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You searched for subject:(teacher beliefs). Showing records 1 – 30 of 497 total matches.

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Boston College

1. Silva Pimentel, Diane H. Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2012, Boston College

 Reform movements in science education have repeatedly called for more dialogic and student-centered discussions during science lessons. The approach secondary science teachers take towards talk… (more)

Subjects/Keywords: Context Factors; Discussion; Student Beliefs; Teacher Beliefs

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

APA (6th Edition):

Silva Pimentel, D. H. (2012). Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101879

Chicago Manual of Style (16th Edition):

Silva Pimentel, Diane H. “Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions.” 2012. Doctoral Dissertation, Boston College. Accessed March 05, 2021. http://dlib.bc.edu/islandora/object/bc-ir:101879.

MLA Handbook (7th Edition):

Silva Pimentel, Diane H. “Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions.” 2012. Web. 05 Mar 2021.

Vancouver:

Silva Pimentel DH. Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions. [Internet] [Doctoral dissertation]. Boston College; 2012. [cited 2021 Mar 05]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101879.

Council of Science Editors:

Silva Pimentel DH. Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions. [Doctoral Dissertation]. Boston College; 2012. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101879


University of Houston

2. -8747-2999. Promoting Band Participation: A Case Study Of One High School Band Director’s Beliefs.

Degree: DMA, Music Education, 2019, University of Houston

 Lifelong musical participation is an often-stated goal of music educators, but much of the research considering post-secondary band participation relies on the testimony of current… (more)

Subjects/Keywords: Band Participation; Teacher beliefs

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APA (6th Edition):

-8747-2999. (2019). Promoting Band Participation: A Case Study Of One High School Band Director’s Beliefs. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/5586

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-8747-2999. “Promoting Band Participation: A Case Study Of One High School Band Director’s Beliefs.” 2019. Doctoral Dissertation, University of Houston. Accessed March 05, 2021. http://hdl.handle.net/10657/5586.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-8747-2999. “Promoting Band Participation: A Case Study Of One High School Band Director’s Beliefs.” 2019. Web. 05 Mar 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8747-2999. Promoting Band Participation: A Case Study Of One High School Band Director’s Beliefs. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10657/5586.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-8747-2999. Promoting Band Participation: A Case Study Of One High School Band Director’s Beliefs. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/5586

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Montana

3. Roscoe, Matt B. INFORMAL MATHEMATICS ACTIVITIES AND THE BELIEFS OF ELEMENTARY TEACHER CANDIDATES.

Degree: PhD, 2011, University of Montana

 This study sought to determine the relationship between participation in informal mathematics activities and the formal-to-informal beliefs of university teacher candidates in elementary education. Three… (more)

Subjects/Keywords: Beliefs; Elementary Teacher Education; Mathematics

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

APA (6th Edition):

Roscoe, M. B. (2011). INFORMAL MATHEMATICS ACTIVITIES AND THE BELIEFS OF ELEMENTARY TEACHER CANDIDATES. (Doctoral Dissertation). University of Montana. Retrieved from https://scholarworks.umt.edu/etd/578

Chicago Manual of Style (16th Edition):

Roscoe, Matt B. “INFORMAL MATHEMATICS ACTIVITIES AND THE BELIEFS OF ELEMENTARY TEACHER CANDIDATES.” 2011. Doctoral Dissertation, University of Montana. Accessed March 05, 2021. https://scholarworks.umt.edu/etd/578.

MLA Handbook (7th Edition):

Roscoe, Matt B. “INFORMAL MATHEMATICS ACTIVITIES AND THE BELIEFS OF ELEMENTARY TEACHER CANDIDATES.” 2011. Web. 05 Mar 2021.

Vancouver:

Roscoe MB. INFORMAL MATHEMATICS ACTIVITIES AND THE BELIEFS OF ELEMENTARY TEACHER CANDIDATES. [Internet] [Doctoral dissertation]. University of Montana; 2011. [cited 2021 Mar 05]. Available from: https://scholarworks.umt.edu/etd/578.

Council of Science Editors:

Roscoe MB. INFORMAL MATHEMATICS ACTIVITIES AND THE BELIEFS OF ELEMENTARY TEACHER CANDIDATES. [Doctoral Dissertation]. University of Montana; 2011. Available from: https://scholarworks.umt.edu/etd/578


University of Missouri – Columbia

4. Baker, Tim K. Mathematics reform in a midwestern district : a case study of mathematics curriculum change.

Degree: 2011, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] This case study analyzed participant interview data regarding teachers' perceptions of district and building… (more)

Subjects/Keywords: curriculum reform; teacher beliefs; teacher support framework

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APA (6th Edition):

Baker, T. K. (2011). Mathematics reform in a midwestern district : a case study of mathematics curriculum change. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/15825

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):

Baker, Tim K. “Mathematics reform in a midwestern district : a case study of mathematics curriculum change.” 2011. Thesis, University of Missouri – Columbia. Accessed March 05, 2021. http://hdl.handle.net/10355/15825.

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

MLA Handbook (7th Edition):

Baker, Tim K. “Mathematics reform in a midwestern district : a case study of mathematics curriculum change.” 2011. Web. 05 Mar 2021.

Vancouver:

Baker TK. Mathematics reform in a midwestern district : a case study of mathematics curriculum change. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10355/15825.

