DE SÃO PAULO. Accessed October 21, 2019. http://bdtd.unicid.br/tde_busca/arquivo.php?codArquivo=66.

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

MLA Handbook (7th Edition):

Silva, Jefferson Peixoto da. “O sentido que os alunos de uma escola da rede pública estadual paulista atribuem ao ensino de história.” 2008. Web. 21 Oct 2019.

Vancouver:

Silva JPd. O sentido que os alunos de uma escola da rede pública estadual paulista atribuem ao ensino de história. [Internet] [Thesis]. UNIVERSIDADE CIDADE DE SÃO PAULO; 2008. [cited 2019 Oct 21]. Available from: http://bdtd.unicid.br/tde_busca/arquivo.php?codArquivo=66.

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

Council of Science Editors:

Silva JPd. O sentido que os alunos de uma escola da rede pública estadual paulista atribuem ao ensino de história. [Thesis]. UNIVERSIDADE CIDADE DE SÃO PAULO; 2008. Available from: http://bdtd.unicid.br/tde_busca/arquivo.php?codArquivo=66

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

19. Luciana Silveira Rodrigues. O uso de software educacional no ensino fundamental de matemática e a aprendizagem do sistema de numeração decimal por alunos de 3 série.

Degree: 2006, Universidade Católica Dom Bosco

O presente estudo integra a linha de pesquisa Práticas Pedagógicas e suas relações com a formação docente, objetivando analisar os pressupostos pedagógicos de softwares de… (more)

Subjects/Keywords: sistema de numeração decimal; ensino-aprendizagem de matemática; software educacional.; EDUCACAO; decimal system; mathematics teach-learning; educational software.

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APA (6th Edition):

Rodrigues, L. S. (2006). O uso de software educacional no ensino fundamental de matemática e a aprendizagem do sistema de numeração decimal por alunos de 3 série. (Thesis). Universidade Católica Dom Bosco. Retrieved from http://www.tede.ucdb.br/tde_busca/arquivo.php?codArquivo=208

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):

Rodrigues, Luciana Silveira. “O uso de software educacional no ensino fundamental de matemática e a aprendizagem do sistema de numeração decimal por alunos de 3 série.” 2006. Thesis, Universidade Católica Dom Bosco. Accessed October 21, 2019. http://www.tede.ucdb.br/tde_busca/arquivo.php?codArquivo=208.

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

MLA Handbook (7th Edition):

Rodrigues, Luciana Silveira. “O uso de software educacional no ensino fundamental de matemática e a aprendizagem do sistema de numeração decimal por alunos de 3 série.” 2006. Web. 21 Oct 2019.

Vancouver:

Rodrigues LS. O uso de software educacional no ensino fundamental de matemática e a aprendizagem do sistema de numeração decimal por alunos de 3 série. [Internet] [Thesis]. Universidade Católica Dom Bosco; 2006. [cited 2019 Oct 21]. Available from: http://www.tede.ucdb.br/tde_busca/arquivo.php?codArquivo=208.

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

Council of Science Editors:

Rodrigues LS. O uso de software educacional no ensino fundamental de matemática e a aprendizagem do sistema de numeração decimal por alunos de 3 série. [Thesis]. Universidade Católica Dom Bosco; 2006. Available from: http://www.tede.ucdb.br/tde_busca/arquivo.php?codArquivo=208

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


Pontifícia Universidade Católica de São Paulo

20. Célia Magalhães de Souza. Inclusive school dillemas.

Degree: 2006, Pontifícia Universidade Católica de São Paulo

Este trabalho, enfocando especificamente as questões de inclusão, tem por objetivo analisar se, no processo ensino-aprendizagem, as ações pedagógicas desenvolvidas pelo professor, mediadas pela linguagem… (more)

Subjects/Keywords: Ensino-aprendizagem; Aprendizagem; Educacao inclusiva; Inclusão escolar; Teach-learning; LINGUISTICA APLICADA; Teoria da atividade; Ensino; Theory of the activity; Inclusion

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APA (6th Edition):

Souza, C. M. d. (2006). Inclusive school dillemas. (Thesis). Pontifícia Universidade Católica de São Paulo. Retrieved from http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=3345

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):

Souza, Célia Magalhães de. “Inclusive school dillemas.” 2006. Thesis, Pontifícia Universidade Católica de São Paulo. Accessed October 21, 2019. http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=3345.

