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Dept: Curriculum and Instruction

You searched for subject:(teacher beliefs). Showing records 1 – 11 of 11 total matches.

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Penn State University

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

Degree: PhD, Curriculum and Instruction, 2007, 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. (2007). Influences on Preservice Teachers' Beliefs about Family Involvement and Cultural Diversity: An Exploration of Mentoring Relationships. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/7950

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.” 2007. Doctoral Dissertation, Penn State University. Accessed December 08, 2019. https://etda.libraries.psu.edu/catalog/7950.

MLA Handbook (7th Edition):

Graves, Shanna L. “Influences on Preservice Teachers' Beliefs about Family Involvement and Cultural Diversity: An Exploration of Mentoring Relationships.” 2007. Web. 08 Dec 2019.

Vancouver:

Graves SL. Influences on Preservice Teachers' Beliefs about Family Involvement and Cultural Diversity: An Exploration of Mentoring Relationships. [Internet] [Doctoral dissertation]. Penn State University; 2007. [cited 2019 Dec 08]. Available from: https://etda.libraries.psu.edu/catalog/7950.

Council of Science Editors:

Graves SL. Influences on Preservice Teachers' Beliefs about Family Involvement and Cultural Diversity: An Exploration of Mentoring Relationships. [Doctoral Dissertation]. Penn State University; 2007. Available from: https://etda.libraries.psu.edu/catalog/7950


University of Toledo

2. Miller, William D. Teacher Beliefs About Scholarship in Education: A Measure to Inform Professional Development Programming.

Degree: PhD, Curriculum and Instruction, 2015, University of Toledo

 This cross-sectional survey study of 226 public school teachers throughout Ohio presents and revalidates the Teacher Beliefs about Scholarship in Education (TBASE) measure, which includes… (more)

Subjects/Keywords: Adult Education; Education; Educational Tests and Measurements; Teacher Education; Teacher Beliefs, Rasch, Professional Development

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APA (6th Edition):

Miller, W. D. (2015). Teacher Beliefs About Scholarship in Education: A Measure to Inform Professional Development Programming. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1422106124

Chicago Manual of Style (16th Edition):

Miller, William D. “Teacher Beliefs About Scholarship in Education: A Measure to Inform Professional Development Programming.” 2015. Doctoral Dissertation, University of Toledo. Accessed December 08, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1422106124.

MLA Handbook (7th Edition):

Miller, William D. “Teacher Beliefs About Scholarship in Education: A Measure to Inform Professional Development Programming.” 2015. Web. 08 Dec 2019.

Vancouver:

Miller WD. Teacher Beliefs About Scholarship in Education: A Measure to Inform Professional Development Programming. [Internet] [Doctoral dissertation]. University of Toledo; 2015. [cited 2019 Dec 08]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1422106124.

Council of Science Editors:

Miller WD. Teacher Beliefs About Scholarship in Education: A Measure to Inform Professional Development Programming. [Doctoral Dissertation]. University of Toledo; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1422106124


Penn State University

3. Cannon, Tenille. Orientations toward Mathematical Processes of Prospective Secondary Mathematics Teachers as Related to Work with Tasks.

Degree: PhD, Curriculum and Instruction, 2016, Penn State University

 Mathematics can be conceptualized in different ways. Policy documents such as the National Council of Teachers of Mathematics (NCTM) (2000) and the Common Core State… (more)

Subjects/Keywords: mathematical tasks; mathematical processes; discovery; prospective teachers; teacher beliefs

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APA (6th Edition):

Cannon, T. (2016). Orientations toward Mathematical Processes of Prospective Secondary Mathematics Teachers as Related to Work with Tasks. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/13409txc285

Chicago Manual of Style (16th Edition):

Cannon, Tenille. “Orientations toward Mathematical Processes of Prospective Secondary Mathematics Teachers as Related to Work with Tasks.” 2016. Doctoral Dissertation, Penn State University. Accessed December 08, 2019. https://etda.libraries.psu.edu/catalog/13409txc285.

MLA Handbook (7th Edition):

Cannon, Tenille. “Orientations toward Mathematical Processes of Prospective Secondary Mathematics Teachers as Related to Work with Tasks.” 2016. Web. 08 Dec 2019.

Vancouver:

Cannon T. Orientations toward Mathematical Processes of Prospective Secondary Mathematics Teachers as Related to Work with Tasks. [Internet] [Doctoral dissertation]. Penn State University; 2016. [cited 2019 Dec 08]. Available from: https://etda.libraries.psu.edu/catalog/13409txc285.

