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You searched for subject:(teacher beliefs). Showing records 1 – 13 of 13 total matches.

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Universiteit Utrecht

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

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 December 06, 2019. 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. 06 Dec 2019.

Vancouver:

Dirks HJ. Teacher Competences and Teacher Beliefs in relation with Cooperative Learning in Primary Education. [Internet] [Masters thesis]. Universiteit Utrecht; 2012. [cited 2019 Dec 06]. 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


Universiteit Utrecht

2. Besamusca, Amy. The Impact of Participation in a Community of Practice on Teachers’ Professional Development Concerning the Use of ICT in the Classroom.

Degree: 2013, Universiteit Utrecht

 Although technology can be used as an important tool in teaching mathematics, its integration into teaching methods by teachers lags behind. To support teachers in… (more)

Subjects/Keywords: Letteren; Communities of Practice; ICT in education; Professional development; Teacher beliefs

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APA (6th Edition):

Besamusca, A. (2013). The Impact of Participation in a Community of Practice on Teachers’ Professional Development Concerning the Use of ICT in the Classroom. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/274173

Chicago Manual of Style (16th Edition):

Besamusca, Amy. “The Impact of Participation in a Community of Practice on Teachers’ Professional Development Concerning the Use of ICT in the Classroom.” 2013. Masters Thesis, Universiteit Utrecht. Accessed December 06, 2019. http://dspace.library.uu.nl:8080/handle/1874/274173.

MLA Handbook (7th Edition):

Besamusca, Amy. “The Impact of Participation in a Community of Practice on Teachers’ Professional Development Concerning the Use of ICT in the Classroom.” 2013. Web. 06 Dec 2019.

Vancouver:

Besamusca A. The Impact of Participation in a Community of Practice on Teachers’ Professional Development Concerning the Use of ICT in the Classroom. [Internet] [Masters thesis]. Universiteit Utrecht; 2013. [cited 2019 Dec 06]. Available from: http://dspace.library.uu.nl:8080/handle/1874/274173.

Council of Science Editors:

Besamusca A. The Impact of Participation in a Community of Practice on Teachers’ Professional Development Concerning the Use of ICT in the Classroom. [Masters Thesis]. Universiteit Utrecht; 2013. Available from: http://dspace.library.uu.nl:8080/handle/1874/274173

3. Meirink, Jacobiene Albertina. Individual teacher learning in a context of collaboration in teams.

Degree: 2007, ICLON, Leiden University Graduate School of Teaching, Faculty of Social and Behavioural Sciences, Leiden University

 In this study we aimed to examine teacher learning within a context of collaboration in interdisciplinary teams. Five interdisciplinary teams were studied for a period… (more)

Subjects/Keywords: Collaboration; Learning activities; Teacher beliefs; Teacher cognition; Teacher learning; Teacher professional development; Teams; Collaboration; Learning activities; Teacher beliefs; Teacher cognition; Teacher learning; Teacher professional development; Teams

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

APA (6th Edition):

Meirink, J. A. (2007). Individual teacher learning in a context of collaboration in teams. (Doctoral Dissertation). ICLON, Leiden University Graduate School of Teaching, Faculty of Social and Behavioural Sciences, Leiden University. Retrieved from http://hdl.handle.net/1887/12435

Chicago Manual of Style (16th Edition):

Meirink, Jacobiene Albertina. “Individual teacher learning in a context of collaboration in teams.” 2007. Doctoral Dissertation, ICLON, Leiden University Graduate School of Teaching, Faculty of Social and Behavioural Sciences, Leiden University. Accessed December 06, 2019. http://hdl.handle.net/1887/12435.

MLA Handbook (7th Edition):

Meirink, Jacobiene Albertina. “Individual teacher learning in a context of collaboration in teams.” 2007. Web. 06 Dec 2019.

Vancouver:

Meirink JA. Individual teacher learning in a context of collaboration in teams. [Internet] [Doctoral dissertation]. ICLON, Leiden University Graduate School of Teaching, Faculty of Social and Behavioural Sciences, Leiden University; 2007. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/1887/12435.