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

Council of Science Editors:

Baker TK. Mathematics reform in a midwestern district : a case study of mathematics curriculum change. [Thesis]. University of Missouri – Columbia; 2011. Available from: http://hdl.handle.net/10355/15825

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


University of Minnesota

5. Titu, Preethi. Understanding Teacher Professional Identity Development: An Exploration of Secondary Science Teacher Beliefs and Practices Through Reflective Practice.

Degree: PhD, Education, Curriculum and Instruction, 2019, University of Minnesota

 Teachers' beliefs about science teaching are established and nurtured through their own experiences as learners. While teacher beliefs have a significant impact on their classroom… (more)

Subjects/Keywords: Induction; Reflective Practice; Teacher Beliefs; Teacher Identity

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

APA (6th Edition):

Titu, P. (2019). Understanding Teacher Professional Identity Development: An Exploration of Secondary Science Teacher Beliefs and Practices Through Reflective Practice. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/209009

Chicago Manual of Style (16th Edition):

Titu, Preethi. “Understanding Teacher Professional Identity Development: An Exploration of Secondary Science Teacher Beliefs and Practices Through Reflective Practice.” 2019. Doctoral Dissertation, University of Minnesota. Accessed March 05, 2021. http://hdl.handle.net/11299/209009.

MLA Handbook (7th Edition):

Titu, Preethi. “Understanding Teacher Professional Identity Development: An Exploration of Secondary Science Teacher Beliefs and Practices Through Reflective Practice.” 2019. Web. 05 Mar 2021.

Vancouver:

Titu P. Understanding Teacher Professional Identity Development: An Exploration of Secondary Science Teacher Beliefs and Practices Through Reflective Practice. [Internet] [Doctoral dissertation]. University of Minnesota; 2019. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/11299/209009.

Council of Science Editors:

Titu P. Understanding Teacher Professional Identity Development: An Exploration of Secondary Science Teacher Beliefs and Practices Through Reflective Practice. [Doctoral Dissertation]. University of Minnesota; 2019. Available from: http://hdl.handle.net/11299/209009


Virginia Tech

6. Covington, Robert Matthew. Integrating Technology in the Classroom: Teacher Perspectives.

Degree: EdD, Educational Leadership and Policy Studies, 2012, Virginia Tech

 The purpose of this study was, given the elimination of a Type I barrier, to investigate how teachers utilized the International Society for Technology in… (more)

Subjects/Keywords: technology; teacher beliefs; teacher perceptions; classroom integration

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

APA (6th Edition):

Covington, R. M. (2012). Integrating Technology in the Classroom: Teacher Perspectives. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77316

Chicago Manual of Style (16th Edition):

Covington, Robert Matthew. “Integrating Technology in the Classroom: Teacher Perspectives.” 2012. Doctoral Dissertation, Virginia Tech. Accessed March 05, 2021. http://hdl.handle.net/10919/77316.

MLA Handbook (7th Edition):

Covington, Robert Matthew. “Integrating Technology in the Classroom: Teacher Perspectives.” 2012. Web. 05 Mar 2021.

Vancouver:

Covington RM. Integrating Technology in the Classroom: Teacher Perspectives. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10919/77316.

Council of Science Editors:

Covington RM. Integrating Technology in the Classroom: Teacher Perspectives. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/77316


University of Georgia

7. Gleason, Brian Warren. Secondary mathematics teachers' perceptions of their university preparation to become teachers.

Degree: 2014, University of Georgia

 The generally accepted view of teacher preparation is that it inadequately prepares undergraduates for teaching. In this study, I use a phenomenological approach to analyze… (more)

Subjects/Keywords: Teacher Preparation; Teacher Beliefs; Secondary Mathematics Teachers; Framework of Beliefs

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APA (6th Edition):

Gleason, B. W. (2014). Secondary mathematics teachers' perceptions of their university preparation to become teachers. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27462

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):

Gleason, Brian Warren. “Secondary mathematics teachers' perceptions of their university preparation to become teachers.” 2014. Thesis, University of Georgia. Accessed March 05, 2021. http://hdl.handle.net/10724/27462.

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

MLA Handbook (7th Edition):

Gleason, Brian Warren. “Secondary mathematics teachers' perceptions of their university preparation to become teachers.” 2014. Web. 05 Mar 2021.

Vancouver:

Gleason BW. Secondary mathematics teachers' perceptions of their university preparation to become teachers. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10724/27462.

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

Council of Science Editors:

Gleason BW. Secondary mathematics teachers' perceptions of their university preparation to become teachers. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27462

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


University of Georgia

8. Jackson, Brent. The effects of participation in "Agriscience for Teachers" on agriscience teaching efficacy.

Degree: 2014, University of Georgia

Teacher efficacy is the focus of research at a time when teachers are held accountable for their students’ performance on state standardized tests, while competing… (more)

Subjects/Keywords: Science teacher efficacy; science teacher self-efficacy; teacher beliefs; teacher efficacy

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APA (6th Edition):

Jackson, B. (2014). The effects of participation in "Agriscience for Teachers" on agriscience teaching efficacy. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/24937

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):

Jackson, Brent. “The effects of participation in "Agriscience for Teachers" on agriscience teaching efficacy.” 2014. Thesis, University of Georgia. Accessed March 05, 2021. http://hdl.handle.net/10724/24937.

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

MLA Handbook (7th Edition):

Jackson, Brent. “The effects of participation in "Agriscience for Teachers" on agriscience teaching efficacy.” 2014. Web. 05 Mar 2021.