Council of Science Editors:

Cannon T. Orientations toward Mathematical Processes of Prospective Secondary Mathematics Teachers as Related to Work with Tasks. [Doctoral Dissertation]. Penn State University; 2016. Available from: https://etda.libraries.psu.edu/catalog/13409txc285


Wayne State University

4. Hardamon, Kaili Takiyah. Teachers' Reflection On Their Beliefs And Question-Asking Practices During Mathematics Instruction.

Degree: PhD, Curriculum and Instruction, 2019, Wayne State University

  Teachers’ daily instructional practices are a critical component in creating a rich and meaningful educational experience for students. Thus, factors that inform instructional practices… (more)

Subjects/Keywords: Beliefs; Question-Asking; Reflection; Mathematics; Teacher Education and Professional Development

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APA (6th Edition):

Hardamon, K. T. (2019). Teachers' Reflection On Their Beliefs And Question-Asking Practices During Mathematics Instruction. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/2162

Chicago Manual of Style (16th Edition):

Hardamon, Kaili Takiyah. “Teachers' Reflection On Their Beliefs And Question-Asking Practices During Mathematics Instruction.” 2019. Doctoral Dissertation, Wayne State University. Accessed December 08, 2019. https://digitalcommons.wayne.edu/oa_dissertations/2162.

MLA Handbook (7th Edition):

Hardamon, Kaili Takiyah. “Teachers' Reflection On Their Beliefs And Question-Asking Practices During Mathematics Instruction.” 2019. Web. 08 Dec 2019.

Vancouver:

Hardamon KT. Teachers' Reflection On Their Beliefs And Question-Asking Practices During Mathematics Instruction. [Internet] [Doctoral dissertation]. Wayne State University; 2019. [cited 2019 Dec 08]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/2162.

Council of Science Editors:

Hardamon KT. Teachers' Reflection On Their Beliefs And Question-Asking Practices During Mathematics Instruction. [Doctoral Dissertation]. Wayne State University; 2019. Available from: https://digitalcommons.wayne.edu/oa_dissertations/2162


Penn State University

5. Chen, Chih-Sheng. RELATIONSHIPS BETWEEN NON-NATIVE ENGLISH SPEAKING EFL PRE-SERVICE TEAHCERS' ENGLISH LANGAUGE LEARNING STRATEGIES AND THEIR BELIEFS TOWARD TEACHING METHODOLOGIES.

Degree: PhD, Curriculum and Instruction, 2005, Penn State University

 ABSTRACT This study was to explore non-English speaking EFL pre-service teachers¡¦ English language learning strategies and beliefs toward EFL teaching methodologies. In addition, the relationship… (more)

Subjects/Keywords: teacher education; pre-service teacher; language learning strategies; teaching beliefs

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APA (6th Edition):

Chen, C. (2005). RELATIONSHIPS BETWEEN NON-NATIVE ENGLISH SPEAKING EFL PRE-SERVICE TEAHCERS' ENGLISH LANGAUGE LEARNING STRATEGIES AND THEIR BELIEFS TOWARD TEACHING METHODOLOGIES. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/6517

Chicago Manual of Style (16th Edition):

Chen, Chih-Sheng. “RELATIONSHIPS BETWEEN NON-NATIVE ENGLISH SPEAKING EFL PRE-SERVICE TEAHCERS' ENGLISH LANGAUGE LEARNING STRATEGIES AND THEIR BELIEFS TOWARD TEACHING METHODOLOGIES.” 2005. Doctoral Dissertation, Penn State University. Accessed December 08, 2019. https://etda.libraries.psu.edu/catalog/6517.

MLA Handbook (7th Edition):

Chen, Chih-Sheng. “RELATIONSHIPS BETWEEN NON-NATIVE ENGLISH SPEAKING EFL PRE-SERVICE TEAHCERS' ENGLISH LANGAUGE LEARNING STRATEGIES AND THEIR BELIEFS TOWARD TEACHING METHODOLOGIES.” 2005. Web. 08 Dec 2019.

Vancouver:

Chen C. RELATIONSHIPS BETWEEN NON-NATIVE ENGLISH SPEAKING EFL PRE-SERVICE TEAHCERS' ENGLISH LANGAUGE LEARNING STRATEGIES AND THEIR BELIEFS TOWARD TEACHING METHODOLOGIES. [Internet] [Doctoral dissertation]. Penn State University; 2005. [cited 2019 Dec 08]. Available from: https://etda.libraries.psu.edu/catalog/6517.