Council of Science Editors:

Meirink JA. Individual teacher learning in a context of collaboration in teams. [Doctoral Dissertation]. ICLON, Leiden University Graduate School of Teaching, Faculty of Social and Behavioural Sciences, Leiden University; 2007. Available from: http://hdl.handle.net/1887/12435


Universiteit Utrecht

4. Rosenfeld, M.N. Developing teacher sensitivity to individual learning differences (ILDs) : Studies on increasing teacher effectiveness.

Degree: 2008, Universiteit Utrecht

 Effective teachers are sensitive to individual learning differences (ILDs). This dissertation investigates teacher changes as a result of eight long-term professional development (PD) courses (56-hours… (more)

Subjects/Keywords: Algemeen; Individual learning differences; teacher beliefs about students; teacher professional development; learning styles; cognitive styles; teacher effectiveness; sensitivity to learning differences; learning contexts; strength of learning preferences

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APA (6th Edition):

Rosenfeld, M. N. (2008). Developing teacher sensitivity to individual learning differences (ILDs) : Studies on increasing teacher effectiveness. (Doctoral Dissertation). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/31224

Chicago Manual of Style (16th Edition):

Rosenfeld, M N. “Developing teacher sensitivity to individual learning differences (ILDs) : Studies on increasing teacher effectiveness.” 2008. Doctoral Dissertation, Universiteit Utrecht. Accessed December 06, 2019. http://dspace.library.uu.nl:8080/handle/1874/31224.

MLA Handbook (7th Edition):

Rosenfeld, M N. “Developing teacher sensitivity to individual learning differences (ILDs) : Studies on increasing teacher effectiveness.” 2008. Web. 06 Dec 2019.

Vancouver:

Rosenfeld MN. Developing teacher sensitivity to individual learning differences (ILDs) : Studies on increasing teacher effectiveness. [Internet] [Doctoral dissertation]. Universiteit Utrecht; 2008. [cited 2019 Dec 06]. Available from: http://dspace.library.uu.nl:8080/handle/1874/31224.

Council of Science Editors:

Rosenfeld MN. Developing teacher sensitivity to individual learning differences (ILDs) : Studies on increasing teacher effectiveness. [Doctoral Dissertation]. Universiteit Utrecht; 2008. Available from: http://dspace.library.uu.nl:8080/handle/1874/31224


Vrije Universiteit Amsterdam

5. Kraker-Pauw, E. de. Beliefs Behind Behaviour: A mixed methods approach to study explicit and implicit beliefs of teachers and students .

Degree: 2018, Vrije Universiteit Amsterdam

Subjects/Keywords: teacher beliefs; students beliefs; growth and fixed mindset; gender; pre-vocational secondary education;

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APA (6th Edition):

Kraker-Pauw, E. d. (2018). Beliefs Behind Behaviour: A mixed methods approach to study explicit and implicit beliefs of teachers and students . (Doctoral Dissertation). Vrije Universiteit Amsterdam. Retrieved from http://hdl.handle.net/1871/55644

Chicago Manual of Style (16th Edition):

Kraker-Pauw, E de. “Beliefs Behind Behaviour: A mixed methods approach to study explicit and implicit beliefs of teachers and students .” 2018. Doctoral Dissertation, Vrije Universiteit Amsterdam. Accessed December 06, 2019. http://hdl.handle.net/1871/55644.

MLA Handbook (7th Edition):

Kraker-Pauw, E de. “Beliefs Behind Behaviour: A mixed methods approach to study explicit and implicit beliefs of teachers and students .” 2018. Web. 06 Dec 2019.

Vancouver:

Kraker-Pauw Ed. Beliefs Behind Behaviour: A mixed methods approach to study explicit and implicit beliefs of teachers and students . [Internet] [Doctoral dissertation]. Vrije Universiteit Amsterdam; 2018. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/1871/55644.