Vancouver:

Jackson B. The effects of participation in "Agriscience for Teachers" on agriscience teaching efficacy. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10724/24937.

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

Council of Science Editors:

Jackson B. The effects of participation in "Agriscience for Teachers" on agriscience teaching efficacy. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/24937

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


University of Cape Town

9. Muller, Sara Louise. Teachers' beliefs: understanding the thinking of secondary mathematics teachers as a starting point for improved professional development.

Degree: Image, School of Education, 2015, University of Cape Town

 This thesis explores the beliefs of mathematics teachers working in a rural school in South Africa. This is premised on the argument that understanding the… (more)

Subjects/Keywords: belief systems; teacher development; teacher training; mathematics; teacher beliefs; subjectivity

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

APA (6th Edition):

Muller, S. L. (2015). Teachers' beliefs: understanding the thinking of secondary mathematics teachers as a starting point for improved professional development. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/17431

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):

Muller, Sara Louise. “Teachers' beliefs: understanding the thinking of secondary mathematics teachers as a starting point for improved professional development.” 2015. Thesis, University of Cape Town. Accessed March 05, 2021. http://hdl.handle.net/11427/17431.

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

MLA Handbook (7th Edition):

Muller, Sara Louise. “Teachers' beliefs: understanding the thinking of secondary mathematics teachers as a starting point for improved professional development.” 2015. Web. 05 Mar 2021.

Vancouver:

Muller SL. Teachers' beliefs: understanding the thinking of secondary mathematics teachers as a starting point for improved professional development. [Internet] [Thesis]. University of Cape Town; 2015. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/11427/17431.

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

Council of Science Editors:

Muller SL. Teachers' beliefs: understanding the thinking of secondary mathematics teachers as a starting point for improved professional development. [Thesis]. University of Cape Town; 2015. Available from: http://hdl.handle.net/11427/17431

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


Boise State University

10. Askin, Carol Annabel. Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study.

Degree: 2017, Boise State University

 Although the modern world is one of technology, technology is still minimally integrated and frequently used at lower levels in many schools. Despite the recent… (more)

Subjects/Keywords: Classroom Technology Integration; Teacher Perceptions; Teacher Beliefs; Teacher Attitudes; Educational Methods

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APA (6th Edition):

Askin, C. A. (2017). Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1240

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):

Askin, Carol Annabel. “Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study.” 2017. Thesis, Boise State University. Accessed March 05, 2021. https://scholarworks.boisestate.edu/td/1240.

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

MLA Handbook (7th Edition):

Askin, Carol Annabel. “Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study.” 2017. Web. 05 Mar 2021.

Vancouver:

Askin CA. Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study. [Internet] [Thesis]. Boise State University; 2017. [cited 2021 Mar 05]. Available from: https://scholarworks.boisestate.edu/td/1240.

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

Council of Science Editors:

Askin CA. Teacher Perceptions, Beliefs, and Attitudes About Technology and the Implementation of Classroom Technology Integration Practices: A Mixed Methods Case Study. [Thesis]. Boise State University; 2017. Available from: https://scholarworks.boisestate.edu/td/1240

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


University of Sydney

11. Lo, Wing Yee. The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong .

Degree: 2014, University of Sydney

 In Hong Kong, primary mathematics education underwent curriculum reform in 2000. The revised primary mathematics curriculum places a stronger emphasis on developing students’ higher-order thinking… (more)

Subjects/Keywords: Primary mathematics education; Teacher preparation; Teacher knowledge; Teacher beliefs; Curriculum studies

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

APA (6th Edition):

Lo, W. Y. (2014). The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/12471

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):

Lo, Wing Yee. “The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong .” 2014. Thesis, University of Sydney. Accessed March 05, 2021. http://hdl.handle.net/2123/12471.

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

MLA Handbook (7th Edition):

Lo, Wing Yee. “The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong .” 2014. Web. 05 Mar 2021.

Vancouver:

Lo WY. The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong . [Internet] [Thesis]. University of Sydney; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/2123/12471.

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

Council of Science Editors:

Lo WY. The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong . [Thesis]. University of Sydney; 2014. Available from: http://hdl.handle.net/2123/12471

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


Oklahoma State University

12. Hunt, Christine A. Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School.

Degree: School of Educational Studies, 2012, Oklahoma State University

 The purpose of this study was to investigate the perceptions and beliefs of teachers at a Midwestern suburban middle school about students, student learning, and… (more)

Subjects/Keywords: academic improvement; collective teacher efficacy; teacher behaviors; teacher beliefs

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

APA (6th Edition):

Hunt, C. A. (2012). Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7187

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):

Hunt, Christine A. “Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School.” 2012. Thesis, Oklahoma State University. Accessed March 05, 2021. http://hdl.handle.net/11244/7187.

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

MLA Handbook (7th Edition):

Hunt, Christine A. “Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School.” 2012. Web. 05 Mar 2021.

Vancouver:

Hunt CA. Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School. [Internet] [Thesis]. Oklahoma State University; 2012. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/11244/7187.