Council of Science Editors:

Chen C. RELATIONSHIPS BETWEEN NON-NATIVE ENGLISH SPEAKING EFL PRE-SERVICE TEAHCERS' ENGLISH LANGAUGE LEARNING STRATEGIES AND THEIR BELIEFS TOWARD TEACHING METHODOLOGIES. [Doctoral Dissertation]. Penn State University; 2005. Available from: https://etda.libraries.psu.edu/catalog/6517

6. Vandercook, Sandra. Exploring the Relationship between English Composition Teachers' Beliefs about Written Feedback and Their Written Feedback Practices.

Degree: PhD, Curriculum and Instruction, 2012, University of New Orleans

  For teachers of freshman English composition, the most time-consuming aspect of teaching is responding to student papers (Anson, 2012; Straub, 2000b). Teachers respond in… (more)

Subjects/Keywords: Teacher Beliefs; Teacher Written Response; Response Theory; Reader Response; Sociocultural Theory; Freshman English Composition; Curriculum and Instruction

…54 Teacher Beliefs… …92 Teacher Beliefs… …131 Teacher Beliefs… …172 Teacher Beliefs… …212 Teacher Beliefs… 

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APA (6th Edition):

Vandercook, S. (2012). Exploring the Relationship between English Composition Teachers' Beliefs about Written Feedback and Their Written Feedback Practices. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/1552

Chicago Manual of Style (16th Edition):

Vandercook, Sandra. “Exploring the Relationship between English Composition Teachers' Beliefs about Written Feedback and Their Written Feedback Practices.” 2012. Doctoral Dissertation, University of New Orleans. Accessed December 08, 2019. https://scholarworks.uno.edu/td/1552.

MLA Handbook (7th Edition):

Vandercook, Sandra. “Exploring the Relationship between English Composition Teachers' Beliefs about Written Feedback and Their Written Feedback Practices.” 2012. Web. 08 Dec 2019.

Vancouver:

Vandercook S. Exploring the Relationship between English Composition Teachers' Beliefs about Written Feedback and Their Written Feedback Practices. [Internet] [Doctoral dissertation]. University of New Orleans; 2012. [cited 2019 Dec 08]. Available from: https://scholarworks.uno.edu/td/1552.

Council of Science Editors:

Vandercook S. Exploring the Relationship between English Composition Teachers' Beliefs about Written Feedback and Their Written Feedback Practices. [Doctoral Dissertation]. University of New Orleans; 2012. Available from: https://scholarworks.uno.edu/td/1552


Penn State University

7. Aldemir, Jale. PRESERVICE-TEACHERS’ BELIEFS ABOUT YOUNG CHILDREN.

Degree: PhD, Curriculum and Instruction, 2007, Penn State University

 The purpose of this study was to discover preservice-teachers’ beliefs about young children, their parents, and teaching in early childhood education (ECE). Beliefs are the… (more)

Subjects/Keywords: images of parents; images of young children; Beliefs of preservice-teachers; images of ECE teacher

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APA (6th Edition):

Aldemir, J. (2007). PRESERVICE-TEACHERS’ BELIEFS ABOUT YOUNG CHILDREN. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/7732

Chicago Manual of Style (16th Edition):

Aldemir, Jale. “PRESERVICE-TEACHERS’ BELIEFS ABOUT YOUNG CHILDREN.” 2007. Doctoral Dissertation, Penn State University. Accessed December 08, 2019. https://etda.libraries.psu.edu/catalog/7732.

MLA Handbook (7th Edition):

Aldemir, Jale. “PRESERVICE-TEACHERS’ BELIEFS ABOUT YOUNG CHILDREN.” 2007. Web. 08 Dec 2019.

Vancouver:

Aldemir J. PRESERVICE-TEACHERS’ BELIEFS ABOUT YOUNG CHILDREN. [Internet] [Doctoral dissertation]. Penn State University; 2007. [cited 2019 Dec 08]. Available from: https://etda.libraries.psu.edu/catalog/7732.

Council of Science Editors:

Aldemir J. PRESERVICE-TEACHERS’ BELIEFS ABOUT YOUNG CHILDREN. [Doctoral Dissertation]. Penn State University; 2007. Available from: https://etda.libraries.psu.edu/catalog/7732


Florida International University

8. Coccaro-Pons, Jennifer. A Mixed Method Study of Prospective Teachers' Epistemic Beliefs and Web Evaluation Strategies Concerning Hoax Websites.