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

MLA Handbook (7th Edition):

Souza, Célia Magalhães de. “Inclusive school dillemas.” 2006. Web. 21 Oct 2019.

Vancouver:

Souza CMd. Inclusive school dillemas. [Internet] [Thesis]. Pontifícia Universidade Católica de São Paulo; 2006. [cited 2019 Oct 21]. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=3345.

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

Council of Science Editors:

Souza CMd. Inclusive school dillemas. [Thesis]. Pontifícia Universidade Católica de São Paulo; 2006. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=3345

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


Pontifícia Universidade Católica de São Paulo

21. Cristina Aparecida Colasanto. A linguagem dos relatórios: uma proposta de avaliação para a Educação Infantil.

Degree: 2007, Pontifícia Universidade Católica de São Paulo

Este estudo tem por objetivo analisar dois tipos de relatórios de avaliação, utilizados em Educação Infantil, visando compreender de que forma a linguagem que os… (more)

Subjects/Keywords: Relatórios de avaliação; Assessment reports; Ensino-aprendizagem; Educacao de criancas; LINGUISTICA APLICADA; Avaliacao educacional; Relatorios  – Redacao; Teach-learning

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APA (6th Edition):

Colasanto, C. A. (2007). A linguagem dos relatórios: uma proposta de avaliação para a Educação Infantil. (Thesis). Pontifícia Universidade Católica de São Paulo. Retrieved from http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=3740

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):

Colasanto, Cristina Aparecida. “A linguagem dos relatórios: uma proposta de avaliação para a Educação Infantil.” 2007. Thesis, Pontifícia Universidade Católica de São Paulo. Accessed October 21, 2019. http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=3740.

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

MLA Handbook (7th Edition):

Colasanto, Cristina Aparecida. “A linguagem dos relatórios: uma proposta de avaliação para a Educação Infantil.” 2007. Web. 21 Oct 2019.

Vancouver:

Colasanto CA. A linguagem dos relatórios: uma proposta de avaliação para a Educação Infantil. [Internet] [Thesis]. Pontifícia Universidade Católica de São Paulo; 2007. [cited 2019 Oct 21]. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=3740.

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

Council of Science Editors:

Colasanto CA. A linguagem dos relatórios: uma proposta de avaliação para a Educação Infantil. [Thesis]. Pontifícia Universidade Católica de São Paulo; 2007. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=3740

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


Pontifícia Universidade Católica de São Paulo

22. Adriana Menezes Felisbino. O léxico e os processos de produção de sentidos para uma leitura significativa: uma fábula e suas versões em três tempos.

Degree: 2011, Pontifícia Universidade Católica de São Paulo

Esta Dissertação situa-se no campo do ensino-aprendizagem da Língua Portuguesa que, compreendida como língua histórica explica-se por uma variedade de normas sócio-cultural-históricas a serem ensinadas… (more)

Subjects/Keywords: LINGUA PORTUGUESA; Léxico; Ensino-aprendizagem; Leitura significativa; Lexicon; Teach-learning; Significant reading; Linguistic education; Educação linguística

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

APA (6th Edition):

Felisbino, A. M. (2011). O léxico e os processos de produção de sentidos para uma leitura significativa: uma fábula e suas versões em três tempos. (Thesis). Pontifícia Universidade Católica de São Paulo. Retrieved from http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=13605

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):

Felisbino, Adriana Menezes. “O léxico e os processos de produção de sentidos para uma leitura significativa: uma fábula e suas versões em três tempos.” 2011. Thesis, Pontifícia Universidade Católica de São Paulo. Accessed October 21, 2019. http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=13605.