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

Council of Science Editors:

Hunt CA. Case Study of Teacher Beliefs About Student Achievement in a Suburban Middle School. [Thesis]. Oklahoma State University; 2012. Available from: http://hdl.handle.net/11244/7187

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

13. Osorio Naves, Mariel. Integrating Grammar in Adult TESOL Classrooms in El Salvador.

Degree: MA, English, 2017, St. Cloud State University

  In 2008, Borg and Burns explored the beliefs of ELT professionals regarding the integration of Grammar in the adult classrooms. Their study comprised the… (more)

Subjects/Keywords: teacher´s beliefs; grammar; integration; EFL

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APA (6th Edition):

Osorio Naves, M. (2017). Integrating Grammar in Adult TESOL Classrooms in El Salvador. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/107

Chicago Manual of Style (16th Edition):

Osorio Naves, Mariel. “Integrating Grammar in Adult TESOL Classrooms in El Salvador.” 2017. Masters Thesis, St. Cloud State University. Accessed March 05, 2021. https://repository.stcloudstate.edu/engl_etds/107.

MLA Handbook (7th Edition):

Osorio Naves, Mariel. “Integrating Grammar in Adult TESOL Classrooms in El Salvador.” 2017. Web. 05 Mar 2021.

Vancouver:

Osorio Naves M. Integrating Grammar in Adult TESOL Classrooms in El Salvador. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2021 Mar 05]. Available from: https://repository.stcloudstate.edu/engl_etds/107.

Council of Science Editors:

Osorio Naves M. Integrating Grammar in Adult TESOL Classrooms in El Salvador. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/engl_etds/107


Eastern Michigan University

14. Pittman, Phillip. A case study of the interactions amongst the elements of an elementary teacher's educational belief system, goals, enactment, and reflection.

Degree: PhD, Leadership and Counseling, 2017, Eastern Michigan University

  Contemporary educational reform has attempted to improve teaching quality and raise student achievement through high-stakes teacher evaluation and through the introduction of the Common… (more)

Subjects/Keywords: Beliefs; Education; Enactment; Goals; Reflection; Teacher; Education

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

APA (6th Edition):

Pittman, P. (2017). A case study of the interactions amongst the elements of an elementary teacher's educational belief system, goals, enactment, and reflection. (Doctoral Dissertation). Eastern Michigan University. Retrieved from https://commons.emich.edu/theses/724

Chicago Manual of Style (16th Edition):

Pittman, Phillip. “A case study of the interactions amongst the elements of an elementary teacher's educational belief system, goals, enactment, and reflection.” 2017. Doctoral Dissertation, Eastern Michigan University. Accessed March 05, 2021. https://commons.emich.edu/theses/724.

MLA Handbook (7th Edition):

Pittman, Phillip. “A case study of the interactions amongst the elements of an elementary teacher's educational belief system, goals, enactment, and reflection.” 2017. Web. 05 Mar 2021.

Vancouver:

Pittman P. A case study of the interactions amongst the elements of an elementary teacher's educational belief system, goals, enactment, and reflection. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2017. [cited 2021 Mar 05]. Available from: https://commons.emich.edu/theses/724.

Council of Science Editors:

Pittman P. A case study of the interactions amongst the elements of an elementary teacher's educational belief system, goals, enactment, and reflection. [Doctoral Dissertation]. Eastern Michigan University; 2017. Available from: https://commons.emich.edu/theses/724


Queens University

15. Mills, Adam. The Assessment Practices of Teacher Candidates .

Degree: Education, 2013, Queens University

 The purpose of this study is to explore what teacher candidates (n=156) believe will be their primary assessment purposes, summative assessment practices, and assessment formats… (more)

Subjects/Keywords: Education ; Teacher Candidates ; Values and Beliefs ; Assessment

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APA (6th Edition):

Mills, A. (2013). The Assessment Practices of Teacher Candidates . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/8397

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):

Mills, Adam. “The Assessment Practices of Teacher Candidates .” 2013. Thesis, Queens University. Accessed March 05, 2021. http://hdl.handle.net/1974/8397.

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

MLA Handbook (7th Edition):

Mills, Adam. “The Assessment Practices of Teacher Candidates .” 2013. Web. 05 Mar 2021.

Vancouver:

Mills A. The Assessment Practices of Teacher Candidates . [Internet] [Thesis]. Queens University; 2013. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/1974/8397.

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

Council of Science Editors:

Mills A. The Assessment Practices of Teacher Candidates . [Thesis]. Queens University; 2013. Available from: http://hdl.handle.net/1974/8397

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


University of Maryland

16. Williams, Dierdre Alicia. Promoting Citizenship in a Postcolonial Space: A Study of Teachers' Beliefs and Practices in Jamaica.

Degree: Education Policy, and Leadership, 2011, University of Maryland

 Evidence suggests that the values, attitudes and skills teachers emphasize in preparing students to participate as adult citizens in wider society are informed by the… (more)

Subjects/Keywords: Education policy; citizenship; Jamaica; postcolonialism; teacher beliefs

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

APA (6th Edition):

Williams, D. A. (2011). Promoting Citizenship in a Postcolonial Space: A Study of Teachers' Beliefs and Practices in Jamaica. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/12279

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):

Williams, Dierdre Alicia. “Promoting Citizenship in a Postcolonial Space: A Study of Teachers' Beliefs and Practices in Jamaica.” 2011. Thesis, University of Maryland. Accessed March 05, 2021. http://hdl.handle.net/1903/12279.

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

MLA Handbook (7th Edition):

Williams, Dierdre Alicia. “Promoting Citizenship in a Postcolonial Space: A Study of Teachers' Beliefs and Practices in Jamaica.” 2011. Web. 05 Mar 2021.