Degree: PhD, Curriculum and Instruction, 2018, Florida International University

  Teachers need to be equipped with the tools necessary to evaluate content on the Internet and determine if it is a credible source, or… (more)

Subjects/Keywords: Hoax Websites; Hoaxes; Evaluating Websites; Trustworthiness; Information Literacy; Metaliteracy; Fake News; Epistemic Beliefs; Web Evaluation Strategies; Arts and Humanities; Communication; Computer Sciences; Curriculum and Instruction; Education; Epistemology; Language and Literacy Education; Online and Distance Education; Philosophy; Science and Technology Studies; Teacher Education and Professional Development

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APA (6th Edition):

Coccaro-Pons, J. (2018). A Mixed Method Study of Prospective Teachers' Epistemic Beliefs and Web Evaluation Strategies Concerning Hoax Websites. (Doctoral Dissertation). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3911 ; FIDC006996

Chicago Manual of Style (16th Edition):

Coccaro-Pons, Jennifer. “A Mixed Method Study of Prospective Teachers' Epistemic Beliefs and Web Evaluation Strategies Concerning Hoax Websites.” 2018. Doctoral Dissertation, Florida International University. Accessed December 08, 2019. https://digitalcommons.fiu.edu/etd/3911 ; FIDC006996.

MLA Handbook (7th Edition):

Coccaro-Pons, Jennifer. “A Mixed Method Study of Prospective Teachers' Epistemic Beliefs and Web Evaluation Strategies Concerning Hoax Websites.” 2018. Web. 08 Dec 2019.

Vancouver:

Coccaro-Pons J. A Mixed Method Study of Prospective Teachers' Epistemic Beliefs and Web Evaluation Strategies Concerning Hoax Websites. [Internet] [Doctoral dissertation]. Florida International University; 2018. [cited 2019 Dec 08]. Available from: https://digitalcommons.fiu.edu/etd/3911 ; FIDC006996.

Council of Science Editors:

Coccaro-Pons J. A Mixed Method Study of Prospective Teachers' Epistemic Beliefs and Web Evaluation Strategies Concerning Hoax Websites. [Doctoral Dissertation]. Florida International University; 2018. Available from: https://digitalcommons.fiu.edu/etd/3911 ; FIDC006996


North Carolina State University

9. Soorma, Jyoti. Teacher Concerns and Attitudes During the Adoption Phase of One-to-One Computing in Early College High Schools.

Degree: MS, Curriculum and Instruction, 2008, North Carolina State University

 Ubiquitous computing has opened new opportunities for teaching and learning, and is transforming school learning environments. The popularity of one-to-one computing has been increasing rapidly,… (more)

Subjects/Keywords: Adoption Phase of one-to-one computing; Teacher attitudes; beliefs and concerns; Early College High Schools

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APA (6th Edition):

Soorma, J. (2008). Teacher Concerns and Attitudes During the Adoption Phase of One-to-One Computing in Early College High Schools. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/1967

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):

Soorma, Jyoti. “Teacher Concerns and Attitudes During the Adoption Phase of One-to-One Computing in Early College High Schools.” 2008. Thesis, North Carolina State University. Accessed December 08, 2019. http://www.lib.ncsu.edu/resolver/1840.16/1967.

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

MLA Handbook (7th Edition):

Soorma, Jyoti. “Teacher Concerns and Attitudes During the Adoption Phase of One-to-One Computing in Early College High Schools.” 2008. Web. 08 Dec 2019.

Vancouver:

Soorma J. Teacher Concerns and Attitudes During the Adoption Phase of One-to-One Computing in Early College High Schools. [Internet] [Thesis]. North Carolina State University; 2008. [cited 2019 Dec 08]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/1967.

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

Council of Science Editors:

Soorma J. Teacher Concerns and Attitudes During the Adoption Phase of One-to-One Computing in Early College High Schools. [Thesis]. North Carolina State University; 2008. Available from: http://www.lib.ncsu.edu/resolver/1840.16/1967

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

10. Zambak, Vecihi. PRE-SERVICE MATHEMATICS TEACHERS' KNOWLEDGE DEVELOPMENT AND BELIEF CHANGE WITHIN A TECHNOLOGY-ENHANCED MATHEMATICS COURSE.

Degree: PhD, Curriculum and Instruction, 2014, Clemson University

  With the adoption of Common Core State Standards, mathematics teachers have been expected to emphasize conceptual understanding as much as procedural and computational fluency… (more)

Subjects/Keywords: Dynamic Geometry Software; Pre-service Mathematics Education; Specialized Content Knowledge; Teacher Beliefs; Technological Content Knowledge; Education; Teacher Education and Professional Development

…42 Teacher Beliefs as a Construct… …45 Teacher Beliefs, Their Change, and Teacher Education Programs… …308 Teacher Beliefs about Mathematics and Teaching… …313 Teacher Beliefs about Technology… …10 Inserting Beliefs into the Equation… 

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APA (6th Edition):

Zambak, V. (2014). PRE-SERVICE MATHEMATICS TEACHERS' KNOWLEDGE DEVELOPMENT AND BELIEF CHANGE WITHIN A TECHNOLOGY-ENHANCED MATHEMATICS COURSE. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1427

Chicago Manual of Style (16th Edition):

Zambak, Vecihi. “PRE-SERVICE MATHEMATICS TEACHERS' KNOWLEDGE DEVELOPMENT AND BELIEF CHANGE WITHIN A TECHNOLOGY-ENHANCED MATHEMATICS COURSE.” 2014. Doctoral Dissertation, Clemson University. Accessed December 08, 2019. https://tigerprints.clemson.edu/all_dissertations/1427.