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

MLA Handbook (7th Edition):

Felisbino, Adriana Menezes. “O léxico e os processos de produção de sentidos para uma leitura significativa: uma fábula e suas versões em três tempos.” 2011. Web. 21 Oct 2019.

Vancouver:

Felisbino AM. O léxico e os processos de produção de sentidos para uma leitura significativa: uma fábula e suas versões em três tempos. [Internet] [Thesis]. Pontifícia Universidade Católica de São Paulo; 2011. [cited 2019 Oct 21]. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=13605.

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

Council of Science Editors:

Felisbino AM. O léxico e os processos de produção de sentidos para uma leitura significativa: uma fábula e suas versões em três tempos. [Thesis]. Pontifícia Universidade Católica de São Paulo; 2011. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=13605

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

23. Annie Betune Ramalhão. Ensino na área de Saúde: aproximações às estratégias de ensino-aprendizagem dos professores de Terapia Ocupacional.

Degree: 2006, Universidade Federal de São Paulo

 The objective of this research was identify and analyze the practical conceptions used by professors of Occupational Therapy of the state of São Paulo in… (more)

Subjects/Keywords: Education in Occupational Therapy; Teach-learning strategies; geriatry/ gerontology.; 1. Ensino de Terapia Ocupacional 2. Ensino-aprendizagem 3. Gerontologia/Geriatria; EDUCACAO

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APA (6th Edition):

Ramalhão, A. B. (2006). Ensino na área de Saúde: aproximações às estratégias de ensino-aprendizagem dos professores de Terapia Ocupacional. (Thesis). Universidade Federal de São Paulo. Retrieved from http://www.bdtd.unifesp.br/tede//tde_busca/arquivo.php?codArquivo=124

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):

Ramalhão, Annie Betune. “Ensino na área de Saúde: aproximações às estratégias de ensino-aprendizagem dos professores de Terapia Ocupacional.” 2006. Thesis, Universidade Federal de São Paulo. Accessed October 21, 2019. http://www.bdtd.unifesp.br/tede//tde_busca/arquivo.php?codArquivo=124.

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

MLA Handbook (7th Edition):

Ramalhão, Annie Betune. “Ensino na área de Saúde: aproximações às estratégias de ensino-aprendizagem dos professores de Terapia Ocupacional.” 2006. Web. 21 Oct 2019.

Vancouver:

Ramalhão AB. Ensino na área de Saúde: aproximações às estratégias de ensino-aprendizagem dos professores de Terapia Ocupacional. [Internet] [Thesis]. Universidade Federal de São Paulo; 2006. [cited 2019 Oct 21]. Available from: http://www.bdtd.unifesp.br/tede//tde_busca/arquivo.php?codArquivo=124.

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

Council of Science Editors:

Ramalhão AB. Ensino na área de Saúde: aproximações às estratégias de ensino-aprendizagem dos professores de Terapia Ocupacional. [Thesis]. Universidade Federal de São Paulo; 2006. Available from: http://www.bdtd.unifesp.br/tede//tde_busca/arquivo.php?codArquivo=124

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


NSYSU

24. Lai, Chia-chun. The Development of Teachersâ Professional Learning Community on Reading Comprehension Strategy: A case study in the FLY elementary school.

Degree: Master, Education, 2014, NSYSU

 The development of professional learning community (PLC) has become an important issue for teachers in recent years. The purpose of this study aimed to understand… (more)

Subjects/Keywords: reading comprehension strategy; professional learning community; reading comprehension knowledge; the awareness of how to teach reading; teachersâ retrospections and feedbacks

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

APA (6th Edition):

Lai, C. (2014). The Development of Teachersâ Professional Learning Community on Reading Comprehension Strategy: A case study in the FLY elementary school. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0512114-210313

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):

Lai, Chia-chun. “The Development of Teachersâ Professional Learning Community on Reading Comprehension Strategy: A case study in the FLY elementary school.” 2014. Thesis, NSYSU. Accessed October 21, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0512114-210313.