Vancouver:

Williams DA. Promoting Citizenship in a Postcolonial Space: A Study of Teachers' Beliefs and Practices in Jamaica. [Internet] [Thesis]. University of Maryland; 2011. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/1903/12279.

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

Council of Science Editors:

Williams DA. Promoting Citizenship in a Postcolonial Space: A Study of Teachers' Beliefs and Practices in Jamaica. [Thesis]. University of Maryland; 2011. Available from: http://hdl.handle.net/1903/12279

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


University of Georgia

17. Foster, Rachel Elizabeth. First-year secondary science teachers’ beliefs about labs.

Degree: 2014, University of Georgia

 This study examines three first-year secondary science teachers’ espoused beliefs about laboratories and their classroom actions. From a cognitive constructivist perspective, I conducted case studies… (more)

Subjects/Keywords: Teacher Beliefs; Laboratories; Science Education; Beginning Teachers

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

APA (6th Edition):

Foster, R. E. (2014). First-year secondary science teachers’ beliefs about labs. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/22105

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):

Foster, Rachel Elizabeth. “First-year secondary science teachers’ beliefs about labs.” 2014. Thesis, University of Georgia. Accessed March 05, 2021. http://hdl.handle.net/10724/22105.

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

MLA Handbook (7th Edition):

Foster, Rachel Elizabeth. “First-year secondary science teachers’ beliefs about labs.” 2014. Web. 05 Mar 2021.

Vancouver:

Foster RE. First-year secondary science teachers’ beliefs about labs. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10724/22105.

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

Council of Science Editors:

Foster RE. First-year secondary science teachers’ beliefs about labs. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/22105

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


University of Louisville

18. Singleton, Jacquelyn J. The impact of kindergarten teachers' theoretical orientation to reading on curricular planning and classroom practice in literacy.

Degree: PhD, Department of Teaching and Learning, 2013, University of Louisville

 Using case-study analysis, this dissertation is a qualitative examination of kindergarten teachers’ beliefs, theoretical orientation toward reading, and outside pressures and their impact upon the… (more)

Subjects/Keywords: Theoretical orientation; Literacy; Kindergarten; Teacher beliefs

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

APA (6th Edition):

Singleton, J. J. (2013). The impact of kindergarten teachers' theoretical orientation to reading on curricular planning and classroom practice in literacy. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1332 ; https://ir.library.louisville.edu/etd/1332

Chicago Manual of Style (16th Edition):

Singleton, Jacquelyn J. “The impact of kindergarten teachers' theoretical orientation to reading on curricular planning and classroom practice in literacy.” 2013. Doctoral Dissertation, University of Louisville. Accessed March 05, 2021. 10.18297/etd/1332 ; https://ir.library.louisville.edu/etd/1332.

MLA Handbook (7th Edition):

Singleton, Jacquelyn J. “The impact of kindergarten teachers' theoretical orientation to reading on curricular planning and classroom practice in literacy.” 2013. Web. 05 Mar 2021.

Vancouver:

Singleton JJ. The impact of kindergarten teachers' theoretical orientation to reading on curricular planning and classroom practice in literacy. [Internet] [Doctoral dissertation]. University of Louisville; 2013. [cited 2021 Mar 05]. Available from: 10.18297/etd/1332 ; https://ir.library.louisville.edu/etd/1332.

Council of Science Editors:

Singleton JJ. The impact of kindergarten teachers' theoretical orientation to reading on curricular planning and classroom practice in literacy. [Doctoral Dissertation]. University of Louisville; 2013. Available from: 10.18297/etd/1332 ; https://ir.library.louisville.edu/etd/1332


University of Sydney

19. Rose, Angela Julia. An Exploration of Teachers' Beliefs Towards Refugee Students .

Degree: 2018, University of Sydney

 Over half of the current refugee population worldwide are school aged children under the age of 18. In Australia, these refugee students are known to… (more)

Subjects/Keywords: Refugee Education; Teacher Beliefs; Discourse; Conceptual Framework

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

APA (6th Edition):

Rose, A. J. (2018). An Exploration of Teachers' Beliefs Towards Refugee Students . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/20802

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):

Rose, Angela Julia. “An Exploration of Teachers' Beliefs Towards Refugee Students .” 2018. Thesis, University of Sydney. Accessed March 05, 2021. http://hdl.handle.net/2123/20802.

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

MLA Handbook (7th Edition):

Rose, Angela Julia. “An Exploration of Teachers' Beliefs Towards Refugee Students .” 2018. Web. 05 Mar 2021.

Vancouver:

Rose AJ. An Exploration of Teachers' Beliefs Towards Refugee Students . [Internet] [Thesis]. University of Sydney; 2018. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/2123/20802.

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

Council of Science Editors:

Rose AJ. An Exploration of Teachers' Beliefs Towards Refugee Students . [Thesis]. University of Sydney; 2018. Available from: http://hdl.handle.net/2123/20802

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


University of Sydney

20. Dutton, Janet Louise. English teachers in the making: Portraits of pre-service teachers’ journeys to teaching .

Degree: 2017, University of Sydney

 This qualitative case study shapes a series of portraits of secondary English teachers in the making. It explores the narratives of four pre-service English teachers… (more)

Subjects/Keywords: English; pre-service; teacher; identity; beliefs; motivation

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

APA (6th Edition):

Dutton, J. L. (2017). English teachers in the making: Portraits of pre-service teachers’ journeys to teaching . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/17176

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):

Dutton, Janet Louise. “English teachers in the making: Portraits of pre-service teachers’ journeys to teaching .” 2017. Thesis, University of Sydney. Accessed March 05, 2021. http://hdl.handle.net/2123/17176.