MLA Handbook (7th Edition):

Zambak, Vecihi. “PRE-SERVICE MATHEMATICS TEACHERS' KNOWLEDGE DEVELOPMENT AND BELIEF CHANGE WITHIN A TECHNOLOGY-ENHANCED MATHEMATICS COURSE.” 2014. Web. 08 Dec 2019.

Vancouver:

Zambak V. PRE-SERVICE MATHEMATICS TEACHERS' KNOWLEDGE DEVELOPMENT AND BELIEF CHANGE WITHIN A TECHNOLOGY-ENHANCED MATHEMATICS COURSE. [Internet] [Doctoral dissertation]. Clemson University; 2014. [cited 2019 Dec 08]. Available from: https://tigerprints.clemson.edu/all_dissertations/1427.

Council of Science Editors:

Zambak V. PRE-SERVICE MATHEMATICS TEACHERS' KNOWLEDGE DEVELOPMENT AND BELIEF CHANGE WITHIN A TECHNOLOGY-ENHANCED MATHEMATICS COURSE. [Doctoral Dissertation]. Clemson University; 2014. Available from: https://tigerprints.clemson.edu/all_dissertations/1427

11. Cooper, Teo O.H. Investigating the Effects of Cognitive Apprenticeship-Based Instructional Coaching on Science Teaching Efficacy Beliefs.

Degree: Doctor of Education (EdD), Curriculum and Instruction, 2015, Florida International University

  The overall purpose of this collected papers dissertation was to examine the utility of a cognitive apprenticeship-based instructional coaching (CAIC) model for improving the… (more)

Subjects/Keywords: Science Teaching Efficacy Beliefs; Instructional Coaching; Science Education; Preservice Teachers; Science Education Reform; Science Teacher Professional Development; Inservice Teachers; Elementary Education and Teaching; Other Teacher Education and Professional Development; Science and Mathematics Education

teacher efficacy beliefs have been noted as the strongest indicator of teacher quality, the… …teachers’ practice outcomes. Second, in addition to looking at teacher efficacy beliefs, the… …practices and both the teaching efficacy beliefs and teacher classroom practice outcomes of… …INSTRUCTIONAL COACHING ON SCIENCE TEACHING EFFICACY BELIEFS by Teo O.H. Cooper Florida International… …instructional coaching (CAIC) model for improving the science teaching efficacy beliefs… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Cooper, T. O. H. (2015). Investigating the Effects of Cognitive Apprenticeship-Based Instructional Coaching on Science Teaching Efficacy Beliefs. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1779 ; 10.25148/etd.FI15032165 ; FI15032165

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):

Cooper, Teo O H. “Investigating the Effects of Cognitive Apprenticeship-Based Instructional Coaching on Science Teaching Efficacy Beliefs.” 2015. Thesis, Florida International University. Accessed December 08, 2019. http://digitalcommons.fiu.edu/etd/1779 ; 10.25148/etd.FI15032165 ; FI15032165.

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

MLA Handbook (7th Edition):

Cooper, Teo O H. “Investigating the Effects of Cognitive Apprenticeship-Based Instructional Coaching on Science Teaching Efficacy Beliefs.” 2015. Web. 08 Dec 2019.

Vancouver:

Cooper TOH. Investigating the Effects of Cognitive Apprenticeship-Based Instructional Coaching on Science Teaching Efficacy Beliefs. [Internet] [Thesis]. Florida International University; 2015. [cited 2019 Dec 08]. Available from: http://digitalcommons.fiu.edu/etd/1779 ; 10.25148/etd.FI15032165 ; FI15032165.

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

Council of Science Editors:

Cooper TOH. Investigating the Effects of Cognitive Apprenticeship-Based Instructional Coaching on Science Teaching Efficacy Beliefs. [Thesis]. Florida International University; 2015. Available from: http://digitalcommons.fiu.edu/etd/1779 ; 10.25148/etd.FI15032165 ; FI15032165

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

.