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

MLA Handbook (7th Edition):

Lai, Chia-chun. “The Development of Teachersâ Professional Learning Community on Reading Comprehension Strategy: A case study in the FLY elementary school.” 2014. Web. 21 Oct 2019.

Vancouver:

Lai C. The Development of Teachersâ Professional Learning Community on Reading Comprehension Strategy: A case study in the FLY elementary school. [Internet] [Thesis]. NSYSU; 2014. [cited 2019 Oct 21]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0512114-210313.

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

Council of Science Editors:

Lai C. The Development of Teachersâ Professional Learning Community on Reading Comprehension Strategy: A case study in the FLY elementary school. [Thesis]. NSYSU; 2014. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0512114-210313

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


Universidade do Rio Grande do Sul

25. Gaulke, Tamar Genz. Aprendizagem da docência de música : um estudo a partir de narrativas de professores de música da educação básica.

Degree: 2013, Universidade do Rio Grande do Sul

Este trabalho teve como objetivo geral compreender como se aprende a ensinar música na educação básica. Como objetivos específicos busquei: compreender como o professor iniciante… (more)

Subjects/Keywords: Learning to teach of music; Educação musical; Música : Ensino; Music and basic education; Educação básica; Teacherlearners; Professor de música; Narratives

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

APA (6th Edition):

Gaulke, T. G. (2013). Aprendizagem da docência de música : um estudo a partir de narrativas de professores de música da educação básica. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/70231

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):

Gaulke, Tamar Genz. “Aprendizagem da docência de música : um estudo a partir de narrativas de professores de música da educação básica.” 2013. Thesis, Universidade do Rio Grande do Sul. Accessed October 21, 2019. http://hdl.handle.net/10183/70231.

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

MLA Handbook (7th Edition):

Gaulke, Tamar Genz. “Aprendizagem da docência de música : um estudo a partir de narrativas de professores de música da educação básica.” 2013. Web. 21 Oct 2019.

Vancouver:

Gaulke TG. Aprendizagem da docência de música : um estudo a partir de narrativas de professores de música da educação básica. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2013. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10183/70231.

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

Council of Science Editors:

Gaulke TG. Aprendizagem da docência de música : um estudo a partir de narrativas de professores de música da educação básica. [Thesis]. Universidade do Rio Grande do Sul; 2013. Available from: http://hdl.handle.net/10183/70231

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


Universidade do Rio Grande do Sul

26. Viapiana, Ezequiel Carvalho. Indícios do desenvolvimento profissional de uma professora de música iniciante : um estudo sobre os gestos profissionais.

Degree: 2017, Universidade do Rio Grande do Sul

Esta dissertação teve como objetivo geral investigar os indíícios do desenvolvimento profissional na atuaçaão de uma professora de muísica iniciante por meio dos gestos profissionais.… (more)

Subjects/Keywords: Educação musical; Teachers´ professional development; Desenvolvimento profissional; Music teachers´ education; Formação de professores : Música; Learning to teach music; Professor de música

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

APA (6th Edition):

Viapiana, E. C. (2017). Indícios do desenvolvimento profissional de uma professora de música iniciante : um estudo sobre os gestos profissionais. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/171276

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):

Viapiana, Ezequiel Carvalho. “Indícios do desenvolvimento profissional de uma professora de música iniciante : um estudo sobre os gestos profissionais.” 2017. Thesis, Universidade do Rio Grande do Sul. Accessed October 21, 2019. http://hdl.handle.net/10183/171276.

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

MLA Handbook (7th Edition):

Viapiana, Ezequiel Carvalho. “Indícios do desenvolvimento profissional de uma professora de música iniciante : um estudo sobre os gestos profissionais.” 2017. Web. 21 Oct 2019.

Vancouver:

Viapiana EC. Indícios do desenvolvimento profissional de uma professora de música iniciante : um estudo sobre os gestos profissionais. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2017. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10183/171276.