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

MLA Handbook (7th Edition):

Dutton, Janet Louise. “English teachers in the making: Portraits of pre-service teachers’ journeys to teaching .” 2017. Web. 05 Mar 2021.

Vancouver:

Dutton JL. English teachers in the making: Portraits of pre-service teachers’ journeys to teaching . [Internet] [Thesis]. University of Sydney; 2017. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/2123/17176.

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

Council of Science Editors:

Dutton JL. English teachers in the making: Portraits of pre-service teachers’ journeys to teaching . [Thesis]. University of Sydney; 2017. Available from: http://hdl.handle.net/2123/17176

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

21. Conley, Lee A. A Study of Relationships among Teachers’ Beliefs about Learner-Centered Instruction and Teachers’ Beliefs about Principal’s Leadership Practices.

Degree: 2019, University of Nevada – Reno

 Organizational change, specifically, moving to a Learner-Centered Model of teaching and learning, necessitates that students, teachers, and administrators work as a collaborative team for building… (more)

Subjects/Keywords: Beliefs; Centered; Effectiveness; Learner; Principal; Teacher

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

APA (6th Edition):

Conley, L. A. (2019). A Study of Relationships among Teachers’ Beliefs about Learner-Centered Instruction and Teachers’ Beliefs about Principal’s Leadership Practices. (Thesis). University of Nevada – Reno. Retrieved from http://hdl.handle.net/11714/5999

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):

Conley, Lee A. “A Study of Relationships among Teachers’ Beliefs about Learner-Centered Instruction and Teachers’ Beliefs about Principal’s Leadership Practices.” 2019. Thesis, University of Nevada – Reno. Accessed March 05, 2021. http://hdl.handle.net/11714/5999.

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

MLA Handbook (7th Edition):

Conley, Lee A. “A Study of Relationships among Teachers’ Beliefs about Learner-Centered Instruction and Teachers’ Beliefs about Principal’s Leadership Practices.” 2019. Web. 05 Mar 2021.

Vancouver:

Conley LA. A Study of Relationships among Teachers’ Beliefs about Learner-Centered Instruction and Teachers’ Beliefs about Principal’s Leadership Practices. [Internet] [Thesis]. University of Nevada – Reno; 2019. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/11714/5999.

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

Council of Science Editors:

Conley LA. A Study of Relationships among Teachers’ Beliefs about Learner-Centered Instruction and Teachers’ Beliefs about Principal’s Leadership Practices. [Thesis]. University of Nevada – Reno; 2019. Available from: http://hdl.handle.net/11714/5999

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

22. Tleuov, Askat. The teaching of speaking : an investigation into the relationship between teachers' beliefs and practices in Kazakhstani state secondary school EFL classrooms.

Degree: PhD, 2017, University of Bath

 The current study is an attempt to provide insights into the nature of tensions and consistencies between teachers’ belief-practice relationships and how these impact on… (more)

Subjects/Keywords: 428.0071; teacher cognition; language teacher cognition; teacher beliefs; teacher practices; teaching speaking

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

APA (6th Edition):

Tleuov, A. (2017). The teaching of speaking : an investigation into the relationship between teachers' beliefs and practices in Kazakhstani state secondary school EFL classrooms. (Doctoral Dissertation). University of Bath. Retrieved from https://researchportal.bath.ac.uk/en/studentthesis/the-teaching-of-speaking-an-investigation-into-the-relationship-between-teachers-beliefs-and-practices-in-kazakhstani-state-secondary-school-efl-classrooms(d8676633-6bf5-4fb4-bc62-b9b490f4c073).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715288

Chicago Manual of Style (16th Edition):

Tleuov, Askat. “The teaching of speaking : an investigation into the relationship between teachers' beliefs and practices in Kazakhstani state secondary school EFL classrooms.” 2017. Doctoral Dissertation, University of Bath. Accessed March 05, 2021. https://researchportal.bath.ac.uk/en/studentthesis/the-teaching-of-speaking-an-investigation-into-the-relationship-between-teachers-beliefs-and-practices-in-kazakhstani-state-secondary-school-efl-classrooms(d8676633-6bf5-4fb4-bc62-b9b490f4c073).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715288.

MLA Handbook (7th Edition):

Tleuov, Askat. “The teaching of speaking : an investigation into the relationship between teachers' beliefs and practices in Kazakhstani state secondary school EFL classrooms.” 2017. Web. 05 Mar 2021.

Vancouver:

Tleuov A. The teaching of speaking : an investigation into the relationship between teachers' beliefs and practices in Kazakhstani state secondary school EFL classrooms. [Internet] [Doctoral dissertation]. University of Bath; 2017. [cited 2021 Mar 05]. Available from: https://researchportal.bath.ac.uk/en/studentthesis/the-teaching-of-speaking-an-investigation-into-the-relationship-between-teachers-beliefs-and-practices-in-kazakhstani-state-secondary-school-efl-classrooms(d8676633-6bf5-4fb4-bc62-b9b490f4c073).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715288.