Council of Science Editors:

Kraker-Pauw Ed. Beliefs Behind Behaviour: A mixed methods approach to study explicit and implicit beliefs of teachers and students . [Doctoral Dissertation]. Vrije Universiteit Amsterdam; 2018. Available from: http://hdl.handle.net/1871/55644

6. de Kraker-Pauw, E. Beliefs Behind Behaviour: A mixed methods approach to study explicit and implicit beliefs of teachers and students.

Degree: Faculty of Human Movement Sciences, 2018, NARCIS

Subjects/Keywords: teacher beliefs; students beliefs; growth and fixed mindset; gender; pre-vocational secondary education

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APA (6th Edition):

de Kraker-Pauw, E. (2018). Beliefs Behind Behaviour: A mixed methods approach to study explicit and implicit beliefs of teachers and students. (Doctoral Dissertation). NARCIS. Retrieved from https://research.vu.nl/en/publications/96dd15c1-3d0a-464f-a13e-18b335bcfd5a ; urn:nbn:nl:ui:31-1871/55644 ; 96dd15c1-3d0a-464f-a13e-18b335bcfd5a ; 1871/55644 ; urn:isbn:9789090308869 ; urn:isbn:9090308865 ; urn:nbn:nl:ui:31-1871/55644 ; https://research.vu.nl/en/publications/96dd15c1-3d0a-464f-a13e-18b335bcfd5a

Chicago Manual of Style (16th Edition):

de Kraker-Pauw, E. “Beliefs Behind Behaviour: A mixed methods approach to study explicit and implicit beliefs of teachers and students.” 2018. Doctoral Dissertation, NARCIS. Accessed December 06, 2019. https://research.vu.nl/en/publications/96dd15c1-3d0a-464f-a13e-18b335bcfd5a ; urn:nbn:nl:ui:31-1871/55644 ; 96dd15c1-3d0a-464f-a13e-18b335bcfd5a ; 1871/55644 ; urn:isbn:9789090308869 ; urn:isbn:9090308865 ; urn:nbn:nl:ui:31-1871/55644 ; https://research.vu.nl/en/publications/96dd15c1-3d0a-464f-a13e-18b335bcfd5a.

MLA Handbook (7th Edition):

de Kraker-Pauw, E. “Beliefs Behind Behaviour: A mixed methods approach to study explicit and implicit beliefs of teachers and students.” 2018. Web. 06 Dec 2019.

Vancouver:

de Kraker-Pauw E. Beliefs Behind Behaviour: A mixed methods approach to study explicit and implicit beliefs of teachers and students. [Internet] [Doctoral dissertation]. NARCIS; 2018. [cited 2019 Dec 06]. Available from: https://research.vu.nl/en/publications/96dd15c1-3d0a-464f-a13e-18b335bcfd5a ; urn:nbn:nl:ui:31-1871/55644 ; 96dd15c1-3d0a-464f-a13e-18b335bcfd5a ; 1871/55644 ; urn:isbn:9789090308869 ; urn:isbn:9090308865 ; urn:nbn:nl:ui:31-1871/55644 ; https://research.vu.nl/en/publications/96dd15c1-3d0a-464f-a13e-18b335bcfd5a.

Council of Science Editors:

de Kraker-Pauw E. Beliefs Behind Behaviour: A mixed methods approach to study explicit and implicit beliefs of teachers and students. [Doctoral Dissertation]. NARCIS; 2018. Available from: https://research.vu.nl/en/publications/96dd15c1-3d0a-464f-a13e-18b335bcfd5a ; urn:nbn:nl:ui:31-1871/55644 ; 96dd15c1-3d0a-464f-a13e-18b335bcfd5a ; 1871/55644 ; urn:isbn:9789090308869 ; urn:isbn:9090308865 ; urn:nbn:nl:ui:31-1871/55644 ; https://research.vu.nl/en/publications/96dd15c1-3d0a-464f-a13e-18b335bcfd5a

7. Belo, Neeltje Annigje Hendrika. Engaging students in the study of physics: an investigation of physics teachers’ belief systems about teaching and learning physics.