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

Council of Science Editors:

Viapiana EC. Indícios do desenvolvimento profissional de uma professora de música iniciante : um estudo sobre os gestos profissionais. [Thesis]. Universidade do Rio Grande do Sul; 2017. Available from: http://hdl.handle.net/10183/171276

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


Brunel University

27. Malthouse, Richard. Reflecting Blues - Perceptions of policing students undertaking a Preparing to Teach in the Lifelong Learning Sector (PTLLS) course with regard to reflective practice and associated skills.

Degree: Thesis (D.Ed.), 2011, Brunel University

 This research considered the perceptions of policing students who attended a Preparing to Teaching in the Lifelong Learning Sector (PTLLS) course at a Central London… (more)

Subjects/Keywords: 370.1; Reflective practice; Situated reflective practice; Policing students; Preparing to teach in the lifelong learning sector

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

APA (6th Edition):

Malthouse, R. (2011). Reflecting Blues - Perceptions of policing students undertaking a Preparing to Teach in the Lifelong Learning Sector (PTLLS) course with regard to reflective practice and associated skills. (Doctoral Dissertation). Brunel University. Retrieved from http://bura.brunel.ac.uk/handle/2438/6248 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549624

Chicago Manual of Style (16th Edition):

Malthouse, Richard. “Reflecting Blues - Perceptions of policing students undertaking a Preparing to Teach in the Lifelong Learning Sector (PTLLS) course with regard to reflective practice and associated skills.” 2011. Doctoral Dissertation, Brunel University. Accessed October 21, 2019. http://bura.brunel.ac.uk/handle/2438/6248 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549624.

MLA Handbook (7th Edition):

Malthouse, Richard. “Reflecting Blues - Perceptions of policing students undertaking a Preparing to Teach in the Lifelong Learning Sector (PTLLS) course with regard to reflective practice and associated skills.” 2011. Web. 21 Oct 2019.

Vancouver:

Malthouse R. Reflecting Blues - Perceptions of policing students undertaking a Preparing to Teach in the Lifelong Learning Sector (PTLLS) course with regard to reflective practice and associated skills. [Internet] [Doctoral dissertation]. Brunel University; 2011. [cited 2019 Oct 21]. Available from: http://bura.brunel.ac.uk/handle/2438/6248 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549624.

Council of Science Editors:

Malthouse R. Reflecting Blues - Perceptions of policing students undertaking a Preparing to Teach in the Lifelong Learning Sector (PTLLS) course with regard to reflective practice and associated skills. [Doctoral Dissertation]. Brunel University; 2011. Available from: http://bura.brunel.ac.uk/handle/2438/6248 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549624


Edith Cowan University

28. Naylor, Dawn. Learning to teach: What pre-service teachers report.

Degree: 2015, Edith Cowan University

 With universities and schools of education receiving recurring criticism for being ineffective in preparing graduates for school teaching, this study sought to understand the phenomenon… (more)

Subjects/Keywords: teacher identity; pre-service teachers education; pre-service teachers; initial teacher education; orientations to learning to teach; epistemological beliefs; Australia; Education

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

APA (6th Edition):

Naylor, D. (2015). Learning to teach: What pre-service teachers report. (Thesis). Edith Cowan University. Retrieved from http://ro.ecu.edu.au/theses/1626

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):

Naylor, Dawn. “Learning to teach: What pre-service teachers report.” 2015. Thesis, Edith Cowan University. Accessed October 21, 2019. http://ro.ecu.edu.au/theses/1626.

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

MLA Handbook (7th Edition):

Naylor, Dawn. “Learning to teach: What pre-service teachers report.” 2015. Web. 21 Oct 2019.

Vancouver:

Naylor D. Learning to teach: What pre-service teachers report. [Internet] [Thesis]. Edith Cowan University; 2015. [cited 2019 Oct 21]. Available from: http://ro.ecu.edu.au/theses/1626.

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

Council of Science Editors:

Naylor D. Learning to teach: What pre-service teachers report. [Thesis]. Edith Cowan University; 2015. Available from: http://ro.ecu.edu.au/theses/1626

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


Penn State University

29. Al-Fahid, Mai. DISRUPTIVE PRACTICE IN SAUDI EFL STUDENT TEACHERS' LEARNING TO TEACH THROUGH FLIPPED CLASSROOM AND REHEARSAL: A GROUNDED THEORY STUDY.