Council of Science Editors:

Tleuov A. The teaching of speaking : an investigation into the relationship between teachers' beliefs and practices in Kazakhstani state secondary school EFL classrooms. [Doctoral Dissertation]. University of Bath; 2017. Available from: https://researchportal.bath.ac.uk/en/studentthesis/the-teaching-of-speaking-an-investigation-into-the-relationship-between-teachers-beliefs-and-practices-in-kazakhstani-state-secondary-school-efl-classrooms(d8676633-6bf5-4fb4-bc62-b9b490f4c073).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715288


University of Toronto

23. Mosun, Matina Elizabeth. Learning and Leading Collaboratively: A Study of Intermediate Teachers Engaged in Project Based Learning in Three Elementary Schools.

Degree: 2018, University of Toronto

This qualitative study examines teacher learning during project based learning (PBL) in three elementary schools. This multiple case study involved an analysis of 10 participating… (more)

Subjects/Keywords: project based learning; student-centred learning; teacher beliefs; teacher collaboration; teacher leadership; teacher learning; 0515

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

APA (6th Edition):

Mosun, M. E. (2018). Learning and Leading Collaboratively: A Study of Intermediate Teachers Engaged in Project Based Learning in Three Elementary Schools. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/89840

Chicago Manual of Style (16th Edition):

Mosun, Matina Elizabeth. “Learning and Leading Collaboratively: A Study of Intermediate Teachers Engaged in Project Based Learning in Three Elementary Schools.” 2018. Doctoral Dissertation, University of Toronto. Accessed March 05, 2021. http://hdl.handle.net/1807/89840.

MLA Handbook (7th Edition):

Mosun, Matina Elizabeth. “Learning and Leading Collaboratively: A Study of Intermediate Teachers Engaged in Project Based Learning in Three Elementary Schools.” 2018. Web. 05 Mar 2021.

Vancouver:

Mosun ME. Learning and Leading Collaboratively: A Study of Intermediate Teachers Engaged in Project Based Learning in Three Elementary Schools. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/1807/89840.

Council of Science Editors:

Mosun ME. Learning and Leading Collaboratively: A Study of Intermediate Teachers Engaged in Project Based Learning in Three Elementary Schools. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/89840


Liberty University

24. Williams, Naima. Teachers' Beliefs About Fostering Teacher-Student Relationships and the Correlation to Academic Gains.

Degree: 2017, Liberty University

 Toward the improvement of interactions between teachers and at-risk students, and academic achievement, this correlation study explored teachers’ attitudes about cultivating teacher-student relationships and the… (more)

Subjects/Keywords: Autonomy; Student Achievement; Teacher Beliefs; Teacher Sense of Responsibility

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APA (6th Edition):

Williams, N. (2017). Teachers' Beliefs About Fostering Teacher-Student Relationships and the Correlation to Academic Gains. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1462

Chicago Manual of Style (16th Edition):

Williams, Naima. “Teachers' Beliefs About Fostering Teacher-Student Relationships and the Correlation to Academic Gains.” 2017. Doctoral Dissertation, Liberty University. Accessed March 05, 2021. http://digitalcommons.liberty.edu/doctoral/1462.

MLA Handbook (7th Edition):

Williams, Naima. “Teachers' Beliefs About Fostering Teacher-Student Relationships and the Correlation to Academic Gains.” 2017. Web. 05 Mar 2021.

Vancouver:

Williams N. Teachers' Beliefs About Fostering Teacher-Student Relationships and the Correlation to Academic Gains. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2021 Mar 05]. Available from: http://digitalcommons.liberty.edu/doctoral/1462.

Council of Science Editors:

Williams N. Teachers' Beliefs About Fostering Teacher-Student Relationships and the Correlation to Academic Gains. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1462


Universiteit Utrecht

25. Dirks, H.J. Teacher Competences and Teacher Beliefs in relation with Cooperative Learning in Primary Education.

Degree: 2012, Universiteit Utrecht

 Cooperative learning is a widespread and promising teaching procedure. In practice, however, its success is not guaranteed. Many researchers list factors for success with cooperative… (more)

Subjects/Keywords: Sociale Wetenschappen; coöperative learning; teacher competences; teacher beliefs; primairy education

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APA (6th Edition):

Dirks, H. J. (2012). Teacher Competences and Teacher Beliefs in relation with Cooperative Learning in Primary Education. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/252929

Chicago Manual of Style (16th Edition):

Dirks, H J. “Teacher Competences and Teacher Beliefs in relation with Cooperative Learning in Primary Education.” 2012. Masters Thesis, Universiteit Utrecht. Accessed March 05, 2021. http://dspace.library.uu.nl:8080/handle/1874/252929.

MLA Handbook (7th Edition):

Dirks, H J. “Teacher Competences and Teacher Beliefs in relation with Cooperative Learning in Primary Education.” 2012. Web. 05 Mar 2021.

Vancouver:

Dirks HJ. Teacher Competences and Teacher Beliefs in relation with Cooperative Learning in Primary Education. [Internet] [Masters thesis]. Universiteit Utrecht; 2012. [cited 2021 Mar 05]. Available from: http://dspace.library.uu.nl:8080/handle/1874/252929.

Council of Science Editors:

Dirks HJ. Teacher Competences and Teacher Beliefs in relation with Cooperative Learning in Primary Education. [Masters Thesis]. Universiteit Utrecht; 2012. Available from: http://dspace.library.uu.nl:8080/handle/1874/252929


University of Georgia

26. Tyminski, Andrew Michael. Teacher lust.

Degree: 2014, University of Georgia

 This dissertation examines Mary Boole's construct of teacher lust within a collegiate mathematics classroom. It presents the author's conception of the construct, describes its enactment… (more)

Subjects/Keywords: teacher development; mathematics education; beliefs; pedagogical content knowledge; teacher change

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APA (6th Edition):

Tyminski, A. M. (2014). Teacher lust. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/23544

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):

Tyminski, Andrew Michael. “Teacher lust.” 2014. Thesis, University of Georgia. Accessed March 05, 2021. http://hdl.handle.net/10724/23544.