Degree: 2013, Leiden University Graduate School of Teaching (ICLON), Faculty of Science, Leiden University

 This doctoral thesis comprises two questionnaire studies and two small-scale interview studies on the content and structure of physics teachers’ belief systems. The studies focused… (more)

Subjects/Keywords: Teacher beliefs; Secondary physics education; Goals; Pedagogy; Nature of science; Teacher beliefs; Secondary physics education; Goals; Pedagogy; Nature of science

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APA (6th Edition):

Belo, N. A. H. (2013). Engaging students in the study of physics: an investigation of physics teachers’ belief systems about teaching and learning physics. (Doctoral Dissertation). Leiden University Graduate School of Teaching (ICLON), Faculty of Science, Leiden University. Retrieved from http://hdl.handle.net/1887/20703

Chicago Manual of Style (16th Edition):

Belo, Neeltje Annigje Hendrika. “Engaging students in the study of physics: an investigation of physics teachers’ belief systems about teaching and learning physics.” 2013. Doctoral Dissertation, Leiden University Graduate School of Teaching (ICLON), Faculty of Science, Leiden University. Accessed December 06, 2019. http://hdl.handle.net/1887/20703.

MLA Handbook (7th Edition):

Belo, Neeltje Annigje Hendrika. “Engaging students in the study of physics: an investigation of physics teachers’ belief systems about teaching and learning physics.” 2013. Web. 06 Dec 2019.

Vancouver:

Belo NAH. Engaging students in the study of physics: an investigation of physics teachers’ belief systems about teaching and learning physics. [Internet] [Doctoral dissertation]. Leiden University Graduate School of Teaching (ICLON), Faculty of Science, Leiden University; 2013. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/1887/20703.

Council of Science Editors:

Belo NAH. Engaging students in the study of physics: an investigation of physics teachers’ belief systems about teaching and learning physics. [Doctoral Dissertation]. Leiden University Graduate School of Teaching (ICLON), Faculty of Science, Leiden University; 2013. Available from: http://hdl.handle.net/1887/20703


Universiteit Utrecht

8. Shavega, T. Behavioral Adjustment of Pre-primary School Children in Tanzania : The Role of the Teacher-Child Relationship.

Degree: 2015, Universiteit Utrecht

 Pre-primary education in Tanzania prepares young children from 5 to 6 years of age for formal schooling (primary education). Children at this stage are in… (more)

Subjects/Keywords: pre-primary school; children’s behavioral adjustment; behavioral adjustment strategies; cultural beliefs; teacher-child relationship; classroom emotional support; multilevel; moral and non-moral domain; transgressions; children’s social behavior

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APA (6th Edition):

Shavega, T. (2015). Behavioral Adjustment of Pre-primary School Children in Tanzania : The Role of the Teacher-Child Relationship. (Doctoral Dissertation). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/309292

Chicago Manual of Style (16th Edition):

Shavega, T. “Behavioral Adjustment of Pre-primary School Children in Tanzania : The Role of the Teacher-Child Relationship.” 2015. Doctoral Dissertation, Universiteit Utrecht. Accessed December 06, 2019. http://dspace.library.uu.nl:8080/handle/1874/309292.

MLA Handbook (7th Edition):

Shavega, T. “Behavioral Adjustment of Pre-primary School Children in Tanzania : The Role of the Teacher-Child Relationship.” 2015. Web. 06 Dec 2019.

Vancouver:

Shavega T. Behavioral Adjustment of Pre-primary School Children in Tanzania : The Role of the Teacher-Child Relationship. [Internet] [Doctoral dissertation]. Universiteit Utrecht; 2015. [cited 2019 Dec 06]. Available from: http://dspace.library.uu.nl:8080/handle/1874/309292.

Council of Science Editors:

Shavega T. Behavioral Adjustment of Pre-primary School Children in Tanzania : The Role of the Teacher-Child Relationship. [Doctoral Dissertation]. Universiteit Utrecht; 2015. Available from: http://dspace.library.uu.nl:8080/handle/1874/309292

9. Rosenfeld, M.N. Developing teacher sensitivity to individual learning differences (ILDs) : Studies on increasing teacher effectiveness.