Degree: 2017, Penn State University

 The purpose of this study was to lay the groundwork for a theoretical framework for disruptive practice in the context of Saudi English as a… (more)

Subjects/Keywords: distruptive practice; learning to teach; EFL preservice teachers; teacher educators; rehearsal; flipped classroom; practice pedagogy; teacher education; saudi arabia; student teachers

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

APA (6th Edition):

Al-Fahid, M. (2017). DISRUPTIVE PRACTICE IN SAUDI EFL STUDENT TEACHERS' LEARNING TO TEACH THROUGH FLIPPED CLASSROOM AND REHEARSAL: A GROUNDED THEORY STUDY. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/14762mfa154

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):

Al-Fahid, Mai. “DISRUPTIVE PRACTICE IN SAUDI EFL STUDENT TEACHERS' LEARNING TO TEACH THROUGH FLIPPED CLASSROOM AND REHEARSAL: A GROUNDED THEORY STUDY.” 2017. Thesis, Penn State University. Accessed October 21, 2019. https://etda.libraries.psu.edu/catalog/14762mfa154.

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

MLA Handbook (7th Edition):

Al-Fahid, Mai. “DISRUPTIVE PRACTICE IN SAUDI EFL STUDENT TEACHERS' LEARNING TO TEACH THROUGH FLIPPED CLASSROOM AND REHEARSAL: A GROUNDED THEORY STUDY.” 2017. Web. 21 Oct 2019.

Vancouver:

Al-Fahid M. DISRUPTIVE PRACTICE IN SAUDI EFL STUDENT TEACHERS' LEARNING TO TEACH THROUGH FLIPPED CLASSROOM AND REHEARSAL: A GROUNDED THEORY STUDY. [Internet] [Thesis]. Penn State University; 2017. [cited 2019 Oct 21]. Available from: https://etda.libraries.psu.edu/catalog/14762mfa154.

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

Council of Science Editors:

Al-Fahid M. DISRUPTIVE PRACTICE IN SAUDI EFL STUDENT TEACHERS' LEARNING TO TEACH THROUGH FLIPPED CLASSROOM AND REHEARSAL: A GROUNDED THEORY STUDY. [Thesis]. Penn State University; 2017. Available from: https://etda.libraries.psu.edu/catalog/14762mfa154

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


Brigham Young University

30. Lemon, Travis L. Thinking on the Brink: Facilitating Student Teachers' Learning Through In-the-Moment Interjections.

Degree: MA, 2010, Brigham Young University

 In order to investigate ways pre-service student teachers (PSTs) might learn to teach with high-level tasks and effectively incorporate student thinking into their lessons a… (more)

Subjects/Keywords: student teaching; cooperating teacher; mathematical knowledge for teaching; teacher educator; learning to teach; situated cognition; Science and Mathematics Education

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

APA (6th Edition):

Lemon, T. L. (2010). Thinking on the Brink: Facilitating Student Teachers' Learning Through In-the-Moment Interjections. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3291&context=etd

Chicago Manual of Style (16th Edition):

Lemon, Travis L. “Thinking on the Brink: Facilitating Student Teachers' Learning Through In-the-Moment Interjections.” 2010. Masters Thesis, Brigham Young University. Accessed October 21, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3291&context=etd.

MLA Handbook (7th Edition):

Lemon, Travis L. “Thinking on the Brink: Facilitating Student Teachers' Learning Through In-the-Moment Interjections.” 2010. Web. 21 Oct 2019.

Vancouver:

Lemon TL. Thinking on the Brink: Facilitating Student Teachers' Learning Through In-the-Moment Interjections. [Internet] [Masters thesis]. Brigham Young University; 2010. [cited 2019 Oct 21]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3291&context=etd.

Council of Science Editors:

Lemon TL. Thinking on the Brink: Facilitating Student Teachers' Learning Through In-the-Moment Interjections. [Masters Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3291&context=etd

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