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

MLA Handbook (7th Edition):

Tyminski, Andrew Michael. “Teacher lust.” 2014. Web. 05 Mar 2021.

Vancouver:

Tyminski AM. Teacher lust. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10724/23544.

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

Council of Science Editors:

Tyminski AM. Teacher lust. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/23544

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


University of Georgia

27. Ducloux, Kanita Kimmons. Assessment conceptions and practices of first-year secondary mathematics teachers.

Degree: 2014, University of Georgia

 Research has indicated a disparity between teachers’ beliefs and their actual assessment practices. One suggested approach to understanding the mismatch is to examine the impact… (more)

Subjects/Keywords: Assessment; Secondary Mathematics Teaching; Teacher Beliefs; Teacher Reflection; First-year Teachers

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APA (6th Edition):

Ducloux, K. K. (2014). Assessment conceptions and practices of first-year secondary mathematics teachers. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/25787

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):

Ducloux, Kanita Kimmons. “Assessment conceptions and practices of first-year secondary mathematics teachers.” 2014. Thesis, University of Georgia. Accessed March 05, 2021. http://hdl.handle.net/10724/25787.

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

MLA Handbook (7th Edition):

Ducloux, Kanita Kimmons. “Assessment conceptions and practices of first-year secondary mathematics teachers.” 2014. Web. 05 Mar 2021.

Vancouver:

Ducloux KK. Assessment conceptions and practices of first-year secondary mathematics teachers. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10724/25787.

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

Council of Science Editors:

Ducloux KK. Assessment conceptions and practices of first-year secondary mathematics teachers. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/25787

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


University of Georgia

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

Degree: 2015, University of Georgia

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Kang, Eun Kyung. “Prospective primary teachers' mathematics knowledge for teaching and beliefs.” 2015. Thesis, University of Georgia. Accessed March 05, 2021. http://hdl.handle.net/10724/30961.

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

MLA Handbook (7th Edition):

Kang, Eun Kyung. “Prospective primary teachers' mathematics knowledge for teaching and beliefs.” 2015. Web. 05 Mar 2021.

Vancouver:

Kang EK. Prospective primary teachers' mathematics knowledge for teaching and beliefs. [Internet] [Thesis]. University of Georgia; 2015. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10724/30961.

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

Council of Science Editors:

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

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


Penn State University

29. Graves, Shanna L. Influences on Preservice Teachers' Beliefs about Family Involvement and Cultural Diversity: An Exploration of Mentoring Relationships .

Degree: 2008, Penn State University

 The purpose of this collective case study was to describe the relationships between four preservice teachers and seven cooperating teachers participating in an early childhood… (more)

Subjects/Keywords: mentoring; teacher preparation; teacher beliefs

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APA (6th Edition):

Graves, S. L. (2008). Influences on Preservice Teachers' Beliefs about Family Involvement and Cultural Diversity: An Exploration of Mentoring Relationships . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/7950

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):

Graves, Shanna L. “Influences on Preservice Teachers' Beliefs about Family Involvement and Cultural Diversity: An Exploration of Mentoring Relationships .” 2008. Thesis, Penn State University. Accessed March 05, 2021. https://submit-etda.libraries.psu.edu/catalog/7950.

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

MLA Handbook (7th Edition):

Graves, Shanna L. “Influences on Preservice Teachers' Beliefs about Family Involvement and Cultural Diversity: An Exploration of Mentoring Relationships .” 2008. Web. 05 Mar 2021.

Vancouver:

Graves SL. Influences on Preservice Teachers' Beliefs about Family Involvement and Cultural Diversity: An Exploration of Mentoring Relationships . [Internet] [Thesis]. Penn State University; 2008. [cited 2021 Mar 05]. Available from: https://submit-etda.libraries.psu.edu/catalog/7950.

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

Council of Science Editors:

Graves SL. Influences on Preservice Teachers' Beliefs about Family Involvement and Cultural Diversity: An Exploration of Mentoring Relationships . [Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/7950

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


University of Toronto

30. Carnegie, Antoinette Andrea. Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach.

Degree: 2014, University of Toronto

Teachers' beliefs and perceptions play a significant role in how teachers experience learning and strongly influence what they will, or will not do in their… (more)

Subjects/Keywords: learning; professional development; reflective practice; teacher beliefs; teacher perceptions; 0515

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

APA (6th Edition):

Carnegie, A. A. (2014). Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/67881

Chicago Manual of Style (16th Edition):

Carnegie, Antoinette Andrea. “Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach.” 2014. Masters Thesis, University of Toronto. Accessed March 05, 2021. http://hdl.handle.net/1807/67881.

MLA Handbook (7th Edition):

Carnegie, Antoinette Andrea. “Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach.” 2014. Web. 05 Mar 2021.

Vancouver:

Carnegie AA. Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/1807/67881.

Council of Science Editors:

Carnegie AA. Uncovering Middle School's Teachers' Perceptions about Learning: A Reflective Practice Approach. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/67881

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