Degree: 2008, University Utrecht

 Effective teachers are sensitive to individual learning differences (ILDs). This dissertation investigates teacher changes as a result of eight long-term professional development (PD) courses (56-hours… (more)

Subjects/Keywords: Individual learning differences; teacher beliefs about students; teacher professional development; learning styles; cognitive styles; teacher effectiveness; sensitivity to learning differences; learning contexts; strength of learning preferences

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

APA (6th Edition):

Rosenfeld, M. N. (2008). Developing teacher sensitivity to individual learning differences (ILDs) : Studies on increasing teacher effectiveness. (Doctoral Dissertation). University Utrecht. Retrieved from http://dspace.library.uu.nl/handle/1874/31224 ; URN:NBN:NL:UI:10-1874-31224 ; urn:isbn:978-90-39349359 ; URN:NBN:NL:UI:10-1874-31224 ; http://dspace.library.uu.nl/handle/1874/31224

Chicago Manual of Style (16th Edition):

Rosenfeld, M N. “Developing teacher sensitivity to individual learning differences (ILDs) : Studies on increasing teacher effectiveness.” 2008. Doctoral Dissertation, University Utrecht. Accessed December 06, 2019. http://dspace.library.uu.nl/handle/1874/31224 ; URN:NBN:NL:UI:10-1874-31224 ; urn:isbn:978-90-39349359 ; URN:NBN:NL:UI:10-1874-31224 ; http://dspace.library.uu.nl/handle/1874/31224.

MLA Handbook (7th Edition):

Rosenfeld, M N. “Developing teacher sensitivity to individual learning differences (ILDs) : Studies on increasing teacher effectiveness.” 2008. Web. 06 Dec 2019.

Vancouver:

Rosenfeld MN. Developing teacher sensitivity to individual learning differences (ILDs) : Studies on increasing teacher effectiveness. [Internet] [Doctoral dissertation]. University Utrecht; 2008. [cited 2019 Dec 06]. Available from: http://dspace.library.uu.nl/handle/1874/31224 ; URN:NBN:NL:UI:10-1874-31224 ; urn:isbn:978-90-39349359 ; URN:NBN:NL:UI:10-1874-31224 ; http://dspace.library.uu.nl/handle/1874/31224.

Council of Science Editors:

Rosenfeld MN. Developing teacher sensitivity to individual learning differences (ILDs) : Studies on increasing teacher effectiveness. [Doctoral Dissertation]. University Utrecht; 2008. Available from: http://dspace.library.uu.nl/handle/1874/31224 ; URN:NBN:NL:UI:10-1874-31224 ; urn:isbn:978-90-39349359 ; URN:NBN:NL:UI:10-1874-31224 ; http://dspace.library.uu.nl/handle/1874/31224


Universiteit Utrecht

10. Lagas, Deirdre; Heijkant, Kris van den; Printzipa, Maria. Can you feel the distance? A cross-cultural investigation of the relationship between students’ individual beliefs on power distance and their perception of teachers.

Degree: 2007, Universiteit Utrecht

 This paper focuses on the relationship between the students’ individual beliefs on power distance, a cultural dimension defined by Hofstede (2005), and their perception of… (more)

Subjects/Keywords: Social Sciences; power distance; students' individual beliefs on power distance; cultural dimension; QTI (Questionnaire on Teacher Interaction); PDQ (Power Distance Questionnaire); Hofstede; students' perception of their teachers; US; Hungary; new tool; cross-cultural investigation

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APA (6th Edition):

Lagas, Deirdre; Heijkant, Kris van den; Printzipa, M. (2007). Can you feel the distance? A cross-cultural investigation of the relationship between students’ individual beliefs on power distance and their perception of teachers. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/22506

Chicago Manual of Style (16th Edition):

Lagas, Deirdre; Heijkant, Kris van den; Printzipa, Maria. “Can you feel the distance? A cross-cultural investigation of the relationship between students’ individual beliefs on power distance and their perception of teachers.” 2007. Masters Thesis, Universiteit Utrecht. Accessed December 06, 2019. http://dspace.library.uu.nl:8080/handle/1874/22506.

MLA Handbook (7th Edition):

Lagas, Deirdre; Heijkant, Kris van den; Printzipa, Maria. “Can you feel the distance? A cross-cultural investigation of the relationship between students’ individual beliefs on power distance and their perception of teachers.” 2007. Web. 06 Dec 2019.

Vancouver:

Lagas, Deirdre; Heijkant, Kris van den; Printzipa M. Can you feel the distance? A cross-cultural investigation of the relationship between students’ individual beliefs on power distance and their perception of teachers. [Internet] [Masters thesis]. Universiteit Utrecht; 2007. [cited 2019 Dec 06]. Available from: http://dspace.library.uu.nl:8080/handle/1874/22506.

Council of Science Editors:

Lagas, Deirdre; Heijkant, Kris van den; Printzipa M. Can you feel the distance? A cross-cultural investigation of the relationship between students’ individual beliefs on power distance and their perception of teachers. [Masters Thesis]. Universiteit Utrecht; 2007. Available from: http://dspace.library.uu.nl:8080/handle/1874/22506

11. Visser-Wijnveen, Gerda Jessica. The research-teaching nexus in the humanities: variations among academics.

Degree: 2009, Leiden University Graduate School of Teaching (ICLON), Faculty of Social and Behavioural Sciences, Leiden University

 Central in this thesis are the various forms the research-teaching nexus can take in the university, especially in the Faculty of Humanities. The importance of… (more)

Subjects/Keywords: Research-teaching nexus; Conceptions of teaching; Conceptions of research; Conceptions of knowledge; Higher education; University teaching; Student learning; Teacher beliefs; Disciplinary differences; Research-teaching nexus; Conceptions of teaching; Conceptions of research; Conceptions of knowledge; Higher education; University teaching; Student learning; Teacher beliefs; Disciplinary differences

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APA (6th Edition):

Visser-Wijnveen, G. J. (2009). The research-teaching nexus in the humanities: variations among academics. (Doctoral Dissertation). Leiden University Graduate School of Teaching (ICLON), Faculty of Social and Behavioural Sciences, Leiden University. Retrieved from http://hdl.handle.net/1887/14018

Chicago Manual of Style (16th Edition):

Visser-Wijnveen, Gerda Jessica. “The research-teaching nexus in the humanities: variations among academics.” 2009. Doctoral Dissertation, Leiden University Graduate School of Teaching (ICLON), Faculty of Social and Behavioural Sciences, Leiden University. Accessed December 06, 2019. http://hdl.handle.net/1887/14018.

MLA Handbook (7th Edition):

Visser-Wijnveen, Gerda Jessica. “The research-teaching nexus in the humanities: variations among academics.” 2009. Web. 06 Dec 2019.

Vancouver:

Visser-Wijnveen GJ. The research-teaching nexus in the humanities: variations among academics. [Internet] [Doctoral dissertation]. Leiden University Graduate School of Teaching (ICLON), Faculty of Social and Behavioural Sciences, Leiden University; 2009. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/1887/14018.

Council of Science Editors:

Visser-Wijnveen GJ. The research-teaching nexus in the humanities: variations among academics. [Doctoral Dissertation]. Leiden University Graduate School of Teaching (ICLON), Faculty of Social and Behavioural Sciences, Leiden University; 2009. Available from: http://hdl.handle.net/1887/14018


Leiden University

12. Vossen, T.E. Research and design in STEM education: What do students and teachers think about the connection?.

Degree: 2019, Leiden University

 Research and design are two activities that are becoming increasingly important in STEM education (Science, Technology, Engineering and Mathematics). Research and design projects are often… (more)

Subjects/Keywords: Research activities; Design activities; STEM; Secondary education; Student attitudes; Teacher attitudes; Beliefs; PCK; Perceptions; Functions of research within design; Research activities; Design activities; STEM; Secondary education; Student attitudes; Teacher attitudes; Beliefs; PCK; Perceptions; Functions of research within design

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APA (6th Edition):

Vossen, T. E. (2019). Research and design in STEM education: What do students and teachers think about the connection?. (Doctoral Dissertation). Leiden University. Retrieved from http://hdl.handle.net/1887/77518

Chicago Manual of Style (16th Edition):

Vossen, T E. “Research and design in STEM education: What do students and teachers think about the connection?.” 2019. Doctoral Dissertation, Leiden University. Accessed December 06, 2019. http://hdl.handle.net/1887/77518.

MLA Handbook (7th Edition):

Vossen, T E. “Research and design in STEM education: What do students and teachers think about the connection?.” 2019. Web. 06 Dec 2019.

Vancouver:

Vossen TE. Research and design in STEM education: What do students and teachers think about the connection?. [Internet] [Doctoral dissertation]. Leiden University; 2019. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/1887/77518.

Council of Science Editors:

Vossen TE. Research and design in STEM education: What do students and teachers think about the connection?. [Doctoral Dissertation]. Leiden University; 2019. Available from: http://hdl.handle.net/1887/77518

13. Shavega, T. Behavioral Adjustment of Pre-primary School Children in Tanzania : The Role of the Teacher-Child Relationship.

Degree: 2015, University Utrecht

 Pre-primary education in Tanzania prepares young children from 5 to 6 years of age for formal schooling (primary education). Children at this stage are in… (more)

Subjects/Keywords: pre-primary school; children’s behavioral adjustment; behavioral adjustment strategies; cultural beliefs; teacher-child relationship; classroom emotional support; multilevel; moral and non-moral domain; transgressions; children’s social behavior

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Shavega, T. (2015). Behavioral Adjustment of Pre-primary School Children in Tanzania : The Role of the Teacher-Child Relationship. (Doctoral Dissertation). University Utrecht. Retrieved from http://dspace.library.uu.nl/handle/1874/309292 ; URN:NBN:NL:UI:10-1874-309292 ; urn:isbn:978-90-393-6293-8 ; URN:NBN:NL:UI:10-1874-309292 ; http://dspace.library.uu.nl/handle/1874/309292

Chicago Manual of Style (16th Edition):

Shavega, T. “Behavioral Adjustment of Pre-primary School Children in Tanzania : The Role of the Teacher-Child Relationship.” 2015. Doctoral Dissertation, University Utrecht. Accessed December 06, 2019. http://dspace.library.uu.nl/handle/1874/309292 ; URN:NBN:NL:UI:10-1874-309292 ; urn:isbn:978-90-393-6293-8 ; URN:NBN:NL:UI:10-1874-309292 ; http://dspace.library.uu.nl/handle/1874/309292.

MLA Handbook (7th Edition):

Shavega, T. “Behavioral Adjustment of Pre-primary School Children in Tanzania : The Role of the Teacher-Child Relationship.” 2015. Web. 06 Dec 2019.

Vancouver:

Shavega T. Behavioral Adjustment of Pre-primary School Children in Tanzania : The Role of the Teacher-Child Relationship. [Internet] [Doctoral dissertation]. University Utrecht; 2015. [cited 2019 Dec 06]. Available from: http://dspace.library.uu.nl/handle/1874/309292 ; URN:NBN:NL:UI:10-1874-309292 ; urn:isbn:978-90-393-6293-8 ; URN:NBN:NL:UI:10-1874-309292 ; http://dspace.library.uu.nl/handle/1874/309292.

Council of Science Editors:

Shavega T. Behavioral Adjustment of Pre-primary School Children in Tanzania : The Role of the Teacher-Child Relationship. [Doctoral Dissertation]. University Utrecht; 2015. Available from: http://dspace.library.uu.nl/handle/1874/309292 ; URN:NBN:NL:UI:10-1874-309292 ; urn:isbn:978-90-393-6293-8 ; URN:NBN:NL:UI:10-1874-309292 ; http://dspace.library.uu.nl/handle/1874/309